Fall 2013 Adjunct In-service August 17 th and 19 th

1. Fall 2013Adjunct In-service August 17th and 19th

2. Welcome and Updates Elizabeth Wilmer

3. Restructuring of Academic Schools • 4 Academic Schools LASS - Liberal Arts and Social Sciences HP - Health Professions STEM - Science, Technology, Engineering and Mathematics BTT - Business, Technology and Trades

4. Changes on Campus • Division Office for STEM housed in Anderson • Office of Dean John Anderson is in Anderson Hall • Center for Science and Health Professions (CSHP) opening Fall 2013 • Library renovations completed for Fall 2013 • Student Center opening Fall 2014 • Anderson Hall will be replaced

5. Strategic Planning and Institutional Effectiveness

6. Institutional Effectiveness Implementation Cycle Budget Allocations ReVISION 2015 Mission And Institutional Goals Adjustments and Resource Requests • College Divisions • Mission and Purpose • Division Goals • Student Learning Outcomes • Departmental Objectives Evaluate, Review and Improve “Close the Loop” on the Assessment Cycle Institutional Success Feedback from Stakeholders, Students, Faculty, Graduates, Employers, Transfer Institutions, Community Implement Plans And Conduct Assessment

7. Strategic Planning Timelines ReVision 2015 Vision 2013 (New Plan) Virginia Western Strategic Plans (New Plan) Achieve 2015 VCCS Strategic Plans 2008 2014 2016 2021

8. Planning and Assessment Overview Established in: Assessed Through: Process VWCC Mission Statement Institutional Core Indicators Institutional Goals Strategic Plan Division Goals Department / School Objectives IE Plans IE Assessment Reports IE Plans IE Assessment Reports Academic Assessments VCCS Standardsand VWCC input Gen Ed Assessments Program Reviews

9. Virginia Western Community CollegeMission Statement Virginia Western Community College provides affordable, accessible, and quality educational opportunities and workforce training to meet individual, community and global needs.

10. Revision 2015 Institutional Goals Goal 1:Promote effective teaching and learning through quality instruction, programs, and services designed to meet the needs of a diverse student body. Goal 2: Cultivate relationships and partnerships with the educational community, business, industry, and government to create educational and workforce development opportunities to support economic vitality. Goal 3: Practice sound stewardship of financial, physical, and technological resources to support high quality programs and services. Goal 4: Foster a safe and secure campus environment that is conducive to learning.

11. Revision 2015 ASA Division Goals Goal 1: Provide quality educational programs to meet student and community needs. Goal 2: Support the Institutional Effectiveness needs of the campus by providing data, assessments, and documentation. Goal 3: Provide library, testing, and academic support services to meet the needs of a diverse student body. Goal 4: Provide enrollment and retention services to meet the needs of a diverse student body.

12. Program Assessment

13. 2013-14 Accounting IE Plan How does the program support institutional goals? Purpose:The curriculum is designed for persons who seek employment in the accounting field. Relates to Institutional Goal: Goal 1: Promote effective teaching and learning through quality instruction, programs, and services designed to meet the needs of a diverse student body. Relates to Division Goal: Goal 1: Provide quality educational programs to meet student and community needs.

14. What does the program do to support institutional and division goals? • Student Learning Outcomes : • Accurately complete the steps in the accounting cycle for a business entity including the preparation of financial statements. • Prepare a Form 1040 and related schedules/forms for an individual taxpayer. • Account for the payroll of a business entity. • Demonstrate a well-rounded understanding of business terms and their applications.

