may 6, 2018 - coconino.edu · information technology services (its) program review and checklist...

COCONINO COMMUNITY COLLEGE

May 6, 2018

Fall 2017 Learning Outcomes Assessment Report

Table of Contents

Assessment Timelines pgs. 1‐9

ATTACHMENTS:

Program Review Process Calendar of Programs pgs. 5‐6

Program Review Process Timelines pg. 7

Program Review Process pgs. 8‐9

Assessment Committee Summary pgs. 10‐11

Assessment Academy Participation pgs. 12‐25

ATTACHMENTS:

2017 Fall CCC Submission pgs. 15‐18

2017 Fall HLC Response pgs. 19‐22

2017‐2018 HLC Assessment Academy Poster pg. 23

2017‐2018 HLC Assessment Academy Brochure pgs. 24‐25

Quality Initiative pgs. 26‐47

ATTACHMENTS:

Quality Initiative Proposal pgs. 29‐43

HLC Response to the Quality Initiative pgs. 44‐47

Program Review pgs. 48‐ 61

ATTACHMENTS:

Meeting Minutes from Executive Council pg. 53

2017‐2018 Academic Program Review document pgs. 54‐57

2017‐2018 Non‐Academic Program Review document pgs. 58‐61

Course Assessment Reporting pgs. 62‐96

ATTACHMENTS:

Fall 2017 Course Assessment Reports pgs. 66‐96

Degree/Certificate Assessment pgs. 97‐103

General Education Assessment pgs. 104‐136

ATTACHMENTS:

Rubrics from each General Education block pgs. 110‐136

Co‐Curricular Assessment pgs. 137‐139

Dual Enrollment Assessment pgs. 140‐147

ATTACHMENTS:

Dual Enrollment Communication pg. 144

Dual Enrollment Summative Assessment Example_Math pg. 145

Dual Enrollment Summative Assessment Example_English pgs. 146‐147

Distance Learning Assessment pgs. 148‐149

Future Projects pgs. 150‐151

2016‐2017 Complete Program Reviews pgs. 152‐420

ATTACHMENTS:

Anthropology Program Review and checklist pgs. 153‐199

English Program Review and checklist pgs. 200‐266

Geology Program Review and checklist pgs. 267‐332

Math Program Review and checklist pgs. 333‐388

Information Technology Services (ITS) Program Review and checklist pgs. 389‐420

ASSESSMENT TIMELINES

1 | Coconino Community College Fall 2017 Assessment Report

Assessment Timelines

2011‐2012 10‐Year Open Pathways Cycle began

August 2016 Assurance Argument was submitted

Fall 2016 CTE division submitted Program Reviews documents

June 2016 CCC received HLC Response to Assurance Argument

Concerns – Assessment and Shared Governance

Spring 2016 The Assessment Committee reviewed the CTE Program Review documents

ANT, ENG, GLG, MAT and ITS began to develop their Program Review documents

2016‐2017 Critical Thinking Assessment data gathered from various sources at CCC

Summer 2017 CTE division began to work on revising their program outcomes and identified courses

to gather program outcome assessment data

Fall 2017 The Assessment Committee reviewed the ANT, ENG, Mat, and ITS Program Review

documents. GLG did not submit a program review document. These program review

documents were reviewed by the appropriate dean or reporting supervisor, the Provost,

and then presented at the Executive Council and the District Governing Board.

Hotel & Restaurant Management (HRM), Nursing (NUR), Fine Arts, Physical & Biological

Sciences (P&BS), Social & Behavioral Sciences (S&BS), Advising, and the Business Office

began to develop their Program Review documents

Future Assessment Deadlines

Spring 2018 Quality Initiative Proposal was submitted and accepted by the HLC

HRM, NUR, Fine Arts, P&BS, S&BS, Advising and the Business Office will submit the

Program Review documents

CTE division will submit assessment data from the identified program assessment

courses and tools

Gen Ed programs will submit program outcome assessment data on critical thinking

June 2018 Interim report on assessment due to HLC

Assessment Academy Results Forum and Impact Report

Summer 2018 The Liberal Arts programs will begin to work on revising their program outcomes and

identified courses to gather program outcome assessment data

Fall 2018 Bi‐Annual Reports will be reported by ANT, ENG, MAT, AHS, CNA and ITS


AHS, CNA, Colorado Plateau Studies, A&H, Tutoring, and Facilities will be beginning their

program reviews.

Fall 2021 Results report on Quality Initiative Project due to HLC

2021‐2022 HLC Comprehensive Evaluation and on‐site visit

ATTACHMENTS:

Program Review Process Calendar of Programs

Program Review Process Timelines

Program Review Process


ASSESSMENT TIMELINES ATTACHMENTS

Program Review Process Calendar of Programs

Program Review Process Timelines



PROGRAM REVIEW PROCESS CALENDAR (2015‐2030 est.)

15‐16 16‐17 17‐18 18‐19 19‐20 20‐21 21‐22 22‐23 23‐24 24‐25 25‐26 26‐27 27‐28 28‐29 29‐30

Administration of Justice PR BiA PR BiA BiA PR BiA BiA

Allied Health Services (AHS)PR PR BiA BiA PR BiA BiA PR

American Sign Language

(ASL) PR PR BiA BiA PR BiA BiA

Anthropology PR BiA BiA PR BiA BiA PR BiA

Arts & Humanities (GEN ED)PR BiA BiA PR BiA BiA PR

Business PR BiA PR BiA BiA PR BiA BiA PR

Colorado Plateau Studies PR BiA BiA PR BiA BiA PR

Computer Information

Systems PR BiA PR BiA BiA PR BiA BiA PR

Construction Technology

Management PR BiA PR BiA BiA PR BiA BiA PR

English (GEN ED) PR BiA BiA PR BiA BiA PR BiA

Environmental Studies PR BiA BiA PR BiA BiA

Fine Arts PR BiA BiA PR BiA BiA PR BiA

Fire Science PR BiA PR BiA BiA PR BiA BiA

Hotel & Restaurant

Management PR BiA BiA PR BiA BiA PR BiA

Math (GEN ED) PR BiA BiA PR BiA BiA PR BiA

Nursing PR BiA BiA PR BiA BiA PR BiA

Paramedic Studies PR BiA PR BiA BiA PR BiA BiA

Physical & Biological Sciences

(GEN ED)PR BiA BiA PR BiA BiA PR BiA

Pre‐Health Careers PR BiA BiA PR BiA BiA PR

Psychology PR BiA BiA PR BiA BiA PR

Social & Behavioral Sciences

(GEN ED)PR BiA BiA PR BiA BiA PR BiA

Sociology PR BiA BiA PR BiA BiA PR

PR = Program Review

BiA = Bi‐Annual Review

ACADEMIC PROGRAM REVIEW PROCESS


15‐16 16‐17 17‐18 18‐19 19‐20 20‐21 21‐22 22‐23 23‐24 24‐25 25‐26 26‐27 27‐28 28‐29 29‐30

B&A ‐ Finance PR BiA BiA PR BiA BiA PR BiA

B&A ‐ Auxliary Services PR BiA BiA PR BiA BiA PR

B&A ‐ Purchasing PR BiA BiA PR BiA BiA PR BiA

B&A ‐ Facilities PR BiA BiA PR BiA BiA PR

B&A ‐ Security PR BiA BiA PR BiA BiA

B&A ‐ ITS PR BiA BiA PR BiA BiA PR BiA

B&A ‐ Financial Aid PR BiA BiA PR BiA

B&A ‐ Registration PR BiA BiA PR BiA

SD ‐ Advising & Career

Advising PR BiA BiA PR BiA BiA PR BiA

SD ‐ Tutoring, Disaibility

Resources, TRiO, Early Alert PR BiA BiA PR BiA BiA PR

SD ‐ Recruitment PR BiA BiA PR BiA BiA PR

SD ‐ Student Activities &

Community EngagementPR BiA BiA PR BiA BiA

SD ‐ Testing, New Student

Orientation, STARTPR BiA BiA PR BiA

PR = Program Review

BiA = Bi‐Annual Review

NON‐ACADEMIC PROGRAM REVIEW PROCESS


FALL

YEAR 1

Data Review Meeting with YR Programs & Assess Coord

SPRING

Program will write the Program Review Document

SUMMER

Appropriate Dean or reporting supervisor will review the Program Review document

FALL

Program Review will be evaluated by the Assessment Committee

SPRING

Program Review will be evaluated by the Provost

Program Review will be submitted to Executive Council for strategic planning and budget

YEAR 2

FALL

SPRING

YEAR 3

Bi‐Annual Data Meeting with Programs & Assess Coord

Program will write the Bi‐Annual Review Document

SUMMER

Appropriate Dean or reporting supervisor will review the Bi‐Annual Review document

FALL

SPRING

YEAR 4

Bi‐Annual Review will be evaluated by the Assessment Committee

Bi‐Annual Review will be submitted to Executive Council

FALL

SPRING

YEAR 5

Bi‐Annual Data Meeting with Programs & Assess Coord

Program will write the Bi‐Annual Review Document

SUMMER

Appropriate Dean or reporting supervisor will review the Bi‐Annual Review document

Bi‐Annual Review will be evaluated by the Provost

FALL

SPRING

YEAR 1

SUMMER

Data Review Meeting with YR Programs & Assess Coord

Bi‐Annual Review will be evaluated by the Assessment Committee

Appropriate Dean or reporting supervisor will review the Program Review document

Program will write the Program Review Document

Bi‐Annual Review will be evaluated by the Provost

Bi‐Annual Review will be submitted to Executive Council

PROGRAM REVIEW PROCESS TIMELINES



DEADLINE TASK YEAR 1: Aug‐Nov Program will gather data and information

Program starting the Program Review Process will have a Program Review Data Meeting with the Assessment Coordinator

YEAR 1: Jan‐May

Program will write the Program Review document and provide the finished document to the appropriate dean or reporting supervisor and copy the Assessment Coordinator.

YEAR 1: May‐Aug

Appropriate Dean or reporting supervisor will review the Program Review Document.

YEAR 2: Aug‐Sept

The appropriate Dean or reporting supervisor will provide any feedback to the program. The program will make any revisions necessary and submit final document to Assessment Coordinator.

YEAR 2: Sept‐Nov

The Assessment Committee will evaluate the program review document with a checklist and provide any feedback to the program. The program will make any revisions necessary and submit the final document to the appropriate dean or reporting supervisor and copy the Assessment Coordinator.

YEAR 2: Nov‐Dec The Provost will evaluate the program review document.

YEAR 2: Jan‐Mar The Provost will present the program review document to the Executive Council for strategic planning and budget considerations.

YEAR 3: Aug‐Nov The program will have a Bi‐Annual Data Meeting with the Assessment Coordinator.

YEAR 3: Jan‐May The Program will write the Bi‐Annual Review document and provide the finished document to the appropriate dean or reporting supervisor and copy the Assessment Coordinator.

YEAR 3: May‐Aug Appropriate Dean or reporting supervisor will review the Bi‐Annual Review Document.

YEAR 4: Aug‐Sept The appropriate Dean or reporting supervisor will provide any feedback to the program on the bi‐annual review. The program will make any revisions necessary and submit final document to Assessment Coordinator.

YEAR 4: Sept‐Nov The Assessment Committee will evaluate the bi‐annual review document and provide any feedback to the program. The program will make any revisions necessary and submit the final document to the appropriate dean or reporting supervisor and copy the Assessment Coordinator.


YEAR 4: Nov‐Dec The Provost will evaluate the bi‐annual review document.

YEAR 4: Jan‐Mar The Provost will present the bi‐annual review document to the Executive Council for strategic planning and budget considerations.

YEAR 5: Aug‐Nov The program will have a Bi‐Annual Data Meeting with the Assessment Coordinator.

YEAR 5: Jan‐May The Program will write the Bi‐Annual Review document and provide the finished document to the appropriate dean or reporting supervisor and copy the Assessment Coordinator.

YEAR 5: May‐Aug Appropriate Dean or reporting supervisor will review the Bi‐Annual Review Document.

YEAR 1: Aug‐Nov Program will gather data and information Program starting the Program Review Process will have a Program Review Data Meeting with the Assessment Coordinator

YEAR 1: Aug‐Sept The appropriate Dean or reporting supervisor will provide any feedback to the program on the bi‐annual review. The program will make any revisions necessary and submit final document to Assessment Coordinator.

YEAR 1: Sept‐Nov The Assessment Committee will evaluate the bi‐annual review document and provide any feedback to the program. The program will make any revisions necessary and submit the final document to the appropriate dean or reporting supervisor and copy the Assessment Coordinator.

YEAR 1: Nov‐Dec The Provost will evaluate the bi‐annual review document.

YEAR 1: Jan‐May

Program will write the Program Review document and provide the finished document to the appropriate dean or reporting supervisor and copy the Assessment Coordinator.

YEAR 1: Jan‐Mar The Provost will present the bi‐annual review document to the Executive Council for strategic planning and budget considerations.

YEAR 1: May‐Aug

Appropriate Dean or reporting supervisor will review the Program Review Document.


ASSESSMENT COMMITTEE


Fall 2017 Assessment Committee Meeting Summary

09/08/17

The committee voted on meeting days and times as well as co‐chairs for the year. A review of the

program review documents began.

09/22/17

The committee continued the review of the program review documents.

09/22/17

The program review documents were reviewed and approved for use starting Fall 2017. The Provost

provided an overview of the Quality Initiative and enlisted the help of the committee. Subcommittees

to review the submitted program review documents were formed: ITS, Math, English, and

Anthropology.

10/13/17

There was a review of the Assessment Academy participation and a proposal to form a subcommittee to

attend the Results Forum and write the report was approved. A report from the Curriculum Committee

was provided. The committee created a list of possible committee educational opportunities. A draft of

the Quality Initiative was provided for feedback.

10/27/17

The committee continued to explore possible committee educational opportunities. The committee will

be moving all of the committee documents to the intranet and discontinuing the use of the Canvas Shell.

A review of the committee’s year goals was conducted and some of the goals changed.

12/08/17

The committee agreed to purchase Assessment Essentials to build the committee knowledge about

assessment. The goal revisions were approved. The committee agreed to have the assessment

coordinator draft an assessment procedure for review in the new year. It was approved to join the

AALHE. Revisions to the Program Review Checklist were made and approved. The assessment timelines

were reviewed and an update on the Quality Initiative was provided.


HLC ASSESSMENT ACADEMY


HLC Assessment Academy Participation

In June 2014, Coconino Community College (CCC) joined the HLC Assessment Academy. The academy provides a structured, four‐year program to assist us in developing our efforts to assess student learning. We were assigned a Primary Mentor Kirstan Neukam and a HLC Scholar Susan Hatfield who provide feedback on our project updates and act as points of contact when we have questions. As part of the academy, we have access to a Collaboration Network of other institutions who either went through the academy or are currently going through the academy. During Year One, our team attended an Information and Planning Workshop which provided an in‐depth view on how the academy works as well as expectations and opportunities offered through participation. This team also attended an academy roundtable where the team began to build the academy project and goals. At Year Two, there is a midpoint report and roundtable, but our cohort was not required to participate in either. In Year Three, we had our mentor consultation with our assigned HLC Scholar at the HLC Conference. The consultation was attended by Colleen Carscallen, Interim Dean; Maxie Inigo, Math Faculty and Assessment Committee Chair; and Sarah Southwick, Assessment Coordinator. During this meeting, the CCC team shared what had been accomplished with the General Education Critical Thinking Project, the draft of the Institutional Learning Outcomes, and the forms and processes being developed by the Assessment Committee. Overall, the HLC Scholar stated that we are on the right track, but she emphasized that assessment without having clear outcomes that are understood by the faculty could not be used for program assessment. Additionally, we participated in the HLC Conference Poster Fair. We completed an assessment poster that depicts the process of creating a culture of assessment. Currently in Year Four, the Assessment Committee approved the formation of a subcommittee to attend

the Results Forum in June and create the final Assessment Academy Report. This subcommittee has

been formed and consists of Maxie Inigo, Math Faculty who attended the original Assessment Academy

Workshop; Aaron Rizzieri, Philosophy Faculty; Sarah Rencher, Computer Information Systems Faculty;

Colleen Carscallen, Associate Dean of Curriculum & Assessment who attended the original Assessment

Academy; and Sarah Southwick, Assessment, Program & Training Coordinator. This subcommittee has

met several times and has been actively working on writing the first half of the Impact Report.

ATTACHMENTS

2017 Fall HLC Assessment Academy Submission

2017 Fall HLC Assessment Academy Response

2017‐2018 HLC Assessment Academy Poster

2017‐2018 HLC Assessment Academy Brochure


HLC ASSESSMENT ACADEMY ATTACHMENTS

2017 Fall HLC Assessment Academy Submission

2017 Fall HLC Assessment Academy Response

2017‐2018 HLC Assessment Academy Poster

2017‐2018 HLC Assessment Academy Brochure


HLC Assessment Academy 2017 Submission

In Fall 2017, the Assessment Coordinator submitted the Version 7.0 Project Update. The following is the

list of questions asked by the Assessment Academy and responses from the coordinator:

Q: What projects have you been following?

A: Truthfully, the Assessment Coordinator is unsure of which projects to follow and would serve as good

models for the CCC project. The University of Jamestown and the Eastern Oklahoma State College seem

to have completed similar projects, but we would love it if our liaisons had suggestions for us to review.

Q: Identify and explain any specific changes to your project scope or design since April 2017.

A: Our project scope has not changed. We gathered the spring assessment data through SurveyMonkey

and will use the data collected to inform the projects for the fall semester in which the faculty will

continue to submit a course‐level assessment report, but will also work together to define program‐level

performance indicators and a shared assessment tool.

Q: Since the last update, what were your goals for the past six months? Did you achieve them? Why or

why not?

A: Our goals from the last update were to:

1. Develop mechanisms within the LMS (Canvas) tool for class, course, and program‐level learning

outcome reporting.

a. STATUS – We have not completed this goal. Canvas rubrics can be used to collect

quantitative data, but without shared performance indicators for critical thinking, a

shared rubric cannot be developed at this time.

2. Develop a simple assessment reporting tool.

a. STATUS – In the spring semester, SurveyMonkey was used to collect qualitative and

quantitative assessment data. It was rolled out to both of FT and PT instructors (143

instructors in total) that were teaching courses that had an identified critical thinking

course‐level learning outcome. For the 2017 fall semester, this report has been built into

a Canvas shell in which all instructors are enrolled. Again, it asks for quantitative data in

regards to student learning about critical thinking and qualitative data about how each

instructor will use (or used) this inform to structure their students’ learning in this

course or a future course.

3. Develop program review document.

a. STATUS ‐ This has been developed and piloted. These first program review documents

were due September 15th. These five programs provided valuable feedback on the

program review document. The Assessment Committee has made some revisions to

this document based on the feedback.

4. Develop a process and tool to review program documents.


a. STATUS – The process has been developed and will be piloted this academic year. The

programs that completed their program review documents by September 15th will be

reviewed with a program review checklist and go through an evaluation process. The

program review documents will be reviewed by the dean, the Assessment Committee,

the Provost, and finally the Executive Council for budgetary and strategic planning

consideration. Each evaluation will have a feedback step back to the program.

5. Work on long‐term communication avenues through various webpages, the LMS, workshops, or

other communications not presently considered.

a. STATUS – This is in progress. A Canvas course has been developed to share information

about assessment results and to collect assessment data. In the 2017 fall, a Professional

Development Week occurred between the week the faculty came back on contract and

the week courses started. Several assessment workshops were offered. The ITS

Department has been transitioning the external website to a new software platform

over the summer. This should be completed by December. Once done, work on an

external assessment website will start.

6. Compare this year’s results to next year’s results.

a. STATUS ‐ While we have collected data from the 2016‐2017 academic year, we will not

be able to use it to compare to this year’s data on a program‐level. The main reason is

because there are not standard critical thinking performance indicators across the

General Education programs. The data we collected can be used to inform changes on a

course‐level learning basis and brought to light how much these standard performance

indicators and shared assessment tools are needed.

7. Use the data gathered last fall and this spring to evaluate the effectiveness of the General

Education Program level learning outcomes.

a. STATUS – This information is being gathered and used to continue to develop the

assessment of the General Education Program.

Q: How did you incorporate the feedback that you received on your previous postings in April 2017?

A: The feedback from April 2017 had excellent recommendations and concerns about our project:

1. If there is a collection of course‐based data over many different faculty, what happens if they all

have a very different definition of critical thinking, and thus score the students quite differently

on their assessment tools? How this data be reliably used to implement changes?

a. The faculty did have somewhat different definitions. This data will be used to

encourage the programs to develop standardized performance indicators for critical

thinking. There is an overarching definition of critical thinking which is, “Thinking Skills–

Using a variety of inquiry methods, resources, and reasoning skills that support and

promote lifelong learning.”

2. Will the different definitions identify the common threads to yield a definition of critical

thinking?

a. The different definitions will be used to identify common performance indicators. The

definitions that were shared will be used in the planned faculty conversations to

develop shared performance indicators and a shared assessment tool.


3. Remember, it isn’t just about collecting data, it’s collecting the right data. It is important to

collect smaller amounts of data that you truly value, conduct in‐depth analysis, and reflect on

how to make changes based on those analyses to improve student learning. Focus on what your

data collection is intended to prove? What is your sample?

a. We hope to focus our collection sampling. While we want to encourage our faculty to

submit course‐level assessment data to help them improve within their courses, we

want to have structured conversations with our faculty to help them identify key

courses to collect useful and informative program‐level assessment data with a shared

assessment tool.

4. You might want to facilitate a discussion during a faculty development day related to coming up

with a campus‐wide definition of critical thinking.

a. This was an excellent idea, but the fall in‐service day is designed and driven by the

President’s Office. The schedule had already been planned by the President at the point

this comment was received. Instead, the Assessment Coordinator and the new

Associated Director of Curriculum and Assessment will lead this conversation with the

individual programs in hopes to have a structured conversation with the same message.

5. Consider creating a rubric with a core set of performance indicators and allow faculty or

programs to add additional performance criteria as appropriate to their discipline.

a. The Assessment Coordinator and the Associate Director will be using this suggestion to

develop a shared rubric to present to the individual programs for consideration.

Q: What are your plans and goals for the next six months – up until February 2018? What challenges do

you anticipate?

A: There will be two parts to the plan for the 2017‐2018 academic year; there will be a course

assessment report which will submitted by all instructors teaching a Gen Ed course, and a program

assessment meeting project.

ALL Gen Ed instructors will submit a Course Assessment Report

Submit a Course Assessment Report for one of the instructor’s courses. The information for the report

will come from an assignment (essay, quiz/text, presentation/speech, skill checklist, lab report, etc. aka

“assessment tool”) that the instructor has already developed for the course.

This report will be available in Education and Learning Effectiveness Canvas Shell by the second week of

September. Otherwise, the instructor can turn a hard copy of this report into the Assessment

Coordinator.

The Course Assessment Report contains the following information:

General Education Block (English, Math, Arts & Humanities, Social & Behavioral Sciences,

Physical & Biological Sciences, or Options),

Term and Year,

Course Name,

Course CRN,


Course Learning Outcome: Write out the course learning outcome evaluated for this Course

Assessment Report (NOTE – It should be a course outcome in the syllabus and that contributes

to the General Education program‐level outcome of Critical Thinking.)

Assignment used (Submitted as an attachment)

Assessment results (# Meets, # Not Meets, #Did Not Complete Assignment),

The criteria used to determine how a student Meets versus Not Meets,

Analysis and Action Taken or Future Action Items (Write a two‐three sentence analysis of the

assessment results. List any actions taken to adjust student learning for the section, possible

changes to a future section if taught again, or explain why no action was necessary.)

PROGRAM ASSESSMENT PROJECT

Gen Ed Programs for program review and assessment purposes are the Gen Ed blocks: English (with

Intensive Writing), Math, Arts & Humanities, Social & Behavioral Sciences, Physical and Biological

Sciences, and Options.

For the fall, each program will meet to discuss the following items:

1. How students move through the Gen Ed block,

2. Create shared critical thinking definitions,

3. Identify key courses within the Gen Ed block that contribute to critical thinking,

4. And, create a shared assessment tool to measure critical thinking in the key courses.

The Assessment Coordinator will reach out to the program’s full‐time faculty to schedule a two‐hour

meeting with a representative from the Gen Ed Committee and the Assessment Coordinator. While

there is no budget to pay part‐time faculty to participate, they will be invited as their voices are valuable

in this process.

The goal will be to begin to use the new definitions of critical thinking and gather program‐level learning

outcomes data in the spring semester.


2017 HLC Assessment Academy Response

The HLC Mentors Kirstan Neukam and Susan Hatfield provided the response. The following are the

responses from the mentors:

What are some strengths of this project/Academy work? Why are these strengths?

Kirstan Neukam

It is great to hear that Coconino County Community College (CCC) held a Professional Development

week, where they offered several assessment workshops. It is important to continue to expand and

develop your faculty and staff’s understanding of assessment.

I was also pleased to hear that SCCC has begun the process pilot testing their program review

template. Five of their programs completed the template and provided useful information

regarding how the form and process could be improved. This fall they will begin pilot testing their

overall program review process and how it will be reviewed and evaluated. They have built in a

feedback step within this process as well.

Susan Hatfield

In addition, CCC has attended carefully to the feedback provided and has an exceptionally well‐

managed project.

What remains unclear or what questions do you still have about this work to assess and improve student learning?

Kirstan Neukam

It was mentioned that you were unable to compare assessment data given the lack of agreement

and use of common definitions of critical thinking. It was also mentioned that you are continuing to

assess general education outcomes and its use to improve the general education program.

I am not sure how you were unable to compare the critical thinking outcome across programs, but

you were able to use this information within the General Education outcome/program process.....

Were you able to get the general education staff to agree upon a common definition and

assessment tool to use within the general education curriculum? From what I saw on your website,

you general education outcomes are as follows:

Communication Skills

Plan, construct, and present logical, coherent, well‐supported arguments with

consideration of target audience

Communicate clearly and effectively, orally and in writing, at a college‐level


What remains unclear or what questions do you still have about this work to assess and improve student learning?

Demonstrate listening and comprehension skills for effective communications

Use appropriate technology for communication and information gathering

Thinking Skills

Formulate vital questions and problems in a clear and precise manner

Gather, assess, and interpret information within a theoretical framework

Develop well‐reasoned conclusions and solutions to problems

Recognize and assess the assumptions, implications, and consequences of various

theoretical frameworks

Diversity and Global Awareness

Analyze the complexity of humanity and its significance for the individual and for society

Describe the interaction between individuals, their culture, and the physical environment

Evaluate the continuity of events/issues over time

Ethical and Civil Values

Recognize the consequences and significance of one’s actions

Understand social values and the implications of those values

Given these outcomes, are your faculty defining and using the similar assessment tools/measures in

which to assess student learning in these areas? If they are not, it will always be impossible to

compare the information gathered to assess your overall general education program beyond

individual courses.

I only ask these types of questions to help guide you in the understanding that it is not how much

information you collect with regard to student learning, but rather collecting the right kind of

information that can be used in the efforts to improve student learning on your campus. Thus,

having an automated collection system within the CANVAS shell is less of a priority than getting

agreement among the faculty regarding the actual outcomes, how they are defined, how and

where they will be measured. It’s only when that aspect occurs will you create an assessment

system in which the data is actually being used for something other than creating a report.

Susan Hatfield

Kirstan's point is well taken (as usual). Gen Ed assessment comes down to being able to aggregate

data across the outcome ‐‐ though as you refine your processes, you might want to consider what

data (from which courses) you want to aggregate in order to address the issue of whether or not

students have achieved the General Education outcome.


What are some critical things to which the institution should pay attention as it plans its work for the next six months?

Kirstan Neukam

As I mentioned in my last posting, I understand the sense of urgency that CCC must be experiencing

after their feedback regarding their assurance argument; but be careful not to rush to implement a

lot of assessment collection process across their campus just to have a lot of data. Having

measurable assessment data is only valuable if you can actually use it to make changes to student

learning. Technology will only help you collect large amounts of data; however, it will not allow you

to understand if your students are learning and if not, what changes need to be made in the course,

curriculum, and/or college. Additionally, it is more important to collect smaller amounts of data

that you truly value, conduct in‐depth analyses, and to reflect on how to make changes based on

those analyses to improve student learning. Otherwise, you will have a lot of wonderful charts,

graphs, and trend lines that really don’t lead to significant and meaningful improvements of

student learning on your campus.

I also noticed that your assessment report template that you’ve created for general education as

listed the assessment results as the following: # meets, # not meets, and # did not complete the

assignment. From a statistical point of view, this scaling is the same as a yes/no question. It also

mentioned to list what assignment was used; however, it did not mention what assessment tool

was used that would be commonly shared between various courses to ensure that everyone is

evaluating the outcome in a similar fashion. Thus, are they using a shared rubrics, common exam

questions, etc? It appears that an assessment under this framework would be mainly just a course

grade on an assignment rather than a program outcome which could then be compared across

courses and academic levels. This is not to say that an assignment used for a course grade cannot

be used for a program outcome as well, I am just unclear as to how they are different and again

transferable beyond that individual course.

Susan Hatfield

It appears what you are doing now is building infrastructure ‐‐ that makes sense for this stage of

the process. In order to actually answer your question (which I assume is "To what degree have

CCC students achieved the general education outcomes?"), you will probably want to identify

specific courses where you have the best chance of answering that question. You probably would

not, for instance, want to use assessment date from an assignment required relatively early in

a course taken primarily by first semester students. It may also make sense to consider some

specific requirements for the assignments from which data is being reported ‐‐ there is a lot of

information available on "Signature Assignments."

Even though Kirstan and I have identified some specific questions, that in no way takes away from

the fact that you are building an infrastructure and making progress! I think we both want to

caution you that you may be exerting energy in a few directions that may ultimately prove to not

be terribly useful in understanding and improving student learning. Your plans for the next six

months should address many of our questions.


What are some other possibilities or resources that might contribute to the success of this project? For instance, can you suggest resources such as books, benchmarks, instruments, models, and processes?

Kirstan Neukam

Books to consider while moving forward in your project:

Assessing Academic Programs in Higher Education by Mary J. Allen (2004, Anker Publishing Company) Assessing General Education Programs by Mary J. Allen (2006, Anker Publishing Company) Assessing Student Learning: A Common Sense Guide by Linda Suskie (2009, John Wiley & Sons) Assessment Essentials by Trudy Banta & Catherine Palomba (2015, Jossey‐ Bass) Assessment Clear and Simple by Barbara Walvoord (2010, Jossey‐ Bass)


Spring 2018 HLC Assessment Academy Poster


Spring 2018 HLC Assessment Academy Brochure – Side I


Spring 2018 HLC Assessment Academy Brochure – Side II


QUALITY INITIATIVE


Quality Initiative

The Quality Initiative was presented to the Assessment Committee by the Provost during Fall 2017. The

committee was asked to provide feedback and input as it is the committee that will be in charge of

completing the work proposed within the Initiative proposal. The creation of the proposal was a

collaboration between the Provost, the Associate Dean of Curriculum & Assessment and the

Assessment, Program, and Training Coordinator. It was vetted college‐wide and then submitted on

December 14, 2017.

The overall intent of the proposal is to continue on the work in assessment that was begun during the

college’s participation in the Assessment Academy. Overall, the initiative will continue to build solid and

sustainable program‐level assessment within Academic Affairs. This sustainable process will be

supported by policies, procedures, committees and so ingrained as part of the culture that it is not

dependent upon a singular position or entity within the college. In order to achieve this, the

deliverables, evaluation, and reportables for this initiative were developed to be ongoing support tools

that will exist beyond the final report. The college is committed substantial resources to the Quality

Initiative by hiring positions dedicated to the continual improvement of assessment and assessment

processed and providing for the training of lead faculty who will be required to provide assessment

workshops to the rest of the faculty.

ATTACHMENTS:

Quality Initiative Proposal

HLC Response to the Quality Initiative


QUALITY INITIATIVE ATTACHMENTS

Quality Initiative Proposal

HLC Response to the Quality Initiative


Open Pathway Quality Initiative Proposal Institutional Template

The enclosed Quality Initiative Proposal represents the work that the institution will undertake to fulfill the Improvement Process of the Open Pathway.

December 14, 2017

Signature of Institution’s President or Chancellor Date

Colleen A. Smith, PhD, President

Printed/Typed Name and Title

Coconino County Community College

Name of Institution

Flagstaff, Arizona

City and State

The institution completes the Quality Initiative Proposal by responding to the questions in each category of the template. The institution may choose to submit a brief implementation plan or supplemental charts or graphs as appendices to the template. Proposals should be no more than 4,500 words. The Quality Initiative Proposal will be accepted beginning September 1 of Year 5 and is due no later than August 31

of Year 7. Submit the proposal as a PDF file to [email protected] with a file name that follows this format: QI Report No Name University MN. The file name must include the institution’s name (or an identifiable portion thereof) and state.

Overview of the Quality Initiative

1. Provide a title and brief description of the Quality Initiative. Explain whether the initiative will begin and be completed during the Quality Initiative period or if it is part of work already in progress or will achieve a key milestone in the work of a longer initiative.


mailto:[email protected]

Title: Building solid and sustainable program-level assessment in Academic Affairs The goal of the Quality Initiative is to develop a more effective and systematic process to analyze student learning and how we measure institutional effectiveness in order to continuously improve learning. We plan to achieve this goal by improving program-level learning outcome assessment processes. Coconino Community College (CCC), had programs in the past that effectively engaged in program-level assessment, however a few programs assessed learning outcomes at the course level. Our aim is to effectively evaluate and build program-level assessment processes in all programs across the College by having each program area develop outcomes and assessment tools that evaluate student learning. Effective assessment at the program level will help us determine if the program’s curriculum of required courses, course-level learning outcomes, and teaching methodologies achieve the stated learning outcomes for our graduates. For nearly 20 years, a debate has revolved around what learning assessment is and means to CCC. This debate has shown that assessment means different things in different courses and in different areas of study on campus. We have confidence in multiple methods of assessment, but believe they are best unified in assessments developed at the program level. Developing strong program-level assessment mechanisms is the key ingredient to improving programs across the College. By engaging faculty in each phase of creating and implementing the process, we hope to create a shared culture of assessment, make the process meaningful for each program, and close the loop by using relevant data to inform program and institutional improvements. While CCC has been engaged in learning outcomes assessment since 1991, these efforts were often focused individually by discipline and not by program. The processes used were not sustainable through organizational changes, and many faculty felt that data collection did not provide valuable information for improving teaching and learning and some felt it was done solely for administrators and/or accreditation. Between 2011 and 2015 program-level assessment data in some areas was not gathered or provided. We have since created new systems for program-level assessment, collected data on the General Education Thinking Skills outcome, and implemented the phases of a new assessment process with our Career and Technical Education programs. With this initiative, we plan to launch all phases of the assessment process with all programs, provide training and learning opportunities, and evaluate and document the results of our efforts through program reviews and annual reports. Sufficiency of the Initiative’s Scope and Significance

2. Explain why the proposed initiative is relevant and significant for the institution.

This proposed initiative is relevant and significant for CCC because it aligns with the Mission, goals and Strategic Plan of the College. The initiative also supports efforts at renewing program-level assessment launched with our participation in the Higher Learning Commission (HLC) Assessment Academy and informed by the HLC Final Report from the College’s 2016 Assurance Argument. The Mission of CCC is “As a learning-centered college, we enrich lives by embracing diversity and transforming the future through quality education.” This Quality Initiative supports our mission since the ultimate goal is to improve student learning by improving the quality of our education. The


assessment tools we develop and the processes and evaluations we set in motion focus on student learning at the program level and will inform us as to the improvements we need to make. In addition, the initiative is learning-centered through its focus on making the assessment process and the value of assessment a learning process for faculty and staff. Conducting meaningful assessment is a priority for CCC. The College’s District Governing Board included “Champion and Assess Student Success” as the first priority in their 2016-2017 goals, and the accompanying President and Administrative Goals supporting this priority were:

a. Complete the development and carry out the implementation of an Assessment Plan- use assessment to improve learning and learning environment

b. Continue refining the Program Review process and begin review of non-instructional programs.

These priorities are reflected in the College’s 2016-2020 Strategic Plan, and reflected in the following goals:

• Goal 2: CCC will promote a learner-centered environment that incorporates innovative strategies and support structures intended to reduce student attrition and increase retention

• Goal 3: CCC Will empower students to achieve their individual learning goals and implement strategies to increase certificates and degree completion rates.

For the 2017-2018 academic year, the District Governing Board’s first priority was “To ensure quality learning opportunities for students.” The President and Administration goal to support this goal was “1d. Assessment of learning and program review data will be analyzed for improvement.” The desire to make learning outcomes assessment meaningful at the program level is a key component of our efforts. We had experienced a lapse in program-level assessment and in gathering assessment data for several years, which was noted by the HLC reviewers in their response to our Assurance Argument in the summer of 2016. We had already begun to re-launch assessment through our participation in the HLC Assessment Academy, which began in the spring/summer of 2014. Over the last year, we have gained ground in course level assessment and have developed and tested program-level assessment processes based on best practices. This initiative proposes to expand these program-level assessment processes to all programs. Through participation in the process from revising program-level learning outcomes to making programmatic and institutional changes based on assessment data, faculty will find the assessment process meaningful and will then be able to explain the value to others, including students and the general public.

3. Explain the intended impact of the initiative on the institution and its academic quality.

The purpose and intent of the quality initiative is to improve student learning through informed and sustainable assessment processes. We expect that the initiative will have the following impacts:

• A successful launch of a program-level assessment process that is sustainable and meaningful. • Improved academic quality through changes made to programs based on assessment data.


• Increased faculty understanding of what is taught in the classroom and how the methods used connect with program-level learning and program-level assessment.

• Increased faculty ownership of program-level learning outcomes and the tools created to assess program-level learning outcomes.

• A culture of assessment throughout the College that is supportive, learning-focused, and inclusive.

• A process to use student learning assessment data to drive institutional changes. • A critical analysis of learning outcomes assessment that will enable us to answer the four

critical questions of: o What are we doing? o What worked? o What did not work? o What did we do to make changes in order to improve what did not work in the

classroom? Clarity of the Initiative’s Purpose

4. Describe the purposes and goals for the initiative.

Our desire is to improve academic quality at CCC. While we are currently using assessment to improve education within the classroom, we do not necessarily use that knowledge to inform improvements beyond those individual courses. At this point in our College’s evolution, it has become imperative to begin to use student learning assessment data as the foundation to inform quality improvements across the institution. In order to accomplish the goal of using student learning assessment data to inform institutional decisions, assessment must move from course-level assessment to program-level assessment and then be reported and shared through regular program reviews and annual reporting. The faculty are vital to creating relevant program-level assessment as they are the source of knowledge and the experts on how the College’s students are performing in the classroom as well as on a program level. The program faculty will be involved in discussions to determine the best courses in which to conduct program-level assessment, creating shared program-level assessment tools, and reporting the program-level assessment data to the assessment team (which currently consists of an Assessment Coordinator and an Associate Dean of Curriculum and Assessment). During the 2018 Spring semester, the program faculty will review the program-level assessment data and any previously established goals. At this time, the program faculty will document any progress made on previous goals and identify any modifications or new goals that need to be added based on the program-level assessment data. This documentation and goal establishment will be reviewed by the appropriate Dean of Learning, the Assessment Committee, the Provost, and Executive Council (the President’s leadership team). The intention of the review process is to ensure the assessment data is shared across the College, used to inform budget allocations, to inform strategic goal planning, and to begin to “close the loop” with improvements.


In addition to reestablishing ongoing and thorough program review, this initiative is the reinstatement of the College’s assessment cycle to make it focused on improvement not only in our courses, but in our programs, and as the driver of institutional change. 5. Select up to three main topics that will be addressed by the initiative.

Advising

Assessment

Civic Engagement

Curriculum

Diversity

Engagement

Faculty Development

First-Year Programs

General Education

Leadership

Learning Environment

Online Learning

Persistence and Completion

Professional Development

Program Development

Program Evaluation

Quality Improvement

Retention

Strategic Planning

Student Learning

Student Success

Teaching/Pedagogy

Underserved Populations

Workforce

Other:

6. Describe how the institution will evaluate progress, make adjustments and determine what has been accomplished.

The following table describes the expected deliverables and reports from this initiative as well as the responsible parties for evaluating deliverables. As each deliverable and report is developed and reviewed, it creates an opportunity for the College to evaluate its processes, make adjustments for improvement, and to evaluate the need for training for the College community. TABLE 1: DELIVERABLES AND EVALUATION

DELIVERABLE RESPONSIBLE FOR

CREATION OF DELIVERABLE

EVALUATION COMPLETED BY DELIVERABLE EVALUATION

Knowledge-Analysis-Synthesis (K-A-S) Maps

Program faculty Program faculty, assessment team

Review of core or elective coursework to determine progression of knowledge built and assessed through a program. Evaluation of core or elective coursework as it contributes to the program. Ensure that program outcomes are measurable.





Performance Measures

Program faculty Program faculty, assessment team, Assessment Committee

Ensure performance measures are measurable and relevant.

Shared Assessment Tools


Determine of the assessment tool can appropriately measure the defined performance measures.

Data from Shared Assessment Tool

Program faculty, Assessment Coordinator

Program faculty, assessment team, Assessment Committee

Verify that the data gathered is relevant, can inform the program, and then use the data to make changes to increase college performance measures and program-level improvements.

Annual Assessment & Goal Review

Program faculty, assessment team

Program faculty, assessment team, appropriate Dean of Learning, Assessment Committee, Provost, Executive Council

Encompasses data from shared assessment tool, and document any changes the program intends to make based on the data for student learning improvement.

Program Review Program faculty, assessment team

Program faculty, assessment team, appropriate Dean of Learning, Assessment Committee, Provost, Executive Council

Five year review of program that will encompass annual shared assessment data, K-A-S maps, and documented annual improvements. This document will use the previous five years of the program’s history to project the future of the program.





Course-level outcomes to Program-level outcomes curriculum map


These maps will be created (or reviewed) after the performance measures are agreed upon by the program faculty. These maps will review how much of the course is contributing to the overall program and assess whether or not this is adequate.

TABLE 2: REPORTS AND PURPOSE

REPORT RESPONSIBLE FOR REPORT CREATION AUDIENCE PURPOSE

Program Assessment Planning Guide

Assessment team, Curriculum Committee

Faculty, Students This guide will act as a how-to manual for creating programs from the initial idea to a stable program within the College.

Assessment Interim Report

Assessment team, Assessment Committee

HLC, College-wide Interim monitoring report required in the final review of the College’s 2016 Assurance Argument which expressed concerns about the College’s assessment program.

Assessment Academy Impact Report


HLC, faculty, Assessment Committee, Gen Ed Committee

The Impact Report will chronicle the College’s work from participation in the HLC Assessment Academy and improvements made to the assessment of student learning.

Annual Student Learning Assessment Report

Assessment team Assessment Committee, College Council, District Governing Board (DBG)

An annual report chronicling the work done in student learning assessment during the academic year.


REPORT RESPONSIBLE FOR REPORT CREATION AUDIENCE PURPOSE

Bi-Annual Student Learning Assessment Report

Assessment team Assessment Committee, College Council, DBG

A bi-annual report summarizing changes and assessment from the summer and fall of each academic year.

Quality Initiative Report

Provost, Assessment team, Assessment Committee

HLC, College-wide Due in August of Year 9 of the accreditation process, the Quality Initiative Report will be a reflection on what was accomplished throughout the entire two-year project.

Evidence of Commitment to and Capacity for Accomplishing the Initiative

7. Describe the level of support for the initiative by internal or external stakeholders.

CCC is committed to generating a sound evaluation of our assessment practices. To accomplish this, the College’s District Governing Board, the office of the President, the Chief Financial Officer, and the Provost’s office will ensure resources are committed to this initiative. The Assessment team, Dean of Learning Arts and Sciences, Dean of Learning Career and Technical Education, faculty, and the Assessment Committee will work to complete this project and develop a quality undertaking. Students will help shape the process by participating in graduate surveys and focus groups that will give valuable perspectives on program-level learning. The College has demonstrated a renewed focus on program-level assessment through participation in the Higher Learning Commission’s Assessment Academy, beginning in the Spring of 2014. This initiative has the support of faculty, Institutional Research, and all of Academic Affairs including the Provost. The focus of CCC’s Assessment Academy project was to create sustainable program-assessment processes by targeting General Education Critical Thinking outcomes. The project supported a General Education Committee project to create a culture of critical thinking throughout the College. One important outcome of our participation in the Assessment Academy was the creation of the faculty-led Assessment Committee that now plays a key role in program-level assessment and program reviews. The College committed resources to ensuring that our assessment efforts are successful through the creation of a Training, Development, and Assessment Coordinator position in Fiscal Year (FY) 2017, and the creation of the Associate Dean of Curriculum and Assessment position in FY 2018.


8. Identify the groups and individuals that will lead or be directly involved in implementing the initiative.

The initiative will be led by the Assessment Coordinator, the Associate Dean for Curriculum and Assessment, the Assessment Committee, and the Provost. Faculty from across the College will be involved in implementing the initiative. The Assessment Coordinator’s role in this initiative includes coordinating planning meetings with faculty groups throughout all phases of the initiative and providing information and coaching through each phase. Together the Associate Dean and the Assessment Coordinator compile the comprehensive yearly Assessment Report and draft the bi-annual assessment report. In addition, the Coordinator will play an integral role in creating the upcoming Assessment Academy Impact Report, the HLC Interim Monitoring Report, and the final Quality Initiative Report. The Assessment Coordinator, along with The Associate Dean and the Curriculum Committee representatives, will create the Program Assessment Planning Guide. In addition to the responsibilities previously mentioned, the Associate Dean ensures communication and coordination of efforts between the Assessment Committee, the General Education Committee, and the Curriculum Committee. In this initiative, the Associate Dean will also provide information and coaching through each phase. The Assessment Committee’s role in this initiative includes evaluating program reviews, data gathered from program-level assessment, and program-level assessment instruments, including learning outcomes curriculum maps, performance measures, and the shared assessment tools used to assess programs. The committee offers suggestions and guidance to the program faculty, acts as a resource for faculty regarding assessment questions, and members of the Assessment Committee will conduct assessment workshops. As the Chief Academic Officer, the Provost oversees the scope and implementation of this initiative and ensures that the resources needed to complete this initiative are allocated. Faculty in all program areas create performance measures, program assessment tools, maps, and reports. They conduct program-level assessment, evaluate data, and make plans for improvement based on that data. Students’ voices are an important part of program-level assessment. We will gather indirect assessment of student learning, as well as assessment of students’ program experiences, through graduation surveys and focus groups.

9. List the human, financial, technological and other resources that the institution has committed to this initiative.

Human Resources: The Assessment team consists of the Assessment Coordinator; Associate Dean of Curriculum and Assessment; the Assessment Committee, which is composed of six faculty, a representative from the Business Council, and two representatives from the Student Development Council; two Deans of Learning, who will champion the proposed plan and act as knowledgeable


resources for planning; the Provost, who will participate in the evaluation process; and the College President. Four Lead Faculty from the Assessment Committee will volunteer to lead one assessment workshop per semester for faculty interested in participating. Financial Resources have been set aside to initiate this project starting in 2017. From 2018 to 2021, the financial resources listed in Table 3 have been allocated to the budget. TABLE 3: FINANCIAL RESOURCES

Title Total per Year Assessment Coordinator $67,300 (100% of position) Associate Dean of Curriculum and Assessment $27,300 (25% of position) Lead Faculty $900 Lead Faculty $900 Lead Faculty $900 Lead Faculty $900 Executive Assistant $3,300 (5% of position) Academic Operations Coordinator $3,600 (5% of position) Total per Year $105,100

Technological and Other Resources are currently being considered and will be implemented as needed.


Appropriateness of the Timeline for the Initiative (The institution may include a brief implementation or action plan.)

10. Describe the primary activities of the initiative and timeline for implementing them.


TABLE 4: PRIMARY ACTIVITIES AND TIMELINES PHASE DESCRIPTIONS DELIVERABLES RESPONSIBLE PARTY DUE DATE

Phase I – Revisit current program-level learning outcomes and determine if relevant to coursework.

K-A-S Maps

• Career & Technical Education (CTE) Programs

• Liberal Arts Programs

• General Education (Gen Ed) Committee

August 1, 2017 August 31, 2018 May 15, 2018

Phase II – Define program-level learning outcomes in terms of performance measures for each program, identify key courses to assess program-level outcomes in, and develop a shared assessment tool.

Performance measures Shared assessment tool

• CTE Programs


• Gen Ed Programs (Focus on Critical Thinking (CT) Program-Level Outcome)

• Gen Ed Programs (Focus on Communication (C) Program-Level Outcome)

• Gen Ed Programs (Focus on Ethical & Civil Values (EC) Program-Level Outcome)

• Gen Ed Programs (Focus on Diversity & Global Awareness (DGA) Program-Level Outcome)

August 1, 2017 August 31, 2018 Mid-December 2017

Mid-October 2018

Mid-October 2019

Mid-October 2019

Phase III – Conduct pilot of shared assessment tool.

Data from shared assessment tool

• CTE Programs


• Gen Ed Programs (Focus on CT Program-Level Outcome)

• Gen Ed Programs (Focus on C Program-Level Outcome)

• Gen Ed Programs (Focus on EC Program-Level Outcome)

• Gen Ed Programs (Focus on DGA Program-Level Outcome)

May 2018 May 2019 May 2018 May 2019 May 2020 May 2021


PHASE DESCRIPTIONS DELIVERABLES RESPONSIBLE PARTY DUE DATE Phase IV – Evaluate results to determine if shared assessment tool is providing valid, usable, relevant information.

Annual Assessment & Goal Review Program Review

• CTE Programs






May 2018 May 2019 May 2018/May 2019 May 2019/May 2020 May 2020/May 2021 May 2021/May 2022

Phase V – Develop a plan based on the program-level assessment data to improve learning at the course-level.

Annual Assessment & Goal Review Program Review

• CTE Programs






May 2018-December 2019 May 2019-December 2020 December 2018 December 2019 December 2020 December 2021

Phase VI – Revisit current course-level learning outcomes and determine if relevant to program-level outcomes.

Course-level outcomes to program-level outcome curriculum maps

• CTE Programs






December 2018 December 2019 December 2019 December 2020 December 2021 December 2022


Table 5: TRAINING AND REPORTS TIMELINES ACTIONS RESPONSIBLE PARTIES AUDIENCE DUE DATE

TRAINING Assessment Committee Training

Assessment Committee Assessment Committee

Beginning Spring 2018 and ongoing

Assessment Conference Attendance:

• Higher Learning Commission Conference

• Arizona Assessment Conference

• Association for the Assessment of Learning in Higher Education Conference

• Assessment Institute in Indianapolis

• Association of American Colleges & Universities Conference

FT Faculty Faculty Begin Spring 2018 and ongoing

In-house Assessment Workshops

Lead Faculty from Assessment Committee

Faculty Fall 2018-Spring 2020

HR Days Participation Conference Attendees College-wide April 2018 and ongoing

REPORTS

Program Assessment Planning Guide

Assessment team, Curriculum Committee

Faculty, students June 2018

Assessment Interim Report


HLC, College-wide June 2018

Assessment Academy Impact Report


HLC, Faculty, Assessment Committee, Gen Ed Committee

June 2018


ACTIONS RESPONSIBLE PARTIES AUDIENCE DUE DATE

REPORTS Annual Student Learning Assessment Report

Assessment team Assessment Committee, College Council, District Governing Board (DBG)

Yearly in July

Bi-Annual Student Learning Assessment Report

Assessment team Assessment Committee, College Council, DBG

Yearly in January

Quality Initiative Report Provost, Assessment team, Assessment Committee

HLC, College-wide August 31, 2020

Institutional Contact for Quality Initiative Proposal

Include the name(s) of the primary contact(s) for the Quality Initiative.

Name and Title: Dudley Gardner, Interim Provost

Phone: 928-226-4224 Email: [email protected]


February 6, 2018 Dr. Colleen Smith President Coconino County Community College 2800 South Lone Tree Road Flagstaff, AZ 86005-2701 Dear President Smith: This letter is accompanied by the Quality Initiative Proposal (QIP) Review form completed by a peer review panel. Coconino County Community College’s QIP is approved. Within the QIP Review form, you will find comments from the panel for your consideration as you proceed with your Quality Initiative. The panel reviewed the QIP for four areas:

• Sufficiency of initiative’s scope and significance • Clarity of initiative’s purpose • Evidence of commitment to and capacity for accomplishing the initiative • Appropriateness of the timeline for the initiative

If you have questions about the panel’s review, please contact either Kathy Bijak ([email protected]) or Pat Newton-Curran ([email protected]). For any questions about your Quality Initiative contact Jeff Rosen at [email protected]. The Higher Learning Commission


Audience: Peer Reviewers Process: Open Pathway Quality Initiative Proposal Form Contact: 800.621.7440 Published: 2015 © Higher Learning Commission Page 3

Open Pathway Quality Initiative Proposal Review Form

Date of Review: February 13, 2018

Name of Institution: Coconinio Community College State: Arizona

Institutional ID: 2087

Reviewers (names, titles, institutions): Dr. David Wendler, Vice President for Academic, Emeritus, Martin Luther College

Dr. Kelly Tzoumis, Professor, DePaul University

Review Categories and Findings

1. Sufficiency of the Initiative’s Scope and Significance

• Potential for significant impact on the institution and its academic quality

• Alignment with the institution’s mission and vision

• Connection with the institution’s planning processes

• Evidence of significance and relevance at this time

Finding:

The Quality Initiative proposal demonstrates acceptable scope and significance.

The Quality Initiative proposal does not demonstrate acceptable scope and significance.

Rationale and Comments: (Provide two to three statements justifying the finding and recommending minor modifications, if applicable. Provide any comments, such as highlighting strong points, raising minor concerns or cautions, or identifying questions.)

The proposal demonstrates a project of acceptable scope and signficance. Program asssessment will contribute to the assessment activities already taking place at Coconino County Community College. This initiative will not only fulfill an HLC Interim report function, but will also inform the quality of programs.

2. Clarity of the Initiative’s Purpose



• Clear purposes and goals reflective of the scope and significance of the initiative

• Defined milestones and intended goals

• Clear processes for evaluating progress

Finding:

The Quality Initiative proposal demonstrates clarity of purpose.

The Quality Initiative proposal does not demonstrate clarity of purpose.

Rationale and Comments:

The purpose of the initiative is clear. One suggestion is to identify how program assessment will interact with course and disciplinary assesssments. This linkage or "crosswalk" between program assessment with the other types of assessment taking place at the institution would better clarify the purpose.

3. Evidence of Commitment to and Capacity for Accomplishing the Initiative

• Commitment of senior leadership

• Commitment and involvement of key people and groups

• Sufficiency of the human, financial, technological, and other resources

• Defined plan for integrating the initiative into the ongoing work of the institution and sustaining its results

• Clear understanding of and capacity to address potential obstacles

Finding:

The Quality Initiative proposal demonstrates evidence of commitment and capacity.

The Quality Initiative proposal does not demonstrate evidence of commitment and capacity.


The initiative outlines in sufficient detail the commitment and capacity by the institution. The institution is adding two new positions - Training, Development & Assessment Coordinator added in 2017 and Associate Dean of Curriculum & Assessment at 25% time to be added in 2018.

4. Appropriateness of the Timeline for the Initiative

• Consistency with intended purposes and goals

• Alignment with the implementation of other institutional priorities



• Reasonable implementation plan for the time period

Finding:

The Quality Initiative proposal demonstrates an appropriate timeline.

The Quality Initiative proposal does not demonstrate an appropriate timeline.


The timeline appears to be reasonable and appropriate.

5. General Observations and Recommended Modifications: (Panel members may provide considerations and suggested modifications that the institution should note related to its proposed Quality Initiative.)

One observation is the reliance on faculty for implementing program assessment. Implementation might be benefitted from providing training of faculty on program assessment, particularly in regards to part time or adjunct faculty who might have higher turnover rates.

6. Conclusion:

Approve the proposed Quality Initiative with or without recommended minor modifications. No further review required.

Request resubmission of the proposed Quality Initiative

Rationale and Expectations if Requesting Resubmission

The reviewers find that this is a significant initiative that has been planned by the institution. The support of faculty is critical in this initiative. Conveying the importance of program evaluation as an additional task to course and disciplinary assessment activities will be critical for successful implementation.

Timeline and Process for Resubmission (the Commission staff will add this section if the recommendation is for resubmission)


PROGRAM REVIEW UPDATE


Fall 2017 Program Review Update

Originally five programs were supposed to submit program review documents in Spring 2016: Math,

English, Anthropology, Geology, and Information Technology Services (ITS). These program review

documents were reviewed by the appropriate dean or reporting supervisor before being reviewed by

the Assessment Committee which divided into smaller groups in order to have two or three people

review each program review document with the “Program Review Checklist.” These checklists and any

comments on the program review document were provided back to the originating program and the

appropriate dean or supervisor. The programs were then given time to make revisions, if desired, based

on the feedback. A final copy from the program was submitted to the Provost for review. Only four

submitted their final reports as Geology was incorporated into the Physical & Biological Sciences

program review that began Fall 2017. The Provost then submitted the program review documents to

the Executive Council for evaluation.

There are currently five academic programs writing their program review documents this year. They are

Fine Arts, Hotel & Restaurant Management, Nursing, Physical & Biological Sciences, and Social &

Behavioral Sciences.

The Fine Arts program review document was completed by the beginning of the spring semester. The

Social & Behavioral Sciences and Physical & Biological Sciences programs are actively working on their

document into spring. The Hotel & Restaurant Management program does not currently have any full‐

time faculty that guide it. The CTE Dean is working with the part‐time faculty to see if they could work

over the summer to write the document.

There are two non‐academic programs writing their program review documents this year. They are the

Business Office, which encompasses the Finance Department and the Purchasing Department, and the

Student Development’s Advising Department.

Both of the non‐academic program reviews have been writing their documents without any input from

the Assessment Coordinator. Each program was given the ITS 2016‐2017 program review document as

an example. Both programs have requested having until June 30, 2018 to submit their reports.

Changes to the original Program Review timeline

There have been a few adjustments made to the original program review process timeline. Originally,

the Assessment Committee had thought to implement a yearly assessment check‐in beginning in the

year following the program review document being written. After experiencing exactly how long the

review process for the program reviews actually is, the Assessment Committee decided that bi‐annual

reviews would work better and allow for a year of gathering assessment data and an evaluation period

to make changes.


Current Opportunities for Improvement

Overview

Create a Program Review Best Practices document.

Determine the best way to review course syllabi to determine if they are current, all faculty have

upgraded to the model syllabi.

Program Review Documents

Add an overview of the process to the Academic Program Review Outline.

Include the checklist criteria under the appropriate headings on the Academic Program Review

Outline.

Include only one syllabus per course to be provided as an example on the Academic Program

Review.

Define where the data provided in the Program Review Data Meeting should be provided.

(Consider adding to Best Practices document)

Have definitions of the initials of SWOT on the Non‐Academic Program Review Outline.

Add an Action Plan and Budget Request sheet to both program review documents.

Program Review Data

Define which instructors are dual enrollment and separate them into their own heading on the

credentialing information,

Include graphs along with the course success tables.

Program Review Checklist

Consider including a brief summary of the program as criteria under the “Narrative.”

Consider adding a section about staffing needs with associated timelines, and needs data that

could be provided by the Assessment Coordinator under the “Analysis and Recommendations”

area.

Create a Non‐Academic Program Review Checklist.

Program Review Evaluation Process

At the Provost stage for evaluation, there may need to be a form or a formalized meeting to

provide Provost feedback for the program.


ATTACHMENTS:

Meeting Minutes from Executive Council


PROGRAM REVIEW UPDATE ATTACHMENTS

Executive Council Meeting Minutes

2017-2018 Academic Program Review document

2017-2018 Non-academic Program Review document


Executive Council Notes – February 2, 2018 Title IX - Colleen

• Everything from the employee angle, Dietrich handles. Veronica handles student issues.

• Dietrich is the official Title IX officer.

• Will list Dietrich as employee focused on Title IX website, Veronica as student focused. Will also

include a statement that anyone can help. Will add a link to the REACH program to the website

as well.

• All Title IX complaints should come to Security, Security notifies Jami and Dietrich immediately,

and will notify Veronica if the incident involves a student.

Program Reviews – Dudley

• Have developed a five-year cycle and have created documentation to know when Program

Review will be completed.

• Dudley reviewed a presentation on the results of the English Program Review and gave out

handouts summarizing the other programs that were reviewed last year.

• Suggested that Dudley share a report similar to this for the next board meeting.

• Suggested creating an assessment website or page on the intranet to allow everyone to know

when their program is scheduled for review.

Outside Access – Colleen

• If someone needs outside access to the College, they will need approval from a Vice President

(Provost, Executive Vice President, Chief Innovation Officer/Vice President) or the President.

Legislative Update – Colleen

• Colleen updated everyone on the College related activities at the Legislature this week.

Standard Email Signature – Ali

• Working to get consistency on logos and overall look of the College PR materials.

• Presented the group with two options for a standardized signature. The group preferred option

1.

• Ali is willing to work with groups that have special logos to find the best way to incorporate

those.

Dual Enrollment Expansion – Gonzalo

• Dual Enrollment numbers are increasing greatly and enrollment has increased by about 25%

over the past year.

• The program is looking for more assistance because they are predicting that numbers will

continue to increase. Also considering a summer bridge program to help students be better

prepared for college level courses and also increase dual enrollment numbers.

Project Updates - Colleen

• Everyone gave updates on the projects they are working on this semester.


Rev. Date 10/16/17

2017‐2018 Academic Program Review

In section I, provide a brief description of the program for someone who may not have direct interactions with the program. A more detailed explanation of the program will be included throughout the review document.

I. Overview

a. Narrative

State the purpose of the program and its contributions to the community.

Define what sets this program apart from other programs in the college. How does the program gather input and/or respond to community needs? How long has the program existed? When was the last program review?

b. Program goals

Define the program goals.

Describe how the program goals are tied to the institutional mission statement.

c. Decision making

Describe how decisions are made within the program.

Describe the communication process within the program.

