2005
IE Report Transmittal form
This form
must be completed and returned with your data tables and summary report
by August 1, 2005
Fill in boxes and submit
electronically with IE Report data
Mary Beth
Schwartz
Name
of person
submitting information:
The information
included in the attached reports is current and correct to the best of my
knowledge.
Title:
Institution:
803-327-8059 803-327-8042
Phone:
Fax:
mbschwartz@yorktech.com
Email:
http://www.yorktech.com/collegeinfo.asp
Institutional web address of
August 10,
2004
Date approved by Board of Trustees or Area Commission:
November 4, 2004
Date approved by Commission on Higher Education:
http://www.yorktech.com/CHE/REPORTS/CHE2005IE.htm
Institutional web address of
Summary
Report:
Institutional web address
of Title
II Report:
(Four-year institutions
only)
Check list of IE Reports due
August 1,
2005
_X_ Summary Report
(Posted on website and electronic copy to CHE)
_X_
Accreditation Table
___
Students in Developmental Education Table
___
Sponsored Research Table
_X_
Professional Examinations Table
_X_
Alumni/Placement Survey Summary Reports (2)
July 28,
2005
Date Submitted:
Submit electronically to: Saundra Carr – scarr@che.sc.gov
Should you have trouble with
electronic submission, you can mail a hard copy to:
Saundra Carr, SC Commission
on Higher Education
Phone: 803-737-2274 Fax: 803-737-2297
Introduction
The following components evaluated
in the 2004-2005 academic year are included in this
report:
Majors or
Concentrations
Library Resources
Alumni/Placement
Surveys
Assessment
of the Major
A. Definition of Outcomes of
Component
The purpose
of the major at
A major is
an orderly, identifiable sequence of courses leading to a degree with a minimum
of 16 semester hours of instruction in one or more related fields of study which
provide students with specialized knowledge and skills. (State Board for Technical and
Comprehensive Education) There are
currently 19 active associate degree majors offered at
B. Measures Used to Assess the
Major
To assess
the major, local findings for all degree majors are compared to state standards
for the Annual Program Review, with an in-depth review scheduled once every five
years. A team approach includes
evaluation and feedback from students, business/industry, faculty, department
managers, deans, and the Executive Vice President for Academic and Student
Affairs. Procedures and standards
follow:
1) Program
Outcomes: Data is gathered and analyzed to determine the extent to which
standards established by the South Carolina Technical College System are met for
enrollment, graduation, and job placement.
2)
Instructional Development: Program and course competencies are identified based
on DACUM analysis, faculty input, Advisory Committee input, student feedback,
graduate feedback, and accrediting agencies.
3) Program Planning/Other Factors: A college-wide Institutional
Effectiveness process is conducted annually to include mission, intended
outcomes, assessment methodologies, and statement of impact. Results are used to evaluate and
plan for improvements in program accessibility, relevancy, quality, and/or other
areas identified through the study.
C. Findings
Follow-up
studies from the
2003-2004 report were conducted for Dental Hygiene, Computer Engineering
Technology, Associate in Arts, and Associate in Science.
1. Dental Hygiene
- The Department developed two new
videos/CD’s, one on the Intra and Extra Oral Inspection and another on an
actual dental hygiene case where a student administered anesthesia, used
ultrasonics, and various instruments on a difficult
patient. This was used at the Orientation Session to provide incoming
students with a more accurate picture of clinical experiences. The tape of the oral inspection will
be used during Fall 05 to enhance the lecture and clinical component and may
also be used for review.
- The Department adopted new
editions of two textbooks that included CD’s with chapter outlines, self
evaluations, learning activities, and other tools for both the students and
instructors.
- All core courses are required to
have at least one case-based type question on unit exams in order to prepare
the students for this type of evaluation. As the student progresses in
the program, more critical thinking is required to analyze the case and
determine the correct responses.
- A DACUM was completed for Dental
Hygiene this year.
- Students had a 100% pass rate on
both the National Board Exam (written) and the SRTA (patient) exam, which was
an improvement from the previous year with a 96% pass rate on the written and
100% on the practical.