15. How will the department measure these objectives? • Student Learning Outcomes: • 1. Accurately complete the steps in the accounting cycle for a business entity including the preparation of financial statements. • 2. Prepare a Form 1040 and related schedules/forms for an individual taxpayer. • 3. Account for the payroll of a business entity. • 4. Demonstrate a well-rounded understanding of business terms and their applications. • Assessment Measures: • ACC 212: Comprehensive Financial Accounting Assessment (1) • ACC 261: Form 1040 Project (2) • ACC 124: Payroll Project (3) • BUS 100: Comprehensive Final Exam (4)

16. How will the department know that it is achieving its objectives? IE Plan Excerpt: • Student Learning Outcomes: • 1. Accurately complete the steps in the accounting cycle for a business entity including the preparation of financial statements. • 2. Prepare a Form 1040 and related schedules/forms for an individual taxpayer. • 3. Account for the payroll of a business entity. • 4. Demonstrate a well-rounded understanding of business terms and their applications. • Assessment Measures: • ACC 212: Comprehensive Financial Accounting Assessment (1) • ACC 261: Form 1040 Project (2) • ACC 124: Payroll Project (3) • BUS 100: Comprehensive Final Exam (4) • Proficiency: • 75% of students will make a 70 or higher on the ACC 212 Financial Accounting • Assessment • 75% of students will make a 70 or higher on the ACC 261 Form 1040 Project • 75% of students will make a 70 or higher on the ACC 124 Payroll Project • 70% of students will make a 70 or higher on the BUS 100 final exam

17. What will the department do with the information gained? Dissemination/Discussion: • The results of the assessments are discussed among the Accounting faculty during in-service each semester.

18. General Education Assessment

19. Review - Competencies The VCCS specifies 7 areas of general education competency for our graduates. These apply to all of our associate degree programs, and in part to our certificate programs. - Communications - Personal Development - Critical Thinking - Quantitative Reasoning - Cultural Understanding - Scientific Reasoning - Information Literacy

20. Review - Process The VCCS assesses each competency once every several years. We use our own process to assess these competencies on a more timely basis. Our process was developed within another community college system, and has become widely used in both 2-year and 4-year colleges.

21. Review of Process – Faculty Role - Faculty teams develop the assessment rubrics - Program faculty select key courses for each of the competencies - Instructors select assignments that will demonstrate student mastery of the competency, and submit all student work - Faculty teams assess a random sample of the collected student work (artifacts)

22. Review - Goals Our Goals: - 100 artifacts assessed each semester for each competency - 70% of the assessed artifacts earn an assessment of Excellent or Good

23. Our Results

24. Spring 2012: Problems with Personal Development Rubric Fall 2012: Continuing problems with Personal Development Rubric Most areas had issues with the selected assignments not meeting the rubrics Spring 2013: Meeting target numbers in almost all areas Much better alignment of assignments and rubrics

25. Blue: Met Standard. Assessment of Excellent or Good Yellow: Close to Standard. Assessment of Acceptable Red: Did not Meet Standard. Assessment of Needs Improvement

26. Results Summary We are meeting or close to meeting our initial standard for success in most competencies. - Results in Personal Development may improve based on better alignment of selected assignments and the rubric - Consistently poor results in Information Literacy

27. Plan for 2013-14 Assessments will take place at the beginning of the following semester. For Fall 2013, we will gather assignments as usual. - These will be assessed at the beginning of Spring 2014.

28. Fall 2013 For Fall 2013, the faculty on assessment teams will: - Review the rubrics - Encourage submission of assignments - Make recommendations based on the results

29. Overall Our general education assessment process works. Now we can focus on using the results. Please continue to submit general education assignments for assessment!

30. Assessment Information • It is imperative that we have all requested information at the time of the site visit • If you are asked by your program head to provide documentation, deadlines are crucial.

31. IRB

32. What is an IRB? An Institutional Review Board (IRB) is required by the federal government for any institution that engages in research involving human subjects. The IRB is designed to protect the rights of the human subjects.

33. IRB Definitions • Research involving human subjects must be approved by the IRB prior to beginning the research. An IRB cannot retroactively approve a project. • Federal definitions for research and human subjects are trickier than you might think. • Surveys frequently meet the definition of research • Students are human subjects!

34. When to contact the IRB - If you think that your project may be research involving human subjects, contact the VA Western IRB. Carol Rowlett, Chair Marilyn Herbert-Ashton, Co-Chair - If you are contacted by someone else who wants to conduct research, such as surveying your students, refer that person to the VA Western IRB as well.