Define any outside agencies that inform decision making and their scope.

d. A statement of the program’s accomplishments in support of the College’s current strategic plan

Provide the goals from the strategic plan that the program contributes to. Provide evidence on how the program has been contributing to the strategic plan.

In the following sections II-IV, provide a detailed description and provide evidence and data to support the claims.

II. Teaching and Learning a. Program requirements and course offerings

i. Degrees and Certificates

Discuss any changes to the degree and certificate outcomes within the program. (A

curriculum map with the degrees and certifications will be provided by the assessment

team to be included in the Appendix.)

Discuss any opportunities and impacts to the program from changes to degrees and certificates at the college. (A list of degree and certifications that the program

contributes to will be provided by the assessment team to be included in the Appendix.)

ii. Course Offerings

Discuss course offerings, types of courses, modalities, scheduling of courses and frequency of offerings. (A list of course offerings will be provided by the assessment

team to be included in the Appendix.)

iii. Enrollment and student success information for the previous five years

Elaborate on any patterns or outlying data contained within provided tables. (Data tables will be provided by the assessment team to be included in the Appendix. The

first set of data tables will contain a breakdown by course of student success rates

overall, by campus, by instructional method, and by session. The second set of data

tables will contain an overview of the number of courses, sections, enrollments, and

potential tuition earned for the previous five years.)


Rev. Date 10/16/17

Discuss other data collected by the program if desired.

b. Licensure/certifications of students

Discuss what licensures/certifications students may be able to obtain upon completion of the program.

Outline the requirements for each licensure/certification. Describe how the program contributes to the student’s ability to achieve the current

licensures/certifications. Discuss any impediments to the student obtaining the licensures/certifications.

c. Curriculum

i. Course outline reviews and updates

Define how often course outlines are reviewed and updated. Discuss changes made to the course outcomes since the last program review.

Discuss the effects these changes have had on the program.

ii. Other curriculum changes

Describe any curricular changes since the last program review such as program outcome

changes, pedagogy, software updates, different delivery methods, or different time

offerings.

Note any impending course changes. Discuss the effects these changes have had on the program.

d. Articulation

Describe the program’s participation in Articulation Tasks Forces. Discuss changes in transferable courses. Provide elaboration on any courses that are only transferable as electives or non‐transferable.

(A transfer table of the courses will be provided by the assessment team to be included in the

Appendix.)

e. Is the program accredited by a programmatic accrediting agency? If so, name the agency and include

the status of the most recent accreditation.

f. Teaching loads

Provide a description of the responsibilities and loads of the full‐time faculty.

Provide a description of the responsibilities and loads of the part‐time faculty. Discuss the delivery methods of the courses. Discuss any release time of the full‐time faculty. (Charts and tables detailing the number of

courses and sections taught by full‐time and part‐time faculty will be provided by the assessment team to be included in the Appendix.)

g. Faculty credentials

Describe minimum credentials needed to teach in the program.

Discuss any specializations or achievements of the current faculty. (A table listing the program

faculty for the last five years with the faculty members’ degrees will be provided by the

assessment team to be included in the Appendix.)

h. Student Learning Assessment


Rev. Date 10/16/17

Provide detailed descriptions on types of assessment used to measure student learning. Describe any course level assessments that were conducted and the results since the last

program review.

Report any shared assessments within the program and data gathered from those assessments. Record any observations or trends found within the student learning assessment data.

III. Facilities and Resources a. Specify any designated space that is primarily for the program’s use since the last program review.

Describe how the designated facilities contribute to the program’s overall student success.

b. Specify any designated equipment purchased primarily for the program’s use since the last program

review.

Describe how the designated equipment contributes to the program’s overall student success.

c. Specify any designated budget and differential tuition that is primarily for the program’s use. (A program

budget will be provided by the assessment team.)

IV. Analysis and Reflection a. Strengths, Weakness, and Challenges Analysis

What do you see as internal strengths of the program?

Provide evidence and data to support answers. What do you see as internal weaknesses of the program?

Provide evidence and data to support answers. What do you see as opportunities for the program?

What do you see as challenges of the program?

Provide any challenges that the program has faced since the last program review and

the results. Provide any challenges the program is facing now internally and externally. Discuss any challenges for the students completing a certificate or degree.

b. Previous Recommendations and Results

i. List recommendations that were received at the last program review.

Elaborate on actions taken on recommendations and effects on the programs.

ii. List any recommendations from Program Advisory Committees/Councils (if applicable).

Elaborate on any actions take on recommendations and effect on the program.

V. Recommendations Provide recommendations for specific actions for continuous improvement of the program.

a. Five Year Plan

Where will this program be in five years?

b. Action Plan/Recommendations (To be completed in the next five years). List action items in order of

priority of completion.

i. Action Item #

ii. Anticipated date for completion

iii. List the potential benefits to student success

iv. Status update (Only update at Annual Review Meeting)


Rev. Date 10/16/17

v. Last reviewed date

Appendix

Documents mentioned throughout program review above Other documents as needed to support program review


2017‐2018 Non‐Academic Program Review

I. Executive Summary

A short summary of the program review that readers can rapidly become acquainted with the

material without having to read all of it. This section is written last.

II. Program Overview (Narrative)

A brief description of the program explaining why it exists, what its function is within the

college, and the services the program provides. Finally, describe how the program contributes

to student success.

III. Program Mission, Goals, and Objectives

A. Provide Program Mission, if applicable

Provide a clear and concise statement of the program’s mission and how that mission ties into the overall mission of the college.

B. Goals and Objectives Provide a list of the goals, objectives, and outcomes of the program. When applicable, define how these goals align with the current strategic plan and provide evidence on how the program has been working to accomplish these goals.

IV. Changes/Improvements Since Last Review (if applicable) A. Recommendations from most recent program review and/or advisory

committee(s) List recommendations that were received given during the last program review, and any

that have occurred within the previous five years. Elaborate on actions taken on the

recommendations and the effects these actions had on the program. If no action was

taken on a recommendation, describe why no action was taken.

V. Personnel, Facilities, Resources and Funds

A. Personnel

Provide an overall description of the staffing and organization of the program. Provide a

description of the distribution of responsibilities between the positions within the

program. Detail the professional development opportunities offered and utilized by

staff.

B. Facilities and Resources

Describe any designated space that is provided to support the program. Describe any

designated equipment purchased to support the program. Provide observations on how

the facilities and equipment contribute to the mission of the program. Provide

observations/data on how the facilities and equipment contribute the quality/quantity

of services provided by the program. Elaborate on future trends or needs of the

program detailing how this will lead to student success.


C. Finances

Revenues and expenditures aligned within the budget, and what revenues are

generated through program activities. Any applicable trends and impacts on the budget

should also be discussed.

VI. Partnerships and Collaborations, if exist

A. Internal

List any internal committee(s), advisory groups, or other collaborations the program

participates in. Detail the composition, information on meetings, other functions or

activates of involvement.

B. External

Identify advisory councils, high school connections, community agency connections, or

other forms of connections which pertain to the mission and objectives of the program.

Detail the composition, information on meetings, other functions or activates of

involvement.

VII. Customer and Services Review

A. Review of Provided Services

Provide a detailed review of the services provided by the program. Explain how the

services support teaching and learning within the college.

B. Support of Students 1. Define the metrics used to measure student success.

2. Analysis of the demographics of the participants of the program, identify any

populations not being served, trends and patterns and comparisons to other

Arizona programs should be discussed. Use results of qualitative measures aimed at

how best the program provides services or support students.

C. Support of Faculty and Staff

Analysis of the demographics of the participants of the program, identify any

populations not being served, trends and patterns and comparisons to other Arizona

programs should be discussed. Use results of qualitative measures aimed at how best

the program provides services or support faculty and staff.

VIII. Analysis

A. SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis describe using the

following definitions:

Strengths – These are things that are currently done well at the present time. They

need marginal or no improvement. This is where you recognize and describe

accomplishments and changes that have already taken place which have led to the

improvement of some aspect of the program.

What are the advantages of the program?

What does the program do well?


What relevant resources do you have access to?

What do other people see as the program’s strengths?

What would the program boast about to someone who knows nothing

about this organization and its work?

Weaknesses – These are things that are not going well at the present time. These are

aspects of the program which need to be corrected.

What can be improved?

What is done poorly?

What should be avoided?

What is the program doing that could be done more

effectively/efficiently?

What is the program not doing that it should be doing?

List one thing that could be changed to help the program function more

effectively.

Opportunities – These are aspects of the program that you want to expand upon in the

future because they will help you reach your constituents more effectively. Generally,

they occur because of a change in external or internal markets and situations (i.e. social,

economic, and cultural trends) invite involvement by the program.

Where are the good opportunities for the program?

What are the interesting trends that the program is aware of?

Threats – These are issues which in the future may thwart the progress or effectiveness

of the program (i.e. a private school opening in Coconino County that delivers a similar

service).

What obstacles does the program face?

Are there required specifications for your program changing?

Is changing technology threatening the program?

Are there financial issues?

Are any of the weaknesses a serious threat to the program?

SWOT Analysis

STRENGTHS

WEAKNESSES

OPPORTUNITIES

THREATS


IX. Recommendations and Future Directions

A. 1 to 3 Year Recommendations (List recommendations in order of priority of completion.)

Provide the goal, objective, timeframe, responsible party(ies), and resources

implications. Plans to help improve student success.

B. Revision of Current Goals, if applicable

C. Future Direction (5‐year view)

Where will this program be in five years? What evolutions needs to occur for the

program to continue to meets its purpose and objectives.


COURSE ASSESSMENT REPORTING


Course Assessment Reporting

The College is accredited through the Higher Learning Commission (HLC), and to maintain accreditation, the College adheres to various criteria for accreditation and core components. Criterion Four Teaching and Learning: Evaluation and Improvement directly applies to our assessment program and reporting. The criterion states, "The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement."

As part of the "continuous improvement," the College asks the faculty who are teaching a General Education course during each semester to complete a course assessment report. For one class that instructor is teaching (regardless of how many classes the instructor has), the instructor should assess a course outcome in the syllabus and submit a Course Report on the results. It is preferable the instructor submits a Course Assessment report on a class the instructor plans to teach again in a future semester.

The intention of this report is to help the faculty answer the question, "How do I know the required learning has taken place?" The instructor can report on any course‐level tool used to measure the course outcome of the instructor’s choice: homework, quizzes, prelims and exams, reports and term papers, research projects, case study analysis, or other tools used and the instructor would like to report on.

This report is for the faculty to help provide documentation as they continuously work to improve. It should focus on informing their pedagogical processes. Examples of changes that could come from this process include revising course content in terms of breadth and depth, realignment of objectives and teaching methods, employment of more appropriate assessment methods, or effective incorporation of technology.

The goal of the Assessment Team is to create an aggregate report of results to share with faculty at the beginning of the following year, and maintain an electronic record of the individual faculty results for referral purposes as he or she grows as an instructor.

The reporting form is in the Education and Learning Effectiveness (ELE) Canvas shell under “quizzes” and

is maintained by the Assessment Coordinator.

The Course Assessment Report reporting form requires the following information:

General Education Block (English, Math, Arts & Humanities, Social & Behavioral Sciences,

Physical & Biological Sciences, or Options),

Term and Year,

Course Information (Subject‐Number‐Section) and current CRN,

Course Learning Outcome ‐‐‐ Write out the course learning outcome evaluated for this Course

Assessment Report (NOTE – It should be course outcome in your syllabus that contributes to the

General Education program‐level outcome of “Critical Thinking”),

Assignment used (Submitted as an attachment),

Assessment results (# Meets, #Not Meets, #Did Not Complete Assignment),

The criteria used in the assignment to determine whether or not a student met the course

outcome.


Descriptions and justifications for any actions taken to adjust student learning for the class,

future changes if taught again, or explain why no action was necessary.

These reporting forms are supposed to be submitted along with the students’ grades. Out of the 100

reports that were expected, 67 were collected.

ATTACHMENTS:

Fall 2017 Course Assessment Reports


COURSE ASSESSMENT REPORTING ATTACHMENTS

Fall 2017 Course Assessment Reports


FALL 2017 GENERAL EDUCATION CRITICAL THINKING

Program‐Level Outcome: Using a variety of inquiry methods, resources, and reasoning skills that

support and promote lifelong learning.

ARTS & HUMANITIES (A&H) BY COURSE

COURSE MET NOT MET INCOMPLETE N =

ART 100 78% 14% 8% 2

ENG 238 70% 20% 10% 1

HUM 205 88% 8% 4% 1

JPN 101 80% 0% 20% 1

MUS 100 64% 20% 24% 1

MUS 207 88% 4% 8% 1

PHI 101 64% 29% 7% 1

REL 201 81% 10% 10% 1

SPC 100 58% 17% 25% 1

A&H 75% 13% 12% 10

OVERALL CCC 73% 15% 12% 68

0%

20%

40%

60%

80%

100%

120%

% of Students Meeting Critcal Thinking Course Outcome

MET NOT MET INCOMPLETE


ARTS & HUMANITIES (A&H) BY INSTRUCTIONAL METHOD

IM MET NOT MET INCOMPLETE N =

INPER 76% 13% 12% 7

ITVO 81% 10% 10% 1

WEB 64% 18% 18% 2

A&H 75% 13% 12% 10

OVERALL CCC 73% 15% 12% 68

A&H COURSE‐LEVEL OUTCOMES MEASURED

ART 100 Identify the many ways the art of today relates to the art of the past Describe the interaction between individuals, their culture, and the physical environment.

ENG 238 * analyze rhetorical, historical , and cultural aspects of the works;

HUM 205 2. develop skills in analyzing and synthesizing information; 4. develop skills which will enable them to become aware of faulty reasoning;

JPN 101 Derive meaning from written material where context and/or extralinguistic background knowledge are supportive.

MUS 100 3. Write formal analysis of musical works.

MUS 207 * Identify various styles of American popular music * Analyze and discuss the evolution of musical styles in America, their sources and influences * Analyze and discuss the broad range of cultural and historical influences on the music of

0%

20%

40%

60%

80%

100%

120%

INPER ITVO WEB A&H OVERALL CCC

% of Students Meeting Critical Thinking Course Outcome by IM



America, and the contributions of various ethnic groups and women * Analyze and discuss recurring themes and contemporary trends in American Popular music.

PHI 101 Demonstrate an ability to formulate philosophical arguments with an awareness of key components and principles.

REL 201 Recognize both globally and locally the impact of diverse religious traditions upon each other and their respective cultures.

SPC 100 1, 7, 10

A&H COURSE CHANGES

ART 100 I think that the students completed this project admirably well and, at this time, I don’t think any changes are necessary. No action was necessary because all students who engaged in completing the project understood and carried out the assignment specifications.

ENG 238 Although at first glance it seems my students did well, this was a high‐achieving class. Based on the depth of analysis I had seen in discussions, I expected more students to exceed the minimum expectations. The next time I teach the course, I plan to tie practice analyses (through discussions) back to the directions, make samples easily clickable from the essay directions, focus on the structure of analysis in the peer workshop, and ensure my directions are clear.

HUM 205 No action is necessary because the teaching methodology is time tested

JPN 101 Students were given 3 tries to realize their mistakes and correct them on their own. Thinking critically to make the corrections on their own was a beneficial learning approach for the students who completed the assignment.

MUS 100 Reflecting back on this assessment/assignment and the last two semesters I have had my students do this critical thinking assignment, I have been impressed by how sincerely and thoughtfully the students have approached this assignment. In light of how the assignment pushes them to focus and think intently on pieces and utilize the listening and critical thinking skills we have worked on throughout the semester, I am hoping to develop similar assignments (not used for this assessment) that push the students to listen and critically evaluate music. I hope to make this assignment (in varied forms) a tool I utilize more than once a semester.

MUS 207 I did change a few things for this semester. I used to require 3 papers and 6 quizzes, but this semester I changed it to 2 papers and 8 quizzes. I also gave them an option to substitute an oral presentation for a paper, if they wished. I hoped to increase student involvement in the class. The more frequent quizzes help me to better assess progress and give the students more leeway to do well even if they have an off day. Furthermore, for a music class, I felt that


more listening quizzes and questions about those examples better reflect what we're trying to learn. The papers give them a chance to delve deeper into and do some critical thinking about a particular topic. Still, I don't want MUS 207 to be a writing class, so I wanted to lessen the emphasis on writing assignments. I also increased the percentage of the quizzes to 30% of their grade and reduced the papers to 20% (instead of vice versa, as in previous semesters). Another change I made this semester was to give the students a study guide for their final exam. I had not done this for past semesters, and felt that perhaps I was being unclear about what they should expect on their final exam. Having graded their final exams, I think this was helpful to many students.

PHI 101 I want to spend more time next semester systematically diagramming the views of the authors who are under discussion and I also want to spend more time breaking down the texts in the classroom together so as to model the skills of critical interpretation. At present, the discussions we have are based on the relevant texts but I do not dedicate a large amount of class time to digging through the texts together. Given the inability of many students to perform well on these interpretive tasks, tasks which are fundamental to the more advanced skills of responding to the text, I realize I need to devote more time here.

REL 201 This paper was a vast improvement over their earlier paper. Students knew what was expected and how they would be graded and we definitely went over the assignment criteria in class to help explain it in great detail before the assignment was given.

SPC 100 This exercise went as planned. I do not believe it needs to be adjusted.





INTENSIVE WRITING (INT‐W) BY COURSE


BUS 204 85% 9% 5% 2

ENG 101 66% 25% 9% 4

ENG 102 69% 14% 17% 3

RDG 099 71% 5% 24% 1

INT‐W 72% 16% 12% 10

OVERALL CCC 73% 15% 12% 68

0%

20%

40%

60%

80%

100%

120%

BUS 204 ENG 101 ENG 102 RDG 099 INT‐W OVERALL CCC




INTENSIVE WRITING (INT‐W) BY INSTRUCTIONAL METHOD


INPER 74% 14% 12% 7

WEB 67% 20% 13% 3

INT‐W 72% 16% 12% 10

OVERALL CCC 73% 15% 12% 68

INTENSIVE WRITING (INT‐W) COURSE‐LEVEL OUTCOMES MEASURED

BUS 204 Write clearly, concisely, and correctly.

To provide students with communication skills for the workplace necessary to

generate and organize ideas, draft and review various business.

To identify ways in which the complex process of communication deals with

perceptional and other problems.

Compose and revise business documents

Write effective memos, business letters, resumes, and reports clearly, concisely, and

correctly

Research, summarize and document information, producing a written report and

presentations

Develop professional speaking and listening skills

Understand the influence of electronic communication on management and

organizational processes

Recognize communication challenges in a global business environment

ENG 101 1. analyze and evaluate academic and other non‐fictional print and electronic texts;

0%

20%

40%

60%

80%

100%

120%

INPER WEB INT‐W OVERALL CCC




ENG 101 Analyze and evaluate academic and other non‐fictional print and electronic texts.

ENG 101 compose writing in non‐fiction genres, making rhetorical choices appropriate to context,

purpose, and audience;

planning, constructing, and presenting logical, coherent, well‐supported arguments with consideration of target audience; using appropriate technology for communication and information gathering This is a difficult question to address, as it is unclear which of the many definitions of "critical

thinking" we are utilizing for the purpose of this report. Colleges have struggled to define this

concept for a long while. Pascarella et al. offered: While there are various definitions of

critical thinking, a constituent set of intellectual skills would appear to involve all or some of

the following: identifying central issues or assumptions in an argument, making correct

inferences from data, deducing conclusions from information or data provided, interpreting

whether conclusions are warranted on the basis of data given, and evaluating the validity of

an argument." I would argue that all course outcomes for English 101 are addressed in the

attached assignment, and most are related to critical thinking as defined above. However, if it

is necessary to choose one course outcome, I will select: 7. research, evaluate, analyze, and

document sources; Pascarella, Ernest T., et al. "Is differential exposure to college linked to the

development of critical thinking?." Research in Higher Education 37.2 (1996): 159‐174.

ENG 102 * integrate evidence to support their own ideas, using quoting, paraphrasing, and

summarizing

* Analyze, synthesize, and evaluate a variety of print and electronic texts

* Formulate vital questions and problems in a clear and precise manner

* Develop well‐reasoned conclusions and solutions to problems

Students must score and 89 or higher and must have made use of argumentive and/or critical

inquiry of some kind in order to be considered successful for this assessment.

RDG 099 10. Choose appropriate critical thinking strategies for different types of tests and

assignments.

INTENSIVE WRITING (INT‐W) COURSE CHANGES

BUS 204 no actions were taken because the students met the criteria of the assignment well. The majority of students had few problems with this assignment. Perhaps I will provide a little more specific information on the need to address pros and cons with emails. This may help students identify more reasons some people would find this communication method more comfortable.


ENG 101 I’m not sure what you are looking for here when you say actions taken to adjust student learning for the class. I would say this means what was changed during instruction to help students struggling with this outcome achieve it. For this course then, one thing that was adjusted for was additional one on one instruction. For example, as is usual for a rhetorical analysis assignment, several students have trouble understanding the difference between writing about the issue brought up by a text, and the way the writer of a text uses rhetorical tools to persuade an audience. While working on thesis development for our Rhetorical analysis, I modified the schedule and assignments for a portion of the class period and taught one on one rotating small groups to promote learning of this difficult concept, while students continued with the previously assigned group work assignment for the day. I am pleased with the results of this class, especially since they were my best‐performing composition class. In future iterations of this assignment, I might spend more class time covering how to write more cohesive evaluations of a text after it was analyzed. That seemed to be the skill that many students struggled with, particularly the ones who did not meet the criteria for the assessed course outcome. In future semesters, I would like to have students bring several sources to class to analyze how the sources are related, how they are interpreting the data and what conclusions they are coming to. This could be done in peer groups so individuals could gain the perspectives of their peers on the sources. For my next section of this course, I will spend more time discussing and explaining the differences between scholarly and popular sources, and why these differences are important. I also plan to construct additional opportunities for students to discuss these issues in more depth with their peers and to analyze specific sources collaboratively, prior to applying these skills independently. While I have been pleased overall with the student outcomes for this assignment, critical evaluation and utilization of source material is a key component of research skills. Therefore, it is a major focus of my constant revision and improvement of this course.

ENG 102 This semester, I believed I scaffolded the learning opportunities in a way that supports students in meeting this outcome, however, it's clear that I need to be more intentional in my approach when I teach this course next semester. Though I provided feedback to these students in their formative assessments, which indicated how they could improve their outcomes, I'm thinking that I will use a different formative/low stakes assignment to help students hone these skills. I'm going to incorporate even more structure into the reading responses that students compose each week. Specifically, I'm looking to incorporate a regular assignment called a rhetorical precis, which requires students to compose a highly structured paragraph. The following example, which I will use as a model for creating the weekly assignment, is drawn directly from Oregon State University's website (http://oregonstate.edu/instruct/phl201/modules/rhetorical‐precis/sample/peirce_sample_precis_click.html): In a single coherent sentence give the following: ‐name of the author, title of the work, date in parenthesis; ‐a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove," disprove, "explain," etc.);


‐a that clause containing the major claim (thesis statement) of the work. b) In a single coherent sentence give an explanation of how the author develops and supports the major claim (thesis statement). c) In a single coherent sentence give a statement of the author's purpose, followed by an "in order" phrase. d) In a single coherent sentence give a description of the intended audience and/or the relationship the author establishes with the audience. I believe that I'll be able to provide even more meaningful focused feedback to students through the rhetorical precis assignment. Furthermore, I think the rhetorical precis is a really great teaching tool to get students to analyze mentor texts while producing their own strong paragraphs that are well‐developed and well‐supported with evidence. In addition to using the rhetorical precis, I plan to be more intentional about how I teach students when to quote, paraphrase, or summarize. Most often, it seems that students default to using direct quotes when summarizing or paraphrasing would better serve their argument. Through the rhetorical precis, I can provide feedback which will help students be more agile in how they integrate evidence into their own writing. This assignment was used as part of a larger assignment. The idea was to permit students opportunities to create concepts for games to solicit social awareness with the persuasive appeals in mind.Â The second part of the assignment was to analyze the appeals for effectiveness in a rhetorical analysis.Based on student feedback and nearly 100% critical thinking outcome success in the class, I will use this assignment again. I use words such as logic, analysis, assertions, proof, insight, and critical questioning. Every semester most students find that this is something they understand right away or after some discussion. However, every semester there are a few who write something that is only an informational recitation or a winding summary. Each semester I have tried to reach out to everyone, especially those who missed the point. My thoughts now center around finding a brilliant but accessible example of critical thinking and analysis in writing and having the class read it and explain why it is useful in understanding our task.

RDG 099 No action was necessary as most students who turned in the assignment demonstrated the ability to analyze, evaluate, and synthesize their thoughts regarding what they learned in the course.





MATHEMATICS (MAT) BY COURSE


MAT 140 73% 24% 3% 4

MAT 142 64% 20% 16% 2

MAT 160 64% 24% 12% 1

MAT 187 72% 22% 6% 3

MAT 220 59% 27% 14% 1

MAT 230 84% 0% 16% 1

MAT 70% 21% 9% 12

OVERALL CCC 73% 15% 12% 68

0%

20%

40%

60%

80%

100%

120%

MAT 140 MAT 142 MAT 160 MAT 187 MAT 220 MAT 230 MAT OVERALLCCC



MATHEMATICS (MAT) BY INSTRUCTIONAL METHOD


INPER 70% 23% 7% 11

WEB 67% 8% 25% 1

MAT 70% 21% 9% 12

OVERALL CCC 73% 15% 12% 68

MATHEMATICS (MAT) COURSE‐LEVEL OUTCOMES MEASURED

MAT 140 Gather, assess, and interpret information within a theoretical framework Develop well‐reasoned conclusions and solutions to problems Recognize and assess the assumptions, implications, and consequences of different theoretical frameworks

MAT 140 Gather, assess, and interpret information within a theoretical framework Develop well‐reasoned conclusions and solutions to problems Recognize and assess the assumptions, implications, and consequences of different theoretical frameworks

MAT 140 The critical thinking tool given to me from the math department specified numbered "course" outcomes related to the MAT 140 course actual outcomes. The numbered outcomes were similar to the actual outcomes of MAT 140. The course outcomes that were specified on the assessment tool (underlined) had differences in the wording of the actual outcomes defined for the course (parentheses). Course Outcome 3: Solve various types of growth problems (Missing “including exponential”)

0%

20%

40%

60%

80%

100%

120%

INPER WEB MAT OVERALL CCC



Course Outcome 1: Solve applied financial problems (Reworded from “calculate annuities and loan schedules”) Course Outcome 6: Create and interpret statistical graphs (Reworded from “use normal distributions to describe data sets and calculate probabilities ) Course Outcome 4: Utilize probability theory to solve applied probability problems (Reworded from “solve various application problems”) Course Outcome 7: Calculate and interpret numerical descriptive statistics (Reworded from “calculate descriptive statistics”)

MAT 140 Problem 1: Course Outcome 3: Solve various types of growth problems Performance Measure 1: Apply mathematics in context using appropriate problem solving skills Problem 2: Course Outcome 1: Solve applied financial problems Performance Measure 2: Choose and manipulate formulas Problem 3: Course Outcome 6: Create and interpret statistical graphs Performance Measure 3: Create and interpret graphical representation Problem 4: Course Outcome 4: Utilize probability theory to solve applied probability problems Performance Measure 7: Gain appreciation of the nature and uses of mathematics Problem 5: Course Outcome 7: Calculate and interpret numerical descriptive statistics Performance Measure 8: Communicate using the language of mathematics

MAT 142 Course Learning Outcome : 1.solve applied financial problems; 2.understand the differences between linear, exponential, and logistic growth; 3.solve various types of growth problems; 4.utilize probability theory to solve applied probability problems; 5.understand the basic elements of the normal distribution; 6.create and interpret statistical graphs; 7.calculate and interpret numerical descriptive statistics;

MAT 142 Problem 1: Course Outcome 3: Solve various types of growth problems Performance Measure 1: Apply mathematics in context using appropriate problem solving skills

Problem 2: Course Outcome 1: Solve applied financial problems Performance Measure 2: Choose and manipulate formulas Problem 3: Course Outcome 6: Create and interpret statistical graphs Performance Measure 3: Create and interpret graphical representation Problem 4: Course Outcome 4: Utilize probability theory to solve applied probability problems Performance Measure 7: Gain appreciation of the nature and uses of mathematics Problem 5: Course Outcome 7: Calculate and interpret numerical descriptive statistics Performance Measure 8: Communicate using the language of mathematics

MAT 160 1. use statistical methods to collect, organize, analyze and interpret numerical data; 2. create and interpret graphs of data; 7. estimate population parameters; 9. interpret confidence intervals; 10. test hypotheses

MAT 187 Utilize logarithmic and exponential properties to solve related equations.

MAT 187 Graph equations and functions using various methods including technology. Solve linear, quadratic, rational, absolute value, polynomial, and radical equations. Utilize logarithmic and exponential properties to solve related equations. Solve right and oblique triangles. Work with vectors and vector quantities. Solve application situations related to methods presented in this course.

MAT 187 Utilize logarithmic and exponential properties to solve related equations. Solve application situations related to methods presented in this course.

MAT 220 Problem 1: Course Outcomes 3: Analyze and evaluate limits. Performance Measure 6: Apply and interpret limits and limit definitions Problem 2: Course Outcome 8: Analyze and interpret the concept of continuity of functions. Performance Measures 3: Create and interpret graphical representation

8: Communicate using the language of mathematics

MAT 230 Identify differential equations and their solutions graphically, numerically and analytically.

MATHEMATICS (MAT) COURSE CHANGES

MAT 140 Students were struggling more with probability and some other later materials, so more discussion was encouraged for those sections to help clarify any misconceptions students had. More examples than what I have done previously were also given to help reinforce the methods for solving such problems.

MAT 140 Having only taught this course once, I would like to ensure that students have a deeper understanding of the content and do more cooperative and formative assessment.

MAT 140 I was blown away by the specific requirement that students would need to state some specifics about comparing the mean and the median by assessment item 5. It felt like an all or nothing approach to grading when it was specified "If they did not mention that the mean is affected by extreme values while the median is not, then no points." This specific statement literally instructed me to subtract an average of 13% from my class average scores. I believe the assessment item could be better defined so that students would be more likely to provide the desired response. At the same time, criteria was weighed so much more strongly than other criteria, that I felt it necessary to add it to my curriculum as a specifically memorized concept. I wish it was stressed in the course outline I was given for the course. I realized after using the tool to measure my students, that the need for a pre‐assessment would be wise that would prepare my students for what is expected of them. The tool, interestingly, corresponded with student final performance in the class in one direction. Students who were designated with "PASS" with the critical thinking tool also performed higher than 60% in the course. There were students who performed higher than 60% in the course but did not receive the critical thinking designation "PASS." I reflected further during my assessment of the student's performances and drew the following conclusions: 1.) My students will be expected to write more responses out in complete sentences through out the course. 2.) My students will be given specific vocabulary lists in some activities by which they are expected to utilize terminology for complete credit. 3.) My students will be given more compare and contrast items for practice in the course.

4.) My students are in need of greater enrichment while they participate in collaborative discussions and activities. 4a.) My students could use some improved rubrics while they collaborate so they can better hold themselves accountable for practicing and improving arguments. 4b.) My students can have more elaborate feedback in the form of expectations printed out ahead of class activities. 5.) My students can have more specific assignments assigned at the beginning of the course that will allow for student preparations as they dedicate their time to the course early on.

MAT 140 I am going to continue to incorporate more active learning into the class.

MAT 142 Write a two‐three sentence analysis of the assessment results. 16 students meet the 60 % threshold and 8 students did not. Two students did not take the final. Out of the 24 students who did not meet the criteria, all but two will receive Cs in the class. List any actions taken to adjust student learning for the section, possible changes to a future section if taught again, or explain why no action was necessary. I will place more emphasis on formula calculation and calculator use to improve the student’s scores.

MAT 142 I will continue to incorporate more active learning into the course.

MAT 160 I will spend more time explaining the concept of types of errors and what a decision from a hypothesis test means.

MAT 187 There was a continuing strong correlation between students passing the class and passing the assessment. The students who make it to the final typically are students who are passing the class. Since this assessment can be used as a tool to look at if the above (desired) pattern is present in all sections of MAT 187 (it is a common assessment), I do not feel any changes to the assessment are necessary. If an instructor has significant dissonance or lack of correlation between students passing the class and passing the assessment, then it could be used by them to adjust their focus. To really get a feel for the skill students have coming into 187, or how their skills have developed along the way would require a different assessment.

MAT 187 I rewrote my class notes for attempt to improve student learning and confidence. I also revised the practice problems to try to help students grasp the material in smaller increments and gain mastery.

MAT 187 Based on results, increase time spent on application problems.

MAT 220 I will continue to incorporate more active learning into the course.

MAT 230 The results above do not match the overall understanding of Euler's Method the students had. While all the students could eventually successfully complete the activity ‐ getting to see visually and algebraically what Euler's method is ‐ and were able to generate the formula for Euler's method, many students struggled with this concept on the homework and on the exam. There was a disconnect between using critical thinking to discover Euler's method and then being able to apply it. I am not teaching this class again in the spring, but if I was I would follow the IBL activity with practice on Euler's Method




PHYSICAL & BIOLOGICAL SCIENCES (P&BS) BY COURSE


BIO 100 63% 23% 13% 2

BIO 181 87% 6% 7% 4

BIO 182 74% 19% 7% 1

BIO 201 94% 6% 0% 1

BIO 202 71% 29% 0% 2

CHM 151 64% 36% 0% 1

GLG 105 100% 0% 0% 1

NTR 135 71% 21% 8% 1

PHY 180 54% 23% 23% 1

PBS 76% 17% 7% 14

OVERALL CCC 73% 15% 12% 68

0%

20%

40%

60%

80%

100%

120%




PHYSICAL & BIOLOGICAL SCIENCES (P&BS) BY INSTRUCTIONAL METHOD


INPER 76% 17% 6% 9

INPER/CAVT 95% 5% 0% 1

WEB 69% 21% 10% 4

PBS 76% 17% 7% 14

OVERALL CCC 73% 15% 12% 68

PHYSICAL & BIOLOGICAL SCIENCES (P&BS) COURSE‐LEVEL OUTCOMES MEASURED

BIO 100 Present examples of significant current events in science and explain their significance.

BIO 100 Discuss the main biotechnologies and explain the implications of genetic engineering from both a societal and individual point of view.

BIO 181 Describe in writing several different mechanisms by which genes and the encrypted code are altered in the natural world Describe how humans have manipulated DNA through biotechnology and apply these research findings to agriculture, medicine, cloning and ethics

BIO 181 Describe in writing several different mechanisms by which genes and the encrypted code are altered in the natural world. Describe how humans have manipulated DNA through biotechnology and apply these research

0%

20%

40%

60%

80%

100%

120%

INPER INPER/CAVT WEB PBS OVERALL CCC




findings to agriculture, medicine, cloning and ethics.

BIO 181 2. Use of the scientific method from making careful observations, designing good experiments, recognizing assumptions and the presentation of results 2. Apply the scientific method to previous research and in their lab studies

BIO 181 19) Describe how humans have manipulated DNA through biotechnology and apply these research findings to agriculture, medicine, cloning and ethics

BIO 182 describe the origin and diversification of eukaryotes

describe trends in plant evolution

describe the structural changes necessary for plants to successfully transition to land (vascular tissue, flowers, and seeds) and the evolutionary advantage of each

BIO 201 ***Please note: the critical thinking assignment for this class is split into two parts. The Final

Practical and the Final Lecture Exam. The final practical is a visual test, and thus the questions are not submitted. The final exam is available on CANVAS. It is called "final exam" under "exams" in the quiz section. * identify in anatomical models, diagrams, photos or other media, the major anatomical features of the skeletal, muscular, nervous, and integumentary systems; * describe the physiological processes involved in the contraction of muscle, the generation of a nerve impulse and the propagation of nerve impulses in the nervous system; * list and construct in models the basic organic molecules present in the human body; * state in written form the relationships between physiological dysfunction and homeostatic response citing examples from the nervous systems; * recognize in histological section selected samples of human body; * demonstrate the function of the articulations in human body; * identify in anatomical models the major features of the human nervous system; * describe reflexive behavior; and * explain how the human nervous system integrates sensory information and provides appropriate output.

BIO 202 Explain the processes by which nutrient materials enter the body, are digested or otherwise manipulated and ultimately are converted into either body components or energy‐rich molecules for body use.

BIO 202 Demonstrate an understanding of the homeostatic regulation of blood chemistry by citing examples from endocrine, cardiovascular, respiratory and renal physiology


CHM 151 All course outcomes as mentioned in the course outline of CHM151 are used to assess the critical thinking.

GLG 105 There are multiple labs and in‐class exercises (mostly on individual planets) that require critical thinking. However, in my opinion none is more important that Lab No. 1 ‐ Scales, since it sets the stage for subsequent discussion and materials. (This lab, with answers, is included in Question 5). The distances, sizes, and ages for bodies in Astronomy and more specifically Planetary Science are outside most people's every day reality. We deal mostly in mundane things like miles driving, the span of a lifetime (70‐80 years), etc. In Planetary Science we can deal in bodies that are thousands to a million (plus) km in diameter, distances in billions of km or light years, and ages in the billions of year. Conceptually, it is difficult for people to comprehend the concepts. Although Lab No. 1 ‐ Scales, along with class lectures, go a long way to help students understand this, it is work that extends for several lectures and labs. We complete the lab in class, I review individual student results, and then jointly review in class. In my experience understanding these concepts take longer than I would like.

NTR 135 Utilize a nutritional intake assessment inventory.

PHY 180 Gaining a better understanding of Science

PHYSICAL & BIOLOGICAL SCIENCES (P&BS) COURSE CHANGES

BIO 100 This is the first time I've offered this project, so have not yet refined for future semesters.

BIO 100 I'm not teaching for CCC again after this semester, so I will not be taking any action to adjust my instruction. If I were to make a suggestion, the course outcomes are in desperate need of rewriting. The current outcomes are written to only require very low‐level thinking skills. Generality is appreciated as it fosters academic freedom, but if you want students' critical thinking to be assessed, put that in the course outcomes, if for nothing else, then so that they are aware of that. I literally had a student tell me that I shouldn't be assessing critical thinking because she was learning that in another class. If I were to make another suggestion, it would be to include an actual education expert in decisions regarding course assessment and writing of outcomes. As in, someone who has formally studied education, pedagogy, and assessment, not just someone who has been at the college for 20 years and read a book about critical thinking once.

BIO 181 This next semester I will be incorporating a weekly writing assignment to prepare students for their critical thinking GMO essay at the end of the semester.

BIO 181 This next semester I will be incorporating a weekly writing assignment to prepare students for their critical thinking GMO essay at the end of the semester.

BIO 181 No action take at this time as success rate for Fall 2017 (I am defining as proficient or mastery as described in Question 7) was greater than 95 %


BIO 181 I will need to update the material to ensure it is topical, as current research is constantly changing the nature of the field.

BIO 182 In this case this was the first time using this discussion post. Based on the feedback and high percentage of successful completion no change will be made.

BIO 201 I am satisfied with the student's knowledge based at the end of this course. It seems that they understand the basic principals of Anatomy and Physiology, and are generally competent in identifying anatomical features from the required organ systems. I would love students to perform better on practical assessments. This is tricky because the most effective way to achieve higher scores in this area is to spend time with the models and microscopes. In my experience, about 4 additional hours of model time are needed a week to properly learn the models et al. Open labs were offered this year on Fridays. Some of my students attended, but others worked during the hours offered. The open labs were operated by a student who previously took the class and did very well. I suggested expanding this program next semester. For me, I find that many students learn the concepts better when I supplement YouTube videos that cover the topics in a fun, interactive way (I.E. Crash Course).Â Outside of the relevance of the material, this is often the first time they learn that there are great resources available for them, for free, on stream sites like YouTube. Next semester, I will make some of these videos mandatory, with a couple quiz points dedicated to an event that occurred in the videos (to keep them honest).

BIO 202 Most students met the criteria. I used a quiz to measure this. In the future I will use a specific essay question to measure to get a better feel for the students ability to explain what they learned.

BIO 202 No action was necessary at this time as a large majority mastered the exercise and the other 5 earned 9 or 9.5 points out of 10.

CHM 151 Many students are new to the standardized testing and find these tests are comparatively tricky than rest of the assignments of the class. This kind of standardized test is comprehensive and demands an overall understanding of the subject. It requires the ability to think critically and develop the interdisciplinary knowledge of the science as a whole. To improve the success rate in this type of assessment, the student needs adequate exposure early in the class. Students should be exposed to ACS practice test and can be included in the course content. However, it will involve additional cost to the student. It may be a challenge to the student who is financially challenged

GLG 105 This was my first time teaching this class, and my starting point was the material left by my predecessor. I would say that about a third of the material used in the class was from the previous professor ‐ I built the rest. As the semester progressed, I modified the class structure to include more hands‐on exercises and less lecture. This has worked best for the fellow geology professors I consulted. Multiple activities keep the students more focused.


Next time I will add more hands‐on exercises and make sure that students understand concepts before moving forward. Â Also, in addition to the three exams I give, I plan to add quizzes to further gauge progress and understanding. Short movies will continue to be part of the class, followed by discussion periods. One comment I heard several times is that there was a lot of material. Unfortunately, that is the nature of the subject. There is a lot of factual information. Hopefully, with the changes implemented, it will enhance the learning experience.

NTR 135 In analyzing why 5 students did not meet criteria for the assignment I found that: 2 of them submitted the assignment after the due date. 3 did not respond to the self analysis questions completely or at all. I did start to send out reminders of upcoming assignments, criteria and due dates. I also send out reminders that students could submit late written assignments with points deducted for late submission.

PHY 180 Students who attempted the exercise were quite successful. Since this is an intro course with no pre‐reqs there tends to be a large proportion of unfocused students. The best action would be to add some pre‐reqs for the course.





SOCIAL & BEHAVIORAL SCIENCES (S&BS) BY COURSE


ANT 101 69% 4% 27% 1

ANT 102 79% 7% 14% 2

ECN 205 65% 24% 10% 2

GEO 131 94% 0% 6% 1

HIS 131 75% 8% 17% 1

HIS 211 24% 65% 12% 1

POS 101 52% 10% 38% 1

PSY 101 77% 6% 17% 3

PSY 240 56% 37% 7% 1

PSY 250 90% 5% 5% 1

SOC 101 83% 15% 2% 2

SOC 215 67% 6% 28% 1

SBS 72% 14% 14% 17

OVERALL CCC 73% 15% 12% 68

0%

20%

40%

60%

80%

100%

120%




SOCIAL & BEHAVIORAL SCIENCES (S&BS) BY INSTRUCTIONAL METHOD


INPER 73% 15% 12% 10

ITVO 52% 10% 38% 1

WEB 71% 14% 14% 6

SBS 72% 14% 14% 17

OVERALL CCC 73% 15% 12% 68

SOCIAL & BEHAVIORAL SCIENCES (S&BS) COURSE‐LEVEL OUTCOMES MEASURED

ANT 101 There are no course outcomes that specifically cite critical thinking.

ANT 102 Investigate the concept of culture and the diversity between and within communities with an understanding of ethnocentrism, relativism, and reflexivity; Explore and apply the various theoretical and methodological perspectives used in cultural anthropology, including applied anthropology Investigate the concept of culture and the diversity between and within communities with an understanding of ethnocentrism, relativism, and reflexivity

ECN 205 examine and explain the structure of the American economic system; Summarize market influences and theories.

GEO 131 5. Apply the theories and concepts of physical geography to local and global issues.

0%

20%

40%

60%

80%

100%

120%

INPER ITVO WEB SBS OVERALL CCC




HIS 131 Explain and analyze the colonial process and the motivation behind the process. HIS 211 Course Outcomes: Students will: 1. Develop an awareness of the processes of historical change.

2. Recognize the common characteristics behind civilization’s development. 3. Apply inter‐disciplinary methods to the study of civilizations. 4. Develop comparative criteria for cross‐civilizational analysis from a global perspective 5. Explore cross‐cultural interactions as a source of historical change. 6. Demonstrate an ability to critically evaluate and cogently synthesize diverse information. 7. Connect contemporary political, social, religious, and cultural conditions with the past.

POS 101 Describe and explain the nature of politics and political power: 1. Identifies the problem, question or issue 2. Presents own perspective 3. Employs data and evidence 4. Recognition of perspectives and positions 5. Has conclusion and discussion of implications, consequences and/or significance 6. Effectively Communicates (written) 7. Effectively Communicates (verbally)

PSY 101 Be able to use Critical Thinking skills to produce a 6 page Empirical paper in APA format. Then be able to present the class in a logical order * Define the vocabulary and concepts used in the field. * Describe the scientific method and the research methodologies used in the field of psychology. * Demonstrate an understanding of the historical and current theoretical frameworks that influence the field of psychology. * Describe the relationship between the brain and behavior. * Discuss the role of nature and nurture and their influences on human behavior. * Discuss biological, behavioral, cognitive, and social development across the lifespan. * Describe the role of psychology in contemporary society and apply relevant concepts and theories to student’s own experiences. Discuss the role of nature and nurture and their influences on human behavior (concerning diet and brain development and function, specifically).


PSY 240 Recognize and assess the assumptions, implications, and consequences of different theoretical frameworks.

PSY 250 write a research paper using APA format.

SOC 101 Recognize the link between culture and society as it relates to values, beliefs, and norms Demonstrate how social structure is interconnected to social groups, status and roles.

SOC 215 Students will be able to discuss the social construction of race in America

SOCIAL & BEHAVIORAL SCIENCES (S&BS) COURSE CHANGES

ANT 101 A total of 18 students participated in all three activities for this assessment. The highest pre‐seminar score was a 15 with a low score of 5 (Table 1). The average pre‐seminar score was 11.5. The highest post‐seminar score was a 20 with a low score of 6. The average gain was 2.9. Consequently, the discussion activity resulted in a positive gain in critical thinking skills for this particular activity. Overall, I was pleased with the gain ‐‐ given this was just the second week of the course.Â I think I could improve these gains by providing better instructions that discuss critical thinking. Since I didn’t know that I would be assessing this assignment using the Critical Thinking VALUE rubric, I assessed this activity using different criteria. Now that I know this is a college‐wide expectation, I can better communicate the instructions with my students.

ANT 102 This is about what I expect to see at the end of the semester and about the same for my other 2 classes that I looked at this in. Those particular students were also less engaged with the material than others throughout the semester, one student has not been to DR for evaluation but should be (per her grandmother). I will continue reiterate the relationships between each chapter. I won't change the format of the questions as these relationships effect the lives of our students too. The students have an earlier discussion on the concept of race, for which they watch one of the videos in the assignment. Any student who does not perform well in these discussions or who does not display an understanding of the topics is addressed at that time. The assignment is their final paper and is a culmination of many weeks of learning/discussing the required concepts. The majority of students who complete the paper do not have any issues with the topic.

ECN 205 Focus on actions to describe how to do the assignment better. No action necessary.


GEO 131 All students that attempted the project demonstrated understanding of the assignment, were able to construct a proposal based upon concepts learned in class, and showed the ability to apply concepts and theory to real world problems.

HIS 131 No action or adjustment is necessary at this time because present methods are effective.

HIS 211 No action taken.

POS 101 Students have to submit four individual critical analyses and two group analyses, as a result by the end of the semester students are able to complete this assignment. Re‐work rubric given to students to make the expectations of what a passing paper looks like. Re‐work rubric given to students to help them better understand how to show Critical Thinking in a research paper.

PSY 101 No action was necessary, as the only people who did not meet criteria were the two who did not turn in a paper. No action was necessary because all students who attempted the assignment understood the connection between malnutrition and brain development and later brain functioning.

PSY 240 I will likely focus a couple more assignments on critical thinking specifically.

PSY 250 Some students didn't make changes from the rough draft and had their final papers returned so that appropriate changes could be made. Therefore, I'm considering adding an additional step or checklist for students to complete prior to turning in their final draft to help ensure students have addressed the criteria by which the paper will be graded.

SOC 101 Course Outcome 3. recognize the link between culture and society as it relates to values, beliefs, and norms; Sociology requires critical thinking! Throughout the semester, I implore my students to use critical thinking skills not only in the classroom, but in their day to day lives. I urge them to explore their own beliefs about the world, and challenge them to determine WHY they hold these opinions to be true. I encourage them to research all “sides” of a point of view and reflect at all times. I require statements based in factual research to support their own assessments. I remind my students that everyone is entitled to their own points of view, but for those opinions to be considered noteworthy they must be supported by well researched facts. Sociology is about asking “why?” and looking for connections as to why certain phenomenon take place in society. With that said, I feel that all of my assignments include components of use of critical thinking skills. This assignment is in three parts; Part One deals with the terms Ethnocentrism and Cultural Relativism, Part Two with how Media impacts our society, and Part Three with the rather sensitive topic of Rape Culture. All three parts ask my students to examine these concepts through the use of their critical thinking skills by; defining the terms in their own words, applying these terms to their own examples, and defending their own points of view through the use of statements based on factual research as well as reflecting on how their


own experiences impact their opinions. I feel that this is a solid assessment and plan on using it again in future semesters without much change to Part One. I would like to change Parts Two and Three slightly to incorporate more of the recent news coverage of the topic's of “fake news” in regards to Media, as well as the topic of sexual harassment in regards to Rape Culture. My goal is to teach my students how imperative it is to utilize their critical thinking skills in every aspect of their lives, but especially in our current climate of Media saturation. After reviewing student work, I saw that the students who did not meet the criteria had also missed early work/assignments. Since this assignment built on previous work, I will make sure to stress the importance of the earlier work in future courses. Also, the students who did not meet the criteria spent very little time on the assignment. While earlier essay questions were similar, I will be sure to note how much time is expected to prepare for and complete the assignment in the instructions in the future.

SOC 215 I would warn students via email that they will be watching three hours at minimum for this one assignment, it can be overwhelming information.





OPTIONS (OPT) BY COURSE


ACC 256 75% 4% 21% 1

CIS 120 68% 8% 24% 2

CIS 215 82% 6% 12% 1

SPA 101 84% 0% 16% 1

OPT 75% 5% 20% 5

OVERALL CCC 73% 15% 12% 68

0%

20%

40%

60%

80%

100%

120%

ACC 256 CIS 120 CIS 215 SPA 101 OPT OVERALL CCC




OPTIONS (OPT) BY INSTRUCTIONAL METHOD


INPER 77% 5% 18% 3

INPER/CAVT 75% 4% 21% 1

WEB 71% 6% 24% 1

OPT 75% 5% 20% 5

OVERALL CCC 73% 15% 12% 68

OPTIONS (OPT) COURSE‐LEVEL OUTCOMES MEASURED

ACC 256 Demonstrate problem solving techniques through accounting problem analysis.

CIS 120 7. Identify issues related to security, ethics, and privacy when using a computer.

CIS 120 Course Outcome: #7 Identify issues related to security, ethics, and privacy when using a computer.

CIS 215 Generate functioning code using fundamental structured programming concepts

SPA 101 Students will derive meaning from written material where context and/or extralinguistic background knowledge are supportive.

0%

20%

40%

60%

80%

100%

120%

INPER INPER/CAVT WEB OPT OVERALL CCC




OPTIONS (OPT) COURSE CHANGES

ACC 256 No action necessary. The majority of students understood how to apply the ratio. The one student who received a 50%, did not answer the question fully, and in fact, did not read the directions carefully in completing the problem.

CIS 120 For this specific question, no action is required at this time. We would like to see if future courses show similar results for the question.

CIS 120 For this specific question, no action is required at this time. I would like to see if future courses show similar results for this question.

CIS 215 The project was to combine five program modules together. A main module determines when and how to invoke the other modules. Two of the four subordinate modules were already done as previous homework assignments. The other two had to be created new for this project. When I do this again, I will assign all four subordinate modules from previously completed homework. The objective of this was how to put the single programs into a larger combined program. The "how to" and methods to do this are what requires the critical thinking.

SPA 101 After hearing the responses and examples from the various small groups, we came to a conclusion that many times the meaning of a word can be derived from contextual cues found within the written text or spoken language. Students had to deduce the meaning on their own first to arrive at this realization.


DEGREE/CERTIFICATE ASSESSMENT PLANS


Degree/Certificate Assessment Plans

Over the summer of 2017, the Assessment Coordinator and the various programs of the Career and

Technical Education (CTE) Division met and reviewed their program outcomes and worked to identify

key courses and assessment tools to collect program‐level assessment data. The result of this work will

be collected and reported this year.

The CTE programs will be working to establish baseline assessment for all of their program outcomes.

The goal is to identify program outcomes that may need to be focused on and addressed. This baseline

should help in establishing a program‐level assessment plan moving forward.

Each program area will be reporting on the assessment tool identified from the course selected by the

end of Spring 2018.

The Assessment Coordinator has been working with the CTE programs throughout the year and has

collected some data from Pre‐Health, Nursing, Fire Science, Paramedic Studies, and Construction

Technology Management already.

The following is a list of the program areas within the CTE Division and the selected course and reporting

assessment tool from which baseline data will be established.

Allied Health

Medical Office Management (AAS & CERT)

AHS 149 Skills Checklist

AHS 289 Employer Evaluation

Phlebotomy (CERT)

AHS 160 Comprehensive Exam

AHS 161 Skills Checklist

Administration of Justice

AA & AAS

AJS 280 Essay & Presentation

Forensic (CERT)

AJS 250 Mock Trial

Business

AA & A‐Bus –

ACC 256 Comprehensive Exam, Memo and Case Scenarios

ECN 204 – Quiz


AAS –

ACC 206 TBD

BUS 213 Business Plan

CERT –

ACC 206 TBD

Computer Information Systems

Computer Software Technology (AAS – Graphics & Web Design Track and Graphics & Web Design CERT)

CIS 117 Quiz, Project, and Capstone Project

Computer Software Technology (AAS – PC Technician Track & Computer Technician CERT)

CIS 230 (TBD)

Construction Technology Management

Construction Technology (AA) –

CTM 224 Comprehensive Exam and Practicum

Construction Technology (AAS) –

CTM 124 Comprehensive Exam and CTM 288 Exam and Practicum (SPRING)

Construction Technology (CERT) –

CTM 124 Comprehensive Exam (SPRING)

Environmental Technology (AAS) –

CTM 235 Comprehensive Exam and Design Project (SPRING)

CTM 250 Comprehensive Exam and Design Project

Sustainable Green Building (AAS) –

CTM 260 Comprehensive Exam, Design Project and Practicum (SPRING)

Paramedic Studies

EMS 131 Comprehensive Exam and Skills Checklist

Fire Science

AAS


FSC 239 Comprehensive Written Exam

CERT‐Int

FSC 180 Comprehensive Written Exam & Skills Practicum

CERT – Adv

FSC 239 Comprehensive Written Exam

Hotel & Restaurant Management

AA

HRM 240 – Final Dinner

HRM 270 – Spreadsheet and quiz

AAS

HRM 210 – Spreadsheet and quiz

HRM 240 – Final Dinner

Nursing

Nursing (AAS)

NUR 220 ATI Comprehensive Predictor and Skills Checklist

NUR 222 ATI Comprehensive Predictor and Skills Checklist

Pre‐Health Careers

AAS & CERT ‐

NUR 111 Practicum and Comprehensive Exam


CTE PROGRAM REVIEW & ASSESSMENT PLAN 2016‐2020

2016 Fall

•All FT Faculty Assessed 1 Critical Thinking (CT) Assignment.

2017 Spring

•All CTE Programs will participate in Program Outcomes and Assessment Day to create curricular maps and identify a program assessment tool.

•Assess Coord and CTE Programs will use identified assessment tool to review data from AY17.

2017 Fall

•All CTE Programs will use identified program assessment tool to report assessment data for AY18.

•Nursing will participate in Program Review Data Meeting.

2018 Spring

•CTE Programs will continue to use identified program assessment tool to report assessment data for AY18.

•Nursing will write their program review documents and submit by end of contract.

2018 Fall

• All CTE Programs will use identified program assessment tool to report assessment data for AY19.

• AHS and CNA will participate in Program Review Data Meeting.

2019 Spring

• All CTE Programs will continue to use assessment tool.

• AHS and CNA will write their program review document and submit by end of contract.

2019 Fall


• BUS and CTM will participate in Program Review Data Meeting.

2020 Spring


• BUS and CTM will write their program review document and submit by end of contract. 1


LIBERAL ARTS PROGRAM REVIEW & ASSESSMENT PLAN 2016‐2020

2016 Fall


2017 Spring

•All Gen Ed Courses that have CT outcomes will assess 1 CT Assignment and provide definition.

•ANT & GLG participated in Program Review Data Meeting.

•ANT & GLG began to write their program review documents.

2017 Fall

•ANT & GLG submit their program review documents.

•FINE ARTS will participate in Program Review Data Meeting.

2018 Spring

•All LA Programs will participate in Program Outcomes and Assessment Day to create curricular maps and identify a program assessment tool.

•FINE ARTS will write their program review documents and submit by end of contract.

2018 Fall

• All LA Programs will use identified program assessment tool to report assessment data for AY19.

• COLORADO PLATEAU will participate in Program Review Data Meeting.

2019 Spring

• All LA Programs will continue to use assessment tool.

• COLORADO PLATEAU will write their program review document and submit by end of contract.

2019 Fall


• PSY and SOC will participate in Program Review Data Meeting.

2020 Spring


• PSY and SOC will write their program review document and submit by end of contract.


LIBERAL ARTS PROGRAM REVIEW & ASSESSMENT PLAN 2020‐2022

2020 Fall


• ENV STU will participate in Program Review Data Meeting.

2021 Spring


• ENV STUwill write their program review document and submit by end of contract.

2021 Fall


• ANT will participate in Program Review Data Meeting.

2022 Spring


• ANT will write their program review document and submit by end of contract.


GENERAL EDUCATION ASSESSMENT


General Education Assessment

The General Education programs have been working to establish clear and defined performance

measures for critical thinking. This year, the General Education blocks (Arts & Humanities, English,

Math, Social & Behavioral Sciences, and Physical & Biological Sciences), met to discuss the following

items:

1. How students move through the Gen Ed block,

2. Create shared critical thinking definitions,

3. Identify key courses within the Gen Ed block that contribute to critical thinking,

4. And, create a shared assessment tool to measure critical thinking in the key courses.

The goal was to begin to use the new performance measures of critical thinking and gather program‐

level learning outcomes data in the spring semester.

The overall definition of critical thinking for General Education as a whole is the students will, “use a

variety of inquiry methods, resources, and reasoning skills that support and promote lifelong learning.”

The following is a list of the program areas within the General Education blocks and the performance

measures, selected courses, and reporting assessment tool from which baseline data will be established.

Arts & Humanities (A&H)

In A&H, critical thinking is demonstrated by the following three performance measures:

The student will:

Exhibit an understanding of relevant concepts,

Integrate credible evidence into their analysis,

Derive a well‐reasoned conclusion from their analysis.

The A&H program created two rubrics, one with three tiers and one with two tiers, to be used for

shared assessing. These rubrics will be used in ART 201, ENG 272, HUM 205, and PHI 101.

English (ENG)

In English, critical thinking is demonstrated by the following two performance measures:

The student will:

Evaluate resources for credibility

Integrate evidence to support their own ideas.

The ENG program created one rubric to be used for shared assessing. This rubric will be all of the ENG

102 courses.


Math (MAT)

In MAT, critical thinking is demonstrated by the following eight performance measures (with one to be

further developed in the future):

Students will:

Apply mathematics in context using appropriate problem solving skills.

Choose and manipulate formulas.

Create graphical representations.

Interpret graphical representations.

Perform operations on mathematical structures, which may include real, complex, matrix,

function space.

Demonstrate an understanding of geometric concepts.

Apply and interpret limits and limit definitions.

Communicate using the language of mathematics.

(FUTURE) Gain appreciation of the nature and uses of mathematics.

Currently the MAT program already shares common final questions in many of their courses. It was

decided to use these shared common final questions and grading rubrics in MAT 140, 142, 151, 160, 187

and 220 in the 2018 Spring semester to gather MAT program critical thinking assessment data.

Physical & Biological Sciences (P&BS)

In P&BS, critical thinking is demonstrated by the following three performance measures:

The student will:

Identify problem/issue concerning the human condition

Apply relevant concepts/theories to the problem/issue

Provide relevant evidence in their analysis

The P&BS program will gather data in BIO 100, BIO 181, CHM 152, GLG 101, PHY 180.

Social & Behavioral Sciences (S&BS)

In S&BS, critical thinking is demonstrated by the following three performance measures:

The student will:

Exhibit an understanding of relevant concepts,

Integrate credible evidence into their analysis,

Derive a well‐reasoned conclusion from their analysis.


The S&BS program created one rubrics tier rubric to be used for shared assessing. These rubrics will be

used in ECN 205, ANT 250, PSY 250 and SOC 210.


It is necessary to continue and build the education of assessment and its contributions to student learning throughout the college. The Assessment Coordinator will begin to look into educational webinars concerning building assessment tools and building a workshop based on the work of Angelo and Cross.

The college should continue to explore best practices on gathering assessment data at the program and course levels.

The Assessment Plan for Student Academic Achievement should be updated.

Revise the external website to reflect current practices of assessment within the college. This website should also provide tools for the instructors to understand CCC’s assessment processes and how to obtain information or ask questions.

Identify data collection areas throughout the college and determine if or how these collection points contribute to student learning and assessment. These areas might need to be evaluated by the Assessment Committee for potential uses such as the CCC Graduation Survey or the CCC Employer Needs Survey.

ATTACHMENTS:

Rubrics from each General Education block


GEN ED PROGRAM REVIEW AND ASSESSMENT PLAN 2016‐2020

2016 Fall


2017 Spring

•All Gen Ed Courses that have CT outcomes will assess 1 CT Assignment and provide definition.

•ENG & MAT participated in Program Review Data Meeting.

•ENG & MAT began to write their program review documents.

2017 Fall

•Gen Ed Committee will revise outcomes.

•Gen Ed programs will define CT performance measures and identify and use a shared program assessment tool.

•ENG & MAT submit their program review documents.

•PHY&BIO and SOC&BEH will participate in Program Review Data Meeting.

2018 Spring

•Gen Ed will use shared assessment tool for reporting CT data.

•PHY&BIO and SOC&BEH will write their program review doucments and submit by end of contract.

2018 Fall

•Gen Ed programs will define Communication (C) performance measures and identify and use a shared program assessment tool.

