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Other community input is essential to the planning process. For example, in the Health Care
Technology (HCT) division, clinical experience is essential. Clinical sites are limited and it is
necessary for programs to work with local institutions to plan for the school year. Other
programs require internships of their students. Often the experience of working in industry
results in jobs after graduation.
Program learning outcomes guide the planning process. Instructors use program data and
these outcomes to inform choices they make about curriculum and instructional method.
Analysis of these outcomes from the previous school year aids in the planning process.
Because program faculty have worked professionally in their field they are able to
realistically advise students, answer questions, and integrate real-life situations and
problem-solving into assignments and lectures. Students are also expected to maintain
professional dress and behavior appropriate to their individual programs. (3.B.1).
Programs are designed to give students experiences in their chosen fields through on-the-
job experiences such as clinicals (healthcare), internships and real-world hands on
laboratory work. All program faculty have worked professionally in their field and as such,
can realistically plan student work experiences. Instructors integrate real-life situations and
problem-solving into assignments and lectures, thus preparing students for work and life.
Program reviews are conducted on a rotating schedule. These reviews collect data used to
plan for the future of the program, such as current enrollment, projections for future
enrollments, program budgets, graduation and placement rates, and certification pass
rates. These reports are used to identify necessary additions, eliminations or changes to
programs. Course outcome measures are collected annually and are used to plan course-
level changes for the upcoming semester. Data collection and analysis is also used for
programs that have program specific evaluations, certifications, and accreditations by
professional organizations. (3.B.3)
Professional-Technical Education: Assessment (4A)
Professional-Technical Education is assessed in a number of areas: annual (unduplicated
headcount, program enrollment, retention, credits earned, student success, and placement
and completion rates.
In response to the variety of assessment measures, the College developed a Data Roadmap
to facilitate the usage of meaningful data. When an organization needs information derived
from data on campus, they can use the Roadmap to find who is responsible for that data,
where it is located, and what published document contains the data. While the roadmap
isn’t for publication, it is a valuable tool when used to prepare published documents.
There are six main forms of assessment at the instructional level: student course
evaluations at the end of each semester, the annual Noel-Levitz Survey, outcomes
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