35. Reaffirmation Update

36. SACSCOC Reaffirmation Timeline • June 4-5 – Steven Sheeley, SACSCOC VP, visited campus • August 2013 – Focused Report and QEP submitted • October 1-3, 2013 – On-Site Visit • January-March, 2014 – Response Report submitted • June 2014 - Reaffirmation

37. Some Standards Reviewed at All On-Site Visits • 2.8 – Faculty • 3.3.1.1 –Educational Programs • 4.1 – Student Achievement • 4.5 – Student Complaints

38. Standards that will be Reviewed Based on the Off-Site Report • 2.7.3 – General Education • 2.9 – Learning Resources and Services • 2.11.1 – Financial Resources • 3.3.1.5 – Community Service • 3.4.5 - Academic Policies • 3.7.1 – Faculty Competence • 3.8.1 – Learning Information Resources • 3.8.3 – Qualified Library Staff • 3.10.3 - Control of Finances • 4.8.3 – Distance Learning – Notification of Student Charges

39. What to Expect at the On-Site • Know the mission and how your department and division support the mission of the college • Understand how your academic assessments fit into the IE cycle • Program Assessments • General Education Assessments • Be informed about the QEP • Student Services are available to ALL students (on-campus, distance and dual enrollment)

40. What to Expect at the On-Site • We want to make a good impression • If you see a committee member on campus, be polite and say hello • Be open, positive and honest • Make sure your responses address the specific question asked. • Focus on our model of continuous improvement

41. Quality Enhancement Plan (QEP)

42. What issues do our QEP address? • Student issues • Confusion about role of advisors and advising. • Reliance on advising staff to do things for them. • Inconsistent academic planning . • Missing connections between self-exploration and educational goals, and between educational goals and program choice.

43. What issues does our QEP address? • VA Western issues • Congested Advising Center during peak registration times. • Overwhelmed advisors doing things for students rather than fostering student responsibility. • Overloaded and underutilized faculty advisors. • Inconsistent communication regarding advising. • Desire to improve student retention and success rates.

44. Navigate: Get THERE Through Team Advising Purpose: To enhance student success through improving students’ academic planning skills. Primary Goal: To foster student success through improved academic planning skills. Secondary Goal: To develop an advising culture that supports student success.

45. Progressive Advising Progressive advising focuses on the student as a whole person, and emphasizes goal exploration and program choice while considering students’ abilities and external obligations. This is in contrast to prescriptive advising, where advisors work most closely with students on actual course selection and scheduling.

46. Navigate Advising Team • Advising Specialists – provide progressive advising, primarily for new students. • Advising Liaisons – provide general advising to continuing program-placed students. • Faculty Advisors – provide detailed program advising. • Students – develop responsibility for educational choices.

47. What do we want students to do? • Through progressive advising, new students will be encouraged to choose a goal in line with their interests, abilities, and resources. • Through the registration room, students will understand how to navigate SIS. • Through SDV, students will develop a pathway to achieve the goal they have chosen.

48. Navigate Advising Team Flow ** Incoming STUDENTS ** - in Chapman Hall - focus on progressive advising - primarily new students Advising Specialists - near School offices - focus on general advising within their School - primarily returning, program-placed students Advising Liaisons - detailed advising within their program - discuss career choices and transfer options - complete grad apps Faculty Advisors This is a generalized flow. Students may meet with any other member of the advising team at any time.

49. Implementation Actions • Initially • Registration Room and accompanying survey • For 2013-2014 • Advising Committee • Advising Resources • SIS changes • Professional Development • Thereafter • Implement SDV Revisions • Master Advisor Awards • Case Management System • Continued Professional Development

50. Technology SAILS • System Office Purchase (NOT part of Navigate) • Pilot in Fall 2013 and roll-out in Spring 2014 • Faculty can flag students to • Indicate poor performance (poor attendance, lack of preparation prior to class, etc.). • Provide kudos for excellent work. • Flag will initiate email to student from instructor. • Integrates with SIS.