•Gen Ed will use shared assessment tool for reporting CT and C data.

•ART&HUM will participate in Program Review Data Meeting.

2019 Spring

•Gen Ed will use shared assessment tool for reporting CT and C data.

•ART&HUM will write their program review doucments and submit by end of contract.

2019 Fall

•Gen Ed programs will define Ethical & Civil Values (EC) performance measures and identify and use a shared program assessment tool.

•Gen Ed will use shared assessment tool for reporting CT, C, and EC data.

2020 Spring

•Gen Ed will use shared assessment tool for reporting CT, C and EC data.


GEN ED PROGRAM REVIEW AND ASSESSMENT PLAN 2020‐2022

Revised 05/01/18

2020 Fall

•Gen Ed programs will define Diversity and Global Awareness (DGA) performance measures and identify and use a shared program assessment tool.

•Gen Ed will use shared assessment tool for reporting CT, C, EC, and DGA data.

2021 Spring


2021 Fall


• ENG and MAT will participate in Program Review Data Meeting.

2022 Spring

•Gen Ed will use shared assessment tool for reporting CT, C, EC and DGA data.


GENERAL EDUCATION ASSESSMENT ATTACHMENTS

General Education Critical Thinking Rubrics


Arts & Humanities Critical Thinking Rubric

Three Tier Rubric

Performance Measure Fully Meets Meets with Concerns

Does Not Meet

The student exhibits an understanding of relevant concepts.

The student integrates credible evidence into their analysis.

The student derives a well‐reasoned conclusion from their analysis.

Two Tier Rubric

Performance Measure Yes No

Does the student exhibit an understanding of relevant concepts?

Does the student integrate credible evidence into their analysis?

Does the student derive a well‐reasoned conclusion from their analysis?


CCC English Department Rubric

Critical Thinking Definition: Students will demonstrate the ability to reflect,

analyze, synthesize and apply knowledge

Levels of Achievement

Performance Measures

Competent 3

Developing 2

Beginning 1

No Evidence 0

Develop Thesis Statement

States the paper’s purpose in a clear, engaging, and thought-provoking way

States the paper’s purpose, but ideas lack clarity and/or focus

Thesis lacks focus, development, and clarity

Absent

Evaluate Resources for Credibility

Assesses resources for all the following: currency, relevance, authority, accuracy, and purpose

Assesses resources for a minimum of three of the following: currency, relevance, authority, accuracy and purpose

Assesses resources for a minimum of two of the following: currency, relevance, authority, accuracy and purpose

No evidence

Integrate evidence to support their own ideas

Integrates evidence for each topic paragraph to support a clear and effective thesis/claim

Integrates some evidence for each topic paragraph to support an effective thesis/claim (evidence in one or more paragraphs may be missing)

Integrates little evidence for each topic paragraph to support a claim (evidence is missing in majority of topic paragraphs). Thesis may be unclear or underdeveloped.

No evidence

Apply an academic documentation style to suit purpose and audience

All works, both text and visual, are cited correctly (in-text and in bibliography) with no errors. Format consistent and applicable to chosen style.

Some works, both text and visual, are cited in-text and in bibliography) correctly with no errors. Format somewhat applicable to chosen style. Inconsistencies evident.

Few works, both text and visual, are cited in-text and in bibliography) correctly with no errors. Attempt at applicable formatting is evident, but incorrect.

Absent

Apply Writing Mechanics

Free or almost free of errors: grammar, spelling, and sentence structure

Errors exist, but do not distract reader from argument

Errors obscure meaning of content or add confusion

N/A


MAT 091 Common Final Exam Questions and Grading Rubric

Revised 11/15/16

Below are the solutions and grading rubric for the common final exam questions for MAT 091. Please grade the common final exam questions according to this rubric and then

report the results using the appropriate Canvas rubric.

All of the problems listed below assess the following General Education Critical Thinking Skills: Develop well-reasoned conclusions and solutions to problems Problem 1: Course Outcomes 8: Solve systems of equations graphically and algebraically

15: Solve application problems Program Outcome 1: Apply mathematics in context using appropriate problem solving skills Problem: Sue worked 8 hours and Don worked 10 hours. Their combined pay was $80. When Sue worked 9 hours and Don worked 5 hours, their combined pay was $65. Find the hourly rate of pay for each person. You must use equations to solve this. No credit will be given for guessing. Solution:

x = Sue’s hourly rate y = Don’s hourly rate

8x 10y 809x 5y 65

x 5 , y 4

Sue makes $5 an hour and Don makes $4 an hour.

Rubric:

1 point for defining the variables (not required) 2 points for having both equations correct 3 points for knowing how to solve the system of equations 4 points for the correct solution 5 points for including units



Revised 11/15/16

Problem 2: Course Outcomes 13: Factor trinomials by using various methods including special forms

15: Solve application problems Program Outcome 2: Choose and manipulate formulas Problem: Find the equation of the line that passes through the points (5, 1) and (2, -3). Give the equation in slope-intercept form. Solution:

m 312 5

43

43

y 1 43

x 5

y 1 43

x 203

y 43

x 173

or

y 43

x b

1 43

5 b

1 203 b

173 b

y 43

x 173

Rubric:

m b S-I form 1 point for trying to find m 1 point for trying to find b 1 point for putting values for

slope and y-intercept correctly in slope-intercept form.

2 points for finding mcorrectly.

2 points for finding b correctly.



Revised 11/15/16

Problem 3: Course Outcome 7: Graph linear equations in two dimensions Program Outcome 3: Create and interpret graphical representation Problem:

Given the equation 2 25

y x

a. Graph this equation on the x-y plane. b. Express the y-intercept as a point. c. Express the x-intercept as a point.

Solution: a.

b. y-intercept is (0, -2). c. x-intercept is (5,0). Rubric:

1 point for labeling units on each axis 1 point for trying to plot points or use the slope and intercept to graph 1 point for the correct line 1 point each for the y-intercept and x-intercept.



Revised 11/15/16

Problem 4: Course Outcome 1: Perform the four basic operations, absolute values, and exponents on rational numbers Program Outcome 4: Perform operations on mathematical structures, which may include real, complex, matrix, and function space Problem: Evaluate y x2 4 when x 3. Solution:

y x2 4

y 3 2 4

9 4

5

Rubric:

2 points for trying to plug in -3 3 points for plugging in the -3 correctly, -(-3)2 + 4 4 points for squaring correctly with signs, -(9) + 4 5 points for the correct answer

Problem 5: Course Outcome 14: solve quadratic equations by factoring Program Outcome 4: Perform operations on mathematical structures, which may include real, complex, matrix, and function space Problem: Solve for x: 22 5 3 0x x Solution:

(2x 1)(x 3) 02x 1 0, x 3 0

x 12

, x 3

Rubric:

2 points for knowing to factor 3 points for attempting to factor but signs are incorrect 4 points for factoring correctly 5 points for the solution



Revised 11/15/16



All of the problems listed below assess the following General Education Critical Thinking Skills: Develop well-reasoned conclusions and solutions to problems Problem 1: Course Outcome Program Outcome 1: Apply mathematics in context using appropriate problem solving skills The marketing research department for a company that manufactures and sells memory chips for microcomputers established that the revenue function is 23 75R x x x , where x is the

number of chips sold (in millions) and R x is the revenue (in million dollars). How many

memory chips should be manufactured and sold to maximize revenue and what is the maximum revenue?

Problem 2: Course Outcome Program Outcome 2: Choose and manipulate formulas Solve: 3x2 12x 5 6x using algebraic methods. Problem 3: Course Outcome Program Outcome 3: Create and interpret graphical representation

Graph the function f x 2x2 1. Using the graph, state the domain and range of this function. Problem 4: Course Outcome Program Outcome 4: Perform operations on mathematical structures, which may include real, complex, matrix, and function space

For the function, f (x) 5x 23 , find the inverse, f 1 x . Problem 5: Course Outcome



Revised 11/15/16

Program Outcome ***I have written down that we may want to do a problem like the following***

Subtract the rational expressions: 23

6 3x

x x x


MAT 142/140 Common Final Exam Questions and Grading Rubric

Revised 11/15/16

Below are the solutions and grading rubric for the common final exam questions for MAT 142/140. Please grade the common final exam questions according to this rubric and then


All of the problems listed below assess the following General Education Critical Thinking Skills: Gather, assess, and interpret information within a theoretical framework Develop well-reasoned conclusions and solutions to problems Recognize and assess the assumptions, implications, and consequences of different theoretical frameworks Problem 1: Course Outcome 3: Solve various types of growth problems Program Outcome 1: Apply mathematics in context using appropriate problem solving skills Problem: According to the World Health Organization in 2008 there were 44 cases of avian influenza A (H5N1) confirmed worldwide. In 2009, the number of confirmed cases worldwide was 73. Assuming that the spread of avian influenza A (H5N1) follows an exponential growth model, use this information to predict the number of cases that will be confirmed worldwide in 2025. Solution: Rubric:

0 44P 1 point for defining 0P if nothing else is correct. No penalty if missing.

73 1.65944

R 1 point for defining R if nothing else is correct. No

penalty if missing.

0N

NP R P 2 points for correct formula

17

1773 4444

P

g 3 points for inputting correct values

4 points if correct formula with correct values inputted, but made an arithmetic error

17 240,572P 4 points for correct answer with no units

240,572 cases of avian flu in 2015 5 points for correct answer with units



Revised 11/15/16

Problem 2: Course Outcome 1: Solve applied financial problems Program Outcome 2: Choose and manipulate formulas Problem: Suppose you purchase a home for $320,000 with a 30-year mortgage at an APR of 4.8%. What is the monthly mortgage payment for this loan? Also, what is the total amount of interest paid over the course of the loan?

Solution: Rubric:

11 1

T

T

p pM P

p

2 points for correct formula

0.048 0.00412 12rp , 12 30 360T nt g

360

360

0.004 1 0.004320,000

1 0.004 1M

3 points for inputting correct values

$1678.93M 4 points for correct monthly payment answer and units

$1678.93 12 30 $604,414.80g g 5 points for also calculating the total $604,414.80 $320,000 $284,414.80 amount of interest paid over the course of the loan



Revised 11/15/16

Problem 3: Course Outcome 6: Create and interpret statistical graphs Program Outcome 3: Create and interpret graphical representation Problem:

How much more is the employee share of health care premiums in 2016 than in 2011? Solution: Rubric: 2011: cost is $2000 3 points for correct estimation from and 2016: cost is $2700 reading of the graph (give credit if student’s value is near this number)

2700 – 2000 = 700 1 point for correct subtraction

The employee’s share of the health care premiums in 2016 was $700 more than in 2011. 1 point for correct answer with units

0

500

1000

1500

2000

2500

3000

2011 2012 2013 2014 2015 2016

Pre

miu

ms

Year

Health Care Premiums (Employee Share)



Revised 11/15/16

Problem 4: Course Outcome 4: Utilize probability theory to solve applied probability problems Program Outcome 7: Gain appreciation of the nature and uses of mathematics Problem: The number of defective TV’s sold by Kate’s Discount Warehouse is two out of every 75 TV’s. If you purchase a TV from this store, what is the probability that it will be defective? What are the odds that it will be defective? Explain whether or not you should buy a TV from this discount store assuming that they do not have a return policy?

Solution: Rubric:

2defective TV 0.0267 2.67%75

P 1 point for stating the correct probability of

a defective TV 2 2 75 275(defective TV) 2 : 7373 75 73 7375

O g 1 point for stating the correct odds of a

defective TV Explanation: 1 to 3 points for explaining the following: Although there is no return policy, the probability of buying a defective TV is only 2.67%. Therefore, it may be worth purchasing the TV since it is from a discount store.



Revised 11/15/16

Problem 5: Course Outcome 7: Calculate and interpret numerical descriptive statistics Program Outcome 8: Communicate using the language of mathematics

Problem: The median score on a test is reported to be 84, and the mean score is reported to be 71. Explain what could cause the mean and median to be so different.

Solution and Rubric: Explanation: 5 points if they have the correct explanation that involves the following concept:

The mean is affected by extreme values (outliers) while the median is not. Since the mean is lower than the median, then there must be some low numbers pulling it down.

If they did not mention that the mean is affected by extreme values while the median is not, then no points.



Revised 11/15/16

Below are the solutions and grading rubric for the common final exam questions for MAT 151. Please grade the common final exam questions according to this rubric

and then report the results using the appropriate Canvas rubric.

All of the problems listed below assess the following General Education Critical Thinking Skills: Develop well-reasoned conclusions and solutions to problems Problem 1: Course Outcomes 2: Solve various systems of equations with several methods including matrices and determinants 11: Solve application situations related to methods presented in this course Program Outcome 1: Apply mathematics in context using appropriate problem solving skills Problem: One afternoon 200 tickets were sold for a “Home Days” chicken barbeque. Tickets cost $7 for adults and $4.50 for children. Total receipts were $1200. How many of each type of ticket were sold? Solve by any method except guessing, show your equations. Solution: Rubric: x = # adult tickets 1 point for defining the variables even if nothing y = # child tickets else is correct. No penalty for not defining them. x + y = 200 3 points for the correct equations 7x + 4.50y = 1200 whether they define the variables or not.

x = 120 and y = 80 4 points for a correct solution with equations. 120 adult tickets and 5 points for a correct solution including units 80 child tickets

If they guess and get the correct answer without equations – only 0 points



Revised 11/15/16

Problem 2: Course Outcomes 5: Solve linear, quadratic, rational, absolute value, polynomial, and radical equations

10: Simplify expressions involving complex numbers Program Outcome 2: Choose and manipulate formulas Problem: Find the zeros of 3 2( ) 25 80 73 26f x x x x if 2x is one of the zeros. Solution: Rubric: 2 25 80 73 26

50 60 2625 30 13 0

1 point for trying some sort of division.

2 points for correct division.

230 30 4 25 132 25

x

3 points for trying the quadratic formula.

30 2050

ix 4 points for reducing the radical.

3 2

5ix

5 points for a correctly reduced answer. 4 points if they make an arithmetic mistake somewhere but do the rest of the problem correctly.



Revised 11/15/16

Problem 3: Course Outcome: 1: Define functions and relations Program Outcome 3: Create and interpret graphical representation Problem: Given the graph of the relation f : a) Is f a function? Explain why or why not. b) Is f one-to-one? Explain why or why not. c) What is the domain of f ? d) What is the range of f ? e) Where is f decreasing?

Solution: Rubric: a) Yes, passes vertical line test 1 point each. Right or wrong, no b) No, fails horizontal line test partial credit. c) [-4, 6] d) [-3, 5] e) (-3, 1)



Revised 11/15/16

Problem 4: Course Outcome 1: Define functions and relations Program Outcome 4: Perform operations on mathematical structures, which may include real, complex, matrix, and function space Problem: Find f g x if 2 3f x x and 35 7 1g x x x . Solution: Rubric: 35 7 1f x x 2 points No penalty for skipping this step.

32 5 7 1 3x x 3 points for getting to here. Can start here with no penalty.

310 14 2 3x x 4 points.

310 14 1x x 5 points.

4 points if they make an arithmetic mistake somewhere but do the rest of the problem correctly.



Revised 11/15/16

Problem 5: Course Outcome: 11: Solve application situations related to methods presented in this course Program Outcome 8: Communicate using the language of mathematics

Problem:

The function 0.8 10005 4tN tt

, 15t gives the body concentration N t , in parts per

million, of a certain dosage of medication after time t , in hours.

Explain the meaning of the horizontal asymptote in terms of the application.

Solution: Rubric: From previous problem the horizontal 1 point for stating horizontal asymptote is 0.16y asymptote but not giving an

interpretation.

The medication never completely 5 points for correct interpretation disappears from the body, a trace even if horizontal asymptote is not amount remains. Stated or is not correct in this problem.

You can give a total of only 2 points for an incorrect interpretation but correctly stated something about the graph, such as it is decreasing.



Revised 11/15/16



All of the problems listed below assess the following General Education Critical Thinking Skills: Develop well-reasoned conclusions and solutions to problems

Problem 1: Course Outcomes 5: Utilize logarithmic and exponential properties to solve related equations

12: Solve application situations related to methods presented in this course Program Outcome 1: Apply mathematics in context using appropriate problem solving skills

Problem:

Hipsters in Flagstaff are growing at an exponential rate. In 2010 there were 1,000 hipsters. In 2016 there were 1600 hipsters.

a) Find an exponential model for the population years after 2010.

b) Use the model to estimate in what year there will be 3000 hipsters in Flagstaff

Solution: Rubric:

a) Find an exponential model for the population of hipsters years after 2010.

1 point for correct

1 point for correct

1 point for putting both values (correct or incorrect) identified for and into

b) Use the model to estimate in what year there will be 3000 hipsters in Flagstaff

1 point for setting

The model estimates around 3000 hipsters in Flagstaff in 2024.

1 point for the correct answer



Revised 11/15/16

Problem 2: Course Outcome 8: Solve right and oblique triangles Program Outcome 2: Choose and manipulate formulas Problem: Find the lengths of sides a and b and find angle A in the following figure.

Solution: Rubric:

sin sin sina b c

A B C 1 point for the right formula. No penalty if missing.

10sin118 sin 24

a

2 points for numbers in formulas for a and b,

10sin38 sin 24

b

but not calculated answers.

10sin118 21.7sin 24

a cm

3 points for correct answers for a and b without

units. 10sin38 15.1

sin 24b cm

4 points for correct answers for a and b with units.

180 24 38 118A 1 point for finding angle A with symbol.

2

3

A

a

b

1



Revised 11/15/16

Problem 3: Course Outcome 3: Graph equations and functions using various methods including technology Program Outcome 3: Create and interpret graphical representation Problem:

Draw a detailed graph of the function 42cos3

xf x

. Be sure to include the domain,

range, period, and amplitude. Solution and Rubric:

1 point for showing graph of the function 42cos3

xf x

.

1 point for domain 1 point for range 1 point for period 1 point for amplitude Problem 4: Course Outcome 10: Work with vectors and vector quantities Program Outcome 4: Perform operations on mathematical structures, which may include real, complex, matrix, function space Problem:

Given the vectors 5, 22 a and 2 , 43

b , find 5 2 a b

Solution and Rubric:

5 points for the correct answer of 55 , 703

.

4 points if slight arithmetic error but correct notation 3 points if notation is slightly incorrect 2 points if slight arithmetic error and incorrect notation 1 point if correct notation only



Revised 11/15/16

Problem 5: Course Outcome 1: Define functions and relations Program Outcome 8: Communicate using the language of mathematics

Problem: Provide an example of each of the following mathematical terms using a graph, equation, or written definition:

a. Quadratic functionb. Exponential functionc. Rational functiond. Vectore. Trigonometric Function

Solution and Rubric: 1 point for each correct definition. The example could be verbal, graphical, or analytical.



Revised 11/15/16



All of the problems listed below assess the following General Education Critical Thinking Skills: Develop well-reasoned conclusions and solutions to problems

Problem 1: Course Outcomes 3: Analyze and evaluate limits. Program Outcome 6: Apply and interpret limits and limit definitions

Problem:

Evaluate the limit: xx

x

11lim

1

Solution: Rubric: Rationalize the numerator:

1

1 1 1 0lim1 1 1 0x

xx

2 points for knowing it is an indeterminant form

xx

x

11lim

1 1

1 1lim1 1x

x xx x

3 points for trying to rationalize the top

1

1lim1 1x

xx x

1

1lim1x x

11 1

12

4 points for a minor mistake

5 points for the correct answer

L’Hospital’s rule:

1

1 1 1 0lim1 1 1 0x

xx

2 points for knowing it is an indeterminant form

xx

x

11lim

1 1

12lim

1

H

x

x

3 points for trying to use L’Hospital’s Rule

12 1

4 points for a minor mistake

5 points for the correct answer



Revised 11/15/16

12

Problem 2: Course Outcome 8: Analyze and interpret the concept of continuity of functions. Program Outcome 3: Create and interpret graphical representation

8: Communicate using the language of mathematics

Problem: The graph of f is given. At what numbers is f discontinuous? For each number, state which condition for continuity (from the definition) fails.

Solution: Rubric:

55, 5 lim

xx f dne or f x dne

1 point each, 1 free point

3 3x f dne

0

0 lim 0x

x f x f

3

3 limx

x f x dne


Physical & Biological Sciences Critical Thinking Rubric

Rubric

Determining Questions

Completed assignment and

demonstrated critical thinking

Completed assignment but didn’t demonstrate critical

thinking

Did not complete the assignment

Identification: Understand required terminology and use proper resources to accurately identify a sample, solution, organism, or assumption.

Application: Use laboratory equipment and/or computer software to perform an experiment or collect data.

Evaluation: Demonstrate understanding of various hypotheses and analyze data in order to review an assumption or restate a concept.


Social & Behavioral Sciences Critical Thinking Rubric

Overall performance measure: The student will analyze the human condition using relevant social and

behavioral concepts, theories, and evidence.

Two Tier Rubric

Determining Questions Yes No

Does the author identify a problem/issue concerning the human condition?

Does the author apply the relevant concepts/theories to the problem/issue?

Does the author provide relevant evidence in their analysis?

The answer to all three questions must be “Yes” in order for the student to meet the performance

measure.


CO‐CURRICULAR ASSESSMENT


Co‐Curricular Assessment

In the fall of 2017, the Student Life Coordinator and the Assessment Coordinator began to work

together to gather assessment data for some of the events that the Student Development department

host throughout the year. In the fall, there were two events where qualitative assessment data was

gathered.

On 09/18/17, we held Constitution Day. The event featured a display of the Constitution with a playact

of its signing. There was an intense knowledge building session followed by a Jeopardy game testing the

students’ knowledge retention.

This event addressed the two General Education outcomes of Diversity & Global Awareness and Ethical

& Civil Values. The qualitative assessment consisted of two questions:

1. What is something new you learned about the Constitution?

2. How could we improve this event for next year?

There were 14 responses received.

Common responses to Question #1 were:

George Washington was the first to sign the Constitution.

There are 27 amendments.

Rhode Island was the last state to sign the Constitution.

Thomas Jefferson was not there.

The 18th amendment was repealed.

On 11/16/17, there was a Native American Heritage Celebration. The event had Native American

information tables, a frybread and taco sale, a Hopi Dance Performance, two speakers who were Ms.

Southwestern Navajo Jaden Williams and Alvina Begay, and a Hoop Dance lead by Moontee Sinquah.

This event addressed the two General Education outcomes of Ethical & Civil Values and Diversity &

Global Awareness. The qualitative assessment consisted of three questions:

1. List one to three new facts about Native American heritage that you learned from and of the

presenters.

2. Write a brief sentence on your understanding of the performances by Moontee Sinquah.

3. How would you rate this event in terms of adding to your appreciation of the Native American

heritage and culture?

There were eight responses received.


Flutes and drums are common all over the world.

The Hopi Butterfly Dance is for all living things, performed with unwed girls.

Language is vital to keeping the culture alive. Only 15% of the younger generations can speak

their native language.


The war dances were outlawed in the late 1800‐1900s.


Using your imagination to see all of creation through the dance.

The Hoop Dance is for prayers and gives new life every time the hoop passes over him.

The average response to Question #3 was “10” representing that all responders felt the event added to

their appreciation of the Native American heritage and culture.


The Student Life Coordinator and the Assessment Coordinator have continued to work together into the

spring semester to assess various activities and plan to expand and formalize a plan to expand co‐

curricular activities for next year.


DUAL ENROLLMENT ASSESSMENT


Dual Enrollment Assessment

At the beginning of Fall 2017, the Dual Enrollment Coordinator, Associate Vice President of Innovative

Learning Solutions, and the Assessment Coordinator met to create a plan to gather assessment

information from the dual enrollment instructors.

The proposed plan is simple. The Dual Enrollment Coordinator would reach out to the dual enrollment

instructors to gather a summative assignment and student results by the end of the academic year. This

information will then be shared with the appropriate assessment program for evaluation and

recommendations.

This process will also establish a baseline of assessment for the dual instructors’ courses.

The Dual Enrollment Coordinator and the Assessment Coordinator collaborated to create an email to

send out to the dual enrollment instructors asking for the assignment and the student data. The Dual

Enrollment Coordinator sent this communication out before the end of Fall 2017 semester and multiple

times in the Spring 2018 semester. The deadline for the dual enrollment instructors to send in this

information is May 15th, 2018.

In addition, the Assessment Coordinator was invited to a Dual Enrollment Meeting between our dual

enrollment coordinating staff in the college and from the high schools. At this meeting, it was discussed

that assessment and the reporting of assessment from the dual enrollment instructors should be

included in the IGA. The Dual Enrollment Coordinator vetted wording to include fro the Dual Enrollment

Academic Year 18‐19 IGA regarding student learning assessment:

Coconino Community College (CCC) is undergoing a multi‐year project to make assessment relevant in

all of our programs including Dual Enrollment. Student learning outcomes articulate what a student

should know or can do after completing a course. The assessment of student learning outcomes

provides information that puts student learning at the forefront of academic planning processes. In

order to accomplish this, CCC is requesting that each Dual Enrollment instructor provide CCC with a

copy of the summative assignment used for their course that measures the course‐level learning

outcomes as indicated in the course outline. The expectation is that each Dual Enrollment instructor

provide CCC with this summative assessment by the end of AY 18‐19 academic year.

Also during this meeting, the coordinators of the high schools stated that they could provide assessment

data based on year‐end tests from all of their Career and Technical students. The Dual Enrollment

Coordinator and Assessment Coordinator will work together to ensure that Coconino Community

College receives this data as well as obtain as many summative assignments and student results from

our dual enrollment instructors as possible.

We endeavor to refine the process of gathering dual enrollment instructors as we proceed in our

assessment efforts.

ATTACHMENTS:


Dual Enrollment Communication

Dual Enrollment Summative Assessment Example_Math

Dual Enrollment Summative Assessment Example_English


DUAL ENROLLMENT ASSESSMENT ATTACHMENTS

Dual Enrollment Communication

Dual Enrollment Summative Assessment Example MATH

Dual Enrollment Summative Assessment Example ENGLISH


Dear CCC Dual Enrollment Instructors!

Coconino Community College (CCC) is undergoing a multi‐year project to make assessment relevant in

all of our programs including Dual Enrollment.

In order to accomplish this, CCC is requesting that all Dual Enrollment instructors provide our Assessment Coordinator, Sarah Southwick, with a copy of the summative assignment used for your course that measures the course‐level learning outcomes as indicated in the course outline. Please

send this summative assignment for your DE class(es) to Sarah Southwick at

[email protected] by May, 15th 2018.

Additional Information: Please do not create a new assignment for assessment. We would just like to

see how you are already assessing the course. This summative assignment could be particular questions

on a final exam, a rubric for a final essay, or pre‐ and post‐tests for the course; it can be anything that

the instructor, using their professional opinion, determines will show to what level a student has learned

the course‐level learning outcomes.

This assignment should be submitted by the end of SP 18 semester and should have the following information:

1. The assessment assignment

2. The alignment of the assignment to the course outcomes

3. The student performance for the assignment

There are examples provided for an ENG 102 Research Assessment and MAT 091 Test.

In Fall 18, this assessment assignment will be reviewed by an appropriate subject matter expert to

confirm the tool properly measures the course‐level learning outcomes and to suggest any

improvements for gathering assessment data.

If you have any questions about this project, feel free to reach out to Sarah Southwick, Assessment

Coordinator.

Warm regards,

Alexandra Purchase, M.S. Dual Enrollment and CAVIAT Program Manager Phone: (928) 226 4385 Fax: (928) 226 4033 [email protected]


MAT 091 Final

Course‐level Outcomes (CLO)

1. perform the four basic operations, absolute values, and exponents on rational numbers;

2. simplify algebraic expressions;

3. solve linear equations;

4. verify solutions of algebraic equations;

5. use interval notation to describe solutions of inequalities;

6. solve and graph linear inequalities;

7. graph linear equations in two dimensions;

8. solve systems of equations graphically and algebraically;

9. simplify exponential expressions;

10. perform basic operations on polynomial expressions;

11. factor polynomials by removing the greatest common factor;

12. factor polynomials by grouping;

13. factor trinomials by using various methods including special forms;

14. solve quadratic equations by factoring;

15. and solve application problems.

Grading Criteria

Anything over a 70% is considered passing

CLO Problems#1, #2 Sue worked 8 hours and Don worked 10 hours. Their combined pay was

$80. When Sue worked 9 hours and Don worked 5 hours, their combined pay was $65. Find the hourly rate of pay for each person. You must use equations to solve this. No credit will be given for guessing.

#3, #4, #5 Find the equation of the line that passes through the points (5, 1) and (2, -3). Give the equation in slope-intercept form.Given the equation

#6, #7, #8, #9 a. Graph this equation on the x-y plane.b. Express the y -intercept as a point.c. Express the x- intercept as a point.

#10, #11, #12 Evaluate when#13, #14, #15 Solve for x:

Total 100 points

Student Performance

Student #1 ‐ 98 points



*NOTE: It is acceptable to just provide a blank copy of the test with the course‐learning

outcome numbers written by each question.

2 25

y x

y x2 4 x 322 5 3 0x x


ENG 102 Research Essay Rubric

Course‐level Outcomes (CLO)

1. analyze, synthesize, and evaluate a variety of print and electronic texts;

2. engage in the writing and research processes to compose academic texts;

3. compose texts using a variety of technologies for a range of rhetorical situations;

4. analyze and critique their own writing and peer writing;

5. control general conventions of diction, syntax, mechanics, and formatting expected in standard written English;

6. integrate evidence to support their own ideas, using quoting, paraphrasing, and summarizing;

7. and choose and apply an academic documentation style to suit purpose and audience.

Grading Criteria

Anything over a 70% is considered passing

CLO Research Essay Final Draft Rubric Criteria

#2, #3, #7 Explanation of issues Issue/problem to be considered critically is stated

clearly and described comprehensively, delivering

all relevant information necessary for full

understanding.

15

#1, #2, #3, #6 Evidence Selecting and

using information to

investigate a point of view

or conclusion

Information is taken from source(s) with enough

interpretation/evaluation to develop a

comprehensive analysis or synthesis. Viewpoints

of experts are questioned thoroughly.

30

#1, #2, #6 Influence of context and

assumptions

Thoroughly (systematically and methodically)

analyzes own and others' assumptions and

carefully evaluates the relevance of contexts when

presenting a position.

30

#1, #2, #6 Student's position

(perspective,

thesis/hypothesis)

Specific position (perspective, thesis/hypothesis) is

imaginative, taking into account the complexities

of an issue. Limits of position (perspective,

thesis/hypothesis) are acknowledged. Others'

points of view are synthesized within position

(perspective, thesis/hypothesis).

30

#1, #2, #6 Conclusions and related

outcomes (implications and

consequences)

Conclusions and related outcomes (consequences

and implications) are logical and reflect student’s

informed evaluation and ability to place evidence

and perspectives discussed in priority order.

30

#2, #4, #5 Grammar and sentence

structure

Many grammatical errors (more than 4) exist

and/or sentence fragments or incomplete

sentences are apparent.

15


Points in total 150

Student Performance





DISTANCE LEARNING ASSESSMENT


Distance Learning Assessment

There was much effort put into the assessment of online learning as the enrollment in our online

learning courses continue to see a steady rise in enrollment.

In 2017, we contracted with “Infrastructure,” the company of our learning management system Canvas,

to evaluate 66 of our online courses which encompassed most of our online courses. An external

evaluator from Infrastructure conducted a comprehensive evaluation to determine where we could

improve student learning in our online courses. The evaluator consider the quality of the assessment

tools in each course and made recommendations for improvement.

Each report contained many sections, but two specifically applied to the assessment of learning:

Learning Objectives (Competencies)

2.1 The course learning objectives, or course/program competencies, describe outcomes that are

measurable.

2.2 The module/unit learning objectives or competencies describe outcomes that are measurable

and consistent with the course‐level objectives or competencies.

2.3 All learning objectives or competencies are stated clearly and written from the learner’s

perspective.

2.4 The relationship between learning objectives or competencies and course activities is clearly

stated.

2.5 The learning objectives or competencies are suited to the level of the course.

Assessment and Measurement

3.1 The assessment measures the stated learning objectives or competencies.

3.2 The course grading policy is stated clearly. 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to

the course grading policy.

3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work

being assessed.

3.5 The course provided learners with multiple opportunities to track their learning progress.

The Online Learning Committee, which is comprised primarily of faculty, looked at the reports and an

administrator went over the findings with each online instructor. Each instructor was asked, “How can

you use the information provided to improve student learning in your course?” From these findings, it

was shown that improving student engagement was something that could be improved across all of the

online courses.

Future actions will include de‐aggregating the results to focus on the two sections focused on

assessment of student learning and creating actions plans from that specific information for all courses.


FUTURE PROJECTS


Future Projects

Assessment Website and Canvas Shell

The Associate Dean of Assessment & Curriculum and the Assessment Coordinator will work with the

Assessment Committee to develop the Assessment Website using guidelines from the National Institute

for Learning Outcomes Assessment. Currently the external website contains generic assessment

information, and the goal would be to make it more relevant to the college’s assessment processes.

The Assessment Coordinator will continue to build the Education and Learning Effectiveness Canvas

Shell. Currently it has information on the Gen Ed Critical Thinking Project and parts of the Program

Review Process.

Revision of Assessment Plan from 1995/2000

During the compilation of the assessment history of CCC, the Assessment Coordinator found the

college’s “Assessment Plan for Student Academic Achievement” from 1995 as well as the “Academic

Assessment Program Plan” from 2000. Using both these resources along with the processes that had

been developed by the Assessment Committee in the past year, the Assessment Coordinator will create

a current “Assessment Plan” for the college to be reviewed by the Dean of Curriculum & Assessment

and the Assessment Committee. Part of this plan will be best practices handouts that could be used

outside of the plan for information about the college’s assessment.


Anthropology Program Review and Checklist English Program Review and Checklist

Geology Program Review and Checklist (DRAFT) Math Program Review and Checklist

Information Technology Services (ITS) Program Review and Checklist


1

Anthropology Program Review 5/16/17

I. Overviewa. Narrative

1) State the purpose of the program and any contributions to the community.

The purpose is to offer an AA degree with the goal of successfully preparing studentsfor transfer to a 4‐ year anthropology program. Contributions are a broadening ofGen Ed offerings meeting the contemporary Global/ International Awareness,Ethnic/Race/Gender Awareness, and Writing Intensives in adherence with HLC policyand the American Anthropological Association’s ethical guidelines:http://ethics.americananthro.org/category/statement/

2) Define what sets this program apart from other similar programs.

This is a developing program which centers on community and global support andappreciation for diversity and activism within an applied focus.

3) State how long has the program existed.This is only our second program review and the first year we’ve had a full‐time facultyin the program. Courses in anthropology have at least been offered since 2009 if notearlier.

State when the last program review was completed: 5/16/2012

4) Provide a summary of changes since last program review.

Created full‐time position for anthropology beginning Fall/2016, began theAnthropology Club in Spring of 2017, and working toward Summer field school insummer of 2017. Due to HLC concerns there have been some staffing changes andwe are currently hiring for a physical anthropologist.

5) Summarize any initiatives the program has taken on since the last program review.

Developing a more viable and sustainable program geared around student successand development in the field of anthropology and general social sciences.

b. Program Goals1) List the program goals clearly and concisely.

Building a strong, professional, and attractive field of interest at CCC for students.

The AA in Anthropology lists the following program Student Learning Outcomes:Upon completion of the program, students will: recognize human diversity, specifically differences within and between peoples;

describe core research methods and theories employed within the discipline ofanthropology;

examine the concept of holism as it relates to the discipline of anthropology;

define and apply key terms, concepts and theories of anthropology;

demonstrate critical thinking skills through application and expression;

and describe the relationship between globalization and the discipline ofanthropology


2

2) Describe how the program goals are tied to the institutional mission statement.

CCC’s mission statement is “[a]s a learning‐centered college, Coconino Community College enriches lives by embracing diversity and transforming the future through quality education.” The Anthropology program promotes diversity—as that is the core tenet of anthropology as a field—and quality education through its program goals and course offerings. The courses offered are prerequisites for upper level classes at universities, and our courses are centered around a learning‐centered, experiential approach.

c. Staffing of the program

1) Provide a summary of overall staffing organization of the program. Full‐time faculty: Lisa Doskocil Part‐time faculty: Jerry Bacon, Lisa Becker

d. Decision Making:

1) Describe the decision making process within the program.

It is a group effort whenever applicable including vetting within the department and with the guidance as needed from the Dean and Provost.

2) Describe how the program gathers input and responds to those inputs.

Team meetings throughout the academic year or scheduled separately as needed.

3) Define any outside agencies that inform decision making and their scope.

We adhere to the American Anthropological Association core values, namely: The

purposes of the Association shall be to advance anthropology as the science that studies

humankind in all its aspects, through archeological, biological, ethnological, and linguistic

research; and to further the professional interests of American anthropologists, including

the dissemination of anthropological knowledge and its use to solve human problems.

http://www.americananthro.org/ConnectWithAAA/Content.aspx?ItemNumber=1650

e. Summary of student assessment results 1) Define the types of assessment used in the program.

Fall of 2016 and Spring of 2017 have seen the department and college working more diligently with the Critical thinking projects and gen. ed. Learning outcomes. This is beginning the process for greater alignment within and across departments regarding assessment and transparency. We will expand on this once these are aligned and established.

2) Summarize changes made due to assessment results about student learning outcomes.

None at this time as we are awaiting further information regarding the critical thinking

project, though we did switch to a free, online textbook for 102 classes to ensure

accessibility for our students.

f. Statement of Program’s accomplishments in support of the current strategic plan 1) Provide the goals from the strategic plan that the program contributes to.


3

Goal 1: CCC will provide learners educational opportunities that are accessible and affordable, while also being economically feasible for the college.

Goal 2: CCC will promote a learner‐centered environment that incorporates innovative strategies and support structures intended to reduce student attrition and increase retention.

Goal 3: CCC will empower students to achieve their individual learning goals and implement strategies to increase certificate and degree completion rates.

2) Provide evidence on how the program has been contributing to the strategic plan.

Access by having no enrollment caps and removing unnecessary prerequisites. Making our courses more flexible with students’ needs and schedules. Retention by having supportive and competent faculty centered around the concept of students first, creating classes that they will enjoy. Completion by being responsive to the needs of the students daily and over semesters, and changing the capstone course (per the last program review in 2012) in response to low enrollment.

g. Description of current facilities needed to conduct program, including space and equipment 1) Describe any designated space that is provided to support the program since the last

program review. Classroom space, ITV access, computers, projectors, maps, and a locked cabinet for lab materials have been provided. Working with the AOCs to find appropriate classroom space for sound and activity requirements of neighboring classes.

2) Describe any designated equipment purchased to support the program since the last

program review.

Annual purchasing of skulls and bones have occurred since 2012 but funds are being reallocated to incorporate more experiential opportunities in classes as well, particularly with regards to field trips and speakers. We are reorganizing the allocation of funds and working to create a field school in Fiji in collaboration with the Fiji Museum.

3) Observations on how the facilities and equipment contribute to the goals of the program. It would be great to have nicer/ more professional cabinet space and general equipment to add more respectability and professionalism to our department.

II. Teaching and Learning a. Program requirements and course offerings

1) Provide a review of the courses and class descriptions.

Our course catalogue should contain a description of our classes so our students know more information regarding the course they are taking. At this time, it does not but perhaps that is a change we could make to broaden students’ understanding of a course before registering for it.

2) Provide degree and certifications that the program contributes to (Appendix A).

3) Provide the outcomes of the degrees and certifications (Appendix B).


4

4) Insert a table of courses, sections, enrollments, and tuition (Appendix F and G).

5) Elaborate on any patterns or outlying data contained within the table.

Lisa is working with NAU’s anthropology department chair and faculty to ensure that programs offered here at CCC will not need to be repeated at NAU under a different course number. This is in progress. New, cheaper texts have been added to Peoples of the World, 102, and Language and Culture 103. The dates offering the anthropology of religion and peoples of the southwest have been switched to provide greater learning opportunities and potential for field trips.

6) Relate any closely related industry market trends or university/college enrollments if

applicable. The push is to offer more online courses nationally. Unfortunately, this direction works counter to the efforts made within cultural anthropology to increase human connection.

b. Industry standard certifications for students (if applicable) N/A

c. Course outlines reviewed and updated

While there is no set schedule for course outline reviews, the college attempts to review course outlines every five years. As a department, faculty review the course outlines, make necessary changes, and submit the revised course outlines to Curriculum Committee for approval. ANT 101, ANT 102, and ANT 103 were all last revised in the spring of 2015 (per the previous department review though changes made were not mentioned therein). It has been longer since the other courses were revised: ANT 250 was last revised in 2010. ANT 110 and ANT 241 were last revised in 2009. ANT 230 was last revised in 2008. It is not known whether or not these courses were reviewed since these last revision dates.

d. Curriculum

1) Describe any curricular changes since the last program review: None

2) Note any impending course changes: None

3) Describe the effects on the program that these curricular changes have made: N/A currently, previously unknown

e. Articulation

1) Provide an introductory paragraph detailing how the courses transfer within Arizona.

The majority of our higher level courses transfer as electives while the 100s tend to transfer as specific course requirements (see appendix C).

2) Note any concerns of courses that are only transferable as electives or non‐transferable.

Our courses are currently under review within the department due to the fact that some of our programs which transfer to (in particular NAU) universities as electives are required to be retaken (with a different course number) by our students. Examples: People of the Southwest and Peoples of the World are both 200 level courses here at CCC and transfer to NAU as electives but will need to be retaken as


5

part of the degree program as 300 level courses.

3) Provide a transfer table of the courses within the certificates and degrees offered in the

program (Appendix C).

f. Program accreditation: N/A

g. Teaching workloads and delivery methods

1) Provide a percentage breakdown of course loads for full‐time and part‐time faculty.

Full‐time faculty teaches 5 classes each semester, ranging from 15‐17 credit hours. Part‐time faculty has had high turnover and have been affected by recent HLC adjustments. Before the 2016‐2017 academic year, all anthropology courses were taught by part‐time faculty. The hiring of a full‐time faculty member has added stability and direction to a successful program.

2) Discuss the responsibilities and workloads of the full‐time faculty.

Full‐time faculty is teaching 5 classes, required to participate in committee work (though this only began in the spring semester 2017 with the student success project), is lead mentor of the Anthropology club, and has offered an anthropology internship in the spring semester (2017) and will be conducting field research in summer 2017 for 2018 summer field school.

3) Discuss the responsibilities and workloads of the part‐time faculty.

Teaching 3‐9 credits per semester

4) Discuss the delivery methods of the courses.

In person and online courses are available.

5) Discuss any release time of the full‐time faculty.

Faculty teaches the full load.

6) State the basic credentials needed for faculty of this program.

With new HLC credentials, the four fields of anthropology have been divided, requiring:

Cultural anthropology: 6 master’s credits (in progress) or a masters

Archaeology: 12 master’s credits (in progress) or a masters

Physical anthropology: 6 master’s credits (in progress) or a master’s

Linguistic anthropology: 6 master’s credits (in progress) or a masters

7) Note any concerns regarding faculty credentialing.

Due to recent HLC credentialing requirements, full‐time faculty currently cannot teach

archaeology and physical anthropology despite having a master’s degree in

anthropology. This also means that a PhD candidate also cannot teach courses outside

of their direct field. Anthropology degrees tend to specialize after Bachelor’s programs

end (while most Bachelor’s programs tend to offer 4‐field training) which thus leaves us

limited in our faculty teaching abilities.


6

h. Include a table of instructors and credentials or certifications (Appendix D)

III. Staff, resources, facilities, and funds a. Internal strengths of the program

1) Discuss the internal strengths of the program. Provide evidence and data to support answers.

This is a growing program in students and majors enrolled in anthropology classes. We now have dedicated full‐time faculty available for advising and general student support. Our new Anthropology Club is growing and will also work in collaboration with the NAU anthropology club to build relationships and ease the transition to university for our majors. We offer an AGEC lab science and have an applied focus which students can take with them to the university of their choice.

b. Internal weaknesses of the program

1) Discuss the internal weaknesses of the program. Provide evidence and data to support answers. With the high turnover in our department (particularly related to the HLC changes) and the difficulty in finding qualified and interested faculty, our students may suffer from having that broader, more diversified support. An additional full‐time faculty specializing in archaeology and physical anthropology is recommended. It would also be nice to have an advisor in advising who had an anthropology background for degree seeking student support. However, this is an aspect that is being addressed within the anthropology club itself.

c. List recommendations received since last program review or program advisory committee 1) List recommendations that were received at the last program review.

Recommendation was for full‐time faculty within the program, ensuring academic rigor, and increasing retention and program completers. An increase in connection with NAU was also recommended.

2) List any recommendations from Program Advisory Committees (if applicable). N/A

3) Elaborate on any actions taken on recommendations and effect on the program.

This is the first year with full‐time faculty which has helped the program in its efficiency, transparency, and support of our students. Academic rigor is still a concern but HLC requirements and the critical thinking projects are creating the space for dialogue and change. Having full‐time faculty will help with completion rates and retention of students and we are building relationships with NAU for student transfers.

4) If no action was taken on a recommendation, describe why no action was taken.


7

IV. Analysis and Recommendations a. Description of needs to conduct program, including space and equipment

1) Provide an overview of what a student will need to order to complete a certificate or degree within the program.

Access to computer and internet (Word, PowerPoint, Excel), thumb drive (preferably), access to printer, library, notebook, video/audio recorders (available in anthropology office), and textbooks are mandatory. No additional computer programs are required at this time.

2) Provide the specific structures and supports (technology, facilities, etc.) the students

need to be successful in the courses.

Students need more hands‐on opportunities to experience the diversity and culture

of the SW and the world. Lisa is working with the Dean to reallocate funding or

proposing a new student fee to provide greater experiential possibilities for all

anthropology classes. Our classroom supplies are sufficient though we are

purchasing new/better maps to better connect students with ways of seeing the

world. Technology at this time seems sufficient.

3) Elaborate on future needs of the program detailing how this will lead to student

success in the program.

We need to provide our students with field school experience to have real‐world

opportunities to test out our classroom theories and experience anthropology as

an applicable and important scientific endeavor. This is currently in progress of

development in collaboration with the Fiji Museum. This type of experience will

provide students with the ability to see whether anthropology (and which field of

anthropology) might be better suited for them and directions in future careers.

This also offers deeper experience in the world itself and the effects of

globalization on others of different cultures.

b. Assessment

1) Provide detailed descriptions on types of assessment used to measure student learning.

The college has taken new directions in assessing student learning through the critical thinking assessment and the general outcomes assessment. (See appendix E.)

2) Describe any course‐level and/or program‐level assessments that were conducted and

results since the last program review.

Due to organizational changes within the college, institutional assessment and

program assessment stopped around 2013. As part of a college‐wide effort to

reestablish a culture of assessment, the general education committee and the

assessment committee launched a Critical Thinking assessment. In the 2016‐ 2017

academic year, faculty and I collaborated on general education assessments of critical

thinking within anthropology courses. Assessments and the discussion will continue

3) Report any shared assessments within the program and data gathered from those


8

assessments.

We’ve found that within the department, the measurability of our student assessments

are not unified. Further work remains on these procedures as the department needs to

create common definitions and recognize shared questions to ensure appropriate,

program‐wide measurability.

4) Record any observations or trends found within the student assessment data.N/A

c. Challenges1) Provide any challenges that the program has faced since the last program review and the

results.We’ve experienced a high turnover of part‐time faculty due to hiring full‐time and HLCrequirements, which has put the quality of some of our course offerings at risk andchallenges our academic rigor.

2) Provide any challenges the program is facing now and provide the current plan of actionDue to these faculty challenges it is recommended that we hire another full‐time faculty of

archaeology/physical background to ensure effective continuation and quality courseofferings within our department.

3) Discuss any challenges for the students completing a certificate or degree

Challenges seem to stem from advising—some students have been misadvised and ithas required them to stay an additional semester to earn requiredcertifications/requirements for their programs. Working students are challenged tofinish their degrees on‐time as we don’t offer more online/evening courses. And onestudent has requested an Anthropology Major TAG program for ASU so other studentscan take classes at CCC for their bachelors and have financial aid cover it.

d. Summary of Significant Developments

1) Provide a clear summary of the program as a whole (successes, challenges, and futureactions).As this program is developing, with new full‐time faculty (success!), there are manyopportunities to be developed for student success. While we are challenged by HLCrequirements and current concerns with part‐time faculty, there is a lot of room forgrowth, improved measurements, and experiential opportunities to come. Having thesupport of the Provost has been immensely helpful for the program as he has a deepbackground in anthropology and understands what a healthy anthropology programhas to offer. Future actions: with continued growth of our Anthropology Club, thedevelopment of our summer research opportunities, and work to improve our coursetransferability (particularly to NAU so that students when transferring do not need torepeat a course), we will have a vibrant anthropology department. This will continue toincrease our numbers of majors and provide them with greater opportunities for theirown future success.


V. AppendicesAppendixAAnthropology(AADegree) LastUpdated:22June2016Minimum

creditsRequired:60Description

TheAssociateofArtsdegreeinAnthropologyisdesignedasandoffersthestudentcomprehensivepreparationfortransfertotheAnthropologybachelor'sdegreeatallArizonapublicuniversities.Thisdegreeprovidesacomprehensiveintroductiontothedisciplineandallitssubfields.Studentscompletingthisdegreewilltransferaminimumof60creditstoallArizonapublicuniversities.

COREcoursework

Course CourseTitle Hours

ANT102 IntroductiontoCulturalAnthropology 3

ANT103 CultureandLanguage 3

ANT110 ExploringArchaeology 3

ANT230 PeoplesofSouthwest 3

ANT241 AnthropologyofReligion 3

ANT250 PeoplesoftheWorld 4

Any6credithoursoftransferablecoursework.Thefollowingarerecommended:

MAT160orPSY230 IntroductiontoStatistics 3

AGECcoursework

Course CourseTitle Hours

Composition(6)

ENG101 CollegeCompositionI 3

ENG102 CollgeCompositionII 3

Mathematics(3)

MAT140(5)orhigher(3) CollegeMathwithAlgebraReview(5)orhigher(3) 3

ArtsandHumanities(6)161 | Coconino Community College Fall 2017 Assessment Report

Twocoursesfromdifferentdisciplines 6

SocialandBehavioralSciences(6)

Twocoursesfromdifferentdisciplines.Recommended:SOC101(3) 6

PhysicalandBiologicalSciences(8)

ANT101 IntroductiontoPhysicalAnthropology 4

Onecourse Oneadditionalcourse 4

Options(3-6)

SecondSemesterproficiencyinanyforeignlanguage,excludingEnglishtocomplete35AGECcredithours 3-6

SpecialRequirements

MustbemetwithintheAGECordegreerequirementsbyaminimumof2courses.

IntensiveWriting/CriticalInquiry "W"

Ethnic/Race/GenderAwareness "E"

ContemporaryGlobal/InternationalAwarenessorHistoricalAwareness "C"

ProgramOutcomes

Uponcompletionoftheprogram,studentswill:

• recognizehumandiversity,specificallydifferenceswithinandbetweenpeoples;• describecoreresearchmethodsandtheoriesemployedwithinthedisciplineof

anthropology;• examinetheconceptofholismasitrelatestothedisciplineofanthropology;• defineandapplykeyterms,conceptsandtheoriesofanthropology;• demonstratecriticalthinkingskillsthroughapplicationandexpression;• anddescribetherelationshipbetweenglobalizationandthedisciplineofanthropology


AppendixBDegreesandCertificates LastUpdated:18August2016

TheDegrees&CertificateprogramsofferedatCoconinoCommunityCollegeareadiverseandcomprehensivelineofstudy,layingthegroundworkforabrightandsuccessfulfutureforanystudentsattendingCCC.ListedbelowisacompletelistofalldegreesandcertificatesavailablehereatCCC.

Degrees

AssociateDegrees(AA) REQUIRED ELECTIVEAdministrationofJustice ANT101,102,103,110,230,250Business ANT101,102,103,110,230,250ColoradoPlateauStudies ANT110,230 ANT101,102ConstructionTechnologyManagement

ANT101,102

EnvironmentalStudies ANT102or110,230GeneralStudies ANT101,102,103,110,230,250HotelandRestaurantManagement

ANT101,102

Psychology ANT101,102,103,110,230,250Sociology ANT101,102,103,110,230,250VocationalTechnologyEducation

ANT101,102,103,110,230,250

AssociateinAppliedScienceDegrees(AAS)

REQUIRED ELECTIVE

AdministrationofJustice ANT101,102,103,110,230,250AmericanSignLanguage(ASL)Interpreting

ANT102

Business ANT101,102,103,110,230,250ComputerSoftwareTechnology ANT101,102,103,110,230,250ConstructionTechnology ANT101,102,103,110,230,250EnvironmentalTechnology:AlternativeEnergyTechnician

ANT101,102,103,110,230,250

FireScience ANT101,102,103,110,230,250HospitalityManagement ANT101,102,103,110,230,250MedicalOfficeManagement ANT101,102,103,110,230,250NetworkEngineering ANT101,102,103,110,230,250Nursing ANT102ParamedicStudies ANT101,102,103,110,230,250Pre-HealthCareers ANT102SustainableGreenBuilding ANT101,102,103,110,230,250


AssociateofBusinessDegree(ABus)

REQUIRED ELECTIVE

AssociateofBusiness ANT101,102,103,110,230,250 AssociateofFineArtsDegree(AFA)

REQUIRED ELECTIVE

VisualArts ANT101,102,103,110,230,250 AssociateofGeneralStudiesDegree(AGS)

REQUIRED ELECTIVE

AssociateofGeneralStudies ANT101,102,103,110,230,250 AssociateofScienceDegree(AS)

REQUIRED ELECTIVE

GeneralStudies ANT101,102,103,110,230,250

Certificates CertificatesCompleteGEinformationper34CFR668.6canbefoundbyclickingoneachcertificatedesignatedwitha*.Also,*certificatesareeligibleforFederalFinancialAid.

Certificates REQUIRED ELECTIVEAGEC-A ANT101,102,103,110,230,250AGEC-B ANT101,102,103,110,230,250AGEC-S ANT101,102,103,110,230,250


AppendixC

Coconino Course

ASU

NAU

UA

ANT 101 (4)

Intro to Physical Anthropology

ASM 104, Natural Science -

General (SG), Social-

Behavioral Sciences (SB)

Elective Credit --and-- ANT

101; Science & Applied

Science [SAS]

ANTH 265

ANT 102 (3)

Intro to Cultural

Anthropology

ANT 110 (3)

Exploring Archeology

ASB 102, Social-Behavioral

Sciences (SB), Global Awareness (G)

Spring 2016 and beyond: ASB

222, Humanities, Arts &

Design (HU), Social-

Behavioral Sciences (SB),

Historical Awareness (H)

ANT 102; Cultural

Understanding & Global

[CUG]

ANT 104; Social & Political

Worlds and Global [SPWG]

ANTH Dept Elective, Tier 1 &

2 Individuals & Societies (IS)

ANTH Dept Elective, T1 Trads

& Cultures/ T2 Hum (TH)

ANT 241 (3)

Anthropology of Religion

ANT 298 (1)

Special Topics ASB Dept Elective ANT Departmental Elective ANTH Dept Elective, Tier 1 &

2 Individuals & Societies (IS) Elective Credit ANT Departmental Elective ANTH Dept Elective

ANT 103 (3)

Culture and Language

ASB 275 ANT 103; Cultural

Understanding & Global

[CUG]

ANTH 150A1; Tier 1 Indv &

Societies (INDV) --or-- ANTH

150A1; Gen Ed Div Emphasis

(DE)

ANT 230 (3)

Peoples of the

Southwest

AIS Dept Elective, ASB Dept

Elective

ANT Departmental Elective;

Social & Political Worlds and

Ethnic [SPWE]



ANT 250 (4)

Peoples of the World

ASB Dept Elective ANT Departmental Elective;

Social and Political Worlds

[SPW]




AppendixD

FT_AF

INST_ID

INSTRUCTOR

Notes

InstructorGraduateDegree

InstructorUndergraduateDegree

PT @00024397 Rickli,Robin nolongerteaching MAAnthropology BAAnthropology PT

@00024105

Bacon,Gerald

provisionallyqualifiedonlyforANT110beginningFall17

MAHistory

BSBusinessAdmin

PT @00024385 Spencer,Victoria nolongerteaching PT @00024687 Copeland-Glenn,Lauren nolongerteaching PT

@00026741

Sucha,Dobromila

nolongerteachingANTbeginningSummer17

JDCriminalLaw

MAPublicPolicy

FT

@00065441

Doskocil,Lisa

MACulturalAnthropology

BAAnthropology

PT @00077966 Hulen,Elizabeth nolongerteaching PT @00109114 Hatcher,Alexandra nolongerteaching PT @00112207 Myers,Jordan nolongerteaching MAAnthropology BSAnthropology PT

@00002192

Eaves,Emery

nolongerteaching

PhDAnthropologyMAAnthropology

PT @00114706 West,Katherine nolongerteaching MSArchaelogy BAAnthropology


FT PT

2011‐2012 6

2012‐2013 5

2013‐2014 5

2014‐2015 6

2015‐2016 7

6

5 5

6

7

0

1

2

3

4

5

6

7

8

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

FY11‐16 # of Faculty FT/PT

FT PT

27

25 25

24 24

22.5

23

23.5

24

24.5

25

25.5

26

26.5

27

27.5

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

# of All ANT Sections Taught by FT/PT

FT PT


0 0 0 0 0

8983 83 80 82

0

10

20

30

40

50

60

70

80

90

100

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2015

# of All ANT Credits Taught by FT/PT

FT PT


Attempted % SuccessfulAttempted % SuccessfulAttempted % SuccessfulAttempted % SuccessfulAttempted % SuccessfulAttempted % Successful

174 71.8% 173 72.8% 171 77.2% 160 75.0% 155 78.1% 833 74.9%


298 74.2% 288 76.0% 296 76.0% 305 78.7% 282 80.5% 1469 77.1%


21 71.4% 23 73.9% 25 96.0% 24 70.8% 28 71.4% 121 76.9%


19 73.7% 15 73.3% 15 80.0% 21 71.4% 22 72.7% 92 73.9%


6 83.3% 6 83.3%


18 100.0% 25 72.0% 14 78.6% 29 58.6% 32 75.0% 118 74.6%


25 84.0% 13 76.9% 13 84.6% 26 76.9% 16 81.3% 93 80.6%


7 85.7% 12 75.0% 14 71.4% 16 75.0% 19 68.4% 68 73.5%ANT 250

2015‐2016 Totals

ANT 241

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

ANT 230

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015

2015‐2016 Totals

ANT 198

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

ANT 110

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015

2015‐2016 Totals

ANT 103

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

ANT 102

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015

Totals

ANT 101

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

Appendix F


Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful

174 71.8% 173 72.8% 171 77.2% 160 75.0% 155 78.1% 833 74.9%


174 71.8% 173 72.8% 171 77.2% 160 75.0% 155 78.1% 833 74.9%


In Person 99 81.8% 104 79.8% 101 84.2% 102 82.4% 84 83.3% 490 82.2%

Online Web Class 75 58.7% 69 62.3% 70 67.1% 58 62.1% 71 71.8% 343 64.4%

Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful

FALL 71 71.8% 74 71.6% 69 82.6% 81 79.0% 79 81.0%

SPRING 77 79.2% 80 76.3% 78 78.2% 65 73.8% 55 80.0%

SUMMER 26 50.0% 19 63.2% 24 58.3% 14 57.1% 21 61.9%

Attempted % Successful Attempted % Successful Attempted % Successfu Attempted % Successful Attempted % Successful

ANT 101 FALL In Person 49 81.6% 51 76.5% 49 85.7% 56 85.7% 55 78.2%

ANT 101 FALL Online Web Class 22 50.0% 23 60.9% 20 75.0% 25 64.0% 24 87.5%

ANT 101 SPRING In Person 50 82.0% 53 83.0% 52 82.7% 46 78.3% 29 93.1%

ANT 101 SPRING Online Web Class 27 74.1% 27 63.0% 26 69.2% 19 63.2% 26 65.4%

ANT 101 SUMMER In Person 50 82.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0%

ANT 101 SUMMER Online Web Class 53 62.3% 19 63.2% 24 58.3% 14 57.1% 21 61.9%

2013‐2014 2014‐2015 2015‐2016

Course Session Instructional Method

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

2011‐2012 2012‐2013 2013‐2014

Totals

ANT 101

Course CAMPUS2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Course Success Rate

2011‐2012 2012‐2013

2015‐2016

ANT 101

ANT 101

2014‐2015 2015‐2016 Totals

ANT 101

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

Course IM


Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful298 74.2% 288 76.0% 296 76.0% 305 78.7% 282 80.5% 1469 77.1%

Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % SuccessfulFlagstaff Lone Tree 286 74.1% 276 75.4% 290 75.9% 302 78.5% 278 80.2% 1432 76.8%

Page 12 75.0% 12 91.7% 6 83.3% 3 100.0% 4 100.0% 37 86.5%

Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % SuccessfulIn Person 150 78.7% 164 82.3% 177 76.8% 191 81.7% 137 76.6% 819 79.4%

ITV Originator 42 73.8% 27 74.1% 24 87.5% 27 70.4% 28 89.3% 148 78.4%

ITV Receiver 12 75.0% 12 91.7% 6 83.3% 3 100.0% 4 100.0% 37 86.5%

Online Web Class 94 67.0% 85 62.4% 89 70.8% 84 73.8% 113 82.3% 465 71.8%


FALL 114 76.3% 117 74.4% 120 76.7% 124 76.6% 114 79.8%

SPRING 115 72.2% 117 74.4% 125 75.2% 118 82.2% 118 78.8%

SUMMER 69 73.9% 54 83.3% 51 76.5% 63 76.2% 50 86.0%

Attempted % Successful Attempted % Successful Attempted % Successfu Attempted % Successful Attempted % Successful

ANT 102 FALL In Person 92 77% 86 78% 91 75% 98 81% 86 74%

ANT 102 FALL Online Web Class 22 73% 31 65% 29 83% 26 62% 28 96%

ANT 102 SPRING In Person 58 81% 52 85% 63 76% 60 88% 31 71%

ANT 102 SPRING ITV Originator 19 47% 27 74% 24 88% 27 70% 28 89%

ANT 102 SPRING ITV Receiver 9 78% 12 92% 6 83% 3 100% 4 100%

ANT 102 SPRING Online Web Class 29 69% 26 46% 32 63% 28 79% 55 76%

ANT 102 SUMMER In Person 0 0% 26 92% 23 87% 33 73% 20 95%

ANT 102 SUMMER ITV Originator 23 96% 0 0% 0 0% 0 0% 0 0%

ANT 102 SUMMER ITV Receiver 3 67% 0 0% 0 0% 0 0% 0 0%

ANT 102 SUMMER Online Web Class 43 63% 28 75% 28 68% 30 80% 30 80%

2013‐2014 2014‐2015 2015‐2016


2011‐2012 2012‐2013

Totals

ANT 102


Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

ANT 102

Course IM2011‐2012 2012‐2013

2015‐2016

ANT 102

2014‐2015 2015‐2016 Totals

ANT 102

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

2013‐2014


Attempted % Successful Attempted % Successful Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successful21 71.4% 23 73.9% 25 96.0% 24 70.8% 28 71.4% 121 76.9%

Attempted % Successful Attempted % Successful Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % SuccessfulFlagstaff Lone Tree 15 66.7% 23 73.9% 20 95.0% 24 70.8% 23 65.2% 105 74.3%

Fredonia 0 0.0% 0 0.0% 3 100.0% 0 0.0% 0 0.0% 3 100.0%

Page 6 83.3% 0 0.0% 2 100.0% 0 0.0% 5 100.0% 13 92.3%

Attempted % Successful Attempted % Successful Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % SuccessfulHybrid 0 0.0% 0 0.0% 0 0.0% 24 70.8% 0 0.0% 24 70.8%

In Person 1 100.0% 23 73.9% 0 0.0% 0 0.0% 0 0.0% 24 75.0%

ITV Originator 14 64.3% 0 0.0% 20 95.0% 0 0.0% 23 65.2% 57 75.4%

ITV Receiver 6 83.3% 0 0.0% 5 100.0% 0 0.0% 5 100.0% 16 93.8%

Attempted % Successful Attempted % Successful Attempted % Successfu Attempted % Successfu Attempted % Successful

FALL 20 70.0% 23 73.9% 25 96.0% 24 70.8% 28 71.4%

SPRING 1 100.0%

SUMMER

Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successfu Attempted % Successful

ANT 103 FALL Hybrid 0 0% 0 0% 0 0% 24 71% 0 0%


ANT 103 FALL ITV Originator 14 64% 0 0% 20 95% 0 0% 23 65%

ANT 103 FALL ITV Receiver 6 83% 0 0% 5 100% 0 0% 5 100%

ANT 103 SPRING In Person 1 100% 0 0% 0 0% 0 0% 0 0%

2013‐2014 2014‐2015 2015‐2016


2011‐2012 2012‐2013

Totals

ANT 103


Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

ANT 103

Course IM2011‐2012 2012‐2013

2015‐2016

ANT 103

2014‐2015 2015‐2016 Totals

ANT 103

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

2013‐2014


Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successful19 73.7% 15 73.3% 15 80.0% 21 71.4% 22 72.7% 92 73.9%

Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % SuccessfulANT 110 Flagstaff Lone Tree 19 73.7% 15 73.3% 15 80.0% 21 71.4% 22 72.7% 92 73.9%

Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % SuccessfulIn Person 19 73.7% 0 0.0% 15 80.0% 21 71.4% 22 72.7% 77 74.0%

ITV Originator 0 0.0% 15 73.3% 0 0.0% 0 0.0% 0 0.0% 15 73.3%

Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successful

FALL 19 73.7% 15 73.3% 15 80.0% 21 71.4% 22 72.7%

SPRING

SUMMER




2013‐2014 2014‐2015 2015‐2016

Course Session Instructional Method2011‐2012 2012‐2013

Totals

ANT 110


Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

Course IM2011‐2012 2012‐2013

2015‐2016

ANT 110

2014‐2015 2015‐2016 Totals

ANT 110

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

2013‐2014


Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% Successful6 83.3% 6 83.3%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulANT 198 Flagstaff Lone Tree 6 83.3% 6 83.3%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulANT 198 In Person 6 83.3% 6 83.3%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulFALL 6 83.3%

SPRING

SUMMER

2015‐2016

2013‐2014

Totals

ANT 198


Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015

2015‐2016

ANT 198

2014‐2015 2015‐2016 Totals

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

Course IM2011‐2012 2012‐2013


Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successful18 100.0% 25 72.0% 14 78.6% 29 58.6% 32 75.0% 118 74.6%

Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % SuccessfulFlagstaff Lone Tree 18 100.0% 18 72.2% 14 78.6% 26 61.5% 32 75.0% 108 75.9%

Page 0 0.0% 7 71.4% 0 0.0% 3 33.3% 0 0.0% 10 60.0%

Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % SuccessfulIn Person 18 100.0% 0 0.0% 14 78.6% 0 0.0% 32 75.0% 64 82.8%

ITV Originator 0 0.0% 18 72.2% 0 0.0% 26 61.5% 0 0.0% 44 65.9%

ITV Receiver 0 0.0% 7 71.4% 0 0.0% 3 33.3% 0 0.0% 10 60.0%

Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successfu Attempted % Successful

FALL 18 100.0% 25 72.0% 14 78.6% 29 58.6% 32 75.0%

SPRING

SUMMER




ANT 230 FALL ITV Receiver 0 0% 7 71% 0 0% 3 33% 0 0%

2013‐2014 2014‐2015 2015‐2016

Course Session Instructional Method2011‐2012 2012‐2013

Totals

ANT 230


Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

ANT 230

Course IM2011‐2012 2012‐2013

2015‐2016

ANT 230

2014‐2015 2015‐2016 Totals

ANT 230

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

2013‐2014


Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% Successful25 84.0% 13 76.9% 13 84.6% 26 76.9% 16 81.3% 93 80.6%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulANT 241 Flagstaff Lone Tree 25 84.0% 13 76.9% 13 84.6% 26 76.9% 16 81.3% 93 80.6%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulANT 241 In Person 25 84.0% 13 76.9% 13 84.6% 26 76.9% 16 81.3% 93 80.6%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulFALL

SPRING 25 84.0% 13 76.9% 13 84.6% 26 76.9% 16 81.3%

SUMMER

2015‐2016

2013‐2014

Totals

ANT 241


Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015

2015‐2016

ANT 241

2014‐2015 2015‐2016 Totals

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

Course IM2011‐2012 2012‐2013



Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulANT 250 Flagstaff Lone Tree 7 85.7% 12 75.0% 14 71.4% 16 75.0% 19 68.4% 68 73.5%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulANT 250 In Person 7 85.7% 12 75.0% 14 71.4% 16 75.0% 19 68.4% 68 73.5%


SPRING 7 85.7% 12 75.0% 14 71.4% 16 75.0% 19 68.4%

SUMMER

2015‐2016

2013‐2014

Totals

ANT 250


Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015

2015‐2016

ANT 250

2014‐2015 2015‐2016 Totals

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

Course IM2011‐2012 2012‐2013


SECTIONS ENROLLMENT TUITION FEES SECTIONS ENROLLMENT TUITION FEES SECTIONSENROLLMENT TUITION FEESANT 101 7 193 64,076.00$ 3,860.00$ 7 195 66,300.00$ 3,900.00$ 7 203 70,644.00$ 4,060.00$

ANT 102 13 337 83,913.00$ ‐$ 11 321 81,855.00$ ‐$ 11 319 83,259.00$ ‐$

ANT 103 3 20 4,980.00$ ‐$ 1 27 6,885.00$ ‐$ 3 27 7,047.00$ ‐$

ANT 110 1 21 5,229.00$ 315.00$ 2 20 5,100.00$ 300.00$ 1 16 4,176.00$ 240.00$

ANT 198

ANT 230 1 21 5,229.00$ ‐$ 2 29 7,395.00$ ‐$ 1 16 4,176.00$ ‐$

ANT 241 1 27 6,723.00$ ‐$ 1 16 4,080.00$ ‐$ 1 15 3,915.00$ ‐$

ANT 250 1 8 2,656.00$ ‐$ 1 12 4,080.00$ ‐$ 1 15 5,220.00$ ‐$

Grand Total 27 627 172,806.00$ 4,175.00$ 25 620 175,695.00$ 4,200.00$ 25 611 178,437.00$ 4,300.00$

SECTIONS ENROLLMENT TUITION FEES SECTIONS ENROLLMENT TUITION FEES SECTIONSENROLLMENT TUITION FEESANT 101 7 186 66,216.00$ 3,720.00$ 6 170 62,560.00$ 3,400.00$ 34 947 329,796.00$ 18,940.00$

ANT 102 11 321 85,707.00$ ‐$ 11 307 84,732.00$ ‐$ 57 1605 419,466.00$ ‐$

ANT 103 1 28 7,476.00$ ‐$ 2 31 8,556.00$ ‐$ 10 133 34,944.00$ ‐$

ANT 110 1 23 6,141.00$ 345.00$ 1 24 6,624.00$ 360.00$ 6 104 27,270.00$ 1,560.00$

ANT 198 1 6 552.00$ ‐$ 1 6 552.00$ ‐$

ANT 230 2 29 7,743.00$ ‐$ 1 35 9,660.00$ ‐$ 7 130 34,203.00$ ‐$

ANT 241 1 27 7,209.00$ ‐$ 1 17 4,692.00$ ‐$ 5 102 26,619.00$ ‐$

ANT 250 1 17 6,052.00$ ‐$ 1 19 6,992.00$ ‐$ 5 71 25,000.00$ ‐$

Grand Total 24 631 186,544.00$ 4,065.00$ 24 609 184,368.00$ 3,760.00$ 125 3098 897,850.00$ 20,500.00$

2014‐2015 2015‐2016 Totals

2011‐2012 2012‐2013 2013‐2014

Appendix G


MAJOR2011‐2012

2012‐2013

2013‐2014

2014‐2015

2015‐2016 AVG

GrandTotal

GST1 ‐ AA‐General Studies 120 130 159 206 219 166.8 834

GST2 ‐ AS‐General Studies 67 74 49 48 38 55.2 276

PSY1 ‐ AA‐Psychology 42 45 35 52 34 41.6 208

PHC3 ‐ AAS‐Pre Health Careers 18 19 34 38 46 31.0 155

BUS7 ‐ AA‐Business 3 21 27 49 50 30.0 150

ANT1 ‐ AA‐Anthropology 27 35 26 25 32 29.0 145

AJS1 ‐ AA‐Administration of Justice 20 18 32 33 24 25.4 127

ABUS ‐ ABUS‐Associate of Business 32 25 14 6 15 18.4 92

NSDC ‐ Not Seeking Degree/Cert 22 10 10 21 22 17.0 85

BST3 ‐ AAS‐Business Technologies 26 26 19 9 4 16.8 84

FAV1 ‐ AFA‐Visual Arts 22 18 16 7 7 14.0 70

SOC1 ‐ AA‐Sociology 17 12 12 14 10 13.0 65

EVS2 ‐ AA‐Environmental Studies 8 17 6 17 15 12.6 63

HRM1 ‐ AA‐Hotel/Restaurant Management 11 20 17 9 6 12.6 63

AGS ‐ Associate of General Studies 16 15 11 7 9 11.6 58

EED1 ‐ AA‐Elementary Education 21 11 12 10 1 11.0 55

CSF3 ‐ AAS‐Computer Software Tech 7 15 14 7 8 10.2 51

AGS7 ‐ CertComp‐AGEC‐S 7 8 17 7 10 9.8 49

NOC2 ‐ Undecided 20 14 6 2 2 8.8 44

AGA7 ‐ CertComp‐AGEC‐A 8 10 10 8 7 8.6 43

PPN7 ‐ CC‐Pre‐Health Careers Cert 14 10 6 8 1 7.8 39

AGB7 ‐ CertComp‐AGEC‐B 8 4 9 3 6 6.0 30

ECE3 ‐ AAS‐Early Childhood Education 7 9 9 4 1 6.0 30

AJS3 ‐ AAS‐Administration of Justice 10 6 5 2 4 5.4 27

FSC3 ‐ AAS‐Fire Science 5 4 4 7 5 5.0 25

MOA3 ‐ AAS‐Medical Office Assistant 9 4 11 8.0 24

PRM3 ‐ AAS‐Paramedic Studies 4 2 8 6 3 4.6 23

BST4 ‐ AAS‐Business 8 8 8.0 16

NEC3 ‐ AAS‐Network Engineering 4 3 4 4 3.8 15

CTM1 ‐ AA‐Construction Tech Mgmt 2 2 3 1 3 2.2 11

ETC3 ‐ AAS‐Electricity 4 4 2 1 2.8 11

HRM3 ‐ AAS‐Hotel/Restaurant Mgt 2 2 2 5 2.8 11

SGB3 ‐ AAS ‐ Sustainable Green Bldg 4 2 2 1 1 2.0 10

FSC5 ‐ InterCert‐Fire Science 2 1 2 2 2 1.8 9

AET3 ‐ AAS‐Alternative Energy Technol 2 2 2 1 1 1.6 8

CPA1 ‐ AA‐ColoradoPlateau‐ArtsCulture 4 1 1 2 2.0 8

GWD7 ‐ Cert‐Graphics & Web Design 4 3 1 2.7 8

ADT3 ‐ AAS‐Architectural Design Tech 4 3 3.5 7

ASL3 ‐ AAS ‐ American Sign Lang Inter 2 4 1 2.3 7

FSC6 ‐ AdvCert‐Fire Science 1 5 3.0 6

COT3 ‐ AAS‐Construction Technology 2 2 2.0 4

ECE7 ‐ Cert‐Early Childhood Education 2 1 1 1.3 4

NEC4 ‐ BasicCert‐Network Engineer 1 1 2 1 1.3 4


NUR3 ‐ AAS‐Nursing 2 1 1 1.3 4

PHL7 ‐ CertComp‐Phlebotomy 1 2 1 1.3 4

PSW1 ‐ AA‐Pre‐Social Work 4 4.0 4

ATC7 ‐ CertComp‐Accounting 1 2 1.5 3

DAN3 ‐ AAS‐ Dance 2 1 1.5 3

ETC5 ‐ Cert‐Electricity 1 2 1.5 3

AEC5 ‐ IntCrt‐Alternative Energy Tech 2 2.0 2

CTC7 ‐ CertComp‐Construction Tech 2 2.0 2

CTE7 ‐ Cert‐Computer Technician 1 1 1.0 2

FOR7 ‐ Cert‐Forensics 1 1 1.0 2

MAD1 ‐ AAS‐Medical Assistant 1 1 1.0 2

NAC7 ‐ CertComp‐Nursing Assisting 2 2.0 2

NCRE ‐ Non Credit Only 1 1 1.0 2

CAD4 ‐ BasicCert‐Computer Aided Draft 1 1.0 1

CPS1 ‐ AA‐ColoradoPlateau‐Science 1 1.0 1

ENV2 ‐ AS‐Environmental Science 1 1.0 1

MEA7 ‐ CertComp‐Medical Assistant 1 1.0 1

MOA4 ‐ BasicCert‐Med Front Off Assit 1 1.0 1

NUR2 ‐ AS‐Pre‐Nursing 1 1.0 1

PAR3 ‐ AAS‐Paralegal Studies 1 1.0 1

UNDC ‐ Undeclared 1 1.0 1

VTE1 ‐ AA‐Vocational Technology Ed 1 1.0 1

Grand Total 627 620 611 631 609 3098

120

6742

183

27

20

32

2226

2011‐15 AVG # of Top Ten Majors in ANT

GST1 ‐ AA‐General Studies GST2 ‐ AS‐General Studies

PSY1 ‐ AA‐Psychology PHC3 ‐ AAS‐Pre Health Careers

BUS7 ‐ AA‐Business ANT1 ‐ AA‐Anthropology

AJS1 ‐ AA‐Administration of Justice ABUS ‐ ABUS‐Associate of Business

NSDC ‐ Not Seeking Degree/Cert BST3 ‐ AAS‐Business Technologies


2011‐2012

2012‐2013

2013‐2014

2014‐2015

2015‐2016 Average

GrandTotal

12‐17 7 5 7 14 7 8 40

18‐24 388 371 439 443 424 413 2065

25‐34 153 157 99 112 109 126 630

35‐44 52 47 40 31 38 41.6 208

45‐54 17 23 17 23 21 20.2 101

55‐64 8 11 6 8 8 8.2 41

65+ 2 6 3 0 2 2.6 13

2011‐2012

2012‐2013

2013‐2014

2014‐2015

2015‐2016

GrandTotal

Female 370 327 334 335 323 1689

Male 257 293 276 291 281 1398

Unreported 1 5 5 11

8

413

126

41.6

20.28.2 2.6

2011‐16 Average Age in ANT

12‐17 18‐24 25‐34 35‐44 45‐54 55‐64 65+


2011‐2012

2012‐2013

2013‐2014

2014‐2015

2015‐2016 AVERAGE

GrandTotal

2 or more races 20 34 23 29 33 27.8 139

Asian 2 10 3 2 7 4.8 24

Black 15 10 10 11 10 11.2 56

Hispanic 80 77 95 121 115 97.6 488

Native American 158 146 112 106 104 125.2 626

Other/Unreported 2 11 12 22 16 12.6 63

Pacific Islander 5 1 3 6 2 3.4 17

White 345 331 353 334 322 337 1685

27.8

4.8 11.2

97.6

125.2

12.63.4

337

2011‐2016 # of Students by Ethnicity in ANT

2 or more races Asian Black Hispanic

Native American Other/Unreported Pacific Islander White


GENERAL EDUCATION CRITICAL THINKING

Using a variety of inquiry methods, resources, and reasoning skills that support and promote lifelong learning.

ANT Assessment Results Fall 2016

0% 0%

82% 82% 81%

0%

20%

40%

60%

80%

100%

ANT 102 ANT 103 ANT 230 OVERALL ANT OVERALL CCCASSESSMENT

Formulate vital questions and problemsin a clear and precise manner.

0%

57%

0%

57%

78%

0%

20%

40%

60%

80%

100%


Gather, assess, and interpretinformation within a theoretical

framework.

82%

57%

82% 78% 76%

0%

20%

40%

60%

80%

100%


Develop well‐reasoned conclusions andsolutions to problems.

0% 0% 0% 0%

75%

0%

20%

40%

60%

80%


Recognize and assess the assumptions,implications, and consequences ofdifferent theoretical frameworks.


Understand social values and the implications of those values.

Recognize the consequences

and significance of one's actions.

A better understanding of oneself and others in order

to clarify individual and

societal responsibilities, needs, and

valuesTOTAL # OF

COURSE OUTCOMES BY

COURSE

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES


TOTALS BY COURSEANT 101 6 6 100% 6 100%ANT 102 6 4 67% 4 67%ANT 103 8 4 50% 3 38%ANT 110 7 7 100% 7 100%ANT 230 5 2 40% 3 60%ANT 250 5 5 100% 5 100%

OVERALL TOTALS FOR ALL COURSES6 6 6 100% 6 100%

TOTAL # BY PREFIX BY COURSETOTAL ANT 6 6 100% 6 100%

OVERALL TOTALS FOR ALL COURSE OUTCOMES6 37 28 76% 28 76%

TOTAL # BY PREFIX COURSE OUTCOMESTOTAL ANT 37 28 76% 28 76%


TOTALS BY CANT 101ANT 102

ANT 103

ANT 110

ANT 230

ANT 250

OVERALL TO6

TOTAL # BY TOTAL ANT

OVERALL TO6


Evaluate the continuity of

events/issues over time.

Describe the interaction between

individuals, their culture, and the

physical environment.

Analyze the complexity of

humanity and its significance for the individual and for

society.

An understanding

and appreciation of

diverse cultures, values,

beliefs, and historical

perspectives# OF

MEASURABLE COURSE

OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

Diversity and Global

Awareness

6 100% 6 100% 6 100%4 67% 1 17% 3 50%7 88% 1 13% 6 75%7 100% 7 100% 7 100%3 60% 3 60% 2 40%5 100% 5 100% 5 100%

6 100% 6 100% 6 100%

6 100% 6 100% 6 100%

32 86% 23 62% 29 78%

32 86% 23 62% 29 78%



ANT 103

ANT 110

ANT 230

ANT 250

OVERALL TO6


OVERALL TO6


Recognize and assess the

assumptions, implications, and consequences of

different theoretical

frameworks.

Develop well-reasoned

conclusions and solutions to problems.

Gather, assess, and interpret

information within a theoretical framework.

Formulate vital questions and problems in a

clear and precise manner.

Using a variety of inquiry methods,

resources, and reasoning skills that

support and promote lifelong

learning.# OF

MEASURABLE COURSE

OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

Thinking Skills

6 100% 6 100% 6 100% 6 100%0 0% 4 67% 3 50% 4 67%2 25% 3 38% 3 38% 4 50%7 100% 7 100% 7 100% 0 0%0 0% 2 40% 1 20% 1 20%5 100% 5 100% 5 100% 5 100%

4 67% 6 100% 6 100% 5 83%

4 67% 6 100% 6 100% 5 83%

20 54% 27 73% 25 68% 20 54%

20 54% 27 73% 25 68% 20 54%



ANT 103

ANT 110

ANT 230

ANT 250

OVERALL TO6


OVERALL TO6


Use appropriate technology for communication and information

gathering

Demonstrate listening and

comprehension skills for effective communications.

Communicate clearly and

effectively, orally and in writing, at a

college-level.

Plan, construct, and present

logical, coherent, well-supported arguments with consideration of target audience.

Conveying of ideas using one or more methods of expression

(written, oral, signed)

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES


6 100% 0 0% 6 100% 6 100%5 83% 5 83% 4 67% 4 67%1 13% 4 50% 4 50% 3 38%7 100% 7 100% 7 100% 7 100%0 0% 0 0% 3 60% 2 40%5 100% 5 100% 5 100% 5 100%

5 83% 4 67% 6 100% 6 100%

5 83% 4 67% 6 100% 6 100%

24 65% 21 57% 29 78% 27 73%

24 65% 21 57% 29 78% 27 73%


ANT 101: INTRODUCTION TO PHYSICAL ANTHROPOLOGY Outcomes

2. Und

erstan

d soc

ial va

lues a

nd th

e impli

catio

ns of

thos

e valu

es.

1. Rec

ogniz

e the

cons

eque

nces

and s

ignific

ance

of on

e's ac

tions

.

Ethical a

nd Civil V

alues

- A be

tter u

nders

tandin

g of o

nese

lf and

othe

rs in

order

to cla

rify in

dividu

al an

d soc

ietal

respo

nsibi

lities,

need

s, an

d valu

es

3. Eva

luate

the co

ntinu

ity of

even

ts/iss

ues o

ver ti

me.

2. Des

cribe

the i

nterac

tion b

etwee

n ind

ividua

ls, th

eir cu

lture,

and t

he ph

ysica

l

envir

onmen

t.

1. Ana

lyze t

he co

mplexit

y of h

uman

ity an

d its

signif

icanc

e for

the in

dividu

al an

d

for so

ciety.

Diversi

ty an

d Global

Awarenes

s- An u

nders

tandin

g and

appre

ciatio

n of

divers

e cult

ures,

value

s, be

liefs,

and h

istori

cal p

erspe

ctive

s

4. Rec

ogniz

e and

asse

ss th

e ass

umpti

ons,

impli

catio

ns, a

nd co

nseq

uenc

es of

differ

ent th

eoret

ical fr

amew

orks.

3. Dev

elop w

ell-re

ason

ed co

nclus

ions a

nd so

lution

s to p

roblem

s.

2. Gath

er, as

sess

, and

inter

pret in

formati

on w

ithin

a the

oretic

al fra

mework

.

1. Form

ulate

vital

ques

tions

and p

roblem

s in a

clea

r and

prec

ise m

anne

r.

Thinking Skil

ls- U

sing a

varie

ty of

inquir

y meth

ods,

resou

rces,

and r

easo

ning

skills

that

supp

ort an

d prom

ote lif

elong

learn

ing.

4. Use

appro

priate

tech

nolog

y for

commun

icatio

n and

infor

mation

gathe

ring

3. Dem

onstr

ate lis

tening

and c

ompre

hens

ion sk

ills fo

r effe

ctive

commun

icatio

ns.

2. Com

munica

te cle

arly a

nd ef

fectiv

ely, o

rally

and i

n writi

ng, a

t a co

llege

-leve

l.

1. Plan

, con

struc

t, and

pres

ent lo

gical,

cohe

rent, w

ell-su

pport

ed ar

gumen

ts with

cons

iderat

ion of

targe

t aud

ience

.

Communicatio

n Skills-

Con

veyin

g of id

eas u

sing o

ne or

more

meth

ods o

f

expre

ssion

(writt

en, o

ral, s

igned

)

1. identify and describe physicalanthropology focus areas andprinciples of investigation

x x x x x x x x x x x x

2. explore genetics (molecularanthropology ) as it relates to patternsof inheritance, mutation, andpopulation genetics x x x x x x x x x x x x3. summarize the principalcomponents of contemporary x x x x x x x x x x x x4. identify the various biologicalcharacteristics of the primate orderand the major biological andbehavioral trends inprimate evolution x x x x x x x x x x x x5. summarize dating methods andinvestigative techniques used in thestudy of hominid evolution and x x x x x x x x x x x x6. and outline the significant physicaland behavioral adaptations ofhominids through time x x x x x x x x x x x x

Return to the SUMMARY PAGE


ANT 102 - Introduction to Cultural Anthropology Outcomes

2. Und

erstan

d soc

ial va

lues a

nd th

e impli

catio

ns of

thos

e valu

es.

1. Rec

ogniz

e the

cons

eque

nces

and s

ignific

ance

of on

e's ac

tions

.

Ethical a

nd Civil V

alues

- A be

tter u

nders

tandin

g of o

nese

lf and

othe

rs in

order

to cla

rify in

dividu

al an

d soc

ietal

respo

nsibi

lities,

need

s, an

d valu

es

3. Eva

luate

the co

ntinu

ity of

even

ts/iss

ues o

ver ti

me.

2. Des

cribe

the i

nterac

tion b

etwee

n ind

ividua

ls, th

eir cu

lture,

and t

he ph

ysica

l

envir

onmen

t.

1. Ana

lyze t

he co

mplexit

y of h

uman

ity an

d its

signif

icanc

e for

the in

dividu

al an

d

for so

ciety.

Diversi

ty an

d Global

Awarenes

s- An u

nders

tandin

g and

appre

ciatio

n of

divers

e cult

ures,

value

s, be

liefs,

and h

istori

cal p

erspe

ctive

s

4. Rec

ogniz

e and

asse

ss th

e ass

umpti

ons,

impli

catio

ns, a

nd co

nseq

uenc

es of

differ

ent th

eoret

ical fr

amew

orks.

3. Dev

elop w

ell-re

ason

ed co

nclus

ions a

nd so

lution

s to p

roblem

s.

2. Gath

er, as

sess

, and

inter

pret in

formati

on w

ithin

a the

oretic

al fra

mework

.

1. Form

ulate

vital

ques

tions

and p

roblem

s in a

clea

r and

prec

ise m

anne

r.

Thinking Skil

ls- U

sing a

varie

ty of

inquir

y meth

ods,

resou

rces,

and r

easo

ning

skills

that

supp

ort an

d prom

ote lif

elong

learn

ing.

4. Use

appro

priate

tech

nolog

y for

commun

icatio

n and

infor

mation

gathe

ring

3. Dem

onstr

ate lis

tening

and c

ompre

hens

ion sk

ills fo

r effe

ctive

commun

icatio

ns.

2. Com

munica

te cle

arly a

nd ef

fectiv

ely, o

rally

and i

n writi

ng, a

t a co

llege

-leve

l.

1. Plan

, con

struc

t, and

pres

ent lo

gical,

cohe

rent, w

ell-su

pport

ed ar

gumen

ts with

cons

iderat

ion of

targe

t aud

ience

.

Communicatio

n Skills-

Con

veyin

g of id

eas u

sing o

ne or

more

meth

ods o

f

expre

ssion

(writt

en, o

ral, s

igned

)

1. describe anthropology and the toolsand approaches utilized byanthropologists when working withcommunities worldwide

x x x

2.investigate the concept of cultureand the diversity between and withincommunities with an understanding ofethnocentrism, relativism, and x x x x x x x x x x3.explore and apply the varioustheoretical and methodologicalperspectives used in culturalanthropology, including applied x x x x x x x x x4. describe various aspects ofculturally diverse social systems,including kinship, social stratification,economic, and political systems; x x x x x x x x x x x5. investigate the diversity of humanexpression in the areas of beliefsystems language, and art; x x x x x x x x x6. describe culture change and theimpacts of globalization on contemporary cultural communities. Standard Written English; x x x



ANT 103-Culture and Language Outcomes

Unders

tand s

ocial

value

s and

the i

mplica

tions

of th

ose v

alues

.

Recog

nize t

he co

nseq

uenc

es an

d sign

ifican

ce of

one's

actio

ns.

Ethical a

nd Civil V

alues

- A be

tter u

nders

tandin

g of o

nese

lf and

othe

rs in

order

to cla

rify in

dividu

al an

d soc

ietal

respo

nsibi

lities,

need

s, an

d valu

es

Evalua

te the

conti

nuity

of ev

ents/

issue

s ove

r time.

Descri

be th

e inte

ractio

n betw

een i

ndivid

uals,

their

cultu

re, an

d the

phys

ical

envir

onmen

t.

Analyz

e the

comple

xity o

f hum

anity

and i

ts sig

nifica

nce f

or the

indiv

idual

and f

or so

ciety.

Diversi

ty an

d Global

Awarenes

s- An u

nders

tandin

g and

appre

ciatio

n of

divers

e cult

ures,

value

s, be

liefs,

and h

istori

cal p

erspe

ctive

s

Recog

nize a

nd as

sess

the a

ssum

ption

s, im

plica

tions

, and

cons

eque

nces

of dif

feren

t theo

retica

l fram

ework

s.

Develo

p well

-reas

oned

conc

lusion

s and

solut

ions t

o prob

lems.

Gather,

asse

ss, a

nd in

terpre

t infor

mation

with

in a t

heore

tical

framew

ork.

Formula

te vit

al qu

estio

ns an

d prob

lems i

n a cl

ear a

nd pr

ecise

man

ner.

Thinking Skil

ls- U

sing a

varie

ty of

inquir

y meth

ods,

resou

rces,

and

reaso

ning s

kills t

hat s

uppo

rt and

prom

ote lif

elong

learn

ing.

Use ap

propri

ate te

chno

logy f

or co

mmunica

tion a

nd in

formati

on ga

therin

g

Demon

strate

listen

ing an

d com

prehe

nsion

skills

for e

ffecti

ve

commun

icatio

ns.

Commun

icate

clearl

y and

effec

tively

, oral

ly an

d in w

riting

, at a

colle

ge-

level.

Plan, c

onstr

uct, a

nd pr

esen

t logic

al, co

heren

t, well

-supp

orted

argu

ments

with co

nside

ration

of ta

rget a

udien

ce.

Communicatio

n Skills-

Con

veyin

g of id

eas u

sing o

ne or

more

meth

ods

of ex

press

ion (w

ritten

, oral

, sign

ed)

1.describe the range and importanceof linguistic expression within theevolution of the human species2. define human language within thelarger context of communication x x x x x x x x3. explore specific sound systems andsystems of meaning within specifichuman Languages x x x x x4. demonstrate knowledge of keyconcepts and theoretical perspectivesrelated to human language x x x x x x x5. explain the role of culture,performance and power in language x x x x x x x6. demonstrate an understanding ofthe origin of written language and x x x x7. describe the role of culturallyspecific dialects, and genderlects inhuman communication x x x x x x x8. describe the impacts of globalizationon monolingualism, multilingualism,and language endangerment. x x x x x x x



ANT 110-Culture and Language Outcomes

Unders

tand s

ocial

value

s and

the i

mplica

tions

of th

ose v

alues

.

Recog

nize t

he co

nseq

uenc

es an

d sign

ifican

ce of

one's

actio

ns.

Ethical a

nd Civil V

alues

- A be

tter u

nders

tandin

g of o

nese

lf and

othe

rs in

order

to cla

rify in

dividu

al an

d soc

ietal

respo

nsibi

lities,

need

s, an

d valu

es

Evalua

te the

conti

nuity

of ev

ents/

issue

s ove

r time.

Descri

be th

e inte

ractio

n betw

een i

ndivid

uals,

their

cultu

re, an

d the

phys

ical

envir

onmen

t.

Analyz

e the

comple

xity o

f hum

anity

and i

ts sig

nifica

nce f

or the

indiv

idual

and

for so

ciety.

Diversi

ty an

d Global

Awarenes

s- An u

nders

tandin

g and

appre

ciatio

n of

divers

e cult

ures,

value

s, be

liefs,

and h

istori

cal p

erspe

ctive

s

Recog

nize a

nd as

sess

the a

ssum

ption

s, im

plica

tions

, and

cons

eque

nces

of

differ

ent th

eoret

ical fr

amew

orks.

Develo

p well

-reas

oned

conc

lusion

s and

solut

ions t

o prob

lems.

Gather,

asse

ss, a

nd in

terpre

t infor

mation

with

in a t

heore

tical

framew

ork.

Formula

te vit

al qu

estio

ns an

d prob

lems i

n a cl

ear a

nd pr

ecise

man

ner.

Thinking Skil

ls- Usin

g a va

riety

of inq

uiry m

ethod

s, res

ource

s, an

d rea

sonin

g

skills

that

supp

ort an

d prom

ote lif

elong

learn

ing.

Use ap

propri

ate te

chno

logy f

or co

mmunica

tion a

nd in

formati

on ga

therin

g

Demon

strate

listen

ing an

d com

prehe

nsion

skills

for e

ffecti

ve co

mmunica

tions

.

Commun

icate

clearl

y and

effec

tively

, oral

ly an

d in w

riting

, at a

colle

ge-le

vel.

Plan, c

onstr

uct, a

nd pr

esen

t logic

al, co

heren

t, well

-supp

orted

argu

ments

with

cons

iderat

ion of

targe

t aud

ience

.

Communicatio

n Skills- C

onve

ying o

f idea

s usin

g one

or m

ore m

ethod

s of

expre

ssion

(writt

en, o

ral, s

igned

)

1. List and describe the major eventsin the history of archaeology x x x x x x x x x x x x

2. Contrast the different approaches tothe study of archaeology x x x x x x x x x x x x3. Describe the purposes forconducting archeological research x x x x x x x x x x x xobtaining and interpreting archeological data

x x x x x x x x x x x x5. Describe methods used to datearchaeological finds x x x x x x x x x x x x6. Identify and analyze themethodologies archaeologists use toreconstruct human behavior x x x x x x x x x x x x7. Explain the relevancy ofarchaeology to contemporary societies x x x x x x x x x x x x



ANT 230-PEOPLES OF THE SOUTHWEST Outcomes

Unders

tand s

ocial

value

s and

the i

mplica

tions

of th

ose v

alues

.

Recog

nize t

he co

nseq

uenc

es an

d sign

ifican

ce of

one's

actio

ns.

Ethical a

nd Civil V

alues

- A be

tter u

nders

tandin

g of o

nese

lf and

othe

rs in

order

to cla

rify in

dividu

al an

d soc

ietal

respo

nsibi

lities,

need

s, an

d valu

es

Evalua

te the

conti

nuity

of ev

ents/

issue

s ove

r time.

Descri

be th

e inte

ractio

n betw

een i

ndivid

uals,

their

cultu

re, an

d the

phys

ical

envir

onmen

t.

Analyz

e the

comple

xity o

f hum

anity

and i

ts sig

nifica

nce f

or the

indiv

idual

and

for so

ciety.

Diversi

ty an

d Global

Awarenes

s- An u

nders

tandin

g and

appre

ciatio

n of

divers

e cult

ures,

value

s, be

liefs,

and h

istori

cal p

erspe

ctive

s

Recog

nize a

nd as

sess

the a

ssum

ption

s, im

plica

tions

, and

cons

eque

nces

of

differ

ent th

eoret

ical fr

amew

orks.

Develo

p well

-reas

oned

conc

lusion

s and

solut

ions t

o prob

lems.

Gather,

asse

ss, a

nd in

terpre

t infor

mation

with

in a t

heore

tical

framew

ork.

Formula

te vit

al qu

estio

ns an

d prob

lems i

n a cl

ear a

nd pr

ecise

man

ner.

Thinking Skil

ls- Usin

g a va

riety

of inq

uiry m

ethod

s, res

ource

s, an

d rea

sonin

g

skills

that

supp

ort an

d prom

ote lif

elong

learn

ing.

Use ap

propri

ate te

chno

logy f

or co

mmunica

tion a

nd in

formati

on ga

therin

g

Demon

strate

listen

ing an

d com

prehe

nsion

skills

for e

ffecti

ve co

mmunica

tions

.

Commun

icate

clearl

y and

effec

tively

, oral

ly an

d in w

riting

, at a

colle

ge-le

vel.

Plan, c

onstr

uct, a

nd pr

esen

t logic

al, co

heren

t, well

-supp

orted

argu

ments

with

cons

iderat

ion of

targe

t aud

ience

.

Communicatio

n Skills- C

onve

ying o

f idea

s usin

g one

or m

ore m

ethod

s of

expre

ssion

(writt

en, o

ral, s

igned

)

1. Distinguish unique characteristics ofhuman history within the SouthwesternCulture Area

x x x x x x x x x

2. Briefly define the discipline ofanthropology, what anthropologistsmean by culture, and howanthropologists work in Southwestern x3. Explain the fundamental differencesbetween various Southwesternpeoples and their ancestry. SBS x x x x4. Specify how Southwestern nativegroups have resisted or adapted toseveral centuries of cultural x x x x x x x x5. Analyze and compare hownumerous Southwestern societies,indigenous and historical,



ANT 250 -Peoples of the World Outcomes

Unders

tand s

ocial

value

s and

the i

mplica

tions

of th

ose v

alues

.

Recog

nize t

he co

nseq

uenc

es an

d sign

ifican

ce of

one's

actio

ns.

Ethical a

nd Civil V

alues

- A be

tter u

nders

tandin

g of o

nese

lf and

othe

rs in

order

to cla

rify in

dividu

al an

d soc

ietal

respo

nsibi

lities,

need

s, an

d valu

es

Evalua

te the

conti

nuity

of ev

ents/

issue

s ove

r time.

Descri

be th

e inte

ractio

n betw

een i

ndivid

uals,

their

cultu

re, an

d the

phys

ical

envir

onmen

t.

Analyz

e the

comple

xity o

f hum

anity

and i

ts sig

nifica

nce f

or the

indiv

idual

and f

or

socie

ty.

Diversi

ty an

d Global

Awarenes

s- An u

nders

tandin

g and

appre

ciatio

n of

divers

e cult

ures,

value

s, be

liefs,

and h

istori

cal p

erspe

ctive

s

Recog

nize a

nd as

sess

the a

ssum

ption

s, im

plica

tions

, and

cons

eque

nces

of

differ

ent th

eoret

ical fr

amew

orks.

Develo

p well

-reas

oned

conc

lusion

s and

solut

ions t

o prob

lems.

Gather,

asse

ss, a

nd in

terpre

t infor

mation

with

in a t

heore

tical

framew

ork.

Formula

te vit

al qu

estio

ns an

d prob

lems i

n a cl

ear a

nd pr

ecise

man

ner.

Thinking Skil

ls- Usin

g a va

riety

of inq

uiry m

ethod

s, res

ource

s, an

d rea

sonin

g

skills

that

supp

ort an

d prom

ote lif

elong

learn

ing.

Use ap

propri

ate te

chno

logy f

or co

mmunica

tion a

nd in

formati

on ga

therin

g

Demon

strate

listen

ing an

d com

prehe

nsion

skills

for e

ffecti

ve co

mmunica

tions

.

Commun

icate

clearl

y and

effec

tively

, oral

ly an

d in w

riting

, at a

colle

ge-le

vel.

Plan, c

onstr

uct, a

nd pr

esen

t logic

al, co

heren

t, well

-supp

orted

argu

ments

with

cons

iderat

ion of

targe

t aud

ience

.

Communicatio

n Skills- C

onve

ying o

f idea

s usin

g one

or m

ore m

ethod

s of

expre

ssion

(writt

en, o

ral, s

igned

)

1. develop a personal and academicperspective that diminishesethnocentrism and fosters cultural

x x x x x x x x x x x x x

2. demonstrate an understanding ofvarious theoretical and methodologicalapproaches utilized by anthropologistswhen working with communities x x x x x x x x x x x x x3. apply anthropological theories andmethods to a broad range of studentdesigned projects; x x x x x x x x x x x x x4.analyze and compare holisticallyhow diverse cultures function; x x x x x x x x x x x x x5.develop writing and research skillspertinent to the field of anthropology x x x x x x x x x x x x x



Program: Anthropology Review Date: Fall 2017 Reviewer: Michele Metcalf/Jessica Real

REVIEW ITEM

CRITERIA COMMENTS(Actions Required, Particular criteria

missing, Suggestions for Improvement)

a. Narrative

1) State what the purpose and

contributions to the community of the

program

2) Define what sets this program apart from

other similar programs

3) How does the program gather input and

respond to community needs

4) Provides summary of changes since last

program review

Criteria 3: doesn't address specifically, but states that

program adheres to American Anthropology Association

core values

#3 missing ‐ In d. Decision making

b. Program goals1) Program goals are clear and concise.

2) Program goals are tied to the institutional

mission statement

c. Staffing of the program1) Provide a summary of overall staffing

organization of the program.

d. Decision Making

1) When was the last program review

2) How long has the program existed

3) Initiatives the program has taken on

since the last program review

4) Define any outside agencies that inform

decision making and their scope

What are the AAA Core Values?

RATING*Select only one rating

2016‐2017 Program Review Checklist

I. OVERVIEWMEETS DOES NOT MEET N/A

MEETS DOES NOT MEET N/A




e. Summary of student assessment results

1) Define type of assessment used in

program and the significance of the

assessment (Provide examples in Appendix

A)

2) Elaborate on any program ‐level changes

made due to assessment results about

student learning outcomes.

Appendix A is ANT AA degree

Expand on the critical thinking and Gen Ed Outcomes

once established.

f. Statement of program's

accomplishments in support of the current strategic plan

1) Provide the goals from the strategic plan

that the program contributes to

2) Provide evidence on how the program

has been contributing to the strategic plan.

g. Description of current facilities needed to conduct

program, including space and

equipment

1) Describe any designated space that is

provided to support the program since the

last program review.

2) Describe any designated equipment

purchased to support the program since the


3) Observations on how the facilities and

equipment contribute to the mission of the

program.

II. TEACHING AND LEARNING





a. Program requirements and

course offerings

1) Provide a review of the courses and class

descriptions.

2) Provide degree and certifications that the

program contributes to

3) Provide the outcomes of the degrees and

certifications

4) Insert a table of courses, sections,

enrollments, and tuition (Provided by IR)

5) Elaborate on any patterns or outlaying

data contained within the table.

6) Include a table of any closely related

industry market trends or university/college

enrollments

Criteria 1: include information

b. Licensure for students

1) Discuss the certificates and programs

that the program is directly responsible for

and how and what credentials students will

be able to obtain upon completion.

2) Outline the requirements for each

credential

3) Discuss any impediments to the student

obtaining the credentials.

c. Course outlines reviewed

and updated

1) Define how often course outlines are

reviewed and updated

2) Discuss changes made to the course

outcomes since the last program review and

the effects the changes have had on the

program as a whole.

Criteria 2: Addressed curriculum changes, now provide

the effect of those changes

What are the effects? Also in d3.

d. Curriculum

1) Describe any curricular changes since the


2) Note any impeding course changes

3) Describe the effects on the program that

these curricular changes have made.

Criteria 1: Statement that there were no curriculum

changes since last program review contradicts previous

section that identified the curriculum changes






e. Articulation

1) Provide an introductory paragraph

detailing how the courses transfer within

Arizona.

2) Provide elaboration on any courses that

are only transferable as electives or non‐

transferable

3) Provide a transfer table of the courses

within the certificates and degrees offered

in the program

Criteria 1: Is brief statement vs. the requested

"paragraph detailing how the courses transfer" okay?

Criteria 2: Address why the courses need to be retaken ‐

is it because they are 300 or 400‐level course at the state

universities (particularly NAU)?

f. Program accreditation

1) Answer the question, "If applicable, if the

program accredited by a programmatic

accrediting agency? If so, name the agency

and include the status of your most recent

accreditation."

g. Teaching Loads

1) Provide a description of the

responsibilities and loads of the full‐time

faculty


responsibilities and loads of the part‐time

faculty

3) Discuss the delivery methods of the

courses

4) Discuss any release time of the full‐time

faculty

h. Faculty credentials



faculty



faculty


courses


faculty

the criteria are a duplicate of "g. teaching loads" above

#3 missing ‐ Appendix not specified. #3 may also be in

appendix.

III. STAFF, RESOURCES, FACILITIES, and FUNDS






a. Internal strengths of the program

1) Answer the question, "What do you see

as the internal strengths of the program?"

Provide evidence and data to support

answers.

b. Internal weaknesses of the

program

1) Answer the questions, "What do you see

as internal weaknesses of the program?"


answers.

c. List recommendations

received since last program

review or Program Advisory Committee

1) List recommendations that were received

at the last program review.

2) Elaborate on actions taken on

recommendations and effects on the

programs.

3) List any recommendations from Program

Advisory Committees (If applicable)

4) Elaborate on any actions take on

recommendations and effect on the

program.

5) If no action was taken on a

recommendation, describe why no action

was taken.

a. Description of needs to conduct program, including

space and equipment

1) Provide an overview of what a student

will need to order to complete a certificate

or degree within the program

2) Provide the specific structures and

supports (technology, facilities, handouts,

anything) the students need to be successful

in the courses

3) Elaborate on future trends or needs of

the program detailing how this will lead to

student success in the program

#1 is missing

IV. ANALYSIS and RECOMMENDATIONS






b. Assessment

1) Provide detailed descriptions on types of

assessment used to measure student

learning

2) Describe any course level assessments

that were conducted and results since the

last program review

3) Report any shared assessments within

the program and data gathered from those

assessment

4) Record any observations or trends found

within the student assessment data Appendix E needs help ‐ Hard to read.

c. Challenges

1) Provide any challenges that the program

has faced since the last program review and

the results

2) Provide any challenges the program is

facing now and provide the current plan of

action

3) Discuss any challenges for the students

completing a certificate or degree


1) Provides a clear summary of the program

as a whole.

2) Provides a summary of the students

within the program as a whole.

3) Provides a summary of the challenges

and future actions for the program.

4)Table of instructors and credentials or

certifications

a. Appropriate appendices added

1) Has appendices when indicated by

narrative

2) Appendices add support to program

review document

list of appendices: A= degrees listed; B= degree and

certificate table; C= CEG; D= credentials; E= PT/FT (top is

cut off); F= success rate: G =enrollment

V. Appendix documents






C C C E n g l i s h P r o g r a m R e v i e w P a g e 1 | 15

Coconino Community College (CCC) English Program Review I. Overview

a. Narrative

Coconino Community College (CCC) has offered developmental and transfer‐level English courses since the college opened in 1991. The CCC English Program offers developmental composition and reading classes for students who do not place directly into English 101 and transfer‐level courses for students who wish to transfer to a four‐year college or obtain a certificate at CCC. The sequence of developmental courses consists of three courses: ENG 095, RDG 099, and ENG 100. ENG 095 Basic Reading and Writing Skills is a combined reading and writing course for students, which is designed for students who attain minimum scores in either reading or writing Accuplacer Testing. The next sequence is separated into RDG 099, Advanced Reading Improvement and/or ENG 100, Fundamentals of Composition. These developmental courses are required for those students who do not place directly into ENG 101. Transfer‐level English courses provide foundational General Education courses in composition through CCC’s ENG 101 and ENG 102 sequence of courses, as well as courses in Arts and Humanities, Intensive Writing, and General Transfer. All transfer‐level courses articulate to the three Arizona state universities: Northern Arizona University, Arizona State University, and University of Arizona. These courses are offered in‐person, online, and through dual enrollment programs. The following courses provide students with General Education “Arts and Humanities” credit and Intensive Writing (IW) credit:

ENG 236 Introduction to the American Short Story (3)

ENG 237 Women in Literature (3)

ENG 238 Literature of the Southwest (3)

ENG 240 English Literature I (3)

ENG 272 Creative Writing: Non‐Fiction (3) (IW) Additionally, our creative writing courses provide students with General Transfer credit:

ENG 139 Introduction to Creative Writing (3)

ENG 235 Fundamentals of Screenwriting (3)

ENG 270 Creative Writing: Fiction (3)

ENG 271 Creative Writing: Poetry (3)

Our unique faculty sets the CCC English program apart from other programs. From professional, published authors, to rhetoricians and editors of discipline‐specific magazines, our faculty are hard at work practicing and honing their craft, publishing works, and actively researching innovative teaching methods to meet the emergent needs of a varied student population. In addition to conferences, workshops, and research on current teaching trends, CCC’s English Program gathers input at annual Articulation Task Force meetings through interactions with English



instructors from across the region. The English department works closely with local high school teachers to align dual enrollment English courses with college composition curriculum. Prior to 2016, CCC’s English department separated developmental writing and reading from transfer‐level courses—ultimately, treating them as separate programs. As such, the last program review for developmental English was completed in August of 2011, with the transfer‐level review being conducted on June 28, 2010. One of the biggest changes since the last program review was the elimination of department chairs throughout the college. As a result, an English program review was not conducted for several years. During the 2016 developmental review period, the lowest level courses for both reading and writing (RDG 089 and ENG 090) were combined into a single course: ENG 095. In Fall 2015, the ENG 101 and 102 course outlines were revised to provide students with a more consistent and effective transition from composition courses to other disciplines in which ENG 101 and ENG 102 are prerequisites or co‐requisites.

b. Program goals

The developmental reading and writing program seeks to increase retention rates of developmental students requiring basic skills instruction and prepare them for success in academic courses, whereas transfer‐level English courses seek to provide affordable General Education opportunities to northern Arizona’s unique, diverse lifelong learners. Classes are offered in‐person and through distance learning at Flagstaff campuses and CCC’s Page campus to honor the college’s mission of “embracing diversity” by serving the larger Coconino County population, which includes students in rural areas.


Developmental English staffing is comprised of one full‐time reading instructor and one full‐time composition instructor; however, as of Fiscal Year (FY) 16, the full‐time reading instructor has resigned and the position remains vacant. The department will be hiring a new full‐time English faculty member in the summer months, although the scope of this new position is under discussion and may include transfer‐level English courses.

Several part‐time instructors are hired each semester to teach developmental reading and writing classes at the CCC campuses in Flagstaff and Page. Additional data is in Appendix A.

Three full‐time faculty members teach transfer English. In FY 2013 to FY 2014, the department consisted of three full‐time transfer‐English faculty, with one faculty member serving as Department Chair with release time. Beginning FY 2015, chair positions were eliminated. Consequently, the department chair no longer served additional duties and taught 30 load hours a year, as did two full‐time transfer‐level English faculty. In FY 16, the former chairperson was hired as Interim Dean with a reduced teaching workload: three classes in 2015‐2016 and no additional teaching duties in 2016‐2017, although the instructor chose to teach one section of ENG 238. The other two full‐time instructors continued to teach 30 load hours, serve on various



committees, coordinate CCC’s college publications, and serve in advisory roles for Phi Theta Kappa.

Traditionally, the English department hires part‐time faculty to teach between one and

three classes on a semester‐by‐semester contract. In the past year, twenty‐three part‐

time faculty members were hired to teach transfer English courses. See Appendix A for

more data about full‐time vs. part‐time ratio staffing.

d. Decision making

Monthly English meetings include discussions about needs and assessment of the developmental English program. Input is gathered through the ARGOS Dashboard created by IR for students testing into developmental English courses. Another data point is the Accuplacer pre‐ and post‐testing of students enrolled in ENG 095. Curricular and learning outcome decisions within the English program are made through collaboration by all of full‐time English faculty. Curricular decisions go through an approval process that includes the Dean of Learning, Curriculum Committee, curriculum chair, and any additional affected departments. Scheduling and part‐time staffing decisions are made by the Dean, after consultation with the full‐time instructors, part‐time instructors, and the Academic Operations Coordinators. Transfer English is supported by CCC’s Testing Services and the Tutoring Center and other student services. In addition, the General Education Committee supports all General Education courses. e. Summary of student assessment results since last program review and programmatic changes

as a result of the assessment results

Previous assessment of placement testing utilized Accuplacer Reading Comprehension and Accuplacer Sentence Skills. The lack of alignment of the sentence skills test to actual student writing resulted in the implementation of Writeplacer as the current metric for placement in developmental composition classes. The results of this change have been positive. See Assessment b under Part IV: Analysis and Recommendations for more detailed results. The initial pre and post‐testing of ENG 095 students showed positive student growth in reading and writing skills. (See Appendix B.)

Due to administrative and organizational changes, department‐wide and institution‐wide

assessment did not occur at CCC for several years. During the 2016‐2017 academic year, the English

department took part in the assessment of critical thinking within general education courses. The

General Education Committee conducted an assessment of all general education courses taught by

full‐time and part‐time faculty to create a culture of critical thinking at the College. The Committee

asked for faculty to submit an assignment that assesses critical thinking and then for the faculty

member to use a standard rubric in Canvas to ascertain if students had learned important critical‐

thinking concepts. Graphs of the assessment results for ENG 101, 102, 238, and 272 can be seen in

Appendix C. The results are included in Assessment b under Part IV: Analysis and



Recommendations.

f. Statement of program’s accomplishments in support of the current strategic plan

The English department contributes to CCC’s 2016‐2020 strategic plan goal two: “CCC will promote a learner‐centered environment that incorporates innovative strategies and support structures intended to reduce student attrition and increase retention.” The restructure of combining ENG 090 and RDG 089 into one class, ENG 095, enables students needing these classes to complete the developmental classes’ sequence in fewer courses. This change directly contributes to the objective “Investigate and develop clear pathways for developmental education, certificates and programs” (Coconino Community College Strategic Plan Goals and Objectives Goal 2, Objective 6). Through the foundational roles that ENG 101 and ENG 102 play within the General Education program, the English program supports the strategic plan goal two. Although there are no objectives within the current strategic plan that specifically focus on transfer‐level English, we support learners by helping them gain the writing and research skills they need to be successful in college courses.

II. Teaching and Learning

a. Program requirements and course offerings

i. List of courses and their descriptions

See Appendix E for a complete list of course offerings. The sequence of developmental courses consists of three courses: ENG 095, RDG 099, and ENG 100. ENG 095 Basic Reading and Writing Skills is a combined reading and writing course for students, which is designed for students who attain minimum scores in either reading or writing Accuplacer Testing. The next sequence is separated into RDG 099, Advanced Reading Improvement and/or ENG 100, Fundamentals of Composition. These developmental courses are required for those students who do not place directly into ENG 101. Transfer‐level English courses provide foundational General Education courses in composition through CCC’s ENG 101 and ENG 102 sequence of courses, as well as courses in Arts and Humanities, Intensive Writing, and General Transfer. All Transfer‐level courses articulate to the three Arizona state universities: Northern Arizona University, Arizona State University, and University of Arizona. These courses are offered in‐person, online, and through dual enrollment programs.

The following courses provide students with General Education “Arts and Humanities” credit and Intensive Writing (IW) credit:

ENG 236 Introduction to the American Short Story (3)

ENG 237 Women in Literature (3)



ENG 238 Literature of the Southwest (3)

ENG 240 English Literature I (3)

ENG 272 Creative Writing: Nonfiction (3) (IW)

Additionally, our creative writing courses provide students with General Transfer credit:

ENG 139 Introduction to Creative Writing (3) ENG 235 Fundamentals of Screenwriting (3) ENG 270 Creative Writing: Fiction (3) ENG 271 Creative Writing: Poetry (3)

ii. List of degrees and certificates

1. Degrees and Certificates

Although CCC does not offer an English degree, please see Appendix F for a list of degrees and certificates to which the English Program contributes.

2. Outcomes

The English Program contributes to the General Education Learning Outcomes.

As a part of this focus, our ENG 101 and ENG 102 courses prepare students for

writing intensive courses. Program learning outcomes that English contributes to

are not specific to English courses

iii. Enrollment for each semester

Enrollment for each semester can be found in Appendix G.

iv. List of courses, # of sections offered, # of enrollments, tuition paid by fiscal year

See Appendix G for a list of enrollments, tuition, and success rates.

One pattern of data relating to student success indicates that developmental

English and reading classes at the Flagstaff Lone Tree campus have a higher

success rate than classes held at Flagstaff Fourth Street campus. (See Appendix D.)

b. Licensure of students

Not applicable for English and reading courses. c. Course outlines reviewed and updated

While there is no set schedule for course outline reviews, the college attempts to review course outlines every five years. As a department, faculty review the course outlines, make necessary changes, and submit the revised course outlines to Curriculum Committee for approval.



The last program review for Developmental English was completed in August of 2011. Since then, in 2016 the lowest level courses for both reading and writing (RDG 089 and ENG 090) were combined into a single course, ENG 095. The purpose of this course was to restructure basic skills reading and writing classes to enable students needing these classes to complete the developmental classes’ sequence in fewer courses. Aligning with the college’s new strategic plan, this course meets the objective to “investigate and develop clear pathways for developmental education, certificates and programs.” Literacy development is dependent on an interconnection between reading and writing. Combining both curricula in one class gives a more unified perspective of this for the lower level developmental student. Other changes include the implementation of Writeplacer instead of Accuplacer Sentence Skills in order to assess student writing skills placement. We have also modified the placement criteria utilizing SAT scores in order to reflect the new SAT scoring system.

The last program review for Transfer English was completed in June 28, 2010. In Fall 2015, the ENG

101 and 102 course outlines were revised to provide students with a more consistent and effective

transition from composition courses to other disciplines in which ENG 101 and ENG 102 are

prerequisites or co‐requisites. Anecdotally, we found that students were having difficulty

understanding how to transfer the critical thinking skills they applied when writing a literary

analysis to papers required in other disciplines. Additionally, we found the language used in the

course outline to define student learning outcomes did not translate consistently to instructors

across course sections. For example, some instructors treated the ENG 102 course as an

introduction to literature course, rather than focusing on the research and composing skills. To

remedy these inconsistencies, the English department revised English 101 to focus on analysis,

argument, and profile or informative essays, and English 102 was revised to eliminate the creative

literature focus and concentrate on textual analysis and/or synthesis and research. These changes

align more closely with the Council of Writing Program Administrators (WPA) Outcomes for first‐

year composition.

d. Curriculum

English 101 and 102 underwent curricular changes after significant revisions were made in the course outlines during the 2013‐2014 academic year. All English faculty were involved in the revision process, and all faculty agreed that there were too many course outcomes for English 101. The Department decided to reduce the number of outcomes from nineteen to nine to provide clearer, more consistent outcomes for students. Faculty also changed the required assignments to give students the writing skills they will need for both their English and other general education courses. In addition, English 102 changed its focus from literature and literary analysis to rhetoric and research to better address the needs of students. Faculty had heard many student complaints that the literary analysis skills learned in 102 did not transfer well to their other courses and that they had to learn new skills that were not covered in 101. Since that change, the department has only been able to collect a year’s worth of data showing student success rates in English 102 from 2015‐2016. Initial results have been promising: success rates were 78.6%, the highest they have been in five years. (See Appendix I for more data.) However, this data represents only one year, and there are other factors that might have been integral to improving success rates. Therefore,



additional data will still need to be collected to see if the curricular changes in composition courses will improve student writing skills across the College over the next five years. Any curricular changes to ENG 100 and RDG 099 were minor and reflected updates to the course outlines. ENG 095 has been the major curriculum change. Due to this new course, low level developmental English students are now able to elevate both reading and writing skills in the time frame of one four‐hour class instead of two separate four‐hour classes. As part of an institution‐wide effort, a template will be implemented in online courses that standardizes the look and feel of the courses in order to increase student success. These changes will be implemented throughout the 2017‐2018 academic year. e. Articulation

AZ Transfer table

Developmental English and reading courses are institution‐specific and the credits do not transfer between institutions. With very few exceptions, the transfer‐level courses in the English department transfer as departmental elective credit or better at the three Arizona Universities. Our foundational composition courses, ENG 101 and ENG 102, transfer directly to Arizona State University (ASU) and the University of Arizona (UofA). If CCC students transfer both ENG 101 and ENG 102 to Northern Arizona University (NAU), they will have satisfied their composition requirement; NAU offers a 4‐credit hour ENG 105 as their composition course, which doesn’t match with the other universities or community colleges in Arizona. In most cases where an equivalent university course is offered, our ENG courses transfer directly to the applicable university. Department Elective credit is awarded when the course does not have a university equivalent or when the equivalent is offered as an upper‐division course. Some notable exceptions do occur that suggest a need for follow‐up information through our curriculum coordinator and/or the English Articulation Task Force. Our introduction to fiction, poetry and creative nonfiction courses transfer directly to NAU and ASU, but only receive departmental elective credit at UofA, despite the fact that they also offer similar courses. This could be a prerequisite discrepancy. In addition, our English Literature 1 course only receives elective credit at UofA, when it may be possible to receive departmental elective credit. (See Appendix K for supporting information.)


If applicable, is the program accredited by a programmatic accrediting agency? If so, name the

agency and include the status of your most recent accreditation. This is not applicable to the

English program.



g. Teaching loads

Full‐time faculty are required to teach a minimum of fifteen load hours or five classes of three credits each. Each of the two full‐time Developmental Reading and English faculty teach four classes each semester. Each of the English and reading developmental courses are four hours credit. Full‐time faculty who teach transfer English courses have discussed reducing the load from five to four or reducing class sizes from the class cap of twenty‐four, due to the large amount of grading required for these courses. This concern has been discussed within the department and with the Dean, and it was also put on a wish list for the most recent Strategic Plan. However, at this time, no further action has been pursued, but faculty who teach transfer English would like to continue to discuss the pros and cons of these potential changes as well as pass it up the chain to the Dean of Arts and Sciences for further action.

The following are the ratios for full‐time versus part‐time faculty in Transfer English for the past five years:

2011‐12 Full‐time 4 (16%) Part time 21 (84%) 2012‐13 Full‐time 4 (17%) Part time 20 (83%) 2013‐14 Full‐time 4 (19%) Part time 17 (81%) 2014‐15 Full‐time 3 (15%) Part time 17 (85%) 2015‐16 Full‐time 2 (8%) Part time 23 (92%)

The following are the course loads for full‐time and part‐time faculty in Developmental English and Reading for the past five years:

2011‐12 Full‐time 32% Part time 68% 2012‐13 Full‐time 38% Part time 62% 2013‐14 Full‐time 48% Part time 52% 2014‐15 Full‐time 59% Part time 41% 2015‐16 Full‐time 62% Part time 38%

For the past five years, developmental Reading and English classes have had two full‐time faculty positions. Part‐time faculty positions have decreased from fourteen in 2011‐12, to six in 2015‐16, a decrease in over 50%. Full‐time faculty have taught eleven to sixteen sections in the past five years whereas part‐time faculty have taught from thirty‐three down to ten. In 2011‐12, full‐time faculty taught approximately 32% of the Developmental Reading and Writing courses. In 2015‐16, full‐time faculty taught 62% of the Developmental Reading and Writing courses. See Appendix A.

Like all full‐time faculty, English faculty are required to serve on a minimum of two committees in an effort to further improve the experiences and learning opportunities for students in degree‐seeking programs. They are also required to have five office hours per week. Full‐time faculty also are expected to attend division meetings and departmental meetings, and contribute to other duties as needed (i.e. complete program reviews, update course outlines, etc.). These are the basic requirements for full‐time faculty; our faculty often exceed these requirements. (See Program Strengths for some examples.)



In the 2015‐2016 academic year, one of the full‐time faculty in English obtained a position as an interim dean, with a reduced load of 9 credit hours per year. In the 2016‐2017 year, the interim dean position did not include teaching duties. There is currently no release time available for full‐time faculty, and the only requirements for part‐time faculty are for teaching their chosen courses and following institutional requirements.

The English department offers a mix of in‐person, hybrid, ITV, and online courses. Over the past few years the department has been able to provide more online courses for its creative writing classes, and there was even a proposal of an online creative writing certificate, but that proposal has not come to fruition yet. This is a curriculum addition that the Department would like to pursue in the future. ITV courses in ENG 272, Creative Nonfiction, have been run successfully. An ITV course was attempted with English 139: Introduction to Creative Writing, but the one student who was in Page withdrew from the course. In most scheduling decisions, online offerings have been preferred to ITV offerings when Page was unable to sustain an in‐person course at their campus. With the revamping of the Fourth Street Campus to an Innovation Center, more classes will be offered there starting in the 2017‐2018 academic year.

The ENG 095 course is taught both fall and spring semesters. Due to the nature of it being a lower level developmental course teaching combined reading and writing, it is not offered in the summer due to the abbreviated nature and fast‐pace of summer courses. ENG 100 and RDG 099 have each been available in a hybrid format for the 2016‐17 academic year. RDG 099 had one hybrid section in both fall and spring semesters and ENG 100 was offered as a hybrid in the spring semester. Both of these hybrid method courses will continue to be offered in the fall and spring semesters. There has been discussion of offering each course as an online course to help students in Page and other outlying areas complete a prerequisite to enter ENG 101. h. Faculty credentials

English faculty are credentialed by the HLC by having a Master’s Degree in English or related field. All English faculty credentials are detailed in Appendix H. The English department has not had difficulty finding instructors to meet the minimum qualifications. It is more difficult, however, to find instructors with additional educational backgrounds in reading.

III. Staff, Resources, Facilities, and Funds


Faculty are dedicated to their students and their professions. Within our English faculty are published authors, rhetoricians, editors of statewide discipline‐specific magazines, Phi Theta Kappa advisors, CCC student publications advisors, and members of Arizona Department of Education standards workgroups and curriculum development grants.



Collaborative environment: English department worked with departments campus‐wide to bring renowned southwest author Dagoberto Gilb to campus as part of the Northern Arizona Bookfest.

Implementation of the Writeplacer essay tool from Accuplacer for composition placement.

Although we haven’t collected data to assess the success of this placement tool, Writeplacer assesses many aspects of a student’s writing compared to the sentence skills test that was previously in place.

English 101 and 102 course outline modifications. In 2015‐2016, we saw an increase in success

rates for English 102 compared to the previous four years. (See Appendix I.)

Taking initiative to examine current course offerings and modify them to fit students’ changing needs is a definite strength of this department. Both lower level courses ENG 090 and RDG 089 were combined into one basic skills class relating more to the interdependent relationship between reading and writing, which also enables lower level developmental students to progress into transfer level English courses more quickly. ENG 095 also adopted an online learning component which focuses on individual skills and brings technology into the developmental classes. Creating hybrid courses for both ENG 100 and RDG 099 gives options to developmental students. The TRIO program and tutoring provide additional support for developmental students at the Lone Tree campus.


Low number of full‐time to part‐time ratio (see Appendix A). Note that the addition of one English faculty member has been proposed for FY 2017‐2018; however, due to the resignation of 1 full‐time faculty member, this position will not increase the number of full‐time faculty.

Lack of formal training for new part‐ and full‐time hires to provide teaching materials for the

English courses they are hired to teach.

Since department chairs were eliminated during a reorganization, the English department has developed its own structure to coordinate textbook selection and course scheduling methods to the AOCs. These methods have experienced some communication gaps and still need to be refined. Communication within the department has been enhanced through the establishment of monthly meetings in FY 16.

Challenges with communication that involves the English department affects decision‐making.

Some decisions regarding English curriculum and alignment were made without full‐time faculty input (textbook selection and usage, mentoring, and online course development). This communication breakdown impedes the department’s ability to make collective decisions, which may result in a disconnect with part‐time faculty and course inconsistencies.

Developmental English and Reading requested that these classes be taught for Flagstaff at the

Lone Tree Campus exclusively due to access to student resources (Trio, tutoring, student



services, IT Help) yet this was only granted for one year. Success rate data for this request are in Appendix I.

There exists a need to address class size caps for development and composition courses and

faculty load hours, which are more closely aligned with the National Council of Teachers of English recommendations.

c. List the recommendations from your last program review and any recommendations from

Program Advisory Committees (if applicable).

In the last program review a need for a long‐range plan for achieving goals was recommended, but has not been completed. CCC has undergone many changes in administration and leadership, so there has been a lack of communication in regards to a long‐range plan and /or goals specific to Developmental Reading and English to the two full‐time Developmental English and Reading faculty members, who are new since the last program review. A formal review of course outlines was also recommended and this was completed in 2015. A learning module focused on developmental education was being constructed at the time of the last program review, intended to help new developmental instructors understand their student population. The current full‐time developmental instructors are not aware of this module; if it was completed, it was not implemented or made widely available. Departmental recommendations further included a stronger tutoring and/or advising program to increase retention and student success, which is now available through the TRIO program and more available tutoring. The online tutoring tool, Smarthinking, will be available for English 100 students for the first time in Fall 2017. Another recommendation was for greater access to student computers for supervised “lab” work, testing, and instruction; the new ENG 095 now has an online learning component and computers for students in that class. Also, the implementation of a more accurate placement test for writing instruction was completed by replacing Accuplacer Sentence Skills with Writeplacer. As recommended in the 2010 program review, in Fall 2015, the ENG 101 and 102 course outlines were revised to provide students with a more consistent and effective transition from composition courses to other disciplines in which ENG 101 and ENG 102 are prerequisites or co‐requisites. In the 2010 program review, a concern was raised regarding inconsistent expectations regarding the use of technology between course sections. This concern has been lessened due to greater availability of computer carts and computer classrooms in our campuses. In addition, the new ENG 102 course outline requires that student compose in alternative formats, in accordance with WPA guidelines. Although the planned creative writing online certificate is not in place, foundational steps were taken. ENG 272, 271, 270, 139, 238, and 240 were all developed as online course offerings. As a result, the enrollment increased in most of these courses. (See Appendix I.)



IV. Analysis and Recommendations

a. Description of needs to conduct program, including space and equipment

Needs for Developmental English and Reading include the retention of one full‐time Developmental Reading instructor and one full‐time Developmental English instructor in order to ensure that the developmental courses have cohesion and consistency to best prepare students for transitioning into transfer English and other academic courses. Over the last five years, Developmental English and Reading courses have served 2517 students at CCC. The success rate has averaged 76%. (The higher skilled developmental courses RDG 099 served 1023 students at a 78.6% success rate and ENG 100 had 1110 students at a 78.4% success rate.) An area that has successfully served this many students need to have two full‐time faculty members who can collaborate and coordinate developmental students’ instructional needs. (See Appendix J.) In addition, Developmental Reading and English courses have shown higher success rates at the Lone Tree campus over the Fourth Street campus. The Flagstaff Lone Tree campus has more centralized support for students. Scheduling Developmental Reading and English classes in Flagstaff at the Lone Tree campus is therefore recommended. (See Appendix D.) Continued and advancement in instruction utilizing technology are necessary in order to best prepare developmental students for general education coursework. As mentioned earlier in the report, English students need access to computers in the classroom for research and composing purposes. This access has, at times, been difficult to obtain due to the number of courses needing these tools. This need will be monitored to see if it is being met. b. Assessment

In Spring 2013, the Strategic Plan Committee D met to discuss ways to improve student placement testing, and at the end of the semester, made the recommendation to replace the Accuplacer sentence skills test with the Writeplacer essay test. Since the English department and the College decided to change the English placement test, student success rates in English 101 have improved from 74.8% in 2013 to 81.8% in 2016. Of course, there are other factors beyond placement testing that have contributed to that 7% increase, but it seems that this change in placement testing has had a positive impact. The English department will continue to monitor placement testing for English 101 to make sure that the cut scores are reflecting the best possible chances for success in English 101 and 102. Accuplacer and Writeplacer are used for placement in Developmental Reading and English classes. ENG 095 students are also post‐tested on both tests. The results of the post‐tests for Fall 2016 are in Appendix B. Since the implementation of Writeplacer in 2013‐2014, the success rates for ENG 101 have increased. While the success rates for the previous two years had been 77.3% and 74.8%, the success rate for each year after implementation has been in the low 80% range (80.2%, 81.6% and 81.8%). (See Appendix I.) Because this increase is correlated with the switch to Writeplacer, it



is reasonable to surmise that accurate placement has positively affected the success rates in ENG 101. Informal classroom assessments include worksheets, quizzes, tests, essays and portfolios. During the 2016‐2017 academic year, the General Education Committee conducted an assessment of general education courses taught all by full‐time faculty and some part‐time faculty to begin to create a culture of critical thinking at the College. The Committee asked for faculty to submit an assignment that assesses critical thinking and then for the faculty member to use a standard rubric in Canvas to ascertain if students had learned important critical‐thinking concepts. The results were mostly promising because they showed that critical thinking is practiced in most English classes and that students are demonstrating some measure of critical thinking. However, there are obvious limitations to this assessment. Because there was no common critical thinking assignment among English faculty, there was no uniform standard for analyzing and evaluating the data for accuracy, applicability, and relevance. This is a problem that could be remedied in a future critical thinking assessment like this one. In addition, this assessment is only a beginning to inculcating a culture of critical thinking and to assessing the prevalence of critical thinking in English courses. The English department will take the following academic year to analyze what the data mean and how its results could be applied to improving future English classes. c. Challenges

As stated earlier, there is a need to include the retention of one full‐time Developmental Reading instructor and one full‐time Developmental English instructor in order to ensure that the developmental courses have cohesion and consistency to best prepare students for transitioning into transfer English and other academic courses. The Developmental Reading instructor is leaving and the position is being presented as an English position with knowledge in reading, rather than requiring any reading endorsement or certification in reading. If the Developmental Reading and English program is to keep working towards improving the college’s developmental courses to improve retention and completion rates, as well as ensure student success, there is a need for a full‐time Developmental Reading instructor whose main focus will be in developmental reading to collaborate with the Developmental English instructor to improve upon the courses offered for developmental students. Challenges in the Developmental Reading and English program are monitoring completion rates, since tracking developmental students pose challenges. Developmental students may transfer to another college or university, or may drop out due to personal or employment‐related issues. Although designed to help academically deficient students on track towards a job‐training certificate, an associate or four‐year college degree, developmental students face spending more time and more money toward these goals. The introduction of ENG 095 addressed this problem for the lower‐skilled developmental Reading and English students; however, investigation into accelerated basic‐skills classes for the higher skilled developmental students could further improve retention and success rates.



Department‐wide challenges, as well as action plans, are addressed in the goals section, below. The department plans to meet in the fall of 2017 to prioritize these goals and to set timelines for goal attainments. d. Summary of program

The adoption of using Writeplacer for placement is a more accurate assessment of student writing skills than the previously used Accuplacer Sentence Skills assessment. The increase in the success rate for ENG 101 could be attributed to this change. The collaboration that led to the combination of ENG 090 and RDG 089 into ENG 095 accelerated and improved upon the pathway for lower‐skilled developmental Reading and English students. This new course incorporated the use of technology in an individualized learning component that also introduces developmental students to the use of technology in the classroom. The new hybrid classes for RDG 099 and ENG 100 create an additional access point for non‐traditional and more advanced students who need alternative access to developmental classes. Changes to the ENG 101 and 102 course outlines have resulted in a smoother transition for students between ENG 101 and ENG 102. In an attempt to meet the weaknesses and challenges posed in this program review, the English department proposes the following goals:

Goal 1: Hire additional full‐time English faculty to create a more equitable ratio of full‐ to part‐time instructors. Goal 2: Hire a full‐time developmental reading teacher in order to ensure the stability and strengths of the developmental reading and English program. Goal 3: Research and discuss reduction of required course loads and/or cap sizes for transfer‐level full‐time faculty. Appendix L offers a start regarding class caps at institutions across the country. Goal 4: Research and discuss viability of developmental course offerings at 4th Street. Goal 5: Research the development of an English 101+ course, which includes curriculum from both ENG 101 and ENG 100 course outlines to serve students who require additional assistance with lower level writing skills. Goal 6: Review current literature course offerings and research the option of formally adopting writing intensive criteria into one or more courses.



Goal 7: Develop a departmental mentoring/training program for new and part‐time instructors. Goal 8: Review course offerings to determine viability. Goal 9: Provide a clear and consistent communication loop with part‐time faculty.

These goals will be finalized in the fall of 2017, when the department will prioritize them and create timelines.

V. Appendix

See separate document, included with the main program review document.


Appendix A: Staffing

FT PT 2011‐2012 4 21

2012‐2013 4 20

2013‐2014 4 17

2014‐2015 3 17

2015‐2016 2 23

# of Transfer ENG Faculty FT/PT 25 23

22

21 1

15

10 4 4 4

32

0

2011‐ 2012‐ 2013‐ 2014‐ 2015‐

FT

# of All Transfer ENG Sections Taught by FT/PT

90

80

70

60

50

40

30

20

10

0

80 77

61 63 65

18 22 19

23 22

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

FT PT


# of All Transfer ENG Credits Taught by FT/PT

300

250 240 231

200

150

183 189 195

100

50 54 66 57 69 66

0

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

FT PT


FT PT 2011‐2012 2 14

2012‐2013 2 8

2013‐2014 2 7

2014‐2015 2 7

2015‐2016 2 6

16

14

12

10

8

6

4

2

0

FY11‐16 # of Devl ENG/RDG Faculty FT/PT 14

8 7 7

6

2 2 2 2 2

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

FT PT

35

30

25

20

15

10

5

0

# of ALL Devl ENG/RDG Sections Taught by FT/PT

33

18 16 15 16 16 16

11 11 10

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

FT PT


140

120

100

80

60

40

20

0

# of all Devl ENG/RDG Credits Taught by FT/PT

132

72 64 60 64 64 64

44 44 40

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

FT PT


Appendix B: ENG 095 Success Rates Fall 2016 ENG 095‐01 ENG 095‐01

Name RDG Score 1 RDG Score 2 Difference Name WRTG Score

1 WRTG Score 2 Difference ENG 095 Student 1 30 42 +12 ENG 095 Student 1 4 2 ‐2 ENG 095 Student 2 72 91 +19 ENG 095 Student 2 4 4 0 ENG 095 Student 3 30 31 +1 ENG 095 Student 3 3 4 +1 ENG 095 Student 4 39 44 +5 ENG 095 Student 4 4 5 +1 ENG 095 Student 6 61 86 +25 ENG 095 Student 6 2 4 +2 ENG 095 Student 7 55 48 ‐7 ENG 095 Student 7 2 4 +2 ENG 095 Student 8 39 39 0 ENG 095 Student 8 5 4 ‐1 ENG 095 Student 9 44 31 ‐13 ENG 095 Student 9 2 3 +1 ENG 095 Student 10 105 114 +9 ENG 095 Student 10 2 5 +5 ENG 095 Student 11 33 48 +15 ENG 095 Student 11 3 5 +3 ENG 095 Student 12 33 48 +15 ENG 095 Student 12 3 1 ‐2 ENG 095 Student 13 39 79 +40 ENG 095 Student 13 4 4 0 ENG 095 Student 14 53 74 +21 ENG 095 Student 14 3 4 +1

ENG 095 Student 15 68 75 +7 ENG 095 Student 15 2 4 +2

ENG 095‐02 ENG 095‐02

Name RDG Score 1 RDG Score 2 Difference Name WRTG Score 1 WRTG Score 2 Difference

PD

ENG 095 Student 1 50 n/a 0 ENG 095 Student 1 1 1 0 ENG 095 Student 2 37 53 +13 ENG 095 Student 2 4 4 0 ENG 095 Student 3 39 60 +21 ENG 095 Student 3 5 5 0 ENG 095 Student 4 35 33 ‐2 ENG 095 Student 4 1 3 +2 ENG 095 Student 5 39 88 +49 ENG 095 Student 5 3 5 +2 ENG 095 Student 6 30 39 +9 ENG 095 Student 6 1 3 +2 ENG 095 Student 7 34 37 +3 ENG 095 Student 7 3 4 +1 ENG 095 Student 8 46 42 ‐4 ENG 095 Student 8 2 4 +2 ENG 095 Student 9 36 60 +24 ENG 095 Student 9 3 4 +1 ENG 095 Student 10 38 29 ‐9 ENG 095 Student 10 3 3 0 ENG 095 Student 11 31 41 +10 ENG 095 Student 11 2 4 +2 ENG 095 Student 12 53 89 +36 ENG 095 Student 12 5 4 ‐1 ENG 095 Student 13 77 68 ‐9 ENG 095 Student 13 2 5 +3


ENG 095 Student 14 57 66 +9 ENG 095 Student 14 2 5 +3 ENG 095 Student 15 32 56 +24 ENG 095 Student 15 4 6 +4 ENG 095 Student 16 63 64 ‐1 ENG 095 Student 16 2 5 +3 ENG 095 Student 17 36 60 +24 ENG 095 Student 17 3 5 +2 ENG 095 Student 18 31 51 +20 ENG 095 Student 18 4 5 +1

RDG Score for ENG 095 30‐40 Score bypassed RDG 099 WRTG Score for ENG 095 1‐2 Score bypassed ENG 100

RDG Score for RDG 99 41‐75 Increased score WRTG Score for ENG 100 3‐4 Increased score

RDG Score for ENG 101 76+ No Improvement or decline WRTG Score for ENG 101 5‐8 No Improvement or decline


Appendix C: Critical Thinking Assessment Data

GENERAL EDUCATION CRITICAL THINKING Using a variety of inquiry methods, resources, and reasoning skills that support and promote lifelong learning.

ENG Assessment Results Fall 2016

59%

78%

64%

42%

71%78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

ENG 101 ENG 102 ENG 238 ENG 272 OVERALLENG

OVERALL CCCASSESSMENT

Gather, assess, and interpret information within a theoretical framework.

59%

80%

60%

74%81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%



Formulate vital questions and problems in a clear and precise manner.

59%

75%

42%

68%76%

0%

10%

20%

30%

40%

50%

60%

70%

80%



Develop well‐reasoned conclusions and solutions to problems.

61%70%

42%

69%75%

0%

10%

20%

30%

40%

50%

60%

70%

80%



Recognize and assess the assumptions, implications, and consequences of different

theoretical frameworks.


Appendix D: Location Data

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful

ENG 090 67 58.2% 47 61.7% 51 70.6% 35 88.6% 31 54.8% 231 65.8%

Course

CAMPUS 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful ENG 090

Flagstaff 4th St 13 46.2% 11 45.5% 10 50.0% 11 90.9% 7 42.9% 52 55.8%

Flagstaff Lone Tre 40 60.0% 36 66.7% 39 74.4% 24 87.5% 24 58.3% 163 68.7%

Page 14 64.3% 0 0.0% 2 100.0% 0 0.0% 0 0.0% 16 68.8%

Course

IM


ENG 090 In Person 67 58.2% 47 61.7% 51 70.6% 35 88.6% 31 54.8% 231 65.8%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful ENG 090

FALL 36 47.2% 25 48.0% 28 50.0% 27 85.2% 20 55.0%

SPRING 20 60.0% 13 61.5% 13 100.0% 8 100.0% 11 54.5%

SUMMER 11 90.9% 9 100.0% 10 90.0% 0 0.0% 0 0.0%


Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successful

ENG 100 221 80.1% 209 71.3% 229 76.9% 240 82.1% 211 81.0% 1110 78.4%

Course

CAMPUS 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successful ENG 100

Flagstaff 4th St 53 84.9% 53 58.5% 44 54.5% 41 85.4% 38 78.9% 229 72.1%


Page 50 70.0% 18 83.3% 23 73.9% 24 75.0% 18 94.4% 133 76.7%

Course

IM


ENG 100 CAVIAT Program 2 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 2 100.0%

In Person 219 79.9% 209 71.3% 229 76.9% 240 82.1% 211 81.0% 1108 78.3%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successful ENG 100

FALL 109 78.9% 115 63.5% 123 81.3% 132 84.1% 118 83.9%

SPRING 97 78.4% 83 79.5% 95 68.4% 94 76.6% 85 75.3%

SUMMER 15 100.0% 11 90.9% 11 100.0% 14 100.0% 8 100.0%


Course Success Rate


RDG 089 46 82.6% 24 70.8% 35 80.0% 25 84.0% 23 78.3% 153 79.7%

Course

CAMPUS


RDG 089

Flagstaff 4th St 12 91.7% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 12 91.7%


Page 11 81.8% 6 66.7% 9 88.9% 0 0.0% 0 0.0% 26 80.8%

Course

IM


RDG 089 In Person 46 82.6% 24 70.8% 35 80.0% 25 84.0% 23 78.3% 153 79.7%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful RDG 089

FALL 35 85.7% 15 66.7% 25 80.0% 15 86.7% 14 85.7%

SPRING 11 72.7% 9 77.8% 10 80.0% 10 80.0% 9 66.7%

SUMMER


Course Success Rate


RDG 099 224 77.7% 204 70.1% 208 79.8% 189 80.4% 198 85.4% 1023 78.6%

Course

CAMPUS


RDG 099

Flagstaff 4th St 64 75.0% 64 71.9% 92 77.2% 72 72.2% 46 93.5% 338 76.9%


Page 48 75.0% 25 48.0% 17 100.0% 10 100.0% 18 100.0% 118 78.8%

Course

IM


RDG 099 CAVIAT Program 4 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 4 100.0%

In Person 220 77.3% 204 70.1% 208 79.8% 189 80.4% 198 85.4% 1019 78.5%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 111 80.2% 113 66.4% 123 77.2% 120 80.8% 130 84.6%

SPRING 95 72.6% 75 70.7% 74 81.1% 69 79.7% 68 86.8%

SUMMER 18 88.9% 16 93.8% 11 100.0%


Appendix E: Course and Class Descriptions English (ENG) Last Updated: 03 January 2017

ENG 101 (3) SUN# ENG 1101 College Composition I Requires practice in writing, rhetoric, and reasoning, with emphasis on using the writing process to compose college level essays. Prerequisites: *ENG 100 and *RDG 099 or placement beyond prerequisite courses. General Education: Composition. Three lecture.

ENG 102 (3) SUN# ENG 1102 College Composition II Continued development of ideas and strategies introduced in ENG 101. Extensive practice in critical thinking, reading, and writing with emphasis on composing analytical essays and a documented research paper. Prerequisite: *ENG 101. General Education: Composition. Three lecture.

ENG 139 (3) Introduction to Creative Writing Techniques of writing poetry, fiction, and creative nonfiction, with analysis of both published and student writing. Prerequisites: *ENG 101 or Consent of Instructor. Three lecture. May be taken for S/U credit.

ENG 235 (3) Fundamentals of Screenwriting Integrated approach to basic skills needed for the successful completion of two short screenplays. Extensive screenwriting practice with critical analysis and group workshops to complement the revision process. Prerequisite: *ENG 101 or Consent of Instructor. Three lecture.

ENG 236 (3) Introduction to the American Short Story A survey of American short fiction from the Colonial period through 21st Century authors. Includes the examination of ethnic, race, gender, and other cultural issues. Prerequisite: *ENG 101 or consent of instructor. General Education: Arts and Humanities. Special Requirements: Ethic/Race/Gender Awareness. Three lecture.

ENG 237 (3) Women in Literature Literature by and about women emphasizing stereotypes, changing roles, and psychological and philosophical concerns. Prerequisite: ENG 101 or consent of instructor. General Education: Arts and Humanities. Special Requirements: Ethnic/Race/Gender Awareness. Three lecture.


ENG 238 (3) Literature of the Southwest Literature of the land and peoples of the Southwest, including the Colorado Plateau as a distinctive geographic region; the influence and interaction of Native American, Chicano, and Anglo cultures, and contemporary concerns of Southwestern writers. Prerequisite: *ENG 101 or Consent of Instructor. General Education: Arts and Humanities. Special Requirements: Ethnic/Race/Gender Awareness. Three lecture.

ENG 240 (3) English Literature I A general survey of the major works in English literature from Beowulf through the Neoclassical period. Prerequisite: *ENG 101 or consent of instructor. Three lecture.

ENG 270 (3) Creative Writing: Fiction Extensive practice in writing and revising fiction, with emphasis on critical analysis of published models and students’ work. Prerequisite: *ENG 101 or consent of instructor. Three lecture. May be taken for S/U credit.

ENG 271 (3) Creative Writing: Poetry Extensive practice in writing and revising poetry, with emphasis on critical analysis of published models and students’ poems. Prerequisite: *ENG 101 or consent of instructor. Three lecture. May be taken for S/U credit.

ENG 272 (3) Creative Writing: Non‐Fiction Extensive practice in writing and revising various types of creative non‐fiction. Emphasis on study of professional models and discussion of students’ work. Pre‐ or co‐requisite: *ENG 102. General Education: Arts and Humanities. Special Requirements: Intensive Writing/Critical Inquiry. Three lecture. May be taken for S/U credit.

ENG 289 (1–6) Internship I Designed for students who are looking for paid or voluntary, practical learning experiences that apply academic and occupational education to real‐life, on‐the‐job situations. Credit hours will be negotiated based on fulfillment of a contract. Each credit hour requires the completion of a minimum 45 hours of on‐the‐job participation. Prior experience or course work in the field of interest is required. Credit hours: one to six. May be taken for S/U credit.

ENG 298 (1‐6) Special Topics Designed to meet the needs of an individual(s) who has an interest in pursuing an original topic in an instructional area under faculty supervision. One to six variable credit hours. *Course has additional pre or co requisite(s)


Development English (ENG)/Reading (RDG) Last Updated: 25 July 2016

ENG 095 (4) Basic Reading and Writing Skills The course focuses on principles of basic reading and writing skills through phonics, vocabulary development, reading strategies, reading comprehension, recognizing reading and writing structures, grammar and punctuation, sentence structure, and concepts of paragraph and essay development. Prerequisite: Placement. May be taken for S/U credit. Four lecture. Fall, Spring. For previous students, this course replaces/combines RDG 089 and ENG 090.

ENG 095 (4) Effective beginning Fall 2017 Basic Reading and Writing Skills The course focuses on principles of basic reading and writing skills through vocabulary development, reading strategies, reading comprehension, recognizing reading and writing structures, grammar and punctuation, sentence structure, and concepts of paragraph and essay development. Prerequisite: Placement. May be taken for S/U credit. Four lecture. Fall, Spring. For previous students, this course replaces/combines RDG 089 and ENG 090.

ENG 100 (4) Fundamentals of Composition Integrated reading/critical thinking/writing approach to basic skills needed for success in college. Extensive writing practice with emphasis on the writing process, writing strategies, and essay development. Prerequisite: ENG 095 or placement beyond prerequisite. Four lecture. For continuing students, the prerequisite of ENG 095 replaces ENG 090 and RDG 089.

RDG 099 (4) Advanced Reading Improvement A multi‐pronged approach that includes mastery of college reading skills enhanced with supplemental reading, critical thinking, and reading fluency activities. Prerequisite: ENG 095 or placement beyond prerequisite course. May be taken for S/U credit. Four lecture.

For continuing students, the prerequisite of ENG 095 replaces ENG 090 and RDG 089.


Appendix F: List of Degrees and Certificates Degrees and Certificates Last Updated: 18 August 2016

The Degrees & Certificate programs offered at Coconino Community College are a diverse and comprehensive line of study, laying the groundwork for a bright and successful future for any students attending CCC. Listed below is a complete list of all degrees and certificates available here at CCC.

Degrees Associate Degrees (AA) CORE

REQUIRED CORE

ELECTIVE AGEC

REQUIRED AGEC ELECTIVE

Administration of Justice ENG 101, 102 ENG 236, 237, 238, 272

Anthropology ENG 101, 102 ENG 236, 237, 238, 272

Business ENG 101, 102 ENG 236, 237, 238, 272

Colorado Plateau Studies ENG 270, 271, 272

ENG 101, 102, 238


ENG 101, 102 ENG 236, 237, 238, 272

Environmental Studies ENG 101, 102, 238

General Studies ENG 101, 102 ENG 236, 237, 238, 272

Hotel and Restaurant Management

ENG 101, 102 ENG 236, 237, 238, 272

Psychology ENG 101, 102 ENG 236, 237, 238, 272

Sociology ENG 101, 102 ENG 236, 237, 238, 272

Vocational Technology Education

ENG 101, 102 ENG 236, 237, 238, 272

Associate in Applied Science Degrees (AAS)

CORE REQUIRED

CORE ELECTIVE

AGEC REQUIRED

AGEC ELECTIVE

Administration of Justice ENG 101, 102 ENG 236, 237, 238, 272

American Sign Language (ASL) Interpreting

ENG 101, 102 ENG 236, 237, 238, 272

Business ENG 101, 102 ENG 236, 237, 238, 272

Construction Technology ENG 101, 102 ENG 236, 237, 238, 272

Environmental Technology: Alternative Energy Technician

ENG 101, 102 ENG 236, 237, 238, 272

Fire Science ENG 101, 102 ENG 236, 237, 238, 272

Hospitality Management ENG 101, 102 ENG 236, 237, 238, 272

Medical Office Management

ENG 101, 102 ENG 236, 237, 238, 272


Network Engineering ENG 101, 102 ENG 236, 237, 238, 272

Nursing ENG 101, 102 ENG 236, 237, 238, 272

Paramedic Studies ENG 101, 102 ENG 236, 237, 238, 272

Pre‐Health Careers ENG 101, 102 ENG 236, 237, 238, 272

Sustainable Green Building

ENG 101, 102 ENG 236, 237, 238, 272

Associate of Business Degree (ABus)

CORE REQUIRED

CORE ELECTIVE

AGEC REQUIRED

AGEC ELECTIVE

Associate of Business ENG 101, 102 ENG 236, 237, 238, 272

Associate of Fine Arts Degree (AFA)

CORE REQUIRED

CORE ELECTIVE

AGEC REQUIRED

AGEC ELECTIVE

Visual Arts ENG 101, 102

Associate of General Studies Degree (AGS)

CORE REQUIRED

CORE ELECTIVE

AGEC REQUIRED

AGEC ELECTIVE

Associate of General Studies

ENG 101, 102 ENG 236, 237, 238, 272

Associate of Science Degree (AS)

CORE REQUIRED

CORE ELECTIVE

AGEC REQUIRED

AGEC ELECTIVE

General Studies ENG 101, 102 ENG 236, 237, 238, 272

Certificates

Certificates Complete GE information per 34 CFR 668.6 can be found by clicking on each certificate designated with a *. Also, * certificates are eligible for Federal Financial Aid.

Certificates CORE REQUIRED

CORE ELECTIVE

AGEC REQUIRED

AGEC ELECTIVE

Accounting* ENG 101

AGEC‐A ENG 101, 102 ENG 236, 237, 238, 272

AGEC‐B ENG 101, 102 ENG 236, 237, 238, 272

AGEC‐S ENG 101, 102 ENG 236, 237, 238, 272

Construction Technology* ENG 100 +

Forensics Investigations* ENG 101


Appendix G: Table of Courses, Sections, Enrollments and Tuition

2011‐2012 2012‐2013 2013‐2014 SECTIONS ENROLLMENT TUITION FEES SECTIONS ENROLLMENT TUITION FEES SECTIONS ENROLLMENT TUITION FEES

ENG 101 43 832 $ 207,168.00 $ ‐ 46 850 $ 216,750.00 $ ‐ 37 778 $ 203,058.00 $ ‐

ENG 102 39 802 $ 199,698.00 $ ‐ 41 823 $ 209,865.00 $ ‐ 32 711 $ 185,571.00 $ ‐

ENG 139 1 8 $ 1,992.00 $ ‐ 1 10 $ 2,550.00 $ ‐ 2 33 $ 8,613.00 $ ‐

ENG 220 1 2 $ 522.00 $ ‐

ENG 235 ENG 238 1 11 $ 2,739.00 $ ‐ ENG 240 1 9 $ 2,241.00 $ ‐ ENG 270 2 28 $ 6,972.00 $ ‐ 2 30 $ 7,650.00 $ ‐ 2 27 $ 7,047.00 $ ‐

ENG 271 2 22 $ 5,478.00 $ ‐ ENG 272 3 78 $ 19,422.00 $ ‐ 5 97 $ 24,735.00 $ ‐ 5 107 $ 27,927.00 $ ‐

Grand Tota 92 1790 $ 445,710.00 $ ‐ 95 1810 $ 461,550.00 $ ‐ 79 1658 $ 432,738.00 $ ‐

2014‐2015 2015‐2016 Totals

SECTIONS ENROLLMENT TUITION FEES SECTIONS ENROLLMENT TUITION FEES SECTIONS ENROLLMENT TUITION FEES ENG 101 34 718 $ 191,706.00 $ ‐ 34 704 $ 194,304.00 $ ‐ 194 3882 $ 1,012,986.00 $ ‐

ENG 102 33 708 $ 189,036.00 $ ‐ 33 688 $ 189,888.00 $ ‐ 178 3732 $ 974,058.00 $ ‐

ENG 139 3 23 $ 6,141.00 $ ‐ 1 20 $ 5,520.00 $ ‐ 8 94 $ 24,816.00 $ ‐

ENG 220 1 2 $ 522.00 $ ‐

ENG 235 1 7 $ 1,869.00 $ ‐ 1 11 $ 3,036.00 $ ‐ 2 18 $ 4,905.00 $ ‐

ENG 238 1 11 $ 2,937.00 $ ‐ 1 12 $ 3,312.00 $ ‐ 3 34 $ 8,988.00 $ ‐

ENG 240 1 9 $ 2,241.00 $ ‐

ENG 270 2 24 $ 6,408.00 $ ‐ 2 39 $ 10,764.00 $ ‐ 10 148 $ 38,841.00 $ ‐

ENG 271 1 10 $ 2,670.00 $ ‐ 1 6 $ 1,656.00 $ ‐ 4 38 $ 9,804.00 $ ‐

ENG 272 6 131 $ 34,977.00 $ ‐ 5 122 $ 33,672.00 $ ‐ 24 535 $ 140,733.00 $ ‐

Grand Tota 81 1632 $ 435,744.00 $ ‐ 78 1602 $ 442,152.00 $ ‐ 425 8492 $ 2,217,894.00 $ ‐


Appendix H: Faculty Credentials

INSTRUCTOR

Notes from Credential Committee

Instructor Graduate Degree

Instructor Undergraduate Degree

Carscallen, Colleen Approved‐‐all ENG Courses MA English BA English

Khatibi, Kimberly

Approved for

Developmental ENG and

M.Ed.

Educational BS.Ed. Special Education

Dihlmann Lunday, Sandr

Approved‐‐All ENG

courses; COM 180 & 181 MA Writing Seminar BA English

Martin, Jeremy Approved for all ENG MFA Creative Writing BA English Writing

Wells, Ann

Approved‐‐All ENG

Courses. MA TESL BA English

Arini, Marianne Approved‐‐All ENG courses Brougher, Camille Approved‐‐All ENG courses MA English BA Liberal Studies

Bodie, Angelic

Provisional for ENG 101 or

higher; Qualified for

Developmental Courses

M.Ed. TESOL

BS Elementary Ed

Buzan, Angela Dual Enrollment

Cochran, Patricia

Provisional Qualification

for ENG 100 M.Ed. Secondary Education BS.Ed. Journalism

Derr, Laine Approved‐‐Eng 101 & 102 MA English BA Liberal Studies

Divine, Jill Approved‐‐All ENG courses MA English BS Behavioral Science

Gray, Christine Approved‐‐all ENG courses MA Teaching High School BA English

Harkins, Kate Approved‐‐all ENG courses MA English Literature BA English, Philosophy, and

Ketel, Kristine

Approved for

Communication courses

Kirchner, Christine

Approved for ENG 095, 098,

RDG 095

MS Elementary

Education Reading & BS Accounting

Larsen, Kimberly

Approved for

Developmental ENG courses

MA English: Literacy,

Technology, and Professional

Writing

BS English

Piper, Samuel Approved all ENG courses MA English BA English

Quinn, Kerri Approved all ENG courses PhD English Creative Writing MA English, TESL

Reynolds, Robert

Approved for ENG 101 &

ENG 235 MA English

Southwick, Sarah

Approved‐‐all ENG courses

MA English ‐ Secondary

Education BA English

Instructors who have taught in the last five years, but no longer teach at CCC or were found not qualified by the Credentialing Committee Baker, Gerald Retired Foster, Ruth Retired Albert, Corey Not Qualified MA Teaching BA Communications

Faulk, Joseph

Not Qualified

MA Information

Resources and Library BA English

Linskey Estate, John

Deceased

Mazur, John

No longer works for CCC.

Not reviewed

Myers, Jacqueline

Not qualified for ENG 101 &

102

BS Education, Secondary

Education

Summers, Gamin No longer teaches for CCC Tso, Rachel No longer teaches for CCC 232 | Coconino Community College Fall 2017 Assessment Report

Instructors that have taught in the last five years, but have not been reviewed by the Credentialing Committ Baron, Katherine Bindel, Christopher Blanzy, Magdalena Bolin, Autumn Borup, Dave Bourdage, Janice Bushyager, Amy Carlson, Robert Couch, Debbie Coyne, Christopher Dennis, Summer Fine, Lewis Frischmann, Carol Gutshall, Robin Heilman, Karlyn Hoffman, Adam Keegan, Robert Koch, Rachel Lasslo, Gwendolyn Lesandrini, Jacob Meyers, David Minard, Anne Morton‐Starner, Erica Osburn, Teresa Santana, Shelly Silva, Shelley White, Karyn White, Will Younghans, Gretchen


Appendix I: Transfer English Course Success Rates

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful Attempted % Successful

ENG 101 763 77.3% 785 74.8% 830 80.2% 797 81.6% 780 81.8% 3955 79.2%

Course Success Rate


ENG 102 748 73.1% 754 73.2% 676 76.2% 679 73.3% 697 78.6% 3554 74.8%

Course Success Rate


ENG 139 7 71.4% 9 55.6% 30 73.3% 20 65.0% 20 95.0% 86 74.4%

Course Success Rate


ENG 220 2 100.0% 2 100.0%

Course Success Rate


ENG 235 6 83.3% 11 72.7% 17 76.5%

Course Success Rate


ENG 238 10 100.0% 10 80.0% 10 50.0% 30 76.7%

Course Success Rate


ENG 240 7 100.0% 7 100.0%

Course Success Rate


ENG 270 26 80.8% 27 81.5% 24 95.8% 23 82.6% 36 83.3% 136 84.6%

Course Success Rate


ENG 271 22 81.8% 10 60.0% 6 83.3% 38 76.3%

Course Success Rate


ENG 272 70 82.9% 91 87.9% 105 82.9% 127 87.4% 119 92.4% 512 87.1% 234 | Coconino Community College Fall 2017 Assessment Report

Course Success Rate


ENG 101 763 77.3% 785 74.8% 830 80.2% 797 81.6% 780 81.8% 3955 79.2%

Course

CAMPUS 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals


Flagstaff 4th St 78 82.1% 40 80.0% 0 0.0% 0 0.0% 0 0.0% 118 81.4%


Fredonia 0 0.0% 16 100.0% 0 0.0% 0 0.0% 0 0.0% 16 100.0%

Grand Canyon 0 0.0% 0 0.0% 0 0.0% 0 0.0% 11 100.0% 11 100.0%

Page 73 86.3% 54 77.8% 46 91.3% 38 94.7% 42 92.9% 253 87.7%

Williams 16 100.0% 15 100.0% 13 92.3% 17 100.0% 14 100.0% 75 98.7%

Course

IM


ENG 101

CAVIAT Program 52 88.5% 54 87.0% 0 0.0% 0 0.0% 0 0.0% 106 87.7%

Dual Enrollment 31 100.0% 70 97.1% 91 97.8% 113 93.8% 138 99.3% 443 97.3%

In Person 576 77.1% 571 71.8% 626 79.6% 570 81.8% 534 79.2% 2877 77.9%

Online Web Class 104 66.3% 90 68.9% 113 69.9% 114 68.4% 108 72.2% 529 69.2%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 358 78.5% 385 76.1% 408 77.7% 344 78.8% 329 79.3%

SPRING 330 76.4% 330 71.8% 370 82.2% 391 83.4% 407 83.5%

SUMMER 75 76.0% 70 81.4% 52 86.5% 62 85.5% 44 84.1%


Course Success Rate


ENG 102 748 73.1% 754 73.2% 676 76.2% 679 73.3% 697 78.6% 3554 74.8%

Course

CAMPUS 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successful

ENG 102

Flagstaff 4th St 59 62.7% 56 60.7% 0 0.0% 0 0.0% 0 0.0% 115 61.7%


Fredonia 0 0.0% 0 0.0% 9 100.0% 0 0.0% 0 0.0% 9 100.0%

Page 52 96.2% 39 97.4% 38 94.7% 27 100.0% 31 90.3% 187 95.7%

Course

IM


ENG 102

CAVIAT Program 50 94.0% 46 91.3% 0 0.0% 0 0.0% 0 0.0% 96 92.7%

Dual Enrollment 12 100.0% 0 0.0% 22 95.5% 41 95.1% 61 98.4% 136 97.1%

In Person 536 72.9% 566 71.7% 518 75.1% 503 72.0% 505 78.2% 2628 73.9%

Online Web Class 150 64.7% 142 73.2% 136 77.2% 135 71.9% 131 71.0% 694 71.5%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 310 74.5% 291 70.8% 274 76.3% 251 66.1% 292 72.6%

SPRING 356 74.2% 380 75.0% 325 77.2% 349 80.5% 353 84.7%

SUMMER 82 63.4% 83 73.5% 77 71.4% 79 64.6% 52 71.2%


Course Success Rate


ENG 139 7 71.4% 9 55.6% 30 73.3% 20 65.0% 20 95.0% 86 74.4%

Course

CAMPUS 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% Successfu Attempted% SuccessfulENG 139 Flagstaff Lone Tre 7 71.4% 9 55.6% 30 73.3% 20 65.0% 20 95.0% 86 74.4%

Course

IM


ENG 139 In Person 7 71.4% 9 55.6% 6 83.3% 10 40.0% 0 0.0% 32 59.4%

Online Web Class 0 0.0% 0 0.0% 24 70.8% 10 90.0% 20 95.0% 54 83.3%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 7 71.4% 9 55.6% 6 83.3% 10 40.0% SPRING 24 70.8% 10 90.0% 20 95.0%

SUMMER


Course Success Rate


ENG 220 2 100.0% 2 100.0%

Course

CAMPUS 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful ENG 220 Flagstaff Lone Tree 2 100.0% 2 100.0%

Course

IM


ENG 220 Online Web Class 2 100.0% 2 100.0%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL SPRING 2 100.0% SUMMER


Course Success Rate


ENG 235 6 83.3% 11 72.7% 17 76.5%

Course

CAMPUS


ENG 235 Flagstaff Lone Tree 6 83.3% 11 72.7% 17 76.5%

Course

IM


ENG 235 Online Web Class 6 83.3% 11 72.7% 17 76.5%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL SPRING 6 83.3% 11 72.7%

SUMMER


Course Success Rate


ENG 238 10 100.0% 10 80.0% 10 50.0% 30 76.7%

Course

CAMPUS


ENG 238 Flagstaff Lone Tre 10 100.0% 10 80.0% 10 50.0% 30 76.7%

Course

IM


ENG 238 Online Web Class 10 80.0% 10 50.0% 20 65.0%

In Person 10 100.0% 10 100.0%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 10 80.0% 10 50.0%

SPRING 10 100.0% SUMMER


Course Success Rate


ENG 240 7 100.0% 7 100.0%

Course

CAMPUS


ENG 240 Flagstaff Lone Tre 7 100.0% 7 100.0%

Course

IM


ENG 240 In Person 7 100.0% 7 100.0%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 7 100.0% SPRING SUMMER


Course Success Rate


ENG 270 26 80.8% 27 81.5% 24 95.8% 23 82.6% 36 83.3% 136 84.6%

Course

CAMPUS


ENG 270 Flagstaff Lone Tre 26 80.8% 27 81.5% 24 95.8% 23 82.6% 36 83.3% 136 84.6%

Course

IM


ENG 270 In Person 14 85.7% 18 77.8% 24 95.8% 8 75.0% 12 83.3% 76 85.5%

Online Web Class 12 75.0% 9 88.9% 0 0.0% 15 86.7% 24 83.3% 60 83.3%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 14 100.0% 15 86.7% 24 83.3%

SPRING 14 85.7% 18 77.8% 10 90.0% 8 75.0% 12 83.3%

SUMMER 12 75.0% 9 88.9%


Course Success Rate


ENG 271 22 81.8% 10 60.0% 6 83.3% 38 76.3%

Course

CAMPUS


ENG 271 Flagstaff Lone Tre 22 81.8% 10 60.0% 6 83.3% 38 76.3%

Course

IM


ENG 271 In Person 22 81.8% 22 81.8%

Online Web Class 10 60.0% 6 83.3% 16 68.8%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 9 77.8% 10 60.0% 6 83.3%

SPRING 13 84.6% SUMMER


Course Success Rate


ENG 272 70 82.9% 91 87.9% 105 82.9% 127 87.4% 119 92.4% 512 87.1%

Course

CAMPUS


ENG 272 Flagstaff Lone Tre 70 82.9% 83 86.7% 105 82.9% 127 87.4% 119 92.4% 504 86.9%

Page 0 0.0% 8 100.0% 0 0.0% 0 0.0% 0 0.0% 8 100.0%

Course

IM


ENG 272 In Person 21 100.0% 37 86.5% 57 82.5% 32 84.4% 44 90.9% 191 87.4%

Online Web Class 49 75.5% 54 88.9% 48 83.3% 95 88.4% 75 93.3% 321 86.9%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 22 72.7% 25 80.0% 46 82.6% 44 88.6% 48 93.8%

SPRING 48 87.5% 57 89.5% 48 81.3% 62 85.5% 48 89.6%

SUMMER 9 100.0% 11 90.9% 21 90.5% 23 95.7%


Appendix J: Developmental English Course Success Rates

Course Success Rate


ENG 090 67 58.2% 47 61.7% 51 70.6% 35 88.6% 31 54.8% 231 65.8%

Course Success Rate


ENG 100 221 80.1% 209 71.3% 229 76.9% 240 82.1% 211 81.0% 1110 78.4%

Course Success Rate


RDG 089 46 82.6% 24 70.8% 35 80.0% 25 84.0% 23 78.3% 153 79.7%

Course Success Rate


RDG 099 224 77.7% 204 70.1% 208 79.8% 189 80.4% 198 85.4% 1023 78.6%


Course Success Rate


ENG 090 67 58.2% 47 61.7% 51 70.6% 35 88.6% 31 54.8% 231 65.8%

Course

CAMPUS 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful ENG 090

Flagstaff 4th St 13 46.2% 11 45.5% 10 50.0% 11 90.9% 7 42.9% 52 55.8%


Page 14 64.3% 0 0.0% 2 100.0% 0 0.0% 0 0.0% 16 68.8%

Course

IM


ENG 090 In Person 67 58.2% 47 61.7% 51 70.6% 35 88.6% 31 54.8% 231 65.8%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 36 47.2% 25 48.0% 28 50.0% 27 85.2% 20 55.0%

SPRING 20 60.0% 13 61.5% 13 100.0% 8 100.0% 11 54.5%

SUMMER 11 90.9% 9 100.0% 10 90.0% 0 0.0% 0 0.0%


Course Success Rate


ENG 100 221 80.1% 209 71.3% 229 76.9% 240 82.1% 211 81.0% 1110 78.4%

Course

CAMPUS 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals


Flagstaff 4th St 53 84.9% 53 58.5% 44 54.5% 41 85.4% 38 78.9% 229 72.1%


Page 50 70.0% 18 83.3% 23 73.9% 24 75.0% 18 94.4% 133 76.7%

Course

IM


ENG 100 CAVIAT Program 2 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 2 100.0%

In Person 219 79.9% 209 71.3% 229 76.9% 240 82.1% 211 81.0% 1108 78.3%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 109 78.9% 115 63.5% 123 81.3% 132 84.1% 118 83.9%

SPRING 97 78.4% 83 79.5% 95 68.4% 94 76.6% 85 75.3%

SUMMER 15 100.0% 11 90.9% 11 100.0% 14 100.0% 8 100.0%


Course Success Rate


RDG 089 46 82.6% 24 70.8% 35 80.0% 25 84.0% 23 78.3% 153 79.7%

Course

CAMPUS


RDG 089

Flagstaff 4th St 12 91.7% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 12 91.7%


Page 11 81.8% 6 66.7% 9 88.9% 0 0.0% 0 0.0% 26 80.8%

Course

IM


RDG 089 In Person 46 82.6% 24 70.8% 35 80.0% 25 84.0% 23 78.3% 153 79.7%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 35 85.7% 15 66.7% 25 80.0% 15 86.7% 14 85.7%

SPRING 11 72.7% 9 77.8% 10 80.0% 10 80.0% 9 66.7%

SUMMER


Course Success Rate 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful Attempte % Successful

RDG 099 224 77.7% 204 70.1% 208 79.8% 189 80.4% 198 85.4% 1023 78.6%

Course

CAMPUS


RDG 099

Flagstaff 4th St 64 75.0% 64 71.9% 92 77.2% 72 72.2% 46 93.5% 338 76.9%


Page 48 75.0% 25 48.0% 17 100.0% 10 100.0% 18 100.0% 118 78.8%

Course

IM


RDG 099 CAVIAT Program 4 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 4 100.0%

In Person 220 77.3% 204 70.1% 208 79.8% 189 80.4% 198 85.4% 1019 78.5%

Course

Session 2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016


FALL 111 80.2% 113 66.4% 123 77.2% 120 80.8% 130 84.6%

SPRING 95 72.6% 75 70.7% 74 81.1% 69 79.7% 68 86.8%

SUMMER 18 88.9% 16 93.8% 11 100.0%


Appendix K: Transferability of English Courses from CCC to ASU, NAU, and U of A

Coconino Course

ASU

NAU

UA

ENG 101

(3)

College

Composition

I

ENG 101 ENG Dept Elective;

Foundation Requirement

[FNRQ]

ENGL 101

ENG 101 (3) and ENG

102 (3)

College Composition I /

College Composition II

ENG Dept Elective;


[FNRQ] --and-- ENG 105;


[FNRQ]

NAU Personalized

Learning: ENGL 106;


[FNRQ] --and-- ENG Dept

Elective

ENG 139 (3)

Intro to Creative Writing

ENG 210 ENG Dept Elective ENGL or ENGV Dept

Elective

ENG 102

(3)

College

Composition

II

ENG 102 ENG Dept Elective;


[FNRQ]

ENGL 102

ENG 235 (3)

Fundamentals of

Screenwriting

FMP 261, FMS 209 CMF 129 FTV Dept Elective


ENG 236 (3)

Intro to American

Short Story

ENG 238 (3)

Literature of the

Southwest

ENG Dept Elective (3) ENG Departmental

Elective; Aesthetic & Humanistic Inquiry [AHI]

ENG Dept Elective (3) ENG Departmental

Elective; Aesthetic & Humanistic Inquiry [AHI]

Elective Credit, T1 Trads

& Cultures/ T2 Hum

(TH)

ENGL or ENGV Dept

Elective, T1 Trads &

Cultures/ T2 Hum (TH)

ENG 270 (3)

Creative Writing:

Fiction

ENG 288 ENG 270 ENGL or ENGV Dept

Elective

ENG 272 (3)

Creative Writing:

Non-Fiction


Elective, T1 Trads & Cultures/ T2 Hum (TH)

ENG 237 (3)

Women in Literature

ENG Dept Elective (3) ENG 261; Aesthetic &

Humanistic Inquiry [AHI]

ENGL or ENGV Dept

Elective, T1 Trads &

Cultures/ T2 Hum (TH)

ENG 240 (3)

English Literature I

ENG 221, Humanities,

Arts & Design (HU)

ENG 231; Aesthetic &

Humanistic Inquiry [AHI]

Elective Credit

ENG 271 (3)

Creative Writing: Poetry


Elective

ENG 289 (1)

Internship I

ENG Dept Elective Elective Credit Non Transferable


Appendix L: Class Sizes for Writing Classes

Class Sizes for Writing Courses—Regular, Advanced, Honors, and Basic

For 310 Institutions

Self‐reported data collected through the Writing Program Administrators Listserv, 1998‐2015

Last updated Oct. 2015

Richard H. Haswell Haas Professor, Emeritus

Texas A&M University, Corpus Christi haswellcomppile at gmail dot com

How can a college administrator defend small class sizes in introductory writing courses? There are three main warrants: policy, research, practice.

Policy. For decades, the National Council of Teachers of English and the Conference on College Composition and Communication have recommended a cap of 20 students for regular composition and 15 for basic writing. See "Teaching composition: A position statement,"College English 46.6 (1984), 612-614; and "Statement of principles and standards for the postsecondary teaching of writing,"College Composition and Communication 40.3 (1989), 329-336, also available online. Possibly more persuasive to higher administrations is the fact that the US News & World Report now factors in smaller class size positively in their ratings of colleges and universities. In the category "Faculty Resources" "Class Size 1-19" accounts for 30% and "Class Size 1-50" for 10%. "Faculty Resources" accounts for 20% of the total rating. (These figures were last checked June 2007.)

Research. Trish Roberts-Miller, at the University of Texas, has a fine essay, "Class Size in College Writing Courses," that locates the problems and promises in defending small class size through research findings. She also provides a bibliography of 18 items, with some commentary. A piece by Sid Gilbert of the University of Guelph, with good references, argues that the interaction between personality of the teacher and class size is important. Alice Horning has an excellent review of the literature on class size and writing courses, "The Definitive Article on Class Size," in WPA Journal 31.1/2 (2007). The most extensive bibliography on class-size and the teaching of writing at the college level is in CompPile. Entering "class-size" into the Search Terms field (without the quotes but with the hyphen) will locate over 200 cites.

Practice may provide the most persuasive argument. The following list of self-reported enrollment caps in undergraduate writing courses was begun in 1998 by Greg Glau, at Arizona State University. The majority of items were submitted in January, 2004 through the Writing Program Administration listserv. Deany M. Cheramie provided some twenty more in March, 2004, and Emily Isaacs as many in June, 2004. Last update was August, 2014.Thanks to everybody. Send additions and corrections to me: [email protected].

A hyphen means a range; e.g., "12-15" means the cap is from 12 to 15 students.


A slash means two different courses; e.g., "16/20 2nd semester" means the cap in the first semester course is 16 students and the cap in the second semester is 20 students. Note that basic writing has a column of its own.

Institution Regular/Honors/Advanced Basic Allentown College 22 15 Andrews University [Michigan] 20/18 second semester

Arizona State University 19 19 Atlanta Christian College 24 12 Bakersfield College [California] 25 28-30 Ball State University 25 18 Barry University [Florida] 23 17 Baruch College, City University of New York 25 (first semester)/27

(second semester)

Baylor University 19/advanced 15

Belmont University [Nashville] 22

Beloit University 16

Bergen County College [New Jersey] 22 22 Black Hills State University 20

Bloomsburg University of Pennsylvania 25 20 (Writing 1)/25 (Writing 2)

Boise State University 25/honors 20/online 18

Boston College 15

Boston University, College of General Studies 12-15

Brandeis University 17 10 Bridgewater State University 20 enhanced 20 Brigham Young University 20

Bristol Community College [Massachussetts] 22/portolio project 19

Butler University [Indiana] 18 12 Caldwell College [New Jersey] 18-19 15 California State Polytechnic University, Pomona 25/25 (stretch and extended

stretch)

California State University Chico 30 (regular)/25 (ESL)

California State University Fresno 20 (for teaching assistants); 25 (for part-time instructors)

20 (for teaching assistants); 25 (for part-time instructors)

California State University Hayward 24 20 intermediate /15 basic

California State University Monterey Bay 22/26 second semester 22 California State University Northridge ? 19 California State University Sacramento ? 16 California State University San Bernardino 24 20 California State University Stanislaus 25 (regular)/21 (stretch)

California University of Pennsylvania 30

Calvin College [Michigan} 22

Case Western Reserve University 17 first-year WAC seminar 12 /ESL seminars

Capital University [Columbus, Ohio] 20 15 253 | Coconino Community College Fall 2017 Assessment Report

Case Western Reserve University 17

Castleton State College [Vermont] 18/15 Intro to Academic Writing

Centenary College [Louisiana] 18

Centenary College of New Jersey 17 17 Central Michigan University 25 (FT faculty)/18 (with

extra support)/22 (face to face with TA)/22 (online with FT faculty)/22 (advanced)/20 (advanced honors)

Chapman University 19 (regular, honors, advanced)

19

Christopher Newport University 22

City Colleges of Chicago 25 day/29 night class

Clark University 16/20 2nd semester

Clarkon College [Nebraska] 20

College of Coastal Georgia 30 [was 25 in 2013]

College of DuPage [Glen Ellyn, Illinois] 25/15 honors 15 level I, 20 levels II and III

College of Lake County [Grayslake, Illinois] 22 (regular)/22 (online)/20 (honors)

20

College of New Jersey 15 8 (writing studio)

College of Saint Rose [Albany, New York] 18-19

College of Southern Idaho 28 25 College of the Holy Cross [Worcester, Massachusetts] 18/15 (intro to academic

writing)

Collin County Community College [Texas] 24 (regular)/20 (computer classroom)/20 (honors)/25 (online)

12 (first year)/15 (second year)

Columbia Basin College 27 (all college-level writing courses)

27

Community College of Denver

20-22 Cornell University 17 12 Dakota State University 30

Davidson College 14

DePaul University 23 23 Dickinson College [Pennsylvania] 16

Dordt College [Sioux Center, Iowa] 23 15 Drew University [New Jersey] 14/ 15 advanced

comp/WAC/WiD 12

Drexel University 19/22 (second and third quarters)

Duke University 12

Duquesne University 22

East Carolina University 25

Eastern Illinois University 23/21 (in computer classroom)--both semesters

12

Eastern Kentucky University 22 (both semesters)

Eastern Mennonite University [Harrisonburg, Virginia] 16 16 Eastern Michigan University 25 /20 honors


Eastern Oregon University 30 20 Eastern Washington University 24 20 Eckerd College [St. Petersburg, Florida] 18

Elon University 20 15 Emerson College 17-18

Emory University 16/12 (ESL)

Emporia State University [Kansas] 21 (regular)/16 (honors) 16 (basic)/16 (ESL)

Eureka College 20/15 linked

Fairfield University [Connecticut] 20

Ferris State University 23 18 Fisk University 30

Flagler College [St. Augustine, Florida] 18 (regular)/16 (honors) 15 Fontbonne University [Clayton, Missouri] 15 (1st, 2nd semester) 20 Fort Valley State University [Georgia] 25

Framingham State College [Massachusetts] 20 18 Gannon University [Pennsylvania] 25

Georgia Court University (New Jersey) 15-18 (both semesters of FYC)

George Mason University 19 /22 (junior year comp)

George Washington University 17

Georgia Southern University 24 (1st and 2nd semester)/18 (honors)/15‐20 (advanced)

15‐18

Gonzaga University 20

Goucher College [Baltimore] 19 (fall) 18 (spring)/12 (writing studio)

Governors State University [University Park, Illinois] 15 (both semesters)

Hamilton College [Clinton, New York] 16

Hannibal-La Grange College 20/20 2nd semester 15 Harry S. Truman College [Chicago] 25

Harvard University 12 ("Expos 20") 10 ("Expos 10")

Haverford College 15

Heartland Community College 20 15 Hoffstra University 18/23 2nd semester

(enrollment is sometimes over these caps)

Hunter College

22 Huston-Tillotson College 20 15 Illinois State University 23 18 Indiana University Purdue University-Indianapolis [IUPUI]

23/22 computer classroom

Indiana University of Pennsylvania, Indiana 25/27 research writing (sophomore year)

20

Indiana University Purdue University Ft. Wayne 22 18 Indiana University South Bend 20

Indiana University Southeast 23 20 Ithaca College 18/online 15/advanced 15

James Madison Harrisburg 20

Johns Hopkins University 15 10 J. Sargeant Reynolds Community College [Virginia] 20 state system cap/20-27 in

reality 18 state system 255 | Coconino Community College Fall 2017 Assessment Report

cap/18-22 in reality

Kansas State University 22

Kean University [New Jersey] 20-22

Kettering University 20

Lake Superior State University 25 20 Lane Community College [Eugene, Oregon] 27 21 Le Moyne University [New York] 20 12 Lipscomb University [Tennessee] 25 25 Longwood University [Virginia] 18 (regular)/18 (honors) 18 Loras College [Iowa] 20

Louisiana State University 22 (regular)/22 (advanced)

Loyola College in Maryland 20

Lynchberg College 22

Mainland Community College [Texas] 22

Manhattan College 18 18 Marist College [New York] 17

Marymount College [California] 20 20 Marywood University [Scranton, Pennsylvania] 20 (regular) /15 (honors,

advanced, online)

Merrimack College [Massachusetts] 15

Mercer County College [New Jersey] 30 25 Mesa Community College 26/20 online 20-23 Middlesex County College 22 16-18 Millsaps College [Michigan] 16

Miami University [Ohio] 22

Mississippi College [Clinton, Mississippi] 24/20 (second semester)

Missouri University of Science and Technology [Rolla]

22/20 (second semester or advanced)

Missouri Western State University 25 (both semesters) 22 Monmouth University [New Jersey] 20 15 Montana State University 25

Montclair State University 19 19 Montgomery College 24

Montgomery College Germantown 25

Montgomery College Rockville 20 22 Montgomery College Takoma Park 20

Moravian College 18 8 New Mexico State University Carlsbad 20 15 New York Univeersity 15

Newbury College 20

Niagara University 17

Nicholls State University 32

North Carolina A&T State University 26

North Carolina State University 18 Northeastern University 19/advanced 19

Northern Arizona University 24 24 Northern Illinois University 25 15-16 Northern Kentucky University 22 18 Northern Virginia Community College (Annandale campus)

25 25

Northwestern College [Iowa] 24 256 | Coconino Community College Fall 2017 Assessment Report

Nova Southeastern University 15/20 advanced 15 Occindental College 15/20 2nd semester 15 Ocean County College [New Jersey] 22/24 Writing about

Literature 19-20

Ohio State University 28 15 Ohio University 20

Oklahoma State University 25 15 Old Dominion University 19/19 second semester 15 Orange Coast Community College 32 [with bonus for teachers

who accept 34-36]

Parkland College [Champaign, Illinois] 24/22 English 102 15/18 [intermediate basic]

Passaic County College [New Jersey] 25 22 Portland State University 25

Princeton University 12

Purdue University West Lafayette 20/25 accelerated 15 ESL Ramapo College [New Jersey] 25 25 Raritan Valley Community College [New Jersey] 23 17 Rice University 22 (often fill to 24‐25) 16 Rivier College [New Hampshire] 18

Rockford College [Illinois] 20 [for both courses in the sequence]

Rowan University [New Jersey] 22 18-20 Sacred Heart University 20

Saint Edward's University [Texas] 22 20 Salem County College 20-25 20 Salt Lake Community College 25

San Jose State University 25 (regular)/25 (stretch)

San Juan College 20 15 Saint Joseph's University [Philadelphia, Pennsylvania} 20 (all writing courses)

Santa Clara University 19/ 17 honors/25 advanced/22 creative writing

15 first-generation

Scripps College 16

Seton Hall 15-18 15 Shawnee State University 20 20 Skidmore College 15

Soka University of America [Aliso Viejo, California] 15/13 (advanced)

South Texas College 24 (both semesters)

Southern Connecticut State University 20 12 Southern Illinois University Carbondale 21fall/20 spring

Spelman University 20

St. Cloud State University 25

St. Louis Community College at Meramec 25 18 basic/22 intermediate basic

Stanford University 15

State University of New York Albany 19

State University of New York Binghamton 16/25 other composition courses

State University of New York Courtland 22


State University of New York Morrisville 35

State University of New York Stony Brook 25 15 St. Cloud State University [St. Cloud, Minnesota] 25

Stetson University [Florida] 18 12 Steven F. Austin State University 22

Suffolk University [Boston] 25

Syracuse University 20 (all writing courses)

Tarleton State University 25

Taylor University [Indiana] 24 12 Tennessee Tech University 25 15 Tennessee A&M University College Station 25

Texas A&M University Commerce 25 22 Texas A&M University Corpus Christi 25 18 Texas Christian University 20

Texas State University San Marcos 21/22 second semester

Texas Tech University 40 with online response readers

Texas Wesleyan University 20

Texas Women's University 25 20 Trinity College [Hartford, Connecticut] 15

Tuskeegee University [Alabama] 30 30 Truman College in Chicago 25

Unity College [Unity, Maine] 18 (both semesters)

University of Alabama 24 15 University of Alberta 40 (literature and

writing)/32 for new TAs

University of Arizona 25

University of British Columbia 35 /35 technical writing and advanced composition

University of California Davis 25

University of California Irvine 19 19/19 ESL University of California Los Angeles 20 20 University of California Riverside 23 21/16 ESL University of California San Diego, Muir College 15

University of California San Diego, Warren College 14

University of California Santa Barbara 25 18 EOP University of California Santa Cruz 25 22 University of Central Florida, Orlando 25/20 honors

University of Cincinnati, uptown campus 23/20 (freshman seminar)

University of Cincinnati, Blue Ash 20 15 University of Cincinnati, Clermont College 20 15 University of Colorado at Boulder 18

University of Colorado at Denver 24/24 Comp II

University of Connecticut 20 10 University of Dayton 20 (regular)/20 (honors)/18

(stretch over two semesters)

University of Delaware 22

University of Georgia 22/15 honors 15 ESL/15 online ESL

University of Hawaii 20

University of Houston--Clear Lake 25

University of Idaho 26/20 honors 258 | Coconino Community College Fall 2017 Assessment Report

University of Illinois 22 16 University of Kansas 22

University of Louisville 26

University of Louisiana-Lafayette 27 (Katrina factor) 25 University of Main 22/21 (stretch)

University of Maine-Farmington 16

University of Maryland, Baltimore County 25/15 honors

University of Massachusetts (Amherst) 24 20 University of Miami [Florida] 23/20 honors 20 tutorial/

12 pre-FYC University of Michigan Flint 24 16 University of Minnesota 15-21/15-21 advsnced 18 University of Mississippi 23 18 University of Missouri 20

University of Montana Western

17 (stretch classes)

University of Nebraska at Omaha 18 comp I / 20 comp II

University of Nevada

22 University of New Orleans 25 (both semesters)

University of North Carolina Chapel Hill 19 19 University of North Carolina Charlotte 22 (both semesters)

University of North Carolina Wilmington 20/20 (advanced)

University of North Georgia 24 (both semesters)

University of Notre Dame 15

University of Oklahoma 19 15 University of Pennsylvania 16 (regular seminar)/12

(seminar for students who find writing challenging)/12 (seminar for international students)

University of Rhode Island 22

University of Rio Grande

22 University of Rio Grande

22

University of San Francisco 20/15 honors seminar 18 University of Scranton 18 18 University of South Alabama 25/17 honors 25 University of South Carolina 25 (both semesters)

University of South Florida St. Petersburg 25 (both semesters)

University of Southern Indiana 25/25 honors 25 University of Saint Rose [Albany, New York] 18-19

University of Texas at Austin 25/23 (computer-assisted classroom)

University of Toledo 23 18 University of Virginia 18 15 University of Washington 22 18 University of Wisconsin--Eau Claire 20/22 honors and AP 15 University of Wisconsin--River Falls 25 17 University of Wisconsin--Stevens Point 23

University of Wisconsin--Superior 22 (both semesters) 18 Utah State University 23 15 Valdosta State University 25 Ventura Community College [California] 27 27 Wayne State University 24 22 259 | Coconino Community College Fall 2017 Assessment Report

Walsh University (Ohio) 20 (regular and Honors) 15 (10 with peer tutoring for high at-risk students)

Washington State University 25 20 Webster University 15

Wellesley College 15

West Chester University of Pennsylvania 25 20/15 West Virginia University 22 12 Western Illinois University 22

Western State College 24

Whatcom Community College [Washington state] 25/24 computer classroom 25 Wheaton College [Norton, Massachusetts] 16

Whitworth University 18 (both semesters)

Worcester Polytechnic Institute 20

Wright State University 24 16 Valencia Community College [Orlando, FL] 25

Xavier University of Louisiana 25

Yale University 16

Yeshiva University 17

Youngstown State University 25

February 2004/Last updated September 2005


Program: English Review Date: 11/1/2017 Reviewer: Jennifer Jameson and Michael Harpst

REVIEW ITEM



a. Narrative

1) State what the purpose and contributions

to the community of the program

2) Define what sets this program apart from

other similar programs




program review


2) Program goals are tied to the institutional

mission statement



"i. Criteria:" seemed out‐of‐place. Maybe this is a typo

or something copy/pasted from another part of the

document.

d. Decision Making



3) Initiatives the program has taken on since

the last program review



Discussion about the last program review initiatives of

the program are mentioned in the Narrative above.



I. OVERVIEW







1) Define type of assessment used in program

and the significance of the assessment

(Provide examples in Appendix A)




No examples of assessment tools found.

f. Statement of program's accomplishments in support of the current strategic plan



2) Provide evidence on how the program has

been contributing to the strategic plan. This part is listed under current facilities in the program

review.

g. Description of current facilities needed to conduct program, including space and equipment









program.

We believe that this checklist does not match up with

the program review document that this program utilized.

There were many different iterations of these

documents over the last year and it seems some

confusion has taken place. Some discussion of facilities is

located in the appendix.








descriptions.

2) Provide degree and certifications that the

program contributes to

3) Provide the outcomes of the degrees and

certifications







enrollments


1) Discuss the certificates and programs that

the program is directly responsible for and

how and what credentials students will be

able to obtain upon completion.


credential







outcomes since the last program review and

the effects the changes have had on the

program as a whole.

d. Curriculum

1) Describe any curricular changes since the










e. Articulation



Arizona.



transferable


within the certificates and degrees offered in

the program

This section is labeled "a. Articulation" rather than "e.

Articulation."






accreditation."

This section is labeled "b. Program Accreditation" rather

than "f. Program Accreditation."

g. Teaching Loads

1) Provide a description of the responsibilities

and loads of the full‐time faculty


and loads of the part‐time faculty


courses


faculty

I would like to see some discussion of the very disparate

numbers of full‐time to part‐time faculty in the transfer

English area. The numbers were shown but not

discussed at all. This is also

mislabeled.



and loads of the full‐time faculty


and loads of the part‐time faculty


courses


faculty The items 1 through 4 shown to the left were discussed

in other sections where they would make more sense.

This is also mislabeled.








1) Answer the question, "What do you see as

the internal strengths of the program?"


answers.


1) Answer the questions, "What do you see as

internal weaknesses of the program?"


answers.

c. List recommendations received since last program

review or Program Advisory

Committee


at the last program review.



programs.




recommendations and effect on the program.


recommendation, describe why no action was

taken.


1) Provide an overview of what a student will

need to order to complete a certificate or

degree within the program



anything) the students need to be successful

in the courses

3) Elaborate on future trends or needs of the

program detailing how this will lead to








b. Assessment


assessment used to measure student learning

2) Describe any course level assessments that

were conducted and results since the last

program review

3) Report any shared assessments within the

program and data gathered from those

assessment


within the student assessment data

c. Challenges



the results



action




1) Provides a clear summary of the program

as a whole.

2) Provides a summary of the students within

the program as a whole.

3) Provides a summary of the challenges and

future actions for the program.


certifications

The items 1 through 4 shown to the left were addressed

in previous places in the document where they made

more sense. This last part was a list of goals for the

department which is a great way to summarize the

entire report.



narrative


review document

There were some formatting issues in the appendices

where some of the charts/graphs are off the page.







2016‐2017 Program Review ‐ GEOLOGY (GLG)

Prepared by: Kurt Yuengling (Geology Faculty)

- Review of Program history prior to Fall 2016 semester, data range Fall 2011 to Fall 2016. - The preparer of this Program Review was not employed by CCC prior to Fall 2016.

REVIEW ITEM CRITERIA

I. OVERVIEW a. Narrative 1) State the purpose of the program and any contributions to the community.

The main purpose of the Geology program is to provide introductory Earth Science courses exposing students to the Earth’s materials, processes, hazards, and history. These courses also fit the General Education Lab Science requirements for CCC students and our transfer institutions. More specialized elective courses permit students and the community to learn more about the local geology and famous landscapes in our region.

2) Define what sets this program apart from other similar programs.

The Geology courses at CCC serve a different audience than many of the other science disciplines at CCC. Unlike Biology, this program does not act as a foundation or “gatekeeper” to into any occupational programs (such as nursing). Unlike Chemistry and Physics, there are no math pre‐requisites for our courses. Therefore, many students with math and science phobias find these courses more approachable when it comes to Gen‐Ed science requirements.

3) State how long has the program existed.

Program History: the first GLG courses were created in Fall 1991. Four additional courses added over 15 years. See timeline below (based on Course Outlines on CCC website):

GLG 101 Physical Geology – Dec 1991 GLG 112 Geology of the Grand Canyon – Dec 1991 GLG 102 Historical Geology – May 1993 GLG 105 Intro. to Planetary Science – Oct 1998 GLG 232 Geology of the Colorado Plateau – Oct 2004 GLG 110 Natural Disasters – Mar 2005

4) State when the last program review was completed. 5) Provide a summary of changes since last program review. 6) Summarize any initiatives the program has taken on since the last program review.

This is the first program review of Geology.


b. Program goals 1) List the program goals clearly and concisely.

- To provide students and the community with an understanding and appreciation of the landscapes, resources, hazards, and natural history of our planet.

- To provide lab science courses to satisfy General Education requirements. - To give students interested in the Earth Sciences the foundational skills, knowledge, and coursework required

to transfer on for a bachelor’s degree.

2) Describe how the program goals are tied to the institutional mission statement.

“As a learning college, we enrich lives by embracing diversity and transforming the future through quality education.”

Geology courses at CCC teach students about the local geology as well as global environmental issues and processes. GLG courses lack math pre‐requisites and most may be used to satisfy General Education requirements; this makes them very accessible for incoming students and those with science and math anxieties. The courses are also designed with transferability in mind.

c. Staffing of the program 1) Provide a summary of overall staffing organization of the program.

From inception through Spring 2016 semester, courses had been taught exclusively by part‐time faculty. Starting Fall 2016 semester, there will be one full time Geology Faculty member and at least two part‐time faculty. Faculty were supported by the Science Lab Coordinator (ordering supplies and helping with field trip logistics), the Department Head* (curricular changes and new course proposals), and the Dean. Additional staff were employed on a temporary basis to help drive vans during field trips.

*CCC’s current administrative structure no longer uses department heads. d. Decision Making 1) Describe the decision making process within the program.

Geology faculty members would discuss changes among themselves and then work with their department chair or dean to implement changes. Changes that may impact other programs (Environmental Studies or Colorado Plateau Studies) were discussed with larger groups.

2) Describe how the program gathers input and responds to those inputs.

This is the first program review of Geology and the preparer is new to CCC.

3) Define any outside agencies that inform decision making and their scope. Most of the courses in this Program are used to fulfill General Education lab science course requirements. Transfer institutions, especially NAU, heavily influence course content/objectives/outcomes/topics when creating or evaluating a course.

e. Summary of student assessment results 1) Define the types of assessment used in the program. 2) Summarize changes made due to assessment results about student learning outcomes.

- Faculty receive student feedback via Course Evaluations on Canvas. - In Fall 2016, course outcomes and General Educations outcomes will be linked for each GLG course. Starting

Fall 2016, these Critical Thinking will be assessed in GLG courses taught by the full time faculty member. - After the 2016‐2017 academic year, a review and improvement of the course outcomes will occur (several have

over 15 outcomes).


f. Statement of program's accomplishments in support of the current strategic plan 1) Provide the goals from the strategic plan that the program contributes to.

Goal 1: CCC will provide learners educational opportunities that are accessible and affordable, while also being

economically feasible for the college. Goal 2: CCC will promote a learner‐centered environment that incorporates innovative strategies and support

structures intended to reduce student attrition and increase retention. Goal 3: CCC will empower students to achieve their individual learning goals and implement strategies to increase

certificate and degree completion rates. Goal 4: CCC will strengthen the College’s working environment by maximizing college resources, expanding

community outreach, and implementing effective personnel management and employee development strategies.

Specific Goal.Objective: 1.1, 2.2, 2.4, 3.4, 4.1, 4.2, 4.6, and 4.7.

2) Provide evidence on how the program has been contributing to the strategic plan.

- The GLG program provides several General Education science courses to CCC students. These courses (GLG 101, 105, 110) have no pre‐requisites; incoming CCC students have the opportunity to take a science course immediately.

- GLG courses are offered during the day, at night, and online providing a wide variety of options for students. Future Hybrid offerings will allow students to take a 4 credit class while meeting only once per week in person.

- By creating a designated Geology Lab we are creating more effective teaching environment (proper space and supply storage).

- The hiring of a full time faculty member aids student learning (designated office hours) and creates a “lead instructor” position to work on curriculum development, new initiatives and community outreach, and to act as a mentor/liaison for part time GLG faculty.

g. Description of current facilities needed to conduct program, including space and equipment 1) Describe any designated space that is provided to support the program since the last program review. 2) Describe any designated equipment purchased to support the program since the last program review. 3) Observations on how the facilities and equipment contribute to the goals of the program.

This is the first program review of Geology. Currently all GLG courses are taught in traditional classrooms, not designated lab spaces. Samples and lab materials are stored in cabinets in Room 517, not a separate storeroom/prep space. Instructional supplies include maps, posters, field equipment (rock hammers, magnifying glasses, acid bottles), and samples (rocks, minerals, and fossils). Ideally, these courses would be taught in a space more appropriate for labs (no carpeting, water sources, adequate space to move among tables, power supplies for computers) and there would be a separate space for sample storage and lab preparation.

II. TEACHING AND LEARNING a. Program requirements and course offerings 1) Provide a review of the courses and class descriptions

See Appendix A: Courses and class descriptions. 2) Provide degree and certifications that the program contributes to.

See Appendix B: Degree and Certifications that the Geology program contributes to (including transfer tables). 3) Provide the outcomes of the degrees and certifications.

See Appendix B: Degree and Certifications that the Geology program contributes to (including transfer tables). 4) Insert a table of courses, sections, enrollments, and tuition

See Appendix C: Table of courses, sections, enrollments, and tuition (provided by IR). 269 | Coconino Community College Fall 2017 Assessment Report

5) Elaborate on any patterns or outlying data contained within the table. Sections Offered: (modified from Appendix C)

Academic Year

GLG 101 GLG 105 GLG 110 GLG 112 GLG 102* GLG 232*

Sect. Enroll. Sect. Enroll. Sect. Enroll. Sect. Enroll. Sect. Enroll. Sect. Enroll.

2011‐12 5 108 1 26 2 46 1 3 2 10 2 25

2012‐13 4 93 1 27 2 50 1 5 2 23 2 26

2013‐14 4 95 1 24 2 57 1 3 2 25 2 26

2014‐15 5 122 1 27 2 53 1 13 2 30 2 21

2015‐16 5 118 1 24 2 52 ‐ ‐ 2 28 2 28

5 year totals

23 536 5 128 10 258 4 24 10 116 10 126

Mean Enrollment

23 26 26 6 12 13

25*

*GLG 102 and GLG 232 have been taught at the same time (“one room schoolhouse” approach).

Comments: Over the past five years, the enrollment numbers indicate that enrollment has met or exceeded the recommended 24 students in a lab course. While GLG 102 and 232 numbers look low, they were taught in the same space at the same time, so enrollment/section numbers should be combined.

Funding associated with GLG courses: (modified from Appendix C)

Academic Year

All GLG Courses Tuition Fees

2011‐12 $ 71,878 $ 14,304

2012‐13 $ 75,310 $ 15,480

2013‐14 $ 79,518 $ 15,024

2014‐15 $ 92,382 $ 21,264

2015‐16 $ 92,000 $ 15,000

5 year totals $ 41,1088 $ 81,072

How have the Course Fees or Differential Tuition funds been allocated?

Based on conversations with Science Lab Coordinator Anna Novak and Dean Jeff Jones, the budget for GLG courses covered three areas:

- Field trips – van rentals and gas allowing for two field trips per class section. - Supplies – for purchasing field and lab equipment, samples, fossil specimens, etc. - Copier/Duplicating Services.


Siri Mullaney (Dean of Finance) provided itemized budgets (planned and actual) for GLG courses for Fiscal Years 2015 (2014‐2015) and 2016 (2015‐2016) – see appendix C. GLG courses over the past 5 years have collected $14,000 to $21,000 per year from students. GLG budgets over the past 2 years (2014‐15, 2015‐16) have been significantly less that these numbers: $4500‐$5600 budgeted, $2900‐$3800 actually spent on the three areas identified above.

6) Relate any closely related industry market trends or university/college enrollments if applicable. Prior to the next program review, this data may be available from the Geology ATF. b. Industry standard certifications for students (If applicable) 1) Discuss the credentials students will be able to obtain upon completion. 2) Outline the requirements for each credential. 3) Discuss any impediments to the student obtaining the credentials.

There are no credentials or certifications in this discipline at the community college level. c. Course outlines reviewed and updated 1) Define how often course outlines are reviewed and updated. 2) Discuss changes made to the course outcomes since the last program review and the effects the changes have had on the program as a whole.

This is the first program review of Geology and the preparer is new to CCC. d. Curriculum 1) Describe any curricular changes since the last program review. 2) Note any impending course changes. 3) Describe the effects on the program that these curricular changes have made.

This is the first program review. Course changes that are planned or will be implemented soon: - Starting 2016‐2017 academic year – GLG 102 and GLG 232 will no longer be taught at the same time, they will

be taught as separate offerings. - Starting Fall 2017 – GLG 102 will have a pre‐requisite of GLG 101 or instructor permission. - GLG 232 may be redesigned to be a cap‐stone experience course for students interested in majoring in geology.

e. Articulation 1) Provide an introductory paragraph detailing how the courses transfer within Arizona. 2) Note any concerns of courses that are only transferable as electives or non‐transferable. 3) Provide a transfer table of the courses within the certificates and degrees offered in the program (Appendix B).

Most of the GLG sections offered at CCC are aimed at students fulfilling General Education Lab Science requirements. Several of the courses transfer/correspond to similar courses at NAU, ASU, and UA (see appendix B). Higher numbered courses are focused on the local geology of Northern Arizona and satisfy program requirements at CCC (Colorado Plateau Studies and Environmental Studies) or transfer as elective credits. - GLG 101 Physical Geology is taught at colleges throughout Arizona. The name, alpha/number, and course

outline have been extensively discussed at Geology ATF (Articulation Task Force) meetings. This course may be for “non‐majors” (Gen Ed) or the first course for Geology majors.

- GLG 102 is taught at NAU, Yavapai College, and others as the second half of a one year geology sequence (with 101).

- GLG 110 Natural Disasters is a popular non‐science major, General Education course at NAU. 271 | Coconino Community College Fall 2017 Assessment Report

- GLG 112 Geology of the Grand Canyon is a 2 credit, 6 day field trip based course giving students and the public the opportunity to explore the geologic history of the Grand Canyon.

- GLG 115 Intro. to Planetary Studies is an introductory course combining elements of Earth Science (geology) and Astronomy. This draws on the rich history of planetary studies and discovery in Flagstaff (Lowell Observatory and the USGS).

- GLG 232 Geology of the Colorado Plateau is an introductory geology course (no pre‐requisites) which focuses on the local geology and is part of the Colorado Plateau Studies program.

f. Program accreditation 1) If applicable, describe if the program accredited by a programmatic accrediting agency. If so, name the agency and include the status of the most recent accreditation.

There is no programmatic accrediting agency for this discipline. g. Teaching workloads and delivery methods 1) Provide a percentage breakdown of course loads for full‐time and part‐time faculty.

From Fall 2011 through Spring 2016 semester, courses had been taught exclusively by 4 to 5 part‐time faculty. See Appendix D for names, credentials, and loads. Starting Fall 2016 semester, there will be one full time Geology Faculty member and at least two part‐time faculty.

2) Discuss the responsibilities and workloads of the full‐time faculty.

There were no full‐time faculty prior to Fall 2016

3) Discuss the responsibilities and workloads of the part‐time faculty. Faculty taught courses and worked with department heads when revising course outlines or choosing textbooks. Faculty worked with the Science Lab Coordinator to purchase instructional supplies and organize vehicle and facility rentals for field trips.

4) Discuss the delivery methods of the courses. Most course offerings were taught at the Lone Tree campus; in recent summer semesters a section of GLG 101 was offered online.

5) Discuss any release time of the full‐time faculty. There were no full‐time faculty prior to Fall 2016

h. Faculty credentials 1) State the basic credentials needed for faculty of this program. 2) Note any concerns regarding faculty credentialing. 3) Include a table of instructors and credentials or certifications (Appendix D).

Based on information in Appendix D provided by IR, faculty had graduate degrees in Geology or Earth Science. In 2016 faculty credentials were evaluated with respect to current HLC requirements.


III. STAFF, RESOURCES, FACILITIES, and FUNDS a. Internal strengths of the program 1) Discuss the internal strengths of the program. Provide evidence and data to support answers.

Many of the courses have been well planned with regard to transferability. The location of CCC makes field trips to see a variety of geologic processes and rock types easy to deliver in a short period of time (during class time). CCC’s location also makes it an ideal place to offer classes that take place in the field rather than the classroom. There is a wide variety of samples of rocks, minerals, and fossils available for use during class.

b. Internal weaknesses of the program 1) Discuss the internal weaknesses of the program. Provide evidence and data to support answers.

Prior to Fall 2016, all sections were taught by part‐time faculty. While the quality of instruction may have been high, any program review, course revisions, and assessment activities requires these faculty to donate time or the administration to fund release time. Similarly, these faculty would essentially have been donating time for any activities outside of the classroom such as office hours or extra help for students. Science department meetings may or may not have had a representative from Geology, CCC may or may not have had a representative at Geology ATF meetings.

c. List recommendations received since last program review or Program Advisory Committee 1) List recommendations that were received at the last program review. 2) List any recommendations from Program Advisory Committees (if applicable). 3) Elaborate on any actions taken on recommendations and effect on the program. 4) If no action was taken on a recommendation, describe why no action was taken.

This is the first program review.

IV. ANALYSIS and RECOMMENDATIONS a. Description of needs to conduct program, including space and equipment 1) Provide the specific structures and supports (technology, facilities, etc.) the students need to be successful in the courses. 2) Elaborate on future needs of the program detailing how this will lead to student success in the program.

Instructional/Lab/Storage/Prep Spaces – Plans are underway to move the Geology courses into a designated space with stronger tables, proper flooring surfaces, appropriate safety equipment, and a separate space for sample storage and lab preparation. Instructional Supplies/Samples – For a typical class of 24 students, the program should have at least 8 sets of samples for each lab assignment (groups of 3). The fossil specimens in particular should be expanded in variety and number such that GLG 102 labs transition from “show and tell” to small groups working with individual specimens. These improvements will provide a more hands‐on experience. Closing the gap between the GLG budget and the Differential Tuition fees collected should be a priority over the next year in preparation for the next budget proposal. Increasing the GLG budget to match incoming student course fees would allow us to improve instructional supply inventories.


b. Assessment 1) Provide detailed descriptions on types of assessment used to measure student learning. 2) Describe any course‐level and/or program‐level assessments that were conducted and results since the last program review. 3) Report any shared assessments within the program and data gathered from those assessment. 4) Record any observations or trends found within the student assessment data.

This is the first program review. No assessments relating course outcomes and general education outcomes occurred prior to Fall 2016. Appendix F includes preliminary data for Fall 2016 assessment. Timeline for future assessment activites: - Fall 2016, course outcomes and General Educations outcomes will be linked for each GLG course. - 2016 ‐ 2017, Critical Thinking will be assessed in GLG courses taught by the full time faculty member. - 2017 ‐ 2018 academic year, a review and improvement of the course outcomes should occur (several have over

15 outcomes). c. Challenges 1) Provide any challenges that the program has faced since the last program review and the results 2) Provide any challenges the program is facing now and provide the current plan of action 3) Discuss any challenges for the students completing a certificate or degree

This is the first program review. Between now and the next program review, our main goal is to take this list of separate GLG courses and create a program or sequence of courses. Some specific concerns/changes: - GLG 101 Physical Geology and GLG 102 Historical Geology were taught as single, separate courses. This means

that GLG 102 instructors had to commit a third of the semester to covering foundational material taught in GLG 101 (rocks, minerals, plate tectonics). Many schools (including our transfer institutions) treat these as a year‐long sequence. Starting Fall 2017, GLG 102 will have a pre‐req of GLG 101. This will undoubtedly pull down enrollment in GLG 102, but it also gives us the opportunity to have students interested in Geology start at CCC and transfer to NAU.

- GLG 232 Geology of the Colorado Plateau has traditionally been taught at the same time as GLG 102, in the same classroom. This “one‐room schoolhouse” approach may have helped with enrollment numbers (allowing the course to go), but it should be offered on its own. Also, 200 level courses are traditionally taught to sophomore level students in a program and have pre‐requisites. This course could be reworked to be a second year field based, capstone experience for students who have taken GLG 101‐102.

- Environmental Studies and Colorado Plateau Studies both require GLG 102 or GLG 232. The changes above would add hidden pre‐requisites and may not fit the vision of these programs. Future discussions with faculty and administration overseeing these programs is required.

- GLG 1xx – Environmental Geology (new course). A new course focused on humans and the Earth (the Earth as a resource, geologic hazards, and human impacts on the Earth) would fit in well at CCC:

- another general education science course (better alternative to GLG 102). Topics related to current news and policies.

- GLG faculty should work with BIO faculty teaching Environmental Biology to create a year‐long sequence of courses that would complement each other rather than cover the similar topics.

- This course would/could replace GLG 101/232 in the Environmental Science and Colorado Plateau Studies Programs.

- GLG 112 Geology of the Grand Canyon has had low enrollments. Future review of this class should include: the number of credits/length, the times of year it is offered, the format of delivery (combine class time during the semester with a capstone field trip?). With the variety of rocks in the canyon and the long geologic history exposed, it may be possible to design a similar course that covers the topics in GLG 101 and gives an alternative field based option to earn gen‐ed credit for GLG 101…


d. Summary of Significant Developments 1) Provide a clear summary of the program as a whole (successes, challenges, and future actions).

CCC has successfully offered and filled 6 to 8 sections of GLG courses each fall and spring semester. Also, field based courses such as The Geology of the Grand Canyon have successfully run in summer semesters. This is impressive for a community college this size. CCC is perfectly located to explore and teach in a wide range of geologic environments. Challenges (inadequate teaching/prep spaces and lack of full‐time faculty) will been addressed over the 2016‐2017 school year. Future projects include: curriculum/course review (building a Geology “major” and improving outcomes/assessment), improving instructional supplies and expanding sample collections, and increasing field experiences in courses.

V. Appendix documents a. Appropriate appendices added 1) Ensure there are appendices when indicated by narrative. 2) Ensure the appendices add support to program review document. 3) Ensure the appendix has the following at a minimum: Review of courses and class descriptions, Degrees and certifications that the program contributes to, Outcomes of degrees and certifications, Transfer table of the program's courses, Table of instructors and credentials or certifications.


Appendix A:

Courses and class descriptions.


Geology (GLG)Last Updated: 10 March 2017 *Shared Unique Number System (SUN) is a college course numbering system designed to help Arizona studentsplan their education an ensure successful transfer of course credits.

GLG 101 (4)SUN #GLG 1101Physical Geology The study of Earth’s processes and materials including rocks and minerals, structures, landforms and their origins. General Education: Physical and Biological Sciences. Three lecture; three lab.

GLG 102 (4)Historical GeologyChronological study of the sequence of events involved in the formation and development of the earth and its inhabitants as revealed in the geological record. General Education: Physical and Biological Sciences. Three lecture. Three lab.

NEW DESCRIPTION BEGINNING FALL 2017 FOR GLG 102Chronological study of the sequence of events involved in the formation and development of the earth and its inhabitants as revealed in the geological record. General Education: Physical and Biological Sciences. Prerequisite: GLG 101. Three lecture. Three lab. Fall, Spring.

GLG 105 (4)Introduction to Planetary Science A survey of Solar System objects and their geologic evolution, surfaces, interiors, atmospheres, and processes, the methods used to study them, and the history of space exploration; weekly laboratory for data analysis and experiments; may include field trip(s). General Education: Physical and Biological Sciences. Three lecture. Three lab.

GLG 110 (4)Natural Disasters Examine the forces behind the geologic, atmospheric, and climatic processes that have caused great loss of life and property throughout history as a result of natural disasters with a focus on causation, prediction, preparation, and mitigation. General Education: Physical and Biological Sciences. Three lecture. Three lab.

GLG 112 (2)Geology of the Grand CanyonConcepts in stratigraphy, volcanology, geomorphology, and glacial and structural geology in the Grand Canyon. Field trips. One lecture; three lab.


GLG 232 (4)Geology of the Colorado Plateau Examine and observe the geology and geologic processes of the Colorado Plateau and how it has affected its inhabitants. General Education: Physical and Biological Sciences. Three lecture. Three lab.

GLG 298 (1–6)Special TopicsDesigned to meet the needs of an individual(s) who has an interest in pursuing an original topic in an instructional area under faculty supervision. One to six variable credit hours.


Appendix B:

Degree and certifications that the Geology program contributes to ((including transfer tables)).


Colorado Plateau Studies (AA Degree)Last Updated: 22 June 2016

Minimum credits Required: 60

Description

The Associate of Arts in Colorado Plateau Studies degree is designed for transfer to all Arizona public universities. This is an inter‐disciplinary degree that includes courses from the Arts, Humanities, and Sciences in its core.

CORE coursework

Course Course Title Hours

ANT 230 Peoples of the Southwest 3

CPS 100 Overview of the Colorado Plateau 3

CPS 290 Capstone Seminar 3

GLG 102 or GLG 232 Historical Geology or Geology of the Colorado Plateau

4

CORE Electives (12 credits)

Any transferable coursework to complete 12 credit hours.


Recommended

ANT 101 Introduction to Physical Anthropology 4

ANT 102 Introduction to Cultural Anthropology 3

ART 201 Art History I 3

ART 202 Art History II 3

BIO 105 Environmental Biology 4

ENG 270 Creative Writing: Fiction 3

ENG 271 Creating Writing: Poetry 3

ENG 272 Creating Writing: Non‐Fiction 3

ENV 111 Local Environmental Issues 3

GLG 101 Physical Geography 4

GLG 102 Historical Geology (4) 4

GLG 112 Geology of the Grand Canyon 2


GLG 232 Geology of the Colorado Plateau 4

HIS 131 U.S History to 1877 3

HIS 132 U.S. History from 1877 3

HUM 241 Humanities I 3

HUM 242 Humanities II 3

PHY 253 Archeoastronomy 4

SOC 101 Introduction to Sociology 3

AGEC coursework


Composition (6 credits)

ENG 101 College Composition I 3

ENG 102 Collge Composition II 3

Mathematics (3 credits)

MAT 140 or higher. College Mathematics 5

Arts/Humanities (6 credits)

ART 221 Art History of the Southwest 3

ENG 238 Literature of the Southwest 3

Social/Behavioral Sciences (6 credits)

ANT 110 Exploring Archeology 3

SOC 215 Race & Ethnic Relations 3

Physical/Biological Sciences (8 credits)

Two courses, excluding BIO 100. Recommended: BIO 109 Natural History of the Southwest or a higher BIO course

8

General Education Options (0‐6 credits)

Any AGEC coursework to complete 35 credits.

0‐6

Special Requirements

Must be met within the General Education requirements by a minimum of 2 courses.

Intensive Writing/Critical Inquiry "W"

Ethnic/Race/Gender Awareness "E"


Contemporary Global/International Awareness or Historical Awareness

"C"

Program Outcomes

The outcomes identified below define the knowledge and skill sets that graduates will possess at the end of their program of study.

To give students an inter‐disciplinary overview of the people, arts, and ecology of the ColoradoPlateau.

Transfer to academically relevant university degree programs. Professional and occupational preparation and workforce development. New levels of qualified, educated personnel in the regional workplace. To give students the opportunity for collaboration with public and private entities, organizations, and

agencies (i.e. The Museum of Northern Arizona, Northern Arizona University, Grand Canyon Trust,National Park Service, Grand Canyon River Outfitters Association, local artists and scientists, UnitedStates Geological Survey, etc., per development and suggested membership of CPS advisory council).


Environmental Studies (AA Degree)Last Updated: 15 June 2016

Minimum credits Required: 61

Description

The Associate of Arts in Environmental Studies is designed to prepare students for entry level employment as environmental technicians and for continued academic work in an environmental field.

CORE coursework


ANT 102 or ANT 110 Intro to Cultural Anthropology or Exploring Archaeology

3

ANT 230 Peoples of the Southwest 3

BIO 109 Natural History Southwest 4

BIO 289 Internship 3

CTM 120 Building the Human Environment 3

ENV 113 Global Environmental Issues 3

GEO 133 World/Regional Geography 3

GLG 102 or

GLG 232

Historical Geology or Geology of the Colorado Plateau

4

Requirements (35 credits)

AGEC coursework


Composition (6 credits)

ENG 101 College Composition I 3

ENG 102 College Composition II 3

Mathematics (3 credits)

MAT 140 or higher. College Mathematics 5

Arts/Humanities (6 credits)

ENG 238 Literature of the Southwest 3

HUM 205 Technology & Human Values 3


Social/Behavioral Sciences (6 credits)

ECN 204 Macroeconomic Principles 3

POS 233 Global Environmental Politics 3

Physical/Biological Sciences (8 credits)

BIO 105 Environmental Biology 4

CHM 151 General Chemistry I 5

Options (6 credits)

CIS 120 Intro to Computer Info Systems 3

CPS 100 Overview of the Colorado Plateau 3

Special Requirements

Must be met within the General Education requirements by a minimum of 2 courses.

Intensive Writing/Critical Inquiry "W"

Ethnic/Race/Gender Awareness "E"

Contemporary Global/International Awareness or Historical Awareness "C"

Program Outcomes

The outcomes identified below define the knowledge and skill sets that graduates of this program will possess at the end of their program of study.

Demonstrate competence in assessing environmental parameters both in the field and in the lab. Write, edit and analyze environmental documents. Analyze environmental data sets through the construct of graphs, tables and mathematical modeling. Work in governmental and non‐governmental agencies to evaluate proposed environmentally related

projects and offer solutions to potential environmental problems; Communicate in a clear, articulate, unbiased manner with both professionals and non‐professionals

the essence of environmental controversies, hearings, speeches, documents or relevant media. Develop the managerial skills necessary to deal with both ecological impacts and the human built

environment. Prepare students for advanced degrees in environmental studies, science, engineering or

environmental justice.


Degrees and CertificatesLast Updated: 18 August 2016

The Degrees & Certificate programs offered at Coconino Community College are a diverse and comprehensive line of study, laying the groundwork for a bright and successful future for any students attending CCC. Listed below is a complete list of all degrees and certificates available here at CCC.

Degrees

Associate Degrees (AA) REQUIRED ELECTIVEAdministration of Justice GLG 101, 102, 105, 110, 232

Anthropology GLG 101, 102, 105, 110, 232

Business GLG 101, 102, 105, 110, 232

Colorado Plateau Studies GLG 102 or 232 GLG 101, 102, 112, 232


Environmental Studies GLG 102 or 232

General Studies GLG 101, 102, 105, 110, 232

Hotel and Restaurant Management

GLG 101, 102, 105, 110, 232

Psychology GLG 101, 102, 105, 110, 232

Sociology GLG 101, 102, 105, 110, 232

Vocational Technology Education

GLG 101, 102, 105, 110, 232

Associate in Applied ScienceDegrees (AAS)

REQUIRED ELECTIVE

Administration of Justice GLG 101, 102, 105, 110, 232

American Sign Language (ASL) Interpreting

GLG 101, 102, 105, 110, 232

Business GLG 101, 102, 105, 110, 232

Computer Software Technology GLG 101, 102, 105, 110, 232

Construction Technology GLG 101, 102, 105, 110, 232

Environmental Technology: Alternative Energy Technician

GLG 101, 102, 105, 110, 232

Fire Science

Hospitality Management GLG 101, 102, 105, 110, 232

Medical Office Management GLG 101, 102, 105, 110, 232

Network Engineering GLG 101, 102, 105, 110, 232

Nursing

Paramedic Studies

Pre‐Health Careers


Sustainable Green Building GLG 101, 102, 105, 110, 232

Associate of Business Degree(ABus)

REQUIRED ELECTIVE

Associate of Business GLG 101, 102, 105, 110, 232

Associate of Fine ArtsDegree (AFA)

REQUIRED ELECTIVE

Visual Arts GLG 101, 102, 105, 110, 232

Associate of General StudiesDegree (AGS)

REQUIRED ELECTIVE

Associate of General Studies GLG 101, 102, 105, 110, 232

Associate of Science Degree(AS)

REQUIRED ELECTIVE

General Studies

Certificates


Certificates REQUIRED ELECTIVEAGEC‐A GLG 101, 102, 105, 110, 232

AGEC‐B GLG 101, 102, 105, 110, 232


Coconino Course ASU NAU UA

GLG 101 (4)

Physical

Geology

GLG 101 (3) & GLG 103 (1) ,

Natural Science - Quantitative

(SQ), Natural Science -

Quantitative (SQ)

GLG 103; Lab Science [LAB]

--and-- GLG 101; Science &

Applied Science [SAS]

GEOS 251

GLG 102 (4)

Historical Geology

GLG 102 (3) & GLG 104 (1) ,

Natural Science - General

(SG), Historical Awareness

(H), Natural Science -

General (SG)

GLG 104; Lab Science [LAB]

--and-- GLG 102; Science &

Applied Science [SAS]

GEOS 255

GLG 105 (4)

Intro. to Planetary

Science

Elective Credit GLG 190L; Lab Science

[LAB] --and-- GLG 190;

Science & Applied Science

[SAS]

PTYS 206; Tier 2 Natural

Sciences (NAT2) --or-- ASTR

206; Tier 2 Natural Sciences

(NAT2) --and-- PTYS Dept

Elective

GLG 110 (4)

Natural Disasters

GLG 110 (3) & GLG 111 (1) ,


(SG), Global Awareness (G),


(SG)

GLG 112L; Lab Science

[LAB] --and-- GLG 112;

Science & Applied Science

[SAS]

GEOS 218; Tier 2 Natural

Sciences (NAT2) --and--

GEOS Dept Elective

GLG 112 (2)

Geology of the Grand

Canyon

Elective Credit GLG Departmental Elective GEOS Dept Elective

GLG 232 (4)

Geology of Colorado

Plateau

GLG Dept Elective GLG Departmental Elective;

Lab Science [LAB]

GEOS Dept Elective, Tier 1 &

2 Natural Sciences (NS)

GLG 298 (1)

Special Topics

Elective Credit Elective Credit GEOS Dept Elective


Appendix C:

Tables offcourses,,sections,,enrollments,,and tuition

(provided by IR) IR).



101 85.1% 88 88.6% 89 89.9% 112 83.0% 117 82.9% 507 85.6%


14 100.0% 24 79.2% 23 91.3% 29 93.1% 27 85.2% 117 88.9%


25 72.0% 25 76.0% 22 77.3% 25 80.0% 22 90.9% 119 79.0%


39 74.4% 49 77.6% 57 82.5% 49 77.6% 45 80.0% 239 78.7%


7 85.7% 10 100.0% 17 94.1%


20 95.0% 21 90.5% 26 96.2% 20 95.0% 28 85.7% 115 92.2%GLG 232

2015‐2016 Totals

GLG 112

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

GLG 110

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015

2015‐2016 Totals

GLG 105

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

GLG 102

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015

Totals

GLG 101

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Totals

Course Success Rate

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016



Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulGLG 101 Flagstaff Lone Tree 101 85.1% 88 88.6% 89 89.9% 112 83.0% 117 82.9% 507 85.6%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulIn Person 101 85.1% 88 88.6% 89 89.9% 89 82.0% 92 87.0% 459 86.5%

Online Web Class 0 0.0% 0 0.0% 0 0.0% 23 87.0% 25 68.0% 48 77.1%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulFALL 44 81.8% 45 84.4% 38 92.1% 44 79.5% 45 82.2%

SPRING 49 87.8% 43 93.0% 51 88.2% 45 84.4% 47 91.5%

SUMMER 8 87.5% 23 87.0% 25 68.0%

GLG 101

2014‐2015 2015‐2016 Totals

GLG 101

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015

Course IM2011‐2012

Course Success Rate

2011‐2012 2012‐2013 2013‐2014

2015‐2016

GLG 101

Course CAMPUS2011‐2012 2012‐2013

2014‐2015 2015‐2016

2012‐2013 2013‐2014

Totals

2013‐2014 2014‐2015 2015‐2016 Totals




Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulGLG 102 In Person 14 100.0% 24 79.2% 23 91.3% 29 93.1% 27 85.2% 117 88.9%


SPRING 7 100.0% 13 69.2% 11 100.0% 13 92.3% 17 94.1%

SUMMER

2012‐2013

2014‐2015

2015‐2016

GLG 102

2014‐2015 2015‐2016 Totals

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015


2015‐2016

2013‐2014

Totals

GLG 102


Course Success Rate

2011‐2012 2012‐2013 2013‐2014






SPRING 25 72.0% 25 76.0% 22 77.3% 25 80.0% 22 90.9%

SUMMER

2012‐2013

2014‐2015

2015‐2016

GLG 105

2014‐2015 2015‐2016 Totals

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015


2015‐2016

2013‐2014

Totals

GLG 105


Course Success Rate

2011‐2012 2012‐2013 2013‐2014






SPRING 13 61.5% 21 71.4% 28 85.7% 18 66.7% 18 72.2%

SUMMER

2012‐2013

2014‐2015

2015‐2016

GLG 110

2014‐2015 2015‐2016 Totals

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015


2015‐2016

2013‐2014

Totals

GLG 110


Course Success Rate

2011‐2012 2012‐2013 2013‐2014


Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% Successful7 85.7% 10 100.0% 17 94.1%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulGLG 112 Flagstaff Lone Tree 7 85.7% 10 100.0% 17 94.1%

Attempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulAttempted% SuccessfulGLG 112 In Person 7 85.7% 10 100.0% 17 94.1%


SPRING

SUMMER 7 85.7% 10 100.0%

2012‐2013

2014‐2015

2015‐2016

GLG 112

2014‐2015 2015‐2016 Totals

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015


2015‐2016

2013‐2014

Totals

GLG 112


Course Success Rate

2011‐2012 2012‐2013 2013‐2014






SPRING 9 100.0% 10 90.0% 14 100.0% 10 90.0% 14 85.7%

SUMMER

2012‐2013

2014‐2015

2015‐2016

GLG 232

2014‐2015 2015‐2016 Totals

Course Session2011‐2012 2012‐2013 2013‐2014 2014‐2015


2015‐2016

2013‐2014

Totals

GLG 232


Course Success Rate

2011‐2012 2012‐2013 2013‐2014


SECTIONS ENROLLMENTTUITION FEES SECTIONS ENROLLMENTTUITION FEES SECTIONS ENROLLMENTTUITION FEESGLG 101 5 108 35,856.00$ 6,480.00$ 4 93 31,620.00$ 5,580.00$ 4 95 33,060.00$ 5,700.00$

GLG 102 2 10 3,320.00$ 600.00$ 2 23 7,820.00$ 1,380.00$ 2 25 8,700.00$ 1,500.00$

GLG 105 1 26 8,632.00$ 1,560.00$ 1 27 9,180.00$ 1,620.00$ 1 24 8,352.00$ 1,440.00$

GLG 110 2 46 15,272.00$ 2,760.00$ 2 50 17,000.00$ 3,000.00$ 2 57 19,836.00$ 3,420.00$

GLG 112 1 3 498.00$ 1,404.00$ 1 5 850.00$ 2,340.00$ 1 3 522.00$ 1,404.00$

GLG 232 2 25 8,300.00$ 1,500.00$ 2 26 8,840.00$ 1,560.00$ 2 26 9,048.00$ 1,560.00$

Grand Tota 13 218 71,878.00$ 14,304.00$ 12 224 75,310.00$ 15,480.00$ 12 230 79,518.00$ 15,024.00$

SECTIONS ENROLLMENTTUITION FEES SECTIONS ENROLLMENTTUITION FEES SECTIONS ENROLLMENTTUITION FEESGLG 101 5 122 43,432.00$ 7,320.00$ 5 118 43,424.00$ 7,080.00$ 23 536 187,392.00$ 32,160.00$

GLG 102 2 30 10,680.00$ 1,800.00$ 2 28 10,304.00$ 1,680.00$ 10 116 40,824.00$ 6,960.00$

GLG 105 1 27 9,612.00$ 1,620.00$ 1 24 8,832.00$ 1,440.00$ 5 128 44,608.00$ 7,680.00$

GLG 110 2 53 18,868.00$ 3,180.00$ 2 52 19,136.00$ 3,120.00$ 10 258 90,112.00$ 15,480.00$

GLG 112 1 13 2,314.00$ 6,084.00$ 4 24 4,184.00$ 11,232.00$

GLG 232 2 21 7,476.00$ 1,260.00$ 2 28 10,304.00$ 1,680.00$ 10 126 43,968.00$ 7,560.00$

Grand Tota 13 266 92,382.00$ 21,264.00$ 12 250 92,000.00$ 15,000.00$ 62 1188 411,088.00$ 81,072.00$

2014‐2015 2015‐2016 Totals

2011‐2012 2012‐2013 2013‐2014


Account Title Adjusted Budget Actual Account Title Adjusted Budget Actual

5015 Salary - Part Time Faculty 34,623.10 36,503.14 5015 Salary - Part Time Faculty 39,710.00 39,709.77

5055 Hourly - Part Time Regular 1,000.00 220.00 5055 Hourly - Part Time Regular 815.00 420.00

5057 Part Time Employee - ASRS 760.00 725.00

5080 Staff Benefits 4,551.12 - 5080 Staff Benefits 5,095.00 -

5081 AZ LTD State Retirement - 9.13 5081 AZ LTD State Retirement - 11.89

5082 Medicare 15.00 532.17 5082 Medicare 15.00 592.44

5083 Social Security 62.00 2,275.80 5083 Social Security 62.00 2,533.16

5084 AZ State Retirement - 872.47 5084 AZ State Retirement - 1,123.78

5088 Unemployment Insurance 2.00 28.49 5088 Unemployment Insurance - 8.07

5089 Workman's Compensation 4.00 183.69 5089 Workman's Compensation 5.00 196.01

5097 ORP LT Disability - 37.84 5097 ORP LT Disability - 26.00

5098 ORP Retirement - 1,010.59 5098 ORP Retirement - 685.65

5100 Professional Services (Contractual) 130.00 -

5101 Contracted Services - 130.00

5200 Supplies & Materials 1,370.00 - 5200 Supplies & Materials 1,500.00 -

5210 Office Supplies - 18.76

5211 Copying/Printing - 439.04 5211 Copying/Printing - 481.56

5212 Instructional Supplies - 165.81 5212 Instructional Supplies - 245.35

5215 Equipment, Non-Capital - 43.79

5500 Travel 3,200.00 - 5500 Travel 4,100.00 -

5510 Travel, In-State - - 5510 Travel, In-State - 113.28

5515 Travel-Student Field Trips - 2,274.94 5515 Travel-Student Field Trips - 2,925.30

Supplies & Equipment 1,370.00 184.57 1,500.00 289.14

(5200+5210+5212+5215)

Copying/Printing - 439.04 - 481.56

(5211)

Travel 3,200.00 2,274.94 4,100.00 3,038.58

(5500+5510+5515)

Totals 4,570.00 2,898.55 5,600.00 3,809.28

Fiscal Year 2016 (2015-2016 School Year)Fiscal Year 2015 (2014-2015 School Year)

Org 11540 Geology Budget and Actual (provided by Siri Mullaney)


Appendix D:

Faculty and Teaching Loads


FT_AF INST_ID INSTRUCTOR Notes

Instructor

Graduate

Degree

Instructor

Undergraduate

Degree

AF @00063520 Eastman, Kyle no longer teaches at CCC

AF @00024223 Mullins, Kevin

MA Teaching

of Earth

Science

BS Geology

AF @00024446 Koehler, Peter no longer teaches at CCC

AF @00037076 Brown, Kristin

MS Earth

Science,

Coastal

Geology

BS Earth Science

AF @00072618 Wills, Marci no longer teaches at CCC

AF @00059872 LaChat, Robert no longer teaches at CCC

MA Teaching

of Earth

Science

BS Earth

Science/History


FT PT2011‐2012 4

2012‐2013 5

2013‐2014 4

2014‐2015 4

2015‐2016 4

4

5

4 4 4

0

1

2

3

4

5

6

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

FY11‐16 # of Faculty FT/PT

FT PT

12

11

12

13

12

10

10.5

11

11.5

12

12.5

13

13.5

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

# of All GLG Sections Taught by FT/PT

FT PT


48

44

46

50

48

41

42

43

44

45

46

47

48

49

50

51

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016

# of All GLG Credits Taught by FT/PT

FT PT


Appendix E:

Demographics and Majors of students enrolled in GLG course


MAJOR2011‐2012

2012‐2013

2013‐2014

2014‐2015

2015‐2016

AVERAGE

GrandTotal

GST1 ‐ AA‐General Studies 44 57 78 86 107 74.40 372

GST2 ‐ AS‐General Studies 26 16 18 21 19 20.00 100

BUS7 ‐ AA‐Business 3 11 17 26 27 16.80 84

AJS1 ‐ AA‐Administration of Justice 9 8 13 22 19 14.20 71

PSY1 ‐ AA‐Psychology 9 11 11 17 10 11.60 58

ABUS ‐ ABUS‐Associate of Business 15 8 6 9 8 9.20 46

EVS2 ‐ AA‐Environmental Studies 6 13 9 6 6 8.00 40

FAV1 ‐ AFA‐Visual Arts 10 5 8 10 7 8.00 40

HRM1 ‐ AA‐Hotel/Restaurant Management 4 13 7 7 4 7.00 35

EED1 ‐ AA‐Elementary Education 8 11 8 2 7.25 29

AGS ‐ Associate of General Studies 9 8 4 4 1 5.20 26

BST3 ‐ AAS‐Business Technologies 7 8 11 8.67 26

AGS7 ‐ CertComp‐AGEC‐S 3 3 4 8 7 5.00 25

CSF3 ‐ AAS‐Computer Software Tech 3 5 2 6 6 4.40 22

AGA7 ‐ CertComp‐AGEC‐A 4 3 3 4 5 3.80 19

NSDC ‐ Not Seeking Degree/Cert 7 2 2 1 5 3.40 17

AGB7 ‐ CertComp‐AGEC‐B 2 5 1 4 4 3.20 16

NOC2 ‐ Undecided 6 5 4 5.00 15

SOC1 ‐ AA‐Sociology 7 4 1 2 3.50 14

CTM1 ‐ AA‐Construction Tech Mgmt 5 4 3 4.00 12

ANT1 ‐ AA‐Anthropology 1 2 3 5 2.75 11

FSC3 ‐ AAS‐Fire Science 2 1 2 5 1 2.20 11

AJS3 ‐ AAS‐Administration of Justice 5 1 1 3 2.50 10

CPA1 ‐ AA‐ColoradoPlateau‐ArtsCulture 2 4 1 2 2.25 9

ECE3 ‐ AAS‐Early Childhood Education 1 2 1 3 1.75 7

PRM3 ‐ AAS‐Paramedic Studies 1 6 3.50 7

NEC3 ‐ AAS‐Network Engineering 1 1 1 3 1.50 6

PHC3 ‐ AAS‐Pre Health Careers 1 1 2 2 1.50 6

BST4 ‐ AAS‐Business 4 1 2.50 5

COT3 ‐ AAS‐Construction Technology 1 1 1 2 1.25 5

ADT3 ‐ AAS‐Architectural Design Tech 3 1 2.00 4

AET3 ‐ AAS‐Alternative Energy Technol 1 2 1 1.33 4

GWD7 ‐ Cert‐Graphics & Web Design 3 1 2.00 4

SGB3 ‐ AAS ‐ Sustainable Green Bldg 1 1 1 1 1.00 4

FOR7 ‐ Cert‐Forensics 1 2 1.50 3

ASL3 ‐ AAS ‐ American Sign Lang Inter 1 1 1.00 2

CTE7 ‐ Cert‐Computer Technician 1 1 1.00 2

ECE7 ‐ Cert‐Early Childhood Education 1 1 1.00 2

ETC3 ‐ AAS‐Electricity 1 1 1.00 2

HRM3 ‐ AAS‐Hotel/Restaurant Mgt 1 1 1.00 2

PPN7 ‐ CC‐Pre‐Health Careers Cert 1 1 1.00 2


PSW1 ‐ AA‐Pre‐Social Work 2 2.00 2

ACT5 ‐ InterCert‐Architect CAD Tech 1 1.00 1

AEC6 ‐ AdvCrt‐Alternative Energy Tech 1 1.00 1

ATC7 ‐ CertComp‐Accounting 1 1.00 1

CAC4 ‐ BasicCert‐Carpentry Apprentice 1 1.00 1

CIS1 ‐ AA‐Computer Info Systems 1 1.00 1

CTC7 ‐ CertComp‐Construction Tech 1 1.00 1

FSC5 ‐ InterCert‐Fire Science 1 1.00 1

IMT7 ‐ Cert‐Industrial Maint Tech 1 1.00 1

MOA4 ‐ BasicCert‐Med Front Off Assit 1 1.00 1

NAC7 ‐ CertComp‐Nursing Assisting 1 1.00 1

NEC4 ‐ BasicCert‐Network Engineer 1 1 1.00 1

Grand Total 218 224 230 266 250 237.60 1188

74.40

20.0016.80

14.20

11.60

9.20

8.00

8.007.00 7.25

2011‐16 AVG # of Top Ten Majors in GLG

GST1 ‐ AA‐General Studies GST2 ‐ AS‐General Studies

BUS7 ‐ AA‐Business AJS1 ‐ AA‐Administration of Justice

PSY1 ‐ AA‐Psychology ABUS ‐ ABUS‐Associate of Business

EVS2 ‐ AA‐Environmental Studies FAV1 ‐ AFA‐Visual Arts

HRM1 ‐ AA‐Hotel/Restaurant Management EED1 ‐ AA‐Elementary Education


2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 AVERAGEGrandTotal

0 ‐ 18 1 1 1

18 ‐ 19 30 28 42 53 55 41.6 208

20 ‐ 21 48 58 67 91 78 68.4 342

22 ‐ 24 57 55 46 41 50 49.8 249

25 ‐ 29 40 35 38 35 34 36.4 182

30 ‐ 34 19 12 12 14 11 13.6 68

35 ‐ 39 4 10 10 11 5 8 40

40 ‐ 49 4 11 7 8 8 7.6 38

50 ‐ 64 15 13 7 11 6 10.4 52

65 and older 1 2 1 2 2 1.6 8

2011‐2012 2012‐2013 2013‐2014 2014‐2015 2015‐2016 Grand Total

Female 82 96 81 115 100 474

Male 136 128 148 149 147 708

Unreported 1 2 3 6

Grand Total 218 224 230 266 250 1188

1

41.6

68.4

49.8

36.4

13.6

8

7.6

10.4 1.6

2011‐16 AVG Age in GLG

0 ‐ 18 18 ‐ 19 20 ‐ 21 22 ‐ 24 25 ‐ 29

30 ‐ 34 35 ‐ 39 40 ‐ 49 50 ‐ 64 65 and older


2011‐2012

2012‐2013

2013‐2014

2014‐2015

2015‐2016 AVERAGE

GrandTotal

2 or more races 4 7 6 11 10 7.6 38

Asian 1 2 2 3 2 8

Black 2 2 1 2 2 1.8 9

Hispanic 26 26 21 41 41 31 155

Native American 41 30 31 28 29 31.8 159

Other/Unreported 2 3 11 7 5.75 23

Pacific Islander 1 1 1 2

White 144 156 166 170 158 158.8 794

Grand Total 218 224 230 266 250 1188

7.6

21.8

31

31.8

5.75

1

158.8

2011‐16 AVG # of Students by Ethnicity in GLG

2 or more races Asian Black Hispanic

Native American Other/Unreported Pacific Islander White


Appendix F:Assessment Activities


GENERAL EDUCATION CRITICAL THINKING

Using a variety of inquiry methods, resources, and reasoning skills that support and promote lifelong learning.

GLG Assessment Results Fall 2016

0% 0% 0% 0%

81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

GLG 101 GLG 102 GLG 110 OVERALL GLG OVERALL CCCASSESSMENT

Formulate vital questions and problems in a clear and precise manner.

41%

91%96%

69%78%

0%

20%

40%

60%

80%

100%

120%


Gather, assess, and interpret information within a theoretical framework.

0% 0% 0% 0%

76%

0%

10%

20%

30%

40%

50%

60%

70%

80%


Develop well‐reasoned conclusions and solutions to problems.

38%

91%

0%

58%

75%

0%

20%

40%

60%

80%

100%


Recognize and assess the assumptions, implications, and consequences of different

theoretical frameworks.


Understand social values and the implications of those values.






valuesTOTAL # OF

COURSE OUTCOMES BY

COURSE

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES


TOTALS BY COURSEGLG 101 6 0 0% 0 0%GLG 102 16 0 0% 0 0%GLG 105 17 0 0% 0 0%GLG 110 9 0 0% 0 0%GLG 232 15 0 0% 0 0%

OVERALL TOTALS FOR ALL COURSES5 5 0 0% 0 0%

TOTAL # BY PREFIX BY COURSETOTAL GLG 5 0 0% 0 0%

OVERALL TOTALS FOR ALL COURSE OUTCOMES5 63 0 0% 0 0%

TOTAL # BY PREFIX COURSE OUTCOMESTOTAL GLG 63 0 0% 0 0%


TOTAL # OF COURSE

OUTCOMES BY COURSE

TOTALS BY COURSEGLG 101 6GLG 102 16GLG 105 17GLG 110 9GLG 232 15

OVERALL TOTALS FOR AL5 5

TOTAL # BY PREFIX BY COTOTAL GLG 5


TOTAL # BY PREFIX COURTOTAL GLG 63




individuals, their culture, and the

physical environment.

Analyze the complexity of

humanity and its significance for

the individual and for society.

An understanding

and appreciation of

diverse cultures,

values, beliefs, and historical perspectives

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES


Awareness

0 0% 0 0% 0 0%0 0% 0 0% 0 0%0 0% 0 0% 0 0%0 0% 6 67% 0 0%3 20% 3 20% 0 0%

1 20% 2 40% 0 0%

1 20% 2 40% 0 0%

3 5% 9 14% 0 0%

3 5% 9 14% 0 0%


TOTAL # OF COURSE

OUTCOMES BY COURSE







assumptions, implications, and consequences of

different theoretical

frameworks.



Gather, assess, and interpret

information within a theoretical framework.



Using a variety of inquiry methods,

resources, and reasoning skills that


learning.# OF

MEASURABLE COURSE

OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

Thinking Skills

1 17% 4 67% 6 100% 0 0%16 100% 3 19% 16 100% 2 13%16 94% 5 29% 12 71% 3 18%2 22% 3 33% 9 100% 0 0%14 93% 6 40% 14 93% 2 13%

5 100% 5 100% 5 100% 3 60%

5 100% 5 100% 5 100% 3 60%

49 78% 21 33% 57 90% 7 11%

49 78% 21 33% 57 90% 7 11%


TOTAL # OF COURSE

OUTCOMES BY COURSE






Use appropriate technology for communication and information

gathering


comprehension skills for effective communications.

Communicate clearly and

effectively, orally and in writing, at a

college-level.

Plan, construct, and present

logical, coherent, well-supported arguments with consideration of target audience.

Conveying of ideas using one or more methods of expression

(written, oral, signed)

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES

# OF MEASURABLE

COURSE OUTCOMES

% OF MEASURABLE

COURSE OUTCOMES


0 0% 0 0% 0 0% 0 0%1 6% 0 0% 0 0% 0 0%4 24% 0 0% 0 0% 0 0%2 22% 0 0% 0 0% 0 0%4 27% 0 0% 0 0% 0 0%

4 80% 0 0% 0 0% 0 0%

4 80% 0 0% 0 0% 0 0%

11 17% 0 0% 0 0% 0 0%

11 17% 0 0% 0 0% 0 0%


GLG 101 Physical Geology Outcomes

Understand social values

and the implications of those values.



Ethical and Civil Values-




values.




individuals, their culture,

and the physical

environment.

Analyze the complexity of humanity and its significance

for the individual and

for society.


Awareness- An

understanding and

appreciation of diverse

cultures, values, beliefs, and historical perspectives.

Recognize and assess

the assumptions, implications,

and consequences

of different theoretical

frameworks.



Gather, assess, and

interpret information

within a theoretical framework.



Thinking Skills- Using a

variety of inquiry

methods, resources, and

reasoning skills that


learning.

Use appropriate

technology for communicatio

n and information gathering.


comprehension skills for effective

communications.

Communicat clearly and effectively,

orally and in writing, at a

college-level.

Plan, construct, and

present logical,

coherent, well-supported arguments

with consideration

of target audience.

Communication Skills-

Conveying of ideas using one or more methocs of expression

(written, oral, signed).

1. Identify and classify various rocks and minerals according to physical characteristics

X X

2. Explain igneous, sedimentary and metamorphic processes X3. Solve problems using topographic and geologic maps X X4. Define and describe the basic concepts in structural geology and X X5. Utilize scientific methods in laboratory investigations and reporting X X6. Explain basic processes that operate on Earth’s surface and sub- X X



GLG 102 Historical Geology Outcomes









values.





and the physical

environment.



for society.


Awareness- An

understanding and





and consequences


frameworks.



Gather, assess, and






variety of inquiry




learning.

Use appropriate





communications.



college-level.


present logical,


with consideration

of target audience.




1. Use scientific method X X2. Explain plate tectonic theory X X3. Explain evolution theory and floral/faunal succession X X X4. Distinguish major events and life forms of Earth’s history X X5. Explain relative and absolute dating of materials X X X6. Identify index fossils and the time in which they lived X X7. Explain the different processes of fossilization X X8. Analyze strata using fossils, relative relationships, and sedimentary X X X X9. Identify sedimentary rocks and minerals X X10. Explain Earth’s geologic history X X11. Gain a fundamental understanding of the geologic shaping and sculpting of the Earth X X12. Use basic and advanced tools for geologic assessment (e.g. Geologic maps, topographic maps, r emote sensing applications) X X X X13. Describe the geologic evolution of the Earth during the Precambrian Era X X14. Describe the geologic evolution of the Earth during the Paleozoic Era X X15. Describe the geologic evolution of the Earth during the Mesozoic Era X X16. Describe the geologic evolution of the Earth during the Cenozoic Era X X



GLG 105 Introduction to Planetary Science Outcomes









values.





and the physical

environment.



for society.


Awareness- An

understanding and




assumptions, implications,

and consequences


frameworks.



Gather, assess, and






variety of inquiry




learning.

Use appropriate

technology for communication

and information gathering.



communications.



college-level.


present logical,


with consideration

of target audience.




1. Discuss the major theories and evidence regarding the processes responsible for the formation of the Sun, Solar System and related objects

X X

2. Compare and contrast these ideas and evidence with current new discoveries germane to these topics X X X3. Describe the application of the scientific method and other critical thinking models to planetary objects, their exploration, as well as current limitations on Remote Sensing and space exploration technologies X4. Discuss past, present and future ideas, concepts, and approaches in Solar System exploration X X5. Describe the Electromagnetic Spectrum and its relationship to remote sensing, spectroscopy and image processing as it pertains to the exploration of the Solar System X X6. Analyze data returned from spacecraft instrumentation and apply the results to interpreting the geologic, atmospheric, and physical properties of planets, satellites, asteroids and X X X X7. Recognize the basic geomorphology, geology and planetary processes of the Earth and, through extrapolation using Earth Analogs, compare and contrast the chemical composition and physical processes of the major bodies of our Solar System X X X X X8. Describe and assess the current theories and processes explaining the formation of the Sun and the Solar System X9. Discuss impact cratering, differentiation, tectonic, volcanism, hydrology, atmospherics, and aeolian driven of the major Solar System X X X10. Employ the concept of crater counting used to date the Moon and collect data, build spreadsheets, plot data and calculate ages for other planetary surfaces X X X X11. Recognize the terminology from astronomy, astrophysics, planetology and geology relevant to the study of planetary systems12. Describe and illustrate the physical relationships of the Earth/Moon system X X13. Describe the physiography, morphology, geology and atmospherics of the Terrestrial planets and their X X14. Describe the physiography, morphology, geology and atmospherics of the Outer Gas Giant planets and their satellites. X X15. Discuss and contrast the physical attributes and planetary significance of asteroids and comets X X16. Discuss the characteristics, importance and place that Pluto, the Kuiper Belt and the Oort Cloud have in the understanding of our Solar System X X17. Discuss and appraise `the current investigations and evidence regarding Exoplanets X X X



GLG 110 Natural Disasters Outcomes









values.





and the physical

environment.



for society.


Awareness- An

understanding and





and consequences


frameworks.



Gather, assess, and






variety of inquiry




learning.

Use appropriate





communications.



college-level.


present logical,


with consideration

of target audience.




1. Discuss the theories, principles and concepts of the various types of natural hazards, events disasters and catastrophes

X X

2. Evaluate the underlying processes and human influences that can lead to natural disasters X X X3. Identify, compare and contrast areas or regions susceptible to natural disasters with respect to the physical conditions present that create them X X X4. Examine and appraise present and historical evidence of hazards particular to the regions of interest X X5. Examine and interpret the integration or relationships between different types of natural disasters X6. Compare/contrast present and historical technologies for identifying, tracking, monitoring, measuring and predicting natural hazards X X7. Explain possible mitigation in areas prone to natural disasters X X X8. Assess the risks, probabilities and cost/benefits of living in disaster prone areas X X9. Critique systems and policies for assessing, preparation, mitigation and responses for potential local natural disasters X X X X



GLG 232 Geology of the Colorado Plateau Outcomes









values.





and the physical

environment.



for society.


Awareness- An

understanding and





and consequences


frameworks.



Gather, assess, and






variety of inquiry




learning.

Use appropriate





communications.



college-level.


present logical,


with consideration

of target audience.




1. Describe the processes that formed the geologic platform of the Colorado X X2. Examine and document the evidence of marine transgress/regression and how that has influenced the rock units on the X X X3. Examine and document rock units reflecting a great sandy desert during the Mesozoic X X X X4. Examine and document how tectonic uplift and volcanism have shaped the Colorado Plateau X X X5. Examine and document how erosional processes have sculpted the landforms we see today X X X6. Examine how aboriginal people utilized geologic resources as part of their subsistence and culture X X7. Examine how geologic processes have influenced biotic inhabitance through time on the Colorado Plateau X X X8. Examine how mineral resources and mining have influenced the development of the Colorado Plateau X X X X X9. Discuss and describe past, current, and future concerns regarding geological resour X X X X X X10. Gain a fundamental understanding of the geologic shaping and sculpting the Colorado Plateau X X11. Use basic and advanced tools for geologic assessment (e.g. Geologic maps, topographic maps, remote sensing applications) X X X X X12. Describe the geologic evolution of the Colorado Plateau during the Precambrian Era X X13. Describe the geologic evolution of the Colorado Plateau during the Paleozoic Era X X14. Describe the geologic evolution of the Colorado Plateau during the Mesozoic Era X X15. Describe the geologic evolution of the Colorado Plateau during the X X



Colorado Plateau StudiesProgram

Outcomes

To give students an inter‐disciplinary overview of the

people, arts, and ecology of the

Colorado Plateau

Transfer to academically

relevant university degree programs

Professional and occupational

preparation and workforce

development

New levels of qualified, educated

personnel in the regional workplace

To give students the opportunity for collaboration with

public and private entities,

organizations, and agencies

1. Identify and classify various rocks and minerals according to physical characteristics2. Explain igneous, sedimentary and metamorphic processes3. Solve problems using topographic and geologic maps4. Define and describe the basic concepts in structural geology and plate tectonics5. Utilize scientific methods in laboratory investigations and reporting6. Explain basic processes that operate on Earth’s surface and sub-surface

1. Use scientific method2. Explain plate tectonic theory3. Explain evolution theory and floral/faunal succession


GLG 101 Physical Geology Outcomes


Colorado PlateauStudiesProgramOutcomes

To give students aninter‐disciplinaryoverview of the

people, arts, andecology of the

Colorado Plateau

Transfer toacademically

relevant universitydegree programs

Professional andoccupational

preparation andworkforce

development

New levels ofqualified, educated

personnel in theregional workplace

To give studentsthe opportunity forcollaboration with

public and privateentities,

organizations, andagencies

4. Distinguish majorevents and life forms ofEarth’s history5. Explain relative andabsolute dating ofmaterials6. Identify index fossilsand the time in whichthey lived7. Explain the differentprocesses of fossilization8. Analyze strata usingfossils, relativerelationships, andsedimentary structures9. Identify sedimentaryrocks and minerals10. Explain Earth’sgeologic history11. Gain a fundamentalunderstanding of thegeologic shaping andsculpting of the Earthadvanced tools for geologic assessment (e.g. Geologic maps, topographic maps, r emote sensing applications)



Outcomes



Colorado Plateau





development






13. Describe the geologic evolution of the Earth during the Precambrian Era14. Describe the geologic evolution of the Earth during the Paleozoic Era15. Describe the geologic evolution of the Earth during the Mesozoic Era16. Describe the geologic evolution of the Earth during the Cenozoic Era

1. Describe the processes that formed the geologic platform of the Colorado Plateaudocument the evidence of marine transgress/regression and how that has influenced the rock units on the Colorado Plateaudocument rock units reflecting a great sandy desert during the Mesozoic




Outcomes



Colorado Plateau





development






document how tectonic uplift and volcanism have shaped the Colorado Plateaudocument how erosional processes have sculpted the landforms we see todayaboriginal people utilized geologic resources as part of their subsistence and culture7. Examine how geologic processes have influenced biotic inhabitance through time on the Colorado Plateauresources and mining have influenced the development of the Colorado Plateau9. Discuss and describe past, current, and future concerns regarding geological resour10. Gain a fundamental understanding of the geologic shaping and sculpting the Colorado Plateau


Colorado PlateauStudiesProgramOutcomes

To give students aninter‐disciplinaryoverview of the

people, arts, andecology of the

Colorado Plateau

Transfer toacademically

relevant universitydegree programs

Professional andoccupational

preparation andworkforce

development

New levels ofqualified, educated

personnel in theregional workplace

To give studentsthe opportunity forcollaboration with

public and privateentities,

organizations, andagencies

advanced tools for geologic assessment (e.g. Geologic maps, topographic maps, remote sensing applications)12. Describe the geologicevolution of the ColoradoPlateau during thePrecambrian Era13. Describe the geologicevolution of the ColoradoPlateau during thePaleozoic Era14. Describe the geologicevolution of the ColoradoPlateau during theMesozoic Era15. Describe the geologicevolution of the ColoradoPlateau during theCenozoic Era


Environmental

Studies

Demonstrate

competence in

assessing

environmental

parameters both in

the field and in the lab

Write, edit, and analyze

environmental

documents

Analyze

environmental

data sets through the construct of

graphs, tables, and mathematical

modeling

Work in

governmental and non‐governmental

agencies to

evaluate proposed environemnetally

related projects and offer solutions

to potential environmental

problems

Communicate in a clear, articulate,

unbiased manner

with both professionals and

non‐professionals the essence of

environmental

controversies,

hearings, speeches,

documents, or relevant media

Develop the

managerial skills

necessary to deal with both

ecological impacts and the human

built environment

Prepare students for advanced degrees in

environmental

studies, science, engineering, or

environmental

justice

1. Use scientific method2. Explain plate tectonic theory3. Explain evolution theory and floral/faunal succession4. Distinguish major events and life forms of Earth’s history5. Explain relative and absolute dating of materials6. Identify index fossils and the time in which they lived7. Explain the different processes of fossilization8. Analyze strata using fossils, relative relationships, and sedimentary structures9. Identify sedimentary rocks and minerals10. Explain Earth’s geologic history11. Gain a fundamental understanding of the geologic shaping and sculpting of the Earth



EnvironmentalStudies

Demonstratecompetence in

assessingenvironmental

parameters both in

the field and in thelab

Write, edit, andanalyze

environmentaldocuments

Analyzeenvironmental

data sets throughthe construct of

graphs, tables, andmathematical

modeling

Work in

governmental andnon‐governmental

agencies to

evaluate proposedenvironemnetallyrelated projects

and offer solutions

to potentialenvironmental

problems

Communicate in aclear, articulate,

unbiased manner

with bothprofessionals and

non‐professionalsthe essence of

environmentalcontroversies,

hearings, speeches,

documents, orrelevant media

Develop the

managerial skills

necessary to dealwith both

ecological impactsand the human

built environment

Prepare studentsfor advanceddegrees in

environmentalstudies, science,engineering, or

environmentaljustice

12. Use basic andadvanced tools forgeologic assessment(e.g. Geologic maps,topographic maps, remote sensing13. Describe thegeologic evolution of theEarth during thePrecambrian Erageologic evolution of the Earth during the Paleozoic Erageologic evolution of the Earth during the Mesozoic Erageologic evolution of the Earth during the Cenozoic Era

1. Describe theprocesses that formedthe geologic platform ofthe Colorado Plateau



EnvironmentalStudies

Demonstratecompetence in

assessingenvironmental

parameters both in

the field and in thelab

Write, edit, andanalyze

environmentaldocuments

Analyzeenvironmental

data sets throughthe construct of

graphs, tables, andmathematical

modeling

Work in

governmental andnon‐governmental

agencies to

evaluate proposedenvironemnetallyrelated projects

and offer solutions

to potentialenvironmental

problems

Communicate in aclear, articulate,

unbiased manner

with bothprofessionals and

non‐professionalsthe essence of

environmentalcontroversies,

hearings, speeches,

documents, orrelevant media

Develop the

managerial skills

necessary to dealwith both

ecological impactsand the human

built environment

Prepare studentsfor advanceddegrees in

environmentalstudies, science,engineering, or

environmentaljustice

2. Examine anddocument the evidenceof marinetransgress/regressionand how that hasinfluenced the rock units3. Examine anddocument rock unitsreflecting a great sandydesert during the4. Examine anddocument how tectonicuplift and volcanismhave shaped the5. Examine anddocument how erosionalprocesses have sculptedthe landforms we see6. Examine howaboriginal people utilizedgeologic resources aspart of their subsistence7. Examine how geologicprocesses haveinfluenced bioticinhabitance through timeon the Colorado Plateau8. Examine how mineralresources and mininghave influenced thedevelopment of the


Environmental

Studies

Demonstrate

competence in

assessing

environmental

parameters both in

the field and in the lab

Write, edit, and analyze

environmental

documents

Analyze

environmental

data sets through the construct of

graphs, tables, and mathematical

modeling

Work in

governmental and non‐governmental

agencies to

evaluate proposed environemnetally

related projects and offer solutions

to potential environmental

problems

Communicate in a clear, articulate,

unbiased manner

with both professionals and

non‐professionals the essence of

environmental

controversies,

hearings, speeches,

documents, or relevant media

Develop the

managerial skills

necessary to deal with both

ecological impacts and the human

built environment

Prepare students for advanced degrees in

environmental

studies, science, engineering, or

environmental

justice

9. Discuss and describe past, current, and future concerns regarding geological resour10. Gain a fundamental understanding of the geologic shaping and sculpting the Colorado Plateau11. Use basic and advanced tools for geologic assessment (e.g. Geologic maps, topographic maps, remote sensing 12. Describe the geologic evolution of the Colorado Plateau during the Precambrian Era13. Describe the geologic evolution of the Colorado Plateau during the Paleozoic Era14. Describe the geologic evolution of the Colorado Plateau during the Mesozoic Era15. Describe the geologic evolution of the Colorado Plateau during the Cenozoic Era


Program: GEOLOGY (GLG) Review Date: 11/1/2017 Reviewer: Dave Bowman/Maxie Inigo

REVIEW ITEM



a. Narrative



program

2) Define what sets this program apart

from other similar programs




program review

This is the first progam reviewNeeds to state program how the program gathers input. Described under decision making.


2) Program goals are tied to the

institutional mission statement



Well definedChange "Head" to "Chair"

d. Decision Making







1) N/A2) N/A3) N/A4) NAU is the only outside agencies defined Geology ATF



I. OVERVIEW










A)




1) I don't believe they fully understand Assessment2) It sounds like this will be coming now that have completed a program reviewThere was an annual assessment when there was a department chair.















program.

New labs as of Fall 2017








descriptions.

2) Provide degree and certifications that

the program contributes to

3) Provide the outcomes of the degrees

and certifications







enrollments Meets but couldn't find the Appendix C in the document.No attachments.







credential


obtaining the credentials. There are no credentials or certifications in this discipline at the community college level.





outcomes since the last program review

and the effects the changes have had on

the program as a whole. No evidence.

d. Curriculum

1) Describe any curricular changes since

the last program review.



these curricular changes have made. 3) It is stated that there will be future curricular

changes






e. Articulation



Arizona.



transferable



in the program






accreditation."

1) Stated there is no programmatic accrediting agency

g. Teaching Loads



faculty



faculty


courses


faculty Is a course offered online? How? How many sections?




faculty



faculty


courses


faculty

This question is the same as g. Teaching Loads (actually I thought we were deleting 1 of these questions?)











answers.

It would be nice to see a little more detail in this area

but it does answer the question





answers.



1) List recommendations that were

received at the last program review.



programs.





program.



was taken.







anything) the students need to be

successful in the courses




1) N/A No Certs or Degrees offered2) Nice work

3) Addressed is the budget concerns, which is appropriate, but not enough detail regarding future trends







b. Assessment



learning



last program review



assessment



1), 2), 3) and 4) No prior program reviews

Not accurate.

c. Challenges



the results



action



1) N/A2)This is done extremely well and in detail3) N/A


1) Provides a clear summary of the

program as a whole.






certifications 1), and 2) meets

3) N/A



narrative


review document

Could not find any Appendices attached to this document.No attachments.







Mathematics Department Program Review Coconino Community College

Submitted 9/15/17 I. OVERVIEW a. Narrative

The CCC Math Program provides a sequence of math courses for students needing either review

of pre-college level topics, college level topics, and/or degree core math content. Math courses are

required in 35 degrees and 8 certificates offered by the college and are a core component of our General

Education sequence. CCC provides developmental courses for students entering college with reduced

mastery, offering the necessary course sequence for students to achieve success in college level courses.

This sequence consists of three math courses, 088, 091, and 097. There are also two support courses

MAT 010 and 111 for students currently enrolled in math. Additionally, courses designed to provide the

first two years of Mathematics degree as well as support courses for many science and Engineering

pathways are offered up to and including Differential Equations. These courses are a cluster of eleven

college level math courses that transfer to all three state universities. There are six one hundred level

courses and five two hundred level courses. For Associate of Arts degrees, one math course is needed

for graduation and the requirement is MAT 140/142-College Mathematics or higher. For Associate of

Science degrees, MAT 220-Calculus I is the minimum requirement for graduation. For the ABUS degree,

MAT 211 –Business Calculus is the required course for graduation. Additionally, eight of our 27

certificates have a required math course or have courses with math prerequisites in them.

At first glance, our mathematics program may seem like any other community college math

program in the state. However, as a department, we have always strived to offer the most current

course content recognized nationally, incorporating varied delivery methods and pedagogy, and

applying the Best Practices of our national mathematics organizations. This dedication to the cutting

edge of math education is evidenced by the active participation of our faculty throughout the existence

of the college. Full-time faculty are involved in national, regional, and local mathematics organizations,

initiatives, businesses, and consortiums.

A few of the ways that the program gathers input is by this active participation in numerous

organizations, companies, and groups. Recent participation (within the last 5 years) includes but is not

limited to:

● American Mathematical Association of Two Year Colleges (AMATYC) Kate Kozak is currently a

regional Vice President and is running for president of this national organization. In addition, she

has been the national newsletter editor.

● Arizona Mathematical Association of two year colleges (ArizMATYC) Jennifer Jameson is

currently the Arizmatyc treasurer and has been for the last two years. Additionally, multiple

full-time faculty have held various leadership positions in this organization including president,

secretary, newsletter editor, and delegate.

● FUSD/CCC/NAU Consortium. This group is a local organization that discusses issues relating to

helping students transition between High School, Community College and the University. This

group started in 2014. Multiple full-time faculty participate in this group on a regular basis.

1


● Noyce Grant. Kim Sonier has taken the lead on this in collaboration with NAU. This grant

encourages students to become STEM content educators.

● Indigenous Studies Grant. Maxie Inigo and Bryan Bates participated in this grant for two years

and developed curriculum design specifically for Native American students. Course were taught

in collaboration with the NAU Indigenous studies program.

● Sustaining Quantitative Reasoning in Arizona Grant. Jennifer Jameson participated in a

statewide grant sponsored through NAU that helped develop materials for the MAT 140/142

courses with community colleges and high schools.

● NSF StatPREP Grant - Kate Kozak is a co-PI on this grant is to train community college and

university statistics teachers to teach statistics utilizing data centric methods of statistical

analysis.

● MyMathLab. Maya Lanzetta developed and modified course shells including standardized

homework for all CCC developmental math courses. She maintained the integrity of course

content and brought the developmental pedagogy into the new millennium. She works closely

with the Pearson publishing company.

● Open Source textbooks. The department utilizes two open source textbooks written by full-time

faculty members: Statistics Using Technology written by Kate Kozak and College Mathematics

for Everyday Life written by Inigo, Jameson, Kozak, Lanzetta, and Sonier. These textbooks save

our students hundreds of dollars each semester in addition to providing curricula that is current

and relevant locally.

● MyOpenMath. The free math software is utilized in multiple courses. Maya Lanzetta and Phil

Martinez have begun to use this instead of MyMathLab in some developmental courses in an

effort to save students money while providing sound and appropriate content. Additionally, this

program is used in the MAT 140 course to deliver the Intermediate Algebra content (developed

by Jennifer Jameson and Kate Kozak)

● HAWKES Learning. Phil Martinez and Maya Lanzetta are piloting this software in Intermediate

Algebra. HAWKES is another publishing company.

● Supplemental Instruction. This program began in collaboration with NAU in 2010. It has evolved

into a very beneficial student support structure. Phil Martinez has managed this program for

the past few years and expanded it to its current state. It is free to our students and offers a

one-on-one support system that other tutoring structures have not duplicated. Phil collaborates

with internal and external student support departments.

As you can see, the math department takes great pride in providing a math program that is

exemplary. Faculty in our department take the education of our students seriously.

Changes since the last program review in 2012 are many. A major program change is the

elimination of a mathematics department chair position. The department still has regular meetings and

has divided up the chair workload among full-time faculty with the exception of hiring part-time faculty.

Math faculty regularly volunteer on hiring committees but do not have final input on new hires in the

department. Distribution of departmental guidelines, CANVAS math course access, and standardized

materials is still being worked on and a process for consistent distribution is in development.

2


Numerous curricular and pedagogical changes have also been made in an effort to provide a

streamlined curricula in keeping with national trends, provide students with affordable textbooks and

course materials, and deliver cutting edge strategies to support students and their learning.

b. Program goals

In past program reviews, the math department employed two mission statements:

1. The CCC Developmental Math Program provides a sequence of math course for those students

needing review of pre-college level topics. The mission statement is:

“To ensure that students may enter college level courses with the skills necessary for success by

increasing their mastery of prerequisite mathematics skills and encouraging a positive attitude towards

mathematics.”

2. The mission statement for the Transfer Math Program is similar to the one for the

developmental math program and is as follows.

“To ensure that students exit college level courses with the competencies necessary for success by

increasing their mastery of mathematics skills and encouraging a positive attitude towards

mathematics.”

These mission statements clearly illustrate our goals to deliver a program that;

1. Provides students with the opportunity to increase mastery of developmental math skills.

2. Encourages the development of a positive and practical attitude towards mathematics.

3. Provide the opportunity for students to exit CCC with mastery of mathematics skills necessary

for them to succeed in their next endeavor.

4. Provide an economical and cutting edge program with which to accomplish the previous goals.

It is self-evident that these goals support the college’s mission: As a learning college, we enrich lives by embracing diversity and transforming the future through quality education. The math department embraces the learning college concept because each member takes responsibility

for making the program better through collegial engagement, collaboration, participation, and

communication within our department, college-wide, locally and nationally.


Currently, the CCC math department has seven full-time math faculty, 12 part-time math

faculty, and three supplemental instructors. Part-time math faculty are hired by the AOC’s in

collaboration with the Dean and full-time faculty that are able to participate. In the past year, the

Credentialing Committee has created guidelines for qualifications for hiring faculty that has begun

implementation Fall 2017.

The supervisor of the math faculty is the Dean of Learning Arts and Sciences. Faculty mentors are there

to help new part-time math faculty. Supplemental instruction employees are hired by a full-time faculty

person.

3


d. Decision Making

The mathematics program has been in existence since the creation of the college in 1992. From

its inception, the department has made decisions using the consensus model. We have semi-monthly

department meetings and there is frequent communication between the faculty, part-time faculty, and

the dean.

The last program review was submitted in 2012 with participation from institutional research and math

department. It examined the transfer level mathematics program. Changes since the last program

review include:

1. Elimination of Math department chair

2. Elimination of the full-time math faculty position on the Page campus. The faculty member was

transferred to the Lone Tree campus to teach math.

3. Creation of a new full-time math faculty position on the Lone Tree campus that was filled Fall 17.

4. Review of all course outlines with regard to Assessment of course outcomes

5. Review and modification of MAT 140/142 course outcomes

6. Alignment of General Education math course outcomes with General Education program

outcomes

7. Development of open source textbooks to help students financially

8. Implementation of MyMathLab, MyOpenMath, and other online math software programs for

student homework and/or course content delivery

9. Modification of developmental math sequence and courses including combining two courses to

create MAT 088, combining two courses to create MAT 140 to reflect best practices nationwide.

10. Continual improvement of course content, program alignment, course transfer and offerings via

participation in Math Articulation Task Force (ATF)

11. Continual improvement of support materials for full and part-time math faculty including the

creation of a CANVAS shell with the following documents for each course.

a. Chapter coverage

b. Grading guidelines

c. Course outline

d. Sample syllabi

e. Sample calendar

f. Instructions for MyMathLab, MyOpenMath, Hawkes, Graphing Calculator, or other

technical support

12. Continual improvement of communication by posting minutes and other important information

in the CANVAS shell.

13. Improvement of assessment reporting through CANVAS

14. Participation in various math grants to improve pedagogy

15. Participation in various grants to improve STEM student participation in STEM professions and

education

16. Additional participation in local STEM organization like STEM night at NAU, Science in the Park,

and CCC night for the Festival of Science.

17. Participation in local, regional and national math organizations to improve our program. (this

has been ongoing but there are a few new collaborations)

4


18. Discontinuation of the NAU/CCC developmental Math program. CCC taught the Introductory

and Intermediate Algebra course for NAU students on the NAU campus from 1992-Spring 2013. NAU

discontinued the program because they implemented a computerized course delivering the

developmental content. CCC faculty helped them develop this new course.

19. Integrated the statistical software R into the Introduction to Statistics classes to give students

experience with software that is used in many fields.

20. Integrated the programming platform MATLAB into Differential Equations and Introduction to

Programming for Scientists and Engineers to give students experience with software that is used in

engineering, math and the sciences.

Although there are no agencies that dictate how we should organize, design, implement and assess our

program, we gather as much input from resources throughout the nation to provide information for

success. These organizations have been mentioned previously.


See assessment section below.

f. Statement of program's accomplishments in support of the current strategic plan The Math department has supported the current Strategic Goals in the following ways.

Goal 2: CCC will promote a learner-centered environment that incorporates innovative strategies and

support structures intended to reduce student attrition and increase retention.

1. We have produced and utilized affordable course materials

2. We have reduced the number of developmental courses need for students to complete degree

requirements

3. We have continued collaboration and participation in Math ATF, university math departments,

and our National organizations to provide course content that is relevant and practical for student to

complete degrees.

Goal 3: CCC will empower students to achieve their individual learning goals and implement strategies to

increase certificate and degree completion rates.

1. We have produced and utilized affordable course materials

2. We have reduced the number of developmental courses need for students to complete degree

requirements

3. We have implemented on-line homework so students can receive immediate feedback and take

control of their own learning.

Goal 4: CCC will strengthen the College’s working environment by maximizing college resources,

expanding community outreach, and implementing effective personnel management and employee

development strategies.

1. We have developed a collaborative solution to the reduced leadership and personnel in our

department through creative management and faculty participation.

5


2. We have developed and implemented ways for faculty and employees to access and share

information created by the math department.

3. We participate in local, regional, and national organizations to improve communication, course

content, pedagogy, and collaboration using the Learning College model.


Designated math classrooms include, but are not limited to, rooms 107, 460, 509, and 518 on

the Lone Tree campus and rm B 34 on the 4th St campus

Rooms 460 and 509 are best suited for the needs of our math faculty. They include ample white board

space, a Cartesian coordinate system whiteboard, an overhead projector and a smart board. They are

also large rooms that can accommodate the most students. With the exception of the occasional

excessive noise from an adjacent class in room 509, these two rooms are the best suited for our needs.

Room 518 is small, has two large white boards that are largely covered by the projector screen if the projector is in use. There is currently no smart board nor Cartesian plane in this room, but it could

use them. This room also has noise issues from adjacent classrooms. A Cartesian whiteboard was added

to the classroom. It needs to be moved to the front of the classroom.

Mobile chair desks, which easily allow the students to move their desks into groups, may be

useful in room 518 as it is the classroom most often utilized by the department for developmental math

classes. Room 460 would also be a good candidate for these desks due to the side whiteboards being

more useful than the ones in the front of the classroom.

Room 107 has two large white boards, an overhead projector screen in the corner and a

smartboard. The room is a little bit smaller and is used as a computer classroom. Due to the computers

on the desks in front of each student it can be difficult to see the lower half of the boards in the front of

the room. A platform in front of the room in 107 would allow access to the upper quarter of the white

boards and would be a recommended addition to the room. The computers are helpful in MAT 241,

160, and 140 as they use the computers readily during class time. A Cartesian plane whiteboard will be

added to this room soon.

Rm B34 on the 4th St. campus is a large tiered classroom that can accommodate at least 40

students. It has 2 large white boards that are covered by the projector screen if the projector is in use.

It doesn’t have a Cartesian plane or a smart board.

The Cartesian planes were recently purchased and are very useful as we develop lessons that

pertain to graphing.

The smart boards are used by many of the faculty as a way to deliver lecture notes to students

who need that accommodation and for students who may have been absent or just need the refresher.

White boards are critical in math classrooms as the intensive algebra development of our

lessons can take up 2 or 3 boards at once.

All of the designated math classrooms on the Lone Tree campus have graphing calculator

software on our computers to project step-by-step use of the graphing calculators in class.

Other classrooms used by the math department suffice in a pinch, but often lack the Cartesian planes,

board space, or smart boards that have become more commonly used by our math faculty.

Due to the use of computers in MAT 261, 241, 160 and 140 and the number of sections of each

course, we would also like to consider the addition of another computer room for use by the math

faculty.

6


II. TEACHING AND LEARNING a. Program requirements and course offerings i. List of courses and their descriptions Mathematics (MAT)

Last Updated: 08 November 2016

*Shared Unique Number System (SUN) is a statewide course numbering system designed to help Arizona students

plan their education and ensure successful transfer of course credits.

MAT 010

Math Help- 911 (2)

Small group supplemental instruction in math and study skills development. Co-requisite: *MAT 082 or

*MAT 086 or *MAT 091 or *MAT 096 or *MAT 097. Must be taken for S/U grading. Two lecture.

MAT 088 (4)

Pre-Algebra

Arithmetic concepts with integers, fractions, and decimals, including signed numbers.

Solving linear equations and evaluating algebraic expressions. Prerequisite: Placement. Four lecture. Fall,

Spring.

For previous students, this course replaces/combines MAT 082 and MAT 086.

MAT 091 (4)

Beginning Algebra

Basic algebraic concepts including operations with signed numbers, exponents and radicals,

linear equations and inequalities, polynomials, and graphing. Prerequisite: MAT 088 or placement. Four

lecture. Fall, Spring.

For previous students, the prerequisite would be completion of MAT 086 with a grade of C or better.

MAT 096 (previously MAT 122) (3) Beginning Fall 2017, this course will no longer be offered.

Intermediate Mathematics

Basic algebraic concepts, including rational expressions, functions and their graphs, radicals, quadratics,

and logarithms/exponentials. Prerequisite: *MAT 091 or placement beyond prerequisite. Three lecture.

MAT 097 (previously MAT 121) (4)

Intermediate Algebra

Basic algebraic concepts, including rational expressions, functions and their graphs, radicals, quadratics,

and logarithms/exponentials. Prerequisite *MAT 091 or placement beyond prerequisite. Four lecture.

7


MAT 111 (2)

Math Help 411

Small group supplemental instruction in math and study skills development. Co-requisite: *BUS 232 or

*MAT 140 or *MAT 142 or *MAT 151 or *MAT 160 or *MAT 172 or *MAT 180 or *MAT 181 or *MAT

187. Two lecture. Must be taken for S/U grading.

MAT 140 (5)

College Mathematics with Algebra Review

Students will examine finance, growth, probability, statistics, and common applications encountered in

society. Review material will be taught just in time for when it is needed. General Education:

Mathematics. Prerequisite: *MAT 091 or placement into MAT 096 or MAT 097 or 140. Five lecture.

*NOTE: For those students who have passed MAT 097 (MAT 121) or MAT 096 (MAT 122), you should opt

to take MAT 142 or higher based on your program requirements. MAT 140 combines (MAT 096 (MAT

122) and MAT 142, so you will be repeating content if you register for MAT 140.

MAT 142 (3)

College Mathematics

Students will examine finance, growth, probability, statistics, and common applications encountered in

society. General Education: Mathematics. Prerequisite: *MAT 096 (MAT 122) or MAT 097 (MAT 121) or

placement beyond prerequisite. Three lecture.

MAT 151 (4)

SUN# MAT 1151

College Algebra

College level algebra, including equations, functions, matrices, inequalities, sequences and series, and

fundamental algebra theorems will be studied. Prerequisite: MAT 096 (MAT 122) or MAT 097 (MAT 122)

or placement beyond prerequisite. MAT 097 (MAT 121) is recommended over MAT 096 (MAT 122),

however, completion of either course or placement beyond these courses is required. General

Education: Mathematics. Four lecture. Fall.

MAT 160 (3)

SUN # MAT 1160

Introduction to Statistics

Statistical tools and techniques used in research and general applications. Includes descriptive statistics,

probability and probability distributions, point and interval estimates of population parameters,

hypothesis testing, and correlation and regression. Prerequisite: *MAT 140 or placement beyond

prerequisite. General Education: Mathematics. Three lecture.

8


MAT 172 (3)

Finite Mathematics

Various analytical methods used in business and social sciences, including algebra review, functions and

modeling, systems of linear equations, matrices, linear programming, mathematics of finance,

probability, and combinations. Prerequisite: *MAT 151 or placement beyond prerequisite. Three lecture.

MAT 180 (3) Beginning Fall 2016, this course was no longer offered.

Mathematics for the Elementary Teacher I Mathematical foundations of elementary school mathematics curriculum. including problem solving,

principles of whole numbers, integers, rational numbers, ratios, proportions and percentages.

Emphasizes the use of models and manipulatives to increase understanding of the mathematical

concepts. Prerequisite: *MAT 096 (MAT 122) or MAT 097 (MAT 122) or placement beyond prerequisite.

Three lecture.

MAT 181 (3) Beginning Fall 2016, this course was no longer offered.

Mathematics for the Elementary Teacher II Mathematical foundations of the elementary school mathematics curriculum including measurement,

geometry, probability, and statistics. Emphasizes the use of models and manipulatives to increase

understanding of the mathematical concepts. Prerequisite: *MAT 180. Three lecture.

MAT 187 (5)

SUN # MAT 1187

Pre-Calculus

College level algebra and trigonometric topics to prepare for calculus. Functions, equations, and

inequalities, trigonometry, and fundamental algebra theorems will be studied. General Education:

Mathematics. Prerequisite: *MAT 097 (MAT 121) or *MAT 151 or placement into MAT 187 course. Five

lecture.

MAT 211 (4)

SUN # MAT 2212

Business Calculus

Integral and differential calculus, including multidimensional, with business and social science

applications. General Education: Mathematics. Prerequisite: MAT 151 or placement beyond

prerequisite. General Education: Mathematics. Four lecture. Spring.

MAT 220 (5)

SUN # MAT 2220

Calculus & Analytic Geometry I Limits, continuity, differential, and integral operations on algebraic and trigonometric functions and

applications. Prerequisite: *MAT 187 or placement beyond prerequisite. General Education:

Mathematics. Five lecture.

9


MAT 230 (5)

SUN # MAT 2230

Calculus & Analytic Geometry II Applications and methods of integration, Taylor polynomials and series, differential equations,

multivariable functions and vectors. Prerequisite: *MAT 220. General Education: Mathematics. Five

lecture.

MAT 241 (4)

SUN # MAT 2241

Calculus & Analytic Geometry III

Multidimensional calculus. Includes conic sections, polar coordinates, partial derivatives, gradients,

directional derivatives, extrema, multiple and iterated integrals, vector calculus, line integrals, and

Green’s Theorem. Prerequisite: *MAT 230. General Education: Mathematics. Four lecture.

MAT 261 (4)

SUN # MAT 2262

Differential Equations

Introduction to ordinary differential equations. Includes first order equations, higher order linear

equations, applications of first and second order equations, series solutions, Laplace transforms, and

systems of linear differential equations. General Education: Mathematics. Prerequisite: *MAT 230. Four

lecture.

MAT 298 (1–6)

Special Topics

Designed to meet the needs of an individual(s) who has an interest in pursuing an original topic in an

instructional area under faculty supervision. One to six variable credit hours.

*Course has additional pre or corequisite(s)

ii. List of degrees and certificates Degrees and Certificates

Last Updated: 18 August 2016

The Degrees & Certificate programs offered at Coconino Community College are a diverse and

comprehensive line of study, laying the groundwork for a bright and successful future for any students

attending CCC. Listed below is a complete list of all degrees and certificates available here at CCC.

10


Degrees

Associate Degrees (AA) REQUIRED ELECTIVE

Administration of Justice MAT 140 or higher

Anthropology MAT 140 or higher MAT 160

Business MAT 140 or higher, 172

Colorado Plateau Studies MAT 140 or higher

Construction Technology Management MAT 187 or higher, 160

Environmental Studies MAT 140 or higher

General Studies MAT 140 or higher

Hotel and Restaurant Management MAT 140 or higher

Psychology MAT 140 or higher

Sociology MAT 140 or higher

Vocational Technology Education MAT 140 or higher

Associate in Applied Science Degrees (AAS) REQUIRED ELECTIVE

Administration of Justice MAT 140 or higher

American Sign Language (ASL) Interpreting MAT 140 or higher

Business MAT 140 or higher

Computer Software Technology MAT 140 or higher

Construction Technology MAT 140 or higher

Environmental Technology: Alternative

Energy Technician

MAT 140 or higher

Fire Science MAT 140 or higher

11


https://www.coconino.edu/list-of-degrees-and-certificates/382-alternative-energy-technology-aas-degree




Hospitality Management MAT 097 or higher

Medical Office Management MAT 140 or higher

Network Engineering MAT 140 or higher

Nursing MAT 140 or higher

Paramedic Studies MAT 140 or higher

Pre-Health Careers MAT 140 or higher

Sustainable Green Building MAT 140 or higher

Associate of Business Degree (ABus) REQUIRED ELECTIVE

Associate of Business MAT 211 or higher, 172

Associate of Fine Arts Degree (AFA) REQUIRED ELECTIVE

Visual Arts MAT 140 or higher

Associate of General Studies Degree (AGS) REQUIRED ELECTIVE

Associate of General Studies MAT 140 or higher

Associate of Science Degree (AS) REQUIRED ELECTIVE

General Studies MAT 220 or higher MAT 230 or higher

12



Certificates REQUIRED ELECTIVE

Accounting*

AGEC-A MAT 140 or higher

AGEC-B MAT 211 or higher

AGEC-S MAT 220 or higher

Construction Technology* MAT 187 or higher

Environmental Technology: Alternative

Energy

MAT 096, 097, or higher

Phlebotomy MAT 091 or higher

Pre-Health Careers MAT 140 or higher

13


iii. Enrollment as of Day 10 for each semester

14


15


16


17


iv. List of courses, number of sections, number of enrollments, tuition paid by fiscal year

b. Licensure for students Not applicable.

18


c. Course outlines reviewed and updated Course Outlines i. Schedule for review Course outlines are scheduled to be reviewed at least every five years.

Course Last Reviewed

Scheduled Review

MAT 010 2013 2018

MAT 088 2015 2020

MAT 091 2015 2020

MAT 097 2016 2021

MAT 111 2010 2015

MAT 140 2015 2020

MAT 142 2014 2019

MAT 151 2015 2020

MAT 160 2015 2020

MAT 172 2014 2019

MAT 187 2015 2020

MAT 211 2016 2021

MAT 220 2014 2019

MAT 230 2014 2019

MAT 241 2014 2019

MAT 261 2014 2019

In 2014 Dean Ingrid Lee requested that the math department go through and review all course

outlines that had not been reviewed in the last five years. The math department fully completed this

request in 2014. While creating this document the math department found that this review in 2014 was

not reflected on the publicly posted course outlines. To rectify this, the math department has

re-reviewed MAT 111, MAT 220, MAT 230, and MAT 241. A note that the courses have been reviewed

will be added to the top of the course outlines. MAT 142 and MAT 172 have had changes to the course

19


outline that have been passed through curriculum in FA16/SP17 so the review date being added to the

posted outline is pending.

ii. Changes to course outcomes MAT 091/MAT 096/MAT 097

A different edition of the textbook for these three classes was adopted in 2014 which included a

rearranging of sections. Most of these course outcome changes are due to this rearrangement of the

book.

MAT 091: “Verify solutions to algebraic expressions” and “Use interval notation to describe solutions to

inequalities” were added to course outcomes.

MAT 096 / MAT 097: “Perform function evaluation and identify domain and range” and “Perform

operations on functions including finding the inverse” were added. “Graph linear inequalities in 2

dimensions” and “Solve and graph absolute value equations” were removed.

The effect of the changes to MAT 091 / MAT 096 / MAT 097 has been to improve the continuity of the

courses. Otherwise, these changes have had no effect on the program as a whole.

MAT 140 MAT 140 was created within the last five years. It was created to include all of the curriculum from MAT

142, College Mathematics, and also include remedial material from MAT 096, Intermediate Algebra. This

way, students could complete both the developmental and the college level

classes at once and save time and money. The class has been successful as shown below in its success

rates. The success rates in MAT 140 are actually higher than those of MAT 142 over the last several

years. The Mathematics ATF agreed to articulate MAT 140 as a transfer course equivalent with MAT 142.

The class is very popular with the students as well.

MAT 142 The MAT 142 course outcomes were updated to more clearly represent the statewide agreed curriculum

for that course. The agreed upon topics have not changed, but the outcomes were re-worded in 2016 to

be more clear and to better communicate to the students what they will be learning in the course. This

change has been helpful with teacher and student clarity about what the course entails, but the actual

content of the course has not changed in the last five years.

MAT 187 Previously, polar, systems of inequalities, sequences and summation notation were required topics in

MAT 187. The math department moved these topics to an optional category so that instructors would

have the option to cover the arguably more important topics of vectors and matrices. MAT 187 is a

prerequisite to physics courses. Additionally, the factor theorem and divisibility was added as Changes

were added to the course outcomes to reflect the above changes in content.

The changes to MAT 187 were intended to potentially improve a student’s readiness for physics while

not sacrificing exposure to math topics beyond trigonometry. These changes have had no effect on the

program as a whole.

20


MAT 172 In the fall of 2017, the course outcome “Solve non-linear systems by elementary row operations.” was changed to “Solve linear systems by elementary row operations.” to correct a clerical error.

MAT 261 MATLAB usage was added as a required element to MAT 261 to satisfy transfer to ASU.

This change to MAT 261 allows students to apply technology much more similar to what they would use

in the work environment of the important field of differential equations. This shift to technology directs

engineering students’ attention to programming classes they will take in the future. This may increase

student interest in taking EGR 122: Introduction to Programming for Scientists and Engineers at CCC.

d. Curriculum i. New and retired courses since the last program review

Retired(Credits)[Last semester taught] Created(Credits)[First semester taught]

MAT 082 Arithmetic(3) [FA15]

MAT 086 Prealgebra(3)[FA15]

MAT 088 Pre-Algebra(4)[SP16]

MAT 122 Intermediate Mathematics(3)[SP17] MAT 140 College Math W/Algebra

Review(5)[SP 13]

MAT 180 Math for Elementary Teachers

I(3)[SP15]

MAT 151 College Algebra(4)[FA16]

MAT 181 Math for Elementary Teachers II (3)[SP15]

ii. Effects of curricular changes A good deal of the curricular changes made were to address that students who spend a lot of

time in a chain of developmental classes are more likely not to finish their college studies. To combat

this, low level developmental courses are now only offered as fast track 8 week courses and some

courses were combined to provide similar exposure to material in fewer semesters of study.

MAT 082/086/088 MAT 082/086 were retired and replaced with MAT 088 for the following reasons:

· Some members of the department did not feel that MAT 082/086 contained the optimal material

for students to be successful in future math courses.

· MAT 088 is only taught in short 8-week sessions, so students placing in the lowest levels of

developmental are given a shorter course chain to enter a college credit bearing course. MAT086

(8 week) and 091 (8 week) in one semester then MAT 140 will take a student two semesters to

finish a liberal studies math requirement. Previously, students would take MAT 082, MAT 086,

MAT 091, MAT 122, then MAT 142 which took five semesters.

21


· MAT 088 has free courseware and a lower number of credit hours, saving each student around

$300.

MAT 088 success rate: 108 students, 68.5% successful (# successful / Beginning Enrollment [In-Person])

MAT 082/086 success rate: 2057 students, 72.3% successful (# successful / Beginning Enrollment

[In-Person])

The slightly lower success rate in MAT 088 was predicted due to it being taught for the first time

by instructors as well as it having a slightly faster pace. In one of the five sections offered so far, the

success rate was over 30% lower than in the other four sections where the success rate was around

75%. A slightly lower success rate is offset by the benefits of the course.

MAT 122 In Spring 2017 the math department decided to not offer MAT 122 because MAT 140 completely fills its

place in the non-STEM math track.

MAT 140 MAT 140, first taught in Spring 2013, was created to act both as the developmental MAT 122 and the

college credit bearing MAT 142. It allows students to finish their liberal studies math requirement if they

only need a little bit of remediation in one less semester than the previous chain MAT 122 then MAT

142. MAT 140 allows students to satisfy their general studies math requirement in less time.



The success rate in MAT 140 is better than that of MAT 142 and both courses contain the same college

level material. This, in addition to the time savings for students, indicate to the department that the

MAT 140 course has been a success.

MAT 151 MAT 151, College Algebra had been taught before at CCC and was retired due to NAU not using College

Algebra as a liberal studies foundations course, and the fact that the business department did not

require business calculus. In 2015, the NAU math department informed the Math ATF of the following

change. The NAU business department requested that the NAU math department create a course that

incorporates topics from finite mathematics and business calculus. NAU math department started to

offer this new course in 2016. To meet this requirement and to address the requirements of the ASU

business college, which still has the more traditional sequence of business calculus and finite

mathematics as separate course, business calculus was offered again. The prerequisite of business

calculus is MAT 151, so the CCC math department unretired MAT151.

MAT 180/181 In 2013 the CCC District Governing Board came up with the Financial Austerity Plan in order to curb

mounting budget concerns at the college. One element of this plan was to eliminate the education

program of which MAT 180 and MAT 181 were a part. The two classes were offered for two years after

this decision to serve those already in the program.

22


iii. Impending course changes The math department is considering splitting MAT 187 – Precalculus into two pieces, one piece being a

college algebra class and one piece that will contain trigonometry and perhaps extra topics such as

vectors and matrices.

e. Articulation

In 1970, the Arizona Mathematics Consortium was created by an NSF grant with two goals in

place. One was to created an organization to develop professional relationships between faculty at

community colleges and universities, and the other was to aid in the flow of students between schools.

The consortium become the Mathematics Articulation Task Force (ATF) with the creation of the ATF

structure in the state. In the mid 1990s, the Mathematics ATF developed a common numbering system

among mathematics courses taught at community colleges. After the common numbering system, the

Mathematics ATF decided on a common core of classes that would be in all mathematics degrees. These

are Calculus I, II, and III and Differential Equations. The concept of these courses, is if a student wishes to

pursue a mathematics degree, then they need to take these four courses and they will satisfy the degree

requirements at all mathematics degrees at any college or university in the state. After creating a

common number system, there was an idea that we should agree on the content in some courses. So

the ATF developed common content in the developmental sequence (agreed on what must be covered

by the end of intermediate algebra), college algebra, precalculus, and college math (quantitative

reasoning). Currently, the ATF is reviewing the content in these classes. The mathematics ATF has

agreed on common CLEP and AP test scores for college credit. CCC mathematics faculty have been an

active member of the ATF since the college was created in 1990. The current curriculum in the math

department adheres to the common numbering and the common content, and CCC has adopted the cut

scores on the CLEP and AP exams. CCC offers the common core of courses every year. The faculty are

involved in the current content revision that the ATF is working on, and will modify curriculum of

common mathematics courses if necessary in the future. Any courses suggested by the math

department that do not reflect the requirements of common courses in the state are presented to the

math ATF for input and approval. An example is MAT 140 that has a lower prerequisites than MAT 140

142?by incorporating the prerequisite material into the course. The concept of this course was

presented to the ATF and received approval of all universities for transfer. The ATF structure provides a

forum for discussion of curricular changes among community colleges and universities. The math faculty

at CCC will continue to participate in the ATF, and make curricular changes based on suggestions from

the ATF.

All courses are articulated to the universities and other community colleges via the ATF. The

transfer agreements are housed at aztransfer.com in the Course Equivalency Guide. The course

equivalency guide on April 10, 2017 showed these following equivalency.

23


Coconino Community College

ASU NAU UA

MAT 111 (2 credits) Math Help

Elective Credit Non-transferable Non-transferable

MAT 121 (4 credits) Intermediate Algebra

Math Developmental Elective

MAT 140 (5 credits) College Mathematics

MAT 142 and MAT Department Elective Mathematics (MA)

MAT 114; Foundation Requirement [FNRQ] NAU Personalized Learning: MAT 115; Foundation Requirement [FNRQ]

MATH 105

MAT 142 (3 credits) College Math

MAT 142, Mathematics (MA)

MAT 114; Foundation Requirement [FNRQ] NAU Personalized Learning: MAT115; Foundation Requirement [FNRQ]

MATH 105

MAT 151 (4 credits) College Algebra

MAT 117 & Elective Credit (1), Mathematics (MA)

MAT Departmental Elective; Foundation Requirement [FNRQ] – and – MAT 110; Foundation Requirement [FNRQ]

MATH 112 – and Math Department Elective

24


MAT 160 (3 credits) Intro to Statistics

STP 226 Computer/Stats (CS)

STA 270 Science & Applied Science [SAS] NAU Personalized Learning STAT 271; Science and Applied Science [SAS]

MATH 163

MAT 172 (3 credits) Finite Mathematics

MAT 119, Mathematics (MA)

MAT 119 MATH 114

MAT 172 (3) & MAT 211 (4) Finite Math/ Business Calculus

MAT 210 (3) & MAT 211(3) Elective Credit (1), Mathematics (MA)

MAT Departmental Elective – and MAT 131; Science & Applied Science [SAS – and – MAT 119

MAT 180 (3 credits) Mathematics for Elementary Teacher 1

MTE 180

MAT 181 (3 credits) Mathematics for Elementary Teacher II

MTE 181

MAT 187 (5 credits) Pre-Calculus

MAT 170 (3) & Elective Credit (2), Mathematics (MA)

Elective Credit – and – MAT 125; Foundation Requirement [FNRQ]

MATH 120 R – and – MATH Dept Elective

MAT 211 (4 credits) Business Calculus


MAT Departmental Electective – and – MAT 131; Science

MATH 116

25


and Applied Science [SAS]

MAT 220 ( 5 credits) Calculus and Analytic Geometry I

MAT 270 (4) & Elective Credit (1), Mathematics (MA) Note: Will fulfill MAT 265 requirement for Engineering Majors.

MAT 136; Science & applied Science [SAS

MATH 122B

MAT 230 (5 credits) Calculus & Analytic Geometry II


MAT 137 MAT 129

MAT 241 (4 credits) Calculus & Analytic Geometry III

MAT 272, Mathematics (MA) Note: Will fulfill MAT 267 requirement for Engineering Majors.

MAT 238 MAT 223

MAT 261 (4 credits) Differential Equations

MAT 275(3) & MAT Dept Elective (1), Mathematics (MA)

MAT 239 MAT 254

MAT 298 (1) Special Topics

Non-Transferable Elective Credit MATH Dept Elective


Not applicable

g. Teaching loads The Math department had five full-time faculty in 2011-2012. A sixth full-time faculty was

added in the fall of 2012. In fall 2017, a seventh full-time faculty position was added. The seven full-time

faculty members are responsible for teaching the majority of college level courses, developing curricula,

and assessing learning outcomes. They hold office hours for at least five hours per week and participate

in at least two college-wide committees. (See the full-time faculty job description for more details.) All

full-time faculty are required to attend a department meeting twice a month. Teaching assignments

may include alternative delivery methods including online, day and evening classes, and may be at

multiple sites. This is a full-time, benefits eligible position. Full-time faculty teach a minimum of 30 load

26


hours per year. In fiscal years 2011-2014 the department chair had nine hours a release time per

semester. Since 2014, no full-time faculty member in the department has had any release time. As the

department has added more sections of college-level courses the full-time faculty have needed to teach

more college-level classes and less developmental-level classes due to a shortage of qualified part-time

faculty. With the new HLC credentialing rules this shortage will only get worse. In order to cover

instructor shortages in math, full-time faculty in the department have taught an average of 57.2 hours of

overload per year for these five years. That averages to nearly 5 credits hours of overload per faculty

member per semester. Combined with committee work the full-time math faculty load is excessive. The part-time faculty members are responsible for teaching classes and assessing learning

outcomes. Together, they teach the majority of the developmental courses offered each semester.

They are not required to hold office hours or participate in committees. Part-time faculty are invited to

participate in department meetings and to be involved in decisions affecting the whole department.

Part-time faculty teach between three and 19 load hours per year. Teaching assignments may include

alternative delivery methods including online, day and evening classes, and may be at multiple sites.

This is not a benefits eligible position. The number of part-time faculty varies each year.

27


28


The math department needs to evaluate the ratio of full-time to part-time faculty. This

information along with difficulty in finding credentialed math instructors may mean that we should look

for another full-time faculty member. Include the comparison of the goal of 50% ratio of full-time to

part-time faculty that the college has overall.

h. Faculty credentials The seven full-time faculty members all have an MS in mathematics. Two members have an

emphasis on statistics, four have an emphasis on pure math and one have an emphasis in mathematics

education. For their undergraduate degrees, two are BS in Mathematics, two are in

Education/Mathematics, and one each from Physics/Engineering, Physics/Mathematics, and

Mathematics/Computer Science.

The part-time instructors during this time period had a variety of degrees as shown in the following

table. Many of these instructors will not meet the new minimum requirements imposed by the HLC.

Another concern is that 75 people applied for part-time faculty jobs during the 2016-2017 academic

year, but none of those applicants were qualified for teaching math. These are weaknesses we will need

to address.

Degree Percentage

MS Math Education 30%

MS Mathematics 5%

MS Education 20%

29


PhD Astronomy 5%

MS Engineering 5%

MS Science 15%

BS Education 10%

BS Mathematics 10%

III. STAFF, RESOURCES, FACILITIES, and FUNDS a. Internal strengths of the program Dedicated faculty who are willing to propose new structures in the mathematics sequence and

courses and willing to improve teaching strategies. Faculty are willing to adopt different pedagogies and

delivery methods to provide for different student learning styles and needs. The faculty are also

dedicated to teach overload so that courses are not cancelled and students are served. Mathematics

faculty are involved in many aspects of governance of the college, and are involved with local, state, and

national mathematical organizations. The math faculty are a very cohesive department that works well

together and cooperates to improve the department and the college for the improvement of students

learning.

b. Internal weaknesses of the program There are not enough part-time faculty who are credentialed to teach mathematics courses,

especially college level courses. There is not enough time to develop a plan for addressing the success

rates in precalculus. The majority of full-time faculty are teaching overloads. The math faculty are

involved in many aspects of the college, often in leadership roles, in addition to being dedicated faculty

members. The full-time faculty have had to take on many of the duties of the department chair such as

class schedules, textbooks, and assessment. The time required to complete these tasks has taken away

time normally used for class preparation and professional development. Because of their involvement,

they do not have the time to maintain balance in their lives.

There are not enough professional development funds for faculty training in new techniques in

teaching. This means that faculty feel that they are lacking professional development opportunities.

Changes made to mathematics requirements at universities is creating an articulation challenge to meet

all of the different requirements at the three universities.

Classrooms were traditionally designated for a discipline and so mathematics faculty had the

tools they needed to adequately teach their classes. However, due to new scheduling practices and

other disciplines utilizing these classrooms, some math classes are not able to be in a mathematics

designed classroom.

Loss of department chairs has been challenging. The faculty in the department have had to

discover and distribute the workload to be sure that departmental duties were covered. Some duties

still have not been taken over such as observation of part-time faculty, ensuring that curriculum is

covered in all sections of the same class, part-time faculty attendance at Convocation and other

30


department events, ensuring that part-time faculty adhere to departmental guidelines such as grading

requirements and chapter coverage lists. One recommendation to help with these issues is to create

Canvas quizzes that all part-time faculty must take before they teach a class. These quizzes could be

created and administered in the Math Department Canvas shell.

Issues with the tutoring area are an ongoing challenge. During the 2016-2017 academic year, a

meeting took place between the tutoring staff and math faculty. This discussion was very beneficial to

help the tutoring staff understand the expectations and requirements for tutors that the math faculty

have. The SI program helps to alleviate tutoring challenges somewhat, but a more holistic and

circumspect outlook on tutoring is necessary to improve student success. The math department will look

into applying standards from AMATYC for best practices for math tutoring labs.

Challenges with the advising area include confusion with some of the math pathways and which

courses students should take depending on their program of study. One recommendation to help with

this problem is to have more regular ongoing communication between the math faculty and the advising

staff.

c. List recommendations received since last program review or Program Advisory Committees None

IV. ANALYSIS and RECOMMENDATIONS a. Description of needs to conduct program, including space and equipment

● At least one additional full-time math instructor

● Continue and expand the Supplemental Instructor (SI) Program. In Fall 2017 the math

department is expanding SI to MAT 097 and 211.

● Build platform in front of board in 107

● Purchase and install more up-to-date SmartBoard in 107

● Keep dedicated math classrooms with department technology, materials, and layout

● Build additional computer classroom with required software installed such as MATLAB and R

● Investigate mobile chair/desks for active classrooms

● Adequate tools such as tablet pens, dual monitors, etc. in full-time faculty offices

● A way to offer office hours to web students so that faculty can help multiple classes at the same

time

● Revitalize the MAT 010 course. This course significantly helped students to have a higher success

rate in their developmental course. It would be great to bring back the course and improve the

advertising so that the course could have enough enrollment to run.

b. Assessment i. History of assessment in the CCC mathematics department

CCC began a robust college-wide assessment program of academic programs in 2001. At that

time, the mathematics department started the process of creating program outcomes, aligning course

outcomes to the program outcomes, and creating tools to assess those outcomes. For many years, the

math department annually conducted pre and post tests, final exam questions, and an attitudinal survey

31


in all mathematics courses at the college. In more recent years, program and general education

outcomes were measured with projects in statistics classes. The results from this data were compiled

each year and reports were created by the math and science department chair. It was typical to see

from the results that students struggled in graphing and word problems in all levels of classes.

Therefore, trainings and symposiums were conducted to train the faculty to focus more heavily on these

topics. Improvements in these topics were shown in subsequent assessment activities.

In 2012, the leadership for continuing this assessment process was reduced due to several

factors such as the removal of department chairs and changing staff in the Institutional Research and

Academic Affairs areas. The math department did continue to assess some courses over the next four

years, but overall reports were not required. Members of the math department have raw data from

many courses, most of which has not been summarized or analyzed. The assessment activities during

this time were not as comprehensive as in previous years, but some of these results are shown below.

The math program outcomes which were assessed using the above mentioned tools from 2001

on are as follows:

1. Apply mathematics in context using appropriate problem solving skills.

2. Solve equations.

3. Create and interpret graphical representation.

4. Perform operations on mathematical structures, which may include real, complex, matrix, or

function space.

5. Work with geometric concepts.

6. Apply and interpret limits and limit definitions.

7. Gain appreciation of mathematics and its uses

8. Interpret and communicate mathematics.

ii. Math department assessment from 2012 through 2016 Summary of assessment in mathematics for the last five years. Math Assessment usually consisted of five common final exam questions that measure program

assessment outcomes aligned with General Education program outcomes. The grid below indicates

when these courses were assessed using the common final questions, graded with the rubric, and raw

data was collected. Raw data was compiled in FY 13 and FY 17. The years FY 14 raw data was collected

but not compiled. FY 15 and 16, some raw data was collected. An X indicates data was collected for this

course or group of courses in the given time frame.

Year MAT 082

MAT 086

MAT 091

MAT 102x/122/121

MAT 140/142

MAT 160

MAT 172

Mat 187

Mat 220

Mat 230/241/262

FY 13 (F12-S13)

X X X X X X X

32


FY 14 (F13-S14)

X X X X Creation of MAT

140 X

X X

FY 15 (F14-S15)

Modification of number to MAT096/097

X X

FY 16 (F15-S16)

Creation of MAT 088

X X X

FY 17 (F16-S17)

X X X X X X X X

Definitions of proficiency levels for math program and Gen Ed outcomes

Definitions developed in Fall 2009 were used to create the grading rubrics for these courses.

Gen Ed Outcome 2a: Formulate vital questions and problems in a clear and precise manner.

Math Outcome 8: Communicate using the language of mathematics.

Mastery: The student can communicate in a clear and precise manner using the language of

mathematics.

Proficient: The student’s mathematical communication does not obscure meaning; however, there are

some mathematical language errors.

Emerging: The student’s mathematical language obscures meaning.

Gen Ed Outcome 2b: Gather, assess, and interpret information within a theoretical framework.

Math Outcome 3: Create and interpret graphical representation.

Mastery: The student can create and interpret graphical representation.

Proficient: The student can either create graphical representation or interpret it, but not both.

Emerging: The student has minimal understanding of creating and interpreting graphical representation.

Gen Ed Outcome 2c: Develop well-reasoned conclusions and solutions to problems.

Math Outcome 1: Apply mathematics in context using appropriate problem solving skills.

Mastery: The student can recognize a problem, develop a correct mathematical model to solve the

problem, and find the correct solution to the problem.

Proficient: The student can recognize a problem, develop a reasonable mathematical model to solve the

problem, but cannot find the correct solution to the problem.

Emerging: The student has minimal understanding of solving a problem.

33


Points from common final questions associated with proficiency levels:

Mastery: 4 or 5 points

Proficient: 2 or 3 points

Emerging: 0 or 1 points

Examples of assessment results from Spring 2012 MAT 010 Math Help The following is a statistical analysis studying whether or not MAT 010, Math Help, was a beneficial class

for developmental students at CCC. MAT 010 is a class that is designed as a co-enrolled class for

students taking developmental math classes. The students sign up for the developmental class as well as

the MAT 010. In MAT 010, students learn study skills and learning styles and they receive help with their

developmental coursework.

Hypothesis: Students co-enrolled in MAT 010 while taking a developmental mathematics class at CCC

have a higher success rate in their developmental course than students not co-enrolled in MAT 010.

p1 = proportion of students who succeeded in developmental math class who were also co-enrolled in

MAT 010

p2 = proportion of students who succeeded in developmental math class who were not also co-enrolled

in MAT 010

Ho: p1 = p2

H1: p1 > p2

Alpha = 0.05

f1 = frequency of students who succeeded (A, B, C) in a developmental math class who were also

co-enrolled in MAT 010 = 101

f2 = frequency of students who succeeded (A, B, C) in a developmental math class who were not also

co-enrolled in MAT 010 = 1677

n1 = number of students in developmental math class and co-enrolled in MAT 010 (W were excluded) =

131

n2 = number of students in developmental math class and not co-enrolled in MAT 010 (W were

excluded) = 2398

Z = 1.75

P-value = 0.040

p1-hat = 0.771

p2-hat = 0.699

There is enough evidence to show that students co-enrolled in MAT 010 have a higher success rate in

their developmental class than students not co-enrolled in MAT 010.

90% confidence interval is 0.00934 to 0.13398. There is a 90% chance that the interval of 0.9934% to

13.298% contains the true success rate change for students co-enrolled in MAT 010 as compared with

students not co-enrolled in MAT 010.

This analysis of data from MAT 010 shows that it was a beneficial course for most students who enrolled

in it. The enrollment of the course has dwindled in recent years and the course is currently not being

offered. Due to its statistical success, it would be beneficial to offer this course again. More advertising

34


would need to be done for this course and communication with advising and faculty about its benefits

would be necessary to improve enrollment.

Survey Results One of the assessment tools that the math department utilized for many years was an

attitudinal survey. This survey was administered in all math classes to determine the level of students’

attitudes towards mathematics. Below are the results in the developmental track through MAT 142 in

Spring 2012.

Appreciation of Math Nature of Math

MAT 082 % Positive Attitude 61.59% 60.28%

% Neutral 3.96% 12.06%

% Negative Attitude 34.45% 27.66%


% Neutral 8.22% 14.89%



% Neutral 6.90% 12.62%



% Neutral 7.57% 13.25%



% Neutral 7.67% 11.79%



% Neutral 7.15% 14.06%


35


Examples of assessment results from Spring 2014 Comparison Between MAT 140 and MAT 142 Final Exam Questions Results

MAT 140-01

Outcome 1 Outcome 2 Outcome 3 Outcome 7 Outcome 8

% Emerging 47.1% 17.6% 0.0% 88.2% 35.3%

% Proficient 17.6% 35.3% 5.9% 11.8% 29.4%

% Mastery 35.3% 47.1% 94.1% 0.0% 35.3%

MAT 140-02


% Emerging 60.0% 20.0% 6.7% 93.3% 46.7%

% Proficient 20.0% 26.7% 13.3% 6.7% 13.3%

% Mastery 20.0% 53.3% 80.0% 0.0% 40.0%

MAT 142-05


% Emerging 25.0% 50.0% 8.3% 75.0% 8.3%

% Proficient 25.0% 25.0% 8.3% 16.7% 25.0%

% Mastery 50.0% 25.0% 83.3% 8.3% 66.7%

36


MAT 142-07


% Emerging 63.6% 40.9% 0.0% 81.8% 45.5%

% Proficient 18.2% 27.3% 4.5% 9.1% 9.1%

% Mastery 18.2% 31.8% 95.5% 9.1% 45.5%

MAT 142-09


% Emerging 88.9% 0.0% 11.1% 44.4% 100.0%

% Proficient 0.0% 44.4% 0.0% 55.6% 0.0%

% Mastery 11.1% 55.6% 88.9% 0.0% 0.0%

MAT 142-?


% Emerging 36.4% 18.2% 54.5% 18.2% 68.2%

% Proficient 31.8% 9.1% 0.0% 40.9% 0.0%

% Mastery 31.8% 72.7% 45.5% 40.9% 31.8%

37


This data shows that the assessment results for the final exam questions given in MAT 140 and

MAT 142 in order to assess program outcomes are comparable to one another or even better in MAT

140 which coincides with previous data regarding these two classes. This data also serves as an example

of data that has been collected sporadically through the last five years. This data is available to do more

analysis with but for the most part has not been compiled across sections nor analyzed previously.

iii. Math Department Assessment 2016-2017

During FY 2017, the math department participated in general education assessment of critical

thinking. During Fall, 2016, only full-time faculty were required to participate in this critical thinking

assessment, but the math department asked part-time faculty to also participate. The courses in which

critical thinking outcomes were assessed were MAT 091, MAT 096, MAT 140, MAT 142, MAT 151, MAT

172, MAT 187, MAT 220, MAT 230, and MAT 241. In all of these courses, five common final exam

questions were modified and distributed to faculty to use on their final exams and faculty were asked to

report back their assessment results. The overall results of these assessment activities for Fall 2016 are

shown below.

The following graphs show the percentage of students in various classes who score at proficient

or mastery level in the given critical thinking outcome stated in the heading of each graph. The graphs

also show the overall assessment results of the entire college for that particular critical thinking

outcome.

38


The two critical thinking outcomes shown above are only measured in the MAT 140/142 courses

by the CCC math department. The overall percentage of students in these courses who were at

proficient or mastery level for these outcomes is 61% and is relatively close in the two courses. The

overall college assessments for these two outcomes have a success level of 78% and 75% respectively,

which are somewhat higher than that for mathematics.

The only other critical thinking outcome that is measured in mathematics is shown above. The

courses that show the lowest levels of proficiency or mastery on this critical thinking outcome are MAT

096, MAT 172, and MAT 241. Changes are being made to MAT 096, Intermediate Algebra, which was

mentioned previously in this report. MAT 172, Finite Mathematics, and MAT 241, Differential Equations,

are both more difficult courses with limited enrollment which are not taught in great abundance at CCC.

Thus, the sample sizes for these results are quite a bit smaller than for many other courses. MyMathLab

online homework is being used in MAT 172 to try to improve these outcomes. The courses that show the

highest levels of proficiency and mastery on this outcome are MAT 230, MAT 187, and MAT 151.

39


These results for MAT 230 Calculus II and MAT 187 Precalculus are somewhat surprising in that

the classes are quite challenging and traditionally have a high DFW rate. However, the data for this

assessment is collected at the end of the semester in the final exam, therefore, it could be that the

rather large number of students who dropped may have not participated in the assessment at all. Also,

it is always good to recognize that the differences in course success rates could also be due to the final

exam questions that were used and so the instruments should be analyzed for refinement.

The same final exam questions were also used during Spring 2017 and the results of that

assessment data is shown below. Unfortunately, this data was not reported per each critical thinking

outcome, but just for the general education critical thinking criteria as a whole. Thus, the results of the

assessment are presented in a different fashion. During Spring 2017, there were slightly better results

overall and the courses that showed lower and higher percents of “met” were similar to Fall 2016.


MAT 140 49% 40% 11% 4

MAT 142 66% 24% 10% 3

MAT 187 66% 33% 1% 2

MAT 220 56% 39% 6% 1

MAT 230 72% 22% 6% 1

MAT 261 56% 25% 19% 1

MAT 61% 32% 7% 12

40


Overall 71% 18% 11% 115

The graph shown below represents assessment data from the introductory statistics course

taught at CCC during Fall 2016. This course is a cross-listed course which means that some students are

enrolled in MAT 160 and other students are enrolled in BUS 232 but the course is taught as one. The

assessment tool utilized in MAT 160/BUS 232 is a statistical project that is administered near the end of

the semester. The students have to go through all steps of a statistical analysis from collecting their own

data through analyzing the data. The project is graded using a rubric and the students “meet” the

criteria for developing well-reasoned conclusions and solutions to problems by getting at least 60% of

the project correct. The graph shows that 61% of students who took statistics met the requirements for

this critical thinking outcome.

Similar data is shown below for the statistics course in Spring 2017. During this semester, 60% of

students received a grade of “meets” on the statistical analysis project.

41


iv. Recommendations See recommendations on page 31

c. Challenges See internal weaknesses on page 30


Detailed throughout program review document

42


V. Appendix documents a. Course syllabi

43


44


45


46


b. A job description of FT faculty

Job Title: Full-Time Faculty Pay Grade: Salary placement on the Faculty

Salary Schedule is based on education and

experience. See the Faculty Salary Schedule for

more information.

Department: Math Instructor FLSA: Exempt

Reports To: Dean of Math and Science Revision Date: 01/19/17

Summary This position is responsible for teaching courses and assessing learning outcomes within the assigned discipline using effective pedagogy. This position is also responsible for assessment, curriculum development, and providing assistance and academic advising to students outside of regularly scheduled class time. Incumbent must be able to work collegially in a team environment. This is a full-time, benefit eligible position.

Essential Duties and Responsibilities 1. With Students: · Teaches 30 load hours per year in a professional manner

· Provides advising outside of class time

· Maintains a minimum of five posted office hours per week

· Utilizes and assists and develops

2. With Colleagues:

· Adhere to a professional code of conduct and ethics

· Collaborate with other college employees as necessary and appropriate

3. Scheduling:

· Provides schedule building input and review as requested

4. Budget:

· Cooperates with supervisor on the department budget

47


5. Assessment and Strategic planning:

· Promotes the mission, values, purposes and the Strategic Plan of the College and learning college philosophy

· Participates in the development, implementation and assessment of programs, including the assessment of student learning outcomes as prescribed by department

6. Curriculum:

· Develops new or revises existing curricula as needed which may include College supported Articulation Task Force (ATF) participation

· Remain current in the assigned discipline(s)

· Maintain discipline/course specific certifications and licensure where appropriate

7. Institutional Leadership:

· Assists supervisor in the evaluation or mentoring of part-time faculty as requested

· Participates in the operation and/or shared governance of the college through college committee assignments and faculty meetings

· Assists in the building of programs relevant to their discipline and recruiting and retaining students in that program

· Serves as a professional role model for students and other faculty

c. A job description of PT faculty

Knowledge, Skills, and Abilities

Knowledge of current and effective pedagogical techniques. Ability to teach effectively. Knowledge of

the subject areas in math. Available to teach summer classes or workshops and work at alternate CCC

sites. Adhere to professional ethics and maintain confidentiality with students and staff. Ability to

support and promote the mission, values, purposes, and strategic plan of the College. Ability to work in

a culturally diverse and team environment. Ability to integrate subject area with other related curricula.

Capacity to be flexible. Ability to teach using online learning management systems. Knowledge of

computer software, including Microsoft Office products such as Word and Excel. Knowledge of the

applicable state and federal laws, such as FERPA. Demonstrate fluency in written and oral

communications.

Minimum Qualifications

· Master's Degree in Mathematics, Statistics or related field with 18 graduate level credit hours in

Math

· Two years of college level teaching experience in mathematics

48


Preferred

PhD in Mathematics with experience teaching math at the community college level. Experience teaching

online. Experience working with a diverse student population. Experience assuming leadership roles.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to

successfully perform the essential functions of this job. Reasonable accommodations may be made to

enable individuals with disabilities to perform the essential functions. While performing the duties of

this Job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, or feel and

talk or hear. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities

required by this job include close vision and ability to adjust focus.

Work Environment

The work environment characteristics described here are representative of those an employee

encounters while performing the essential functions of this job. Reasonable accommodations may be

made to enable individuals with disabilities to perform the essential functions. The noise level in the

work environment is usually moderate.

NOTE: This job description is not intended to be all-inclusive. Employee may perform other related

duties to meet the ongoing needs of the organization.

Coconino Community College is an equal opportunity employer.

Auxiliary aids and services are available upon request to individuals with disabilities.

Job Title: Part-Time Faculty Pay Grade: N/A

Department: Academic Affairs FLSA: Exempt

Reports To: Department Chair Revision Date:

Position Summary

49


Responsible for teaching courses within the assigned discipline. Teaching assignments may include

alternative delivery methods, day, evening, and weekend classes, and may be at multiple sites.

Must be able to work collegially in a team environment. This is a temporary, non-benefits eligible

position. Employment is determined on a course to course basis.

Essential Duties and Responsibilities:

● Teaches courses as contracted. Maintains scheduled classes.

● Prepares and implements syllabi in accordance with course outcomes and competencies.

● Keeps and submits all essential instructional records according to the College calendar.

● Notifies department chairs in case of absence. Assists department chair in making

arrangements for qualified substitute teachers.

● Follows all college policies and procedures as stated in the college procedures manuals and

the faculty handbooks.

● Fosters community relationships.

● Attends college meetings as required.

● Participates in student assessment and relevant program assessment as directed by the

department chair.

● Remains current in practices, trends and research related to areas of assignment.

● Performs other duties of a similar nature or level.

Knowledge, Skills and Abilities:

Ability to teach effectively. Knowledge of the subject area, computer and related technology. Ability

to maintain professional ethics and confidentiality of students and staff. Ability to support and

promote the mission, values, purposes, and strategic plan of the College. Ability to work in a

culturally diverse and team environment. Ability to integrate subject area with other related

curricula. Knowledge of the applicable state and federal laws, such as FERPA.

Minimum Qualifications:

Bachelor's degree and/or occupational experience. Certain disciplines require specific certifications,

licenses, or Master's degree. All disciplines require an ability to meet all Coconino Community

College credentials requirements.

Application Procedure:

All Faculty applicants must complete a Supplemental Credentials Application in addition to the

online application. Please click here and add as an attachment to your application. Note, this

attachment is a PDF document.

50


https://www.coconino.edu/resources/files/pdfs/human-resources/Supplemental_credentials_form_June_21-07.pdf

https://www.coconino.edu/resources/files/pdfs/human-resources/Supplemental_credentials_form_June_21-07.pdf

Program: Math Review Date: 11/1/2017 Reviewer: Colleen Carscallen/Doug Friedman

REVIEW ITEM



a. Narrative



program

2) Define what sets this program apart

from other similar programs




program review

2. Excellent job of defining what sets this program apart

from similar programs. 3. When describing participation

in organizations, focus on how input is gathered. This

section begins to look like a list of accomplishments.


2) Program goals are tied to the

institutional mission statement

2. Don't assume anything is self‐evident within your

document



d. Decision Making









I. OVERVIEW










A)


















program.








descriptions.

2) Provide degree and certifications that

the program contributes to

3) Provide the outcomes of the degrees

and certifications







enrollments

Please elaborate on any patterns or outlying data within

the enrollment table. If no patterns are discernable,

note that within this section of the program review.

6) No table of university/college enrollments is

included.







credential







outcomes since the last program review

and the effects the changes have had on

the program as a whole.

d. Curriculum

1) Describe any curricular changes since

the last program review.









e. Articulation



Arizona.



transferable



in the program

2) There is no elaboration on non‐transferable courses

or courses only transferable as electives.






accreditation."

g. Teaching Loads



faculty



faculty


courses


faculty

Information about delivery methods of the courses

seem vague because it is focused on what instructors

may be assigned to, not what delivery methods are used

for Math courses.

3) Course delivery methods are named but not

discussed.




faculty



faculty


courses


faculty

Information provided is appropriate. Checklist items are

not correct.











answers.





answers.

Most of the items listed as internal weaknesses actually

originate outside the program.



1) List recommendations that were

received at the last program review.



programs.





program.



was taken.







anything) the students need to be

successful in the courses




1) No overview of student needs is provided.

3) There is no discussion of future trends or detail on

how meeting listed program needs will lead to student

success.







b. Assessment



learning



last program review



assessment



c. Challenges



the results



action




1) Provides a clear summary of the

program as a whole.






certifications

Although this review points to other areas of the

document for significant developments, it would help to

summarize challenges in this section. It would also be

beneficial to list or summarize future actions.

2) No summary of the student population is given.



narrative


review document







ITS Coconino Community College Non‐Academic Program Review 2017


Information Technology Services is the college unit responsible for technology services and

support. It strives to transform the teaching, learning, and business environments. It provides a

myriad of services, and maintains the technology environment in a manner that it can support

those services.

The goals of the Coconino Community College ITS Department are aligned with the college

strategic plan in numerous ways. (See Appendix B‐CCC Initiatives) The goals that support the

College’s strategic plan are:

Goal I: Maximize Student Success and Improve the Student Experience

Goal II: Advance Administrative Support Technology

Goal III: Enhance the Online Experience, Improve Access to & Delivery of Distance

Learning

Goal IV: Foster Innovative Use of Technology

Goal V: Strengthen Technology Infrastructure, Operations & Efficiencies

ITS personnel are involved in a variety of college functions, workgroups, and committees.

Notable ones within the college governance structure include College Council, Technology

Committee, Instructional Technology Committee, Facilities Committee, Academic Council and

Administrative Council.

With regards to facilities and equipment, facilities are largely adequate though some

improvements are warranted and being sought. For equipment, ITS is equipment/technology

dependent in order to deliver services and provide a stable environment. A variety of

recommendations are included in the ITS Plan. (appendix B)

In terms of budget, ITS participates in the annual budget cycle process and is provided with the

resources based on need to operate. The challenge with recurring costs is their yearly

escalation. For the first time, a plant fund has been established to be used starting in FY2018

that will enable ITS to plan for the life cycle replacement of technology. This new aspect of

technology planning and expenditures will assist with providing a resilient and reliable

technology environment for the college.

The program and services review reveals that, of those services assessed, the college community

is largely satisfied with the delivery and nature of the services. A more comprehensive

assessment could be conducted in the future to capture feedback on the broader range of

services provided by ITS.

The SWOT analyses identified several areas of both benefit and concern, including personnel,

regional issues, and collaboration opportunities.


Planning for technology is challenging, and a college‐wide planning effort will most enable ITS to

plan adequately for the college’s future. ITS as a program is dependent on the goals, aspirations,

and direction of the college as a key part of the organization. ITS also has the capacity to lead

and be a catalyst for transformation. By working as partners within ITS, among college

departments and leadership and the external community, positive changes will take place.


Information Technology Services is the college unit responsible for technology services and

support. ITS is separated into two teams that work closely. In very broad terms. the Client

Services Team is responsible for most user facing technology and the Infrastructure Team is

responsible for providing the technology environment that allows the systems to work together.

ITS strives to transform the teaching, learning, and business environments through the following

services and functions:

Client Services:

o Help Desk Support

o End user support of LMS, Canvas

o Computer Labs and Mobile Computer Carts

o Classroom Technology

o Interactive videoconferencing (ITV)

o Computer deployment and maintenance

o Public website, student portal, and employee portal/Intranet

o Application software license management, installation, and support

o Audio/visual services and support

Infrastructure Services:

o IT security and protection

o Local, metro, and wide area networking, including wireless and IoT

o Telephony services

o Printing/scanning services

o Information systems and storage management, support, and integration

services

o Maintaining connections and configurations with exterior entities such as

Canvas LMS, Student Portal and NAU.

o ERP systems management and support

o Directory and account management

o Assisting with compliance requirements.

o Disaster Recovery and Business Continuity



A. Provide Program Mission, if applicable

ITS endeavors to provide excellent service, support and reliability to our clients, both internal

and external, in respects to all aspects of technology. By doing so, all aspects of the college are

enabled to function and focus on student success.

B. Goals and Objectives ITS has five strategic goals along with a myriad of objectives and tactical initiatives under each goal. These goals are aligned with the College Strategic Plan in terms of their support for the college goals. The complete plan is found as an attachment to this program review (Appendix B). In short, the goals and their alignment with the College Strategic Plan are listed below: 1. Goal I. Maximize Student Success and Improve the Student Experience

a. Leverage Technology to increase enrollment

b. Bring Your Own Device (BYOD)

c. Business Process Review

2. Goal II: Advance Administrative Support Technology

a. E‐Signatures

b. Intranet Upgrade

c. Shared Services

d. Course and Resource Scheduling.

3. Goal III: Enhance the Online Experience, Improve Access to & Delivery of Distance

Learning

a. Evaluate and enhance distance learning modalities to increase student

success

4. Goal IV: Foster Innovative user of Technology

a. Standardize classroom technology experience

b. Lecture capture software pilot

5. Goal V: Strengthen Technology Infrastructure, Operations and Efficiencies

a. IT Business Process Review

IV. Changes/Improvements since Last Review (if applicable)

A. Recommendations from most recent program review and/or advisory Committee While this is the first official departmental program review, there have been many

reports submitted and presented that show that the department has been functioning

at a high level for several years. Some of these items are:

Storage array upgrade

Disaster Recovery and Business Continuity Systems

Web site redesign


Upgrade of core networking components

Wireless Network Upgrade

Student Portal release

Deployment of Windows 10

Encryption of desktop computers.

Advancements in Banner EX/9

Department reorganization

ITS has two advisory committees – Technology Committee and Instructional Technology

Committee. These are both incorporated into the college governance process, and

chartered by College Council. The Assistant Director of Client Services chairs the

Technology Committee and co‐chairs the Instructional Technology Committee. For the

past two years, the following recommendations and resulting actions were taken:

Technology Committee

To revise the Technology Tuition Allocation Procedure to more clearly define

the conditions under which the technology tuition allocation can be used

o Action: The procedure was revised and sent to all college personnel for

review and comment, upon which it was reviewed by College Council

and passed as revised.

Review of the multi‐year Technology Plan

o Action: The plan was reviewed and feedback sought. No substantive

recommendations for changes were received.

Review of the Academic Technology budget

o Action: One of the requirements of the Technology Committee is a

yearly review of the Academic Technology budget. No substantive


Review of the Screen Lock Procedure draft

o Action: The Screen Lock Procedure draft, new for the college, was

reviewed and no changes were suggested. College‐wide feedback was

sought, and it was presented to College Council for approval. College

Council approved the procedure and it is now in operation.

Review of the Account Expiration Procedure draft

o Action: The Account Expiration Procedure draft , new for the college,

was tabled due to the college’s identity management system not being

programmed to disable accounts.

Review of the Password Procedure

o Action: The Password Procedure draft, new for the college, was

reviewed and after determining that our process for the initial password

was in accordance with FERPA requirements, the procedure was sent

out college‐wide for review and comment. The procedure was

subsequently approved by College Council and is now in operation.

Video‐facilitated Classroom Instruction Delivery Plan draft


o Action: A video‐facilitated Classroom Instruction Delivery Plan was

developed to assist with the future direction of synchronous distance

learning. The plan was reviewed by the committee. No substantive


Instructional Technology Committee

Review of the Computer Replacement Cycle

o Action: The committee reviewed the computer replacement cycle. No

substantive changes were recommended.

Faculty to faculty showcase of technology integration was proposed

o Action: Two faculty members presented their use of the smartboard

during the EDD presentation on Technology in the Classroom

Resource Center for Students Canvas course

o Action: The Resource Center for Students Canvas course was reviewed

at the request of Laura Rosensweet from Student Development.

Recommendations for improving student use and access were provided.

Review aggregate Canvas analytics to offer suggestions on improving the use of

Canvas for its educational benefits to students

o Action: The Canvas health check analysis was shared with the

committee. It was determined that the data did not suggest any

changes to Canvas.

Survey students and faculty on their use of technology

o Action: The committee recommended that the college participate in the

EDUCAUSE Student Use of Technology Study. The students were

surveyed in Spring 2017 and results will be available from EDUCAUSE in

the fall timeframe.

o Action: The committee recommended that the college create a basic

survey to gather the experiences of the faculty in terms of their use of

instructional technology. It was conducted in early May through the IR

office and the results have been compiled for review by the committee

when it meets in September 2017.

V. Personnel, Facilities, Resources and Funds

A. Personnel

ITS has two distinct teams, Infrastructure Services and Client Services. There is

considerable collaboration on projects initiatives and daily duties. The following

description is based on a recent reorganization in Spring 2017. See organizational charts

for more detail. (See appendix C – ITS Organizational Chart)

Client Services is comprised of Client Service analysts, and the associated

personnel, led by the Assistant Director of Client Services, who also serves as a

senior professional. Client Services also incorporates the Helpdesk. The

Helpdesk has a manager as well as two fulltime support technicians. The


helpdesk is also staffed by three part time workers and as many as four Federal

Work Studies or Student Wage workers.

Infrastructure Systems is comprised of mostly senior level professionals

responsible for systems, applications and integration, database administration,

networking and storage. The team has a junior level network technician that is

being coached and developed into a positon where he can advance to the

higher levels. The team is led by the Assistant Director of Infrastructure

Systems, who also serves as a senior professional.

Professional development opportunities are provided in conjunction with the yearly

established professional development goals. These goals are established jointly by the

incumbent and the supervisor. Challenges include limited funding and time opportunity.

Funding is provided for conferences, online training, in person training and online

reference resources. Completion of the goals is reflected in the annual performance

evaluation of the employee.


Facilities: ITS is housed primarily on the Lone Tree campus in Building 100. It contains

the Help Desk, office space, a data center and testing room, and a training room with

computer stations and a data/video projector. ITS also operates the open computer labs

and supports two Instructional Interactive Television Video(ITV) classrooms, three

computer classrooms, three Smartboards, the placement testing lab and three mobile

computer carts. The Help Desk at Lone Tree is well situated in front of the open

computer lab and in the section of the building devoted to student support services.

The office space, adjacent to the Help Desk, is inadequate for the personnel, and plans

are being developed to reconfigure the space to accommodate the Assistant Director

positions and the new Infrastructure Tech II position. The change from a Chief

Technology Officer to Chief Innovation Officer (the latter who will not be located in the

ITS space) has provided an opportunity for the reconfiguration.

The 4th Street Campus provides in person support through a small helpdesk that is

located in the computer lab. The 4th Street site also houses a small secondary data

closet that serves local services, backup repository and as the Disaster Recovery Site

infrastructure. The 4th Street Campus also houses one ITV Classroom, two Smartboards

a fee based testing center as well as one Mobile Computer Cart.

The Page campus has no dedicated Help Desk; students and employees contact the Help

Desk by telephone, email, remote management tools and the Track‐it ticketing system.

The Page Campus houses one computer classroom, a small computer lab, a small testing

center, two ITV Classrooms and five Movi Desktop stations (Desktop ITV Clients.)

Equipment: In terms of equipment, ITS is very technology equipment dependent to

provide its services and functions. The Data Center houses a myriad of servers, network

and storage devices. As mentioned, classrooms are equipped with computers,


projectors, and related instructional technology devices. Three conference rooms

contain projection technology. Digital displays are located throughout the Lone Tree

campus, with one at Fourth Street. The instructional video technology that provide

distant sites with interactive video, also known as ITV or videoconferencing, comprises

both control units in the Data Center and endpoints in selected classrooms. It can also

function using software‐based endpoints operating on standard computers equipped

with cameras and microphones.

While not usually capital good, ITS is also responsible for numerous software

applications, most notably those used to operate the institution or provide for

instruction. These include Banner as the Enterprise Resource Planning (ERP) system, a

student portal (MyCCC), a student advising and retention system (Starfish), and the

learning management system (Canvas). Some systems are housed on premise, such as

Banner, while others in the list are hosted remotely and accessed using our Internet

connection.

Part of our Microsoft Site License provides the complete MS Office Suite which is loaded

on every computer as well as many other resources that the college also takes

advantage. The college participates in ProPlus, which enables faculty and staff to

download and use copies of MS Office while they are employed by the college.

The software catalog for CCC is extensive. Licenses are managed by ITS and deployed on

the appropriate computers to provide the intended functions with the intended

individuals or groups. All software is vetted and tested by ITS before installation for

general use.

A trend in the ITS Industry is for software applications to be provided “in the cloud”

rather than housed locally. CCC’s ITS has been evaluating these types of services when

applicable. Some issues that need to be addressed are sufficient Internet bandwidth,

data protection, data security, less local control that results in decisions that are not

being made at the local level (such as when maintenance windows, feature changes etc)

and end user experience that is frequently out of our control.

C. Finances

ITS is provided with two budgets, Academic Computing and Administrative Computing.

They support contracted services, supplies, repairs, consumables, software licenses,

maintenance contracts, telecommunications, and travel and professional development.

Each year, the department reviews the needs for the upcoming year and submits a

budget to reflect the anticipated programs and services. Any increase requests are

submitted separately as an incremental request. The Academic budget receives a set

amount from the Technology Tuition Allocation, and is supplemented to cover

additional expenses as proposed and approved.

ITS also has access to the STEM budget and the EQUIPMENT budget, two college funds

where departments propose products and services to be supported by the funds. STEM

is used for academic activities, and EQUIPMENT for administrative or general purposes.


Proposals are forwarded at the announced time, generally within the same budget year

as when the expenses are made.

In terms of trends, the software and hardware used to support college activities has

grown steadily, and the budget has been allowed to grow with it. Yearly operating costs

will continue to climb, as well as traditional software license and maintenance contracts

trending towards adding incremental cost increases yearly. ITS continually examines the

software and maintenance contract profile and looks for ways to reduce expenses,

whether by selectively taking equipment off contract (and instead purchasing spares),

renegotiating contracts or finding less expensive suppliers, or finding less expensive

substitute products.

For the first time, a plant fund has been established to be used starting in FY2018 that

will enable ITS to plan for the life cycle replacement of technology. This new aspect of

technology planning and expenditures will assist with providing a resilient and reliable

technology environment for the college.

Expenditures without personnel expenses:

2015 – Academic Budget Actuals

Professional Services $N/A

Supplies and Materials $129,800

Fixed Charges $286,434

Utilities & Communications $385

Travel and Training $543

Total $492,546

2016 – Academic Budget Actuals

Professional Services $7,370




Travel and Training $3,928

Total $487,417

2017– Academic Budget Actuals





Travel and Training $2,258

Total $655,845


2015 – Administrative Budget




Utilities & Communications $116,412


Capital Equipment $135,751

Total $977,771







Capital Equipment $281,138

Total $765,581







Capital Equipment $N/A

Total $890,354


A. Internal

In addition to the Technology Committee and Instructional Technology Committee, ITS

is also involved in the following groups:


Banner Workgroup – oversees the operation of the Banner administrative suite

Administrative User Group – governance committee for major decisions

regarding Banner

Strategic Enrollment Management Workgroup – examines enrollment data and

offers recommendations on enrollment from a strategic perspective

Academic Council – chaired by the Provost, provides a forum for discussion of

academic topics

Many other committees are attended and represented by the Information

Technology Services Department such as the Facilities committee and the

Employee Events committee.

Further collaborations exist between The ITS Department and the many departments

such as Academic Affairs, Registration, Financial Aid and The Teachers Learning Center

(TLC) to further initiatives driven by the college. These include DegreeWorks, Starfish,

Early Alert, the myCCC Student Portal and many others.

B. External

CCC’s ITS and NAU’s IT department have established periodic meetings to

discuss items of mutual interest and collaboration. This has expanded to

include representation from Mohave Community College, Yavapai College as

well as Northland Pioneer College.

The Technology and Library workgroup meets once every two months to discuss

items of mutual interest.

The CCC CTO and NAU CIO met and corresponded periodically to identify

possible areas of collaboration. Those initiatives are in varying states of

consideration.

CCC’s ITS Leadership are part of the Arizona Community College Technology

Officer Group. The ACCTO group discusses current issues and solutions that

other college IT departments are experiencing. The group also organizes an

annual symposium of the Arizona Community College IT departments.



The ITS department’s primary purpose is to develop, provide and maintain an

environment that allows the educational process to occur.

Several of the services listed in the Program Overview section are evaluated each

semester through the ITS Help Desk Survey, which is has been sent out to all students

and employees each semester since 2014. The summary results are provided in

Appendix A. Those services assessed are:


Help desk responsiveness and problem resolution involving a myriad of issues

including account issues, software issues, hardware issues and various

connections to cloud services.

Video Conferencing & ITV (interactive videoconferencing)

Computers on Wheels (C.O.W.) Mobile Computer Carts

Wireless (wi‐fi) connectivity

Computer labs

Mobile checkout process

Student Gmail

However, an analysis of the data reveals that those responding (in which student

response averaged a score of 67 and faculty/staff averaged a score of 61) that overall

satisfaction with the services is high. Individually provided comments and suggestions

for improvement are reviewed each semester to determine if patterns exist whereby

actions should be taken.

B. Support of Students, Faculty, Staff

As ITS provides services to all students, faculty, and staff, and in some cases prospective

students and visitors, the demographics include the entire population of the college.

Services and support provided by ITS are a reflection of and in support of college

programs and services. ITS also examines the trends in higher education and the general

technology marketplace to plan and consider changes to its services and technology.

VIII. Analysis

A. SWOT Analysis

1. Internal Factors – What do you see as the internal strengths of the

program? What are the internal challenges?

STRENGTHS Motivated, skilled, enthusiastic

staff members

Budget support

Computer life cycle replacement

Operational maturity

WEAKNESSES

Varying staff skill levels

Lack of skill set redundancy

Consistent Documentation

OPPORTUNITIES Professional development

Participation in college planning and strategy development

Refresh/upgrade of older technology are opportunities for

THREATS Lack of prioritization threatens

projects already underway

Overwhelming staff with demands for services and improved systems


providing new and beneficial services

Students are increasingly accepting of using technology for learning and college business

Requests for custom development

Employee breaches

2. External Factors ‐ What are the external opportunities of the program?

What are the external weaknesses?

STRENGTHS The higher education technology

suppliers are providing increasingly sophisticated products to address higher education issues

WEAKNESSES

Qualified IT personnel are difficult to find in the region

Cost of living and lack of housing in region negatively affects recruitment of IT personnel

Local IT support and services are minimal in Flagstaff

Lack of reliable, high speed Internet access in our service region

OPPORTUNITIES Collaboration with other AZ

higher education institutions may provide opportunities to lower costs or personnel time in delivery of services and/or the availability of new services

Using technology to reach students who cannot be present at one of our physical sites

THREATS Costs for technology, particularly

support costs, rise yearly

Cybercrimes, malware, spyware, phishing

Onsite support from external providers requires their time and scheduling to travel to our locations

Difficulty serving the more remote locations of the county due to geography and availability of services (such as high speed Internet)

B. Support of Students 1. The definition of student success for the Information Technology is that Students

are able to utilize the technology and systems that are provided by the college to

achieve successful completion of classes and programs. The ITS Department

supports technology use in events and presentations.

2. Nearly every class is impacted by technology which means that the entire student

population is impacted by what the ITS department provides in services and

support.


o Populations not being served include the rural populations that do not have

access to the Internet

o The only students not directly impacted by ITS equipment would be some of

the Pottery classes.

o The ITS Department is actively working to address reaching the rural areas

with technology to enable the learning process.

3. The ITS Department utilizes a survey that is conducted bi‐annually to help assess

services provided. Results are compared to other surveys and actions are decided

by ITS Management if changes are needed. (See Appendix B) The department also

involved leadership from all other departments to insure that the ITS team is

actively supporting the college’s needs and initiatives. The ITS Strategic Plan

document (Appendix C) is also aimed at making sure that the ITS Department stays

on track with college initiatives.


A. 1 to 3 Year Recommendations

See Appendix B, CCC ITS Initiatives. In addition, it is recommended that the college

continue with its improvements of the student experience as identified in the 2016‐

2017 Business Process Review.

B. Revision of Current Goals, if applicable

The goals in the current ITS plan continue to be applicable, however, they will be

examined yearly and in particular, will be aligned with any new college strategic plan.

The goals are:

Goal I: Maximize Student Success and Improve the Student Experience


Goal III: Enhance the Online Experience, Improve Access to & Delivery of Distance Learning

Goal IV: Foster Innovative Use of Technology

Goal V: Strengthen Technology Infrastructure, Operations & Efficiencies

C. Future Direction (5 year view)

The evolution of technology is “fast and furious”. It is challenging to separate fads

from trends, and find valuable applications of technology to significantly support

and transform teaching, learning, and higher education administration. The ITS

program is dependent on the Strategic Plan, college and departmental goals,


aspirations, as well as the direction of the college overall. (See the list below for

projects related to the Strategic plan.) However, the ITS department has the

capacity to lead and be a catalyst for transformation within the college. Only by

working as partners, within ITS, among college departments and leadership, and the

external community, will such positive changes take place.

Goal I. Maximize Student Success and Improve the Student Experience

a. Leverage Technology to increase enrollment

b. Bring Your Own Device (BYOD)

c. Business Process Review


d. E‐Signatures

e. Intranet Upgrade

f. Shared Services

g. Course and Resource Scheduling.

Goal III: Enhance the Online Experience, Improve Access to & Delivery of Distance

Learning

h. Evaluate and enhance distance learning modalities to increase student

success

Goal IV: Foster Innovative user of Technology

i. Standardize classroom technology experience

j. Lecture capture software pilot

Goal V: Strengthen Technology Infrastructure, Operations and Efficiencies

k. IT Business Process Review

Appendix A: CCC Helpdesk Survey Results (Separate file)

Appendix B: CCC IT Initiatives (separate file)

Appendix C: Organizational Charts (separate file)


Appendix A: Spring 2014 through Spring 2017 ITS Help Desk Survey Summary:

ITS Help Desk Survey : Spring 2014 – Spring 2017 Student Faculty/Staff

0 20 40 60 80 100 120

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

Total Responses

0 10 20 30 40 50 60 70 80

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

Total Respones:

0% 20% 40% 60% 80% 100%

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

During your last request for assistance, did you receive help in a

timely manner?

No Yes

0% 20% 40% 60% 80% 100%

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

During your last request for assistance, did you receive help in a

timely manner?

No Yes


0%

20%

40%

60%

80%

100%

Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017

How important would you say having a Help Desk is to you? (1‐5)

1 2 3 4 5

0%

20%

40%

60%

80%

100%


How important would you say having a Help Desk is to you? (1‐5)

1 2 3 4 5

0%

20%

40%

60%

80%

100%


How would you rate your satisfaction with the service

provided?

1 2 3 4 5

0%

20%

40%

60%

80%

100%


How would you rate your satisfaction with the service

provided?

1 2 3 4 5


ITS Help Desk Survey : Spring 2014 – Spring 2017 Student Faculty/Staff

0%

20%

40%

60%

80%

1 2 3 4 5

How would you rate your overall satisfaction with ITV?

Fall 2014 Spring 2015 Fall 2015

Spring 2016 Fall 2016 Spring 2017

0%

10%

20%

30%

40%

50%

60%

1 2 3 4 5

How would you rate your overall satisfaction with ITV?

Spring 2014 Fall 2014 Spring 2015 Fall 2015


0%

20%

40%

60%

80%

1 2 3 4 5

How would you rate your experience with the C.O.W.?



0%

20%

40%

60%

80%

1 2 3 4 5

How would you rate your experience with the C.O.W.?




0

5

10

15

20

25

30

35

40

Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017

How long have you been at CCC?

<6m 6m‐1y 1y‐2y 2y‐3y 3y+

0%

10%

20%

30%

40%

50%

60%


How long have you been at CCC?

<6m 6m‐1y 1y‐2y 2y‐3y 3y+

0%

10%

20%

30%

40%

50%

60%

70%

1 2 3 4 5

How would you rate your overall satisfaction with the CCC wireless?



0%

20%

40%

60%

80%

100%

1 2 3 4 5

How would you rate your overall satisfaction with the CCC wireless?

Spring 2014 Fall 2014 Spring 2015 Fall 2015



ITS Help Desk Survey : Spring 2014 – Spring 2016 Student

Other/Suggestions Faculty/Staff

Other/Suggestions

0%

10%

20%

30%

40%

50%

60%


What brand of smartphone do you currently use?

iPhone Samsung Motorola HTC

Nokia Blackberry Other

0%

10%

20%

30%

40%

50%

60%

70%


What brand of smartphone do you currently use?

iPhone Samsung Motorola HTC

Nokia Blackberry Other

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


How would you rate your overall satisfaction with this Survey?

1 2 3 4 5

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


How would you rate your overall satisfaction with this Survey?

1 2 3 4 5


We are always looking to improve our services at the Help Desk.

What other comments or suggestions do you have to help us improve?

0%

20%

40%

60%

80%

100%


How would you rate your overall satisfaction with the Computer

Lab(s)?

1 2 3 4 5

0%

20%

40%

60%

80%

100%


How would you rate the overall Mobile Device checkout process?

1 2 3 4 5

0%

20%

40%

60%

80%

100%


How would you rate your overall satisfaction with Gmail as your

Student Email tool?

1 2 3 4 5

36%

42%

34%

40%

30%

46%

63%

54%

60%

57%

66%

50%

2%

4%

6%

4%

4%

4%

0% 10% 20% 30% 40% 50% 60% 70%

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

What is your status at CCC?

Student Staff Faculty


Holograms.

Better retention.

Extended hours.

Internet connectivity is the only issue that I feel needs to be addressed.

More trained, qualified coverage at help desk.

More technical support team members.

My only solid recommendation for improving things is to make IT helpdesk more accessible to students during weekends.

Instant chat service.

Just try to keep a smile on your faces, I know sometimes its not easy. Thank you.

The employees could respond to loud talkers.

Snapchat feed.

Faster speed internet.

Better areas for discussions.

Soft music.

Free Coffee.

Wear superhero capes.

Quicker response.

Follow ups.

Mostly Help Desk folks are funny, warm, friendly and helpful. So, on the rare occasion that you hire someone who lacks these qualities, it really stands out.

More consistent coverage

Produce an annual report detailing the types of questions you have received from students, and send it to all Academic Affairs employees.

Attend faculty orientations and let the faculty get to know you.

There should be an alternative person to contact rather than a student worker at the Help Desk.

MORE HOURS, MORE TRAININGS

Make sure that people who are assigned to answering telephones have solid communication skills.

Answer the phone with people

Please find a way to turn off the cameras in Rooms 122 and 124.


CoconinoCommunityCollegeITPlanandInitiatives

AppendixB:CCITContributionstoStrategicandTaticalPlans

PROJECTDELIVERABLE/MILESTONES DESCRIPTION FormerlyCWIScope

StrategicPlan

TacticalPlan

STARTDATE

TARGETDATE FY2017 FY2018 FY2019 STATUS RESULTS

CIO DescriptionProvideExecutiveLeadership(CIO/CTO)forIT

ProvideadministrativedirectionandguidancetotheITAssistantDirectors. X 7/1/15 6/30/17 InProgress

5YearTechnologyTacticalPlan

Developafiveyeartechnologytacticalplanwithfocusonprocessautomation,processimprovement,andsustainableoperationsoftechnology.Leadandcoordinateimplementationinitiatives.

X 7/1/15 6/30/17 InProgress

AssistantDirectors

ProvideExecutiveLeadership(CIO/CTO)forIT

ProvidedirectionandguidancetotheITdepartment.Providemanagementandcoordinationofresourcesfromallsourcestoincludevendorandconsultantscollegestaff.


Ongoingsupportofoperationsandinitiatives


Assistandprovideguidanceintheimplementationofoperationaltechnologyandprocedures.


Organizational



GoalI:MaximizeStudentSuccessandImprovetheStudentExperiencePROJECTDELIVERABLE/MILESTONES DESCRIPTION Formerly

CWIScopeStrategicPlan

TacticalPlan

STARTDATE


Researchandevaluateattendancetakingtoolsandmakerecommendationforanoptimalsolution

BuiltintoBannerXE X X 7/1/16 ? X Pending Dependentonwhetherthesolutionisadopted

Leveragetechnologytoincreaseenrollment

Research,test,andleveragetechnology(similartoPimaCRM‐basedmodel)toincreasecommunication/outreachtocurrentandprospectivestudents,applye‐commerceconceptstothecourseschedule/servicemenu,andautomatetriggerednotificationsthroughoutthestudentexperienceatCCC.

X 4/1/16 6/1/18 X X InProgressSomeelementsweredeterminedbytheBPRandwillbeaddressedinFY18;CRMsolutionsbeingexamined

Leveragetechnologytoincreaseenrollment

Evaluateonlineregistrationoptionsthatareuserfriendly X 4/16/17 8/1/17 X X InProgress

Short‐termimprovementtoadmissionsapplication;researchedinFY17;expectedimplementationinFY18.

BYOD EvaluateanddeployBYOD(Bring‐Your‐Own‐Device)technologyforstudents X 7/1/16 6/1/17 X Completed

Easytousewirelessconnectivitynowavailable;GoogleCloudPrintistestedforClineLibraryandawaitingsub‐agreementadoption

BusinessProcessReview

Implementbusinessprocessreviewrecommendationstoimprovestudentservices,includingcross‐training,pre‐termand/orpost‐termmeetingstoimprovequalityandaccuracyofservicestostudents

X X 10/1/16 6/1/18 X X InProgressBPRconducted;transformationplanbeingexecutedinSpringFY17.StillinprogressinFY18

BusinessProcessReview

ImplementBusinessProcessReviewforAccountsReceivableincludingcorrectiondetailcodes,clean‐upholdset‐ups,developcomprehensivebillingschedule,andenhancebillingandpaymentprocessforstudents.

X X 10/1/16 6/1/18 X X InProgressBPRconducted;transformationplanbeingexecutedinSpringFY17.StillinprogressinFY18

Mobileapp IdentifyanddeployamobileappforstudentsasanextensionofMyCCC X 10/1/17 8/1/18 X X Cancelled Websiteandportalalreadymobile

friendly.Noneedforthisproduct.

Redesigntheprospectonlineform Improvetheuserexperiencewiththeprospectonlineform X 6/1/17 6/1/18 X X Pending

FinancialAidReportforDegreeWorksAddtheFinancialAidreportin

DegreeWorksasrequestedbyEnrollmentServices

X 7/1/17 6/1/18 X X Pending

PlanExecution



GoalII:AdvanceAdministrativeSupportTechnologyPROJECTDELIVERABLE/MILESTONES DESCRIPTION Formerly


TacticalPlan

STARTDATE


E‐signatures

Evaluateoutsidevendorswhoallowfore‐signaturesandabilitytosubmitdocumentsviaphoneforallbusinessfunctionsofcollege

X 7/1/16 6/1/18 X X InProgress Needfordigitalsignaturesneedtobescopedtofindappropriatesolution.

BannerXE/9 UpgrademodulestoBannerXE/9andotherenhancements X 4/13/16 6/1/19 X X X InProgress Deployed.Stillinoperationaltestingand

development.

BannerXEforCoursesinProgramsofStudy(CPOS)

UpgradeassociatedmodulestoBannerXEtoaddressFinancialAidcompliance X 4/1/16 6/1/18 X X InProgress

DeliveredCPOS.InstalledbutElluciandefectspreventedimplementationinproduction.NowawaitingfixesinBanner9andfurtherdevelopment.

UpgradeallINBtoBanner9administrativepages RequiredduetoEllucian/Oraclesupport X 4/1/16 6/1/17 X Completed Nowintesting;expecttraininginMayand

June,cutoverinJuneWebsiteRedesign Positionthewebsiteasamarketingtool X 7/1/16 5/1/17 X Completed CutoverscheduledforMay22

Intranet(Sharepoint) Redesignfaculty/staffintranetsite,deployappstoprovidemobileaccess X 7/1/16 1/1/18 X X InProgress Productionsiteoperational;workingwith

deptstomovecontent

SharedServices ExploresharedserviceswithNAU X 7/1/16 6/1/17 X X X InProgress

NAUCIOandCCCCTOhaveidentifiedareasofopportunity.RegularmeetingsbetweenCCC,NAUandYCITSDepartmentscontinue.

SupportinitiativesfromHRBPR AssistHRwithtechnologytoimplementrecommendationsfromrecentBPR X 4/1/16 6/1/18 X X InProgress HRdirectorhasidentifiedprioritiesand

ITSissupporting

CourseandResourceScheduling Evaluateandimplementcourseandresourceschedulingsoftware X X 7/1/14 6/1/18 X X InProgress Scopebeingdefined,vendorsbeing

identified.

ImplementEliminame LocateduplicaterecordsinBannerandrectify X 7/1/17 6/1/18 X InProgress Consultantscopingcallcomplete.Project

timelinebeingdefined.

BosscarscloudorreplacementEvaluateBosscarscloudofferingtoreducerelianceonon‐premisesolutionandimplementiffoundworthy

X 1/1/18 6/1/18 X X Pending

GoalIII:EnhancetheOnlineExperience,ImproveAccessto&DeliveryofDistanceLearningPROJECTDELIVERABLE/MILESTONES DESCRIPTION Formerly


TacticalPlan

STARTDATE


Evaluateandenhancedistancelearningmodalitiestoincreasestudentsuccess

Evaluateonlineprograms,comparetobestpracticesandmakerecommendationsforimprovement

X 4/1/16 ? X Pending eLearninghasaddressedthisrequirement;ITSinsupportingrole.

Upgradesynchonousclassroomdeliveryenvironment‐newaccesstoremoteareas‐CurrentlyITV

Upgradeoutdatedhardwareandexpandoptionsfordistancelearningtoremotelocations

X 7/1/13 6/1/19 X X X InProgress

ReplacementITVunitsinclassroomstoreplaceendoflifeunits.Essentialsystemsnowundermaintenance.TesteddataconnectiontoKaibitobutwasnotsufficient..



GoalIV:FosterInnovativeUseofTechnologyPROJECTDELIVERABLE/MILESTONES DESCRIPTION Formerly


TacticalPlan

STARTDATE


Engagefacultywithtechnology Developfacultytechnologyroundtableprogram X 7/1/16 6/1/17 X InProgress

Committeepreferredtofindavailablevenues,suchasEDDandperhapsduringFacultyCommitteemeetings.IncreaseuseofCoconotionstokeepfacultyinformedandengagedwithtech.Proposedconsolodationoftechnologycommitteestoafuncitonalgroup.

DeploydesktopvirtualizationDeploydesktopvirtualizationsoftwaretoreducecostsandprovideamorepersonaluserexperience

X X X Pending

DesktopvirtualizationmaydecreasePCcostsbutincreasesinfrastructurecosts.NeedsanalysisinFY18.Mayprovidebenefitsforselectcases.

Standardizeclassroomtechnologyexperience

Assessclassroomtechnology,provideaconsistentuserinterfaceandtechnologystandards

X 4/1/17 6/1/18 X X InProgress

EDUCAUSEsurveyprovidedsomedataforassessment.FacultyassessmentanddesigninFY18.RecommendforFY19budget

LecturecapturesoftwarepilotPilotsoftwaretoallowfacultytorecordclassesandmakeavailableforstudentsonline,anytime,anywhere

X 7/1/16 6/1/18 X X InProgress SkypeforBusinessandWebExarebeingtestedforlecturerecordingfeatures



GoalV:StrengthenTechnologyInfrastructure,Operations&EfficienciesPROJECTDELIVERABLE/MILESTONES DESCRIPTION Formerly


TacticalPlan

STARTDATE


Controlpaper,copying,printingtoolsExpandPaperCuttoincludeWebPrintformobileprinting,minimizenon‐multifunctionprinterstoreducecosts

X 4/1/16 6/1/17 X InProgress

GoogleCloudPrinthasbeenchosenduetoitsfeaturesetoverPaperCutMobile.Departmentsaredissuadedfrompurchasingprintersseparatefrommulti‐functionprinter/copiers

Phonesystemlifecyclereplacement Evaluatetelephonyoptionsandrecommendsolution X 7/1/17 7/1/18 X X InProgress

RFPtobepreparedforsummer2017;implementationtargetedforspringandsummer2018

BusinessprocessreviewofallITprocesses

DocumentandoptimizeITprocesses,proceduresandpolicies X 1/1/17 12/1/17 X X InProgress

Thisisacontinuousimprovementprocess.Processesimprovedthusfarareincreasedcybersecurityfilteringandsecurityincidenthandling.

Windows10&Office2016deployment DeployWindows10andOffice2016onallcollegecomputers X 4/1/16 6/1/17 X InProgress

Over90%complete.RemainderinFall2017exceptforthosecomputersthatdonotmeetminimumstandards

ActiveDirectoryRepair RebuildActiveDirectoryandapplyidentitymangementimprovements X 9/1/16 6/1/19 X X X InProgress

Newtestenvironmentbuilt.Somecleanupcompleted.ITSProcedingwithfixofADenviroment.Thiswillbeanongoingprojectwithconstantimprovements.

Office365EvaluateOffice365asastrategytomoveemailtothecloud,utilizeProPluslicensesforstudentsandemployees

X 10/1/16 12/1/17 X X Complete

ProPlusnowavailableforemployees.Moreworkrequiredforstudentdomain.Office365tobeevaluatedinSummer2017.Probablesolutionistoprovide,"remoteapps"asasolutionratherthanlicensing.

ExpandDRrecoverycapabilities ImproveRPOandRTObyexpandingstoragecapacityandstrategy X 1/1/17 12/1/18 X X InProgress Dependentonfunding;submittedinFY18

request.

IdentityManagementImprovements‐(FIM)

UpgradeForefronttoMicrosoftIdentityManager2016andexpanditsutilizationforprovisioning

X 7/1/17 ? Pending DependantuponActiveDirectoryproject

AssessEllucianBannerCloudoffering Considerforreductionofon‐premisesystemandDRrequirements X 7/1/17 6/1/19 X X Pending

UpgradeOraclefrom11gto12c Tomeetendofliferequirements X 7/1/17 12/1/17 X Pending

ParchmentUpgrade Toaddressissues,provideimprovements X 7/1/17 8/1/17 X InProgress

RoamingProfiles Provideformoreflexibility X 7/1/17 ? PendingPasswordpolicyimprovements Toconformwithcollegeprocedure X 7/1/17 ? X Pending

UpgradeMagicInfoServer Managesdigitalsignage,featureswillallowfordistributedmanagement X 6/1/17 6/1/17 X InProgress Serverandscreendeployedbutnotyet

tiedtogetherforintegratedsolution.


Ron HurleChief Innovation Officer/Vice

President

Dan BegayClient Services Analyst

Brian WilsonAssistant Director of

Infrastructure Systems

Josh DixonClient Services Analyst

Van WalkerWeb Programmer

Craig DarrSystems Programmer

Analyst Sr.

Keith BeckerSystems Administrator

Daniel VigilDatabase Administrator

Doug KingAssistant Director of

Client Services

Shane PabloIT Help Desk Manager

Anthony RiveraClient Services Technician

Steven KrumClient Services Technician

SBDC(tentative)

Continuing Education/Lifelong Learning

(tentative)

Evan BurrisInfrastructure Technician II

Information Technology Services (ITS)


Program: ITS Review Date: ####### Reviewer: Maxie Inigo

REVIEW ITEM CRITERIACOMMENTS

(Actions Required, Particular criteria missing, Suggestions for Improvement)

1) A short summary of the program review

that readers can rapidly become acquainted

with the material without having to read all

of it.

Language of last two sentences used implies the ITS

department sees themselves as separate from the rest

of the college.

1) A brief description of the program

explaining:

a. Why it exists

b. What its function is within the college

c. Services the program provides

Not sure what disaster recovery is.

A. Provide Program Mission

1) Provide a clear and concise statement of

the program's mission and how that mission

ties into the overall mission of the college.

B. Goals and Objectives

1)Provide a list of the goals, objectives, and

outcomes of the program.

When applicable, define how these goals

align with the current strategic plan and

provide evidence on how the program has

been working to accomplish these goals.

The goals are clear and support many of the objectives

outlined in the strategic plan. It would be helpful to

describe which strategic goal each is accomplishing

instead of having to look in the appendix.




2017‐2018 Non‐Academic Program Review Checklist







A. Recommendations from most recent

program review and/or advisory

committee(s)


given during the last program review, and

any that have occurred within the previous

five years.

2) Elaborate on actions taken on the

recommendations and the effects these

actions had on the program.



t k

This is the first formal program review. I liked the listing

of the actions of each advisory committee in ITS and

what they had accomplished over the last two years. I'm

wondering why only two years of action was listed

instead of 5.

A. Personnel

1) Provide an overall description of the

staffing and organization of the program.

2) Provide a description of the distribution

of responsibilities between the positions

within the program.

3) Detail the professional development

opportunities offered and utilized by staff.

Professional development description was vague and

uninformative.

IV. Changes/Improvement Since Last Review (if applicable)

V. Personnel, Facilities, Resources, and Funds






provided to support the program.


purchased to support the program. Provide

observations on how the facilities and


program. Provide observations/data on

how the facilities and equipment contribute

the quality/quantity of services provided by

the program.



student success.

C. Finances

1) Revenues and expenditures aligned

within the budget, and what revenues are

generated through program activities.

2) Any applicable trends and impacts on the

budget should also be discussed.

Don't know why the professional services budget is over

$400,000 in the administrative budget. What is that for?

I can only assume because it isn't explained. No revenue

is listed or explained

A. Internal

1) List any internal committee(s), advisory

groups, or other collaborations the program

participates in.

2) Detail the composition, information on

meetings, other functions or activates of

involvement.

B. External

1) Identify advisory councils, high school

connections, community agency

connections, or other forms of connections

which pertain to the mission and objectives

of the program.

2) Detail the composition, information on

meetings, other functions or activates of

involvement.

Part 2 was not done.








1) Provide a detailed review of the services

provided by the program.

2) Explain how the services support teaching

and learning within the college.

Some of the line graphs used in the appendix are

innappropriate and hard to read. No explaination of how

the services support teaching and learning is provided.

Is it is supposed to be self evident?

B. Support of Students

1)Provide the program's definition of

student success

2) Analysis of the demographics of the

participants of the program

a. identify any populations not being served,

b. trends and patterns

c. and comparisons to other Arizona

programs should be discussed.

3) Use results of qualitative measures aimed

at how best the program provides services

or support students, faculty, and staff.

No definition of student success is given. The paragraph

provided does not answer any of these questions.

B. Support of Faculty and Staff

1) Analysis of the demographics of the

participants of the program

a. identify any populations not being served,

b. trends and patterns

c. and comparisons to other Arizona

programs should be discussed.

2) Use results of qualitative measures aimed

at how best the program provides services

or support students, faculty, and staff.

The paragraph provided does not answer any of these

questions.

VIII. Analysis






A. SWOT Analysis

1) Internal factors ‐

a. Strengths ‐ Program capabilites,

resources, assets, people, process/systems

b. Weaknesses ‐ Disadvantages, gaps in

capabilities, reputation, financial and other

that can serve as barrier

c. Opportunities ‐ Opportunities and trends

d. Threats ‐ Obstacles, required

specifications for change, changing

technology, financial issues

I am not sure what employee breaches are.

B. External Factors

1) External factors ‐ What is seen as the

external strengths of the program? What

are the external challenges?

a. Strengths ‐ Program capabilites,

resources, assets, people, process/systems

b. Weaknesses ‐ Disadvantages, gaps in

capabilities, reputation, financial and other

that can serve as barrier

c. Opportunities ‐ Opportunities and trends

d. Threats ‐ Obstacles, required

specifications for change, changing

technology, financial issues

A. 1 to 3 Year Recommendations

1) Provide the goal, objective, timeframe,

responsible party(ies), and resources

implications.

2) Plans to help improve student success.