2. Computer Engineering
Technology
Program changes for
first-year students were implemented Fall 2004 with
second-year changes to be implemented Fall 2005. This allows those
students who were in the program to be able to complete their required courses
indicated by the catalog under which they entered. The results of these
changes will not be available until Summer 2006 (first
graduates under the revised program will finish in May 2006). The Spring 2006 graduates will be given an exit survey with
results available June 2006. Graduate and employer surveys for these
graduates will be available Spring
2007.
The following courses
will be offered in a hybrid or online format as well as traditional format: EET
145, CPE 207, CPE 107. EET 243, EET 112, EET 141, CPE
224, CPE 110. Each of these courses
is continuously being upgraded and modified based on the results of the feedback
and on the end-of-course evaluation. These courses cover all but three
(73%) of the required courses for the Computer Engineering Technology
program.
Courses that are not
taught in an online/hybrid format are EET 111, EET 272, and EET 273. EET
111 is the first electronics course the students take and as such is the first
contact with students entering the program. EET 272 is Senior Seminar and
requires face to face contact because of the number of external speakers.
EET 273 is senior project.
3. Associate in Arts/Associate in
Science
Major
initiatives during the three-year rating period involved improving advising,
transitioning course content
college transfer courses from a traditional delivery format to alternate
delivery format, and improving the
graduation rate. The
focus of improved advising for 2004-2005 was development and publication of an
advising webpage for students and for faculty on the College website. Fifty-six general education courses were
transitioned to an alternate format.
Recommendations to improve the graduation rate are in the process of
being implemented, but results will not be available until 2007.
Assessment
Studies for 2004-2005
Seventeen
active program degree majors at York Technical College met the standards
established by the South Carolina Technical College System for enrollment,
graduation, and job placement and should receive a "good" status on the
2003-2004 Program Evaluation College Exhibit, Associate Degree Programs (not
published at this time). An
in-depth study was conducted locally for Management, Automotive Technology, and
Early Care and Education associate degrees based on program evaluation data for
2001-2002, 2002-2003, and 2003-2004.
Two
additional degrees are offered:
Early Care and
Education and Automotive Technology. The Associate in Public
Service with a major in Early Care and Education degree was not subject to evaluation since this
associate degree was awarded for the first time in 2002. Enrollment and placement in the
Automotive Technology degree program exceeded state standards, but additional
graduates are needed in this program to meet standards in that category.
- Program
Outcomes:
Enrollment,
job placement, and graduation exceeded state standards for all three years for
the Management degree. Although the
Early Care and Education degree was not subject to evaluation since the degree
was offered for the first time in 2002, all three criteria were met for 2002 and
2003. The Automotive
Technology degree met standards for enrollment and placement, but dropped below
the standard for graduation.
- Instructional
Development
Instructional
development activities were followed for all three degrees to update courses and
maintain program relevancy.
Activities included two DACUM occupational analyses for the Management
degree (Accounting in 2004 and Management in 2003) and a DACUM occupational
analysis for Early Care and Education in 2005. The most recent DACUM for Automotive
Technology was conducted in 1997, but 18 courses have been revised to include
NATEF requirements for certification.
New and
revised courses reflect a response to industry needs for program relevancy. Course syllabi for all courses offered
at
Program/Department
New courses
Revised courses Alternate
Delivery
Early Care and Education
1
1
4
Management
0
4
3
Automotive Technology
0
18
0
- Program
Planning and other factors
r
Institutional
Effectiveness and Annual Departmental Planning
Department
Managers and faculty plan annually with deans to identify goals, implementation
strategies, and assessment methodologies.
Results are reported each spring for the Annual Program Review and IE
Outline process.
r
Advisory Committees
Advisory
committees for Early Care and Education, Management, and Automotive Technology
met throughout the evaluation period.
The departments utilize Advisory Committees to identify workplace
expectations for graduates and make recommendations for improvements in
programs, equipment needs, and related curriculum revisions. Advisory committee minutes are available
from department managers.
In addition, faculty in general education departments serve on technical
program advisory committees and provide feedback to general education
departments regarding program needs.
r
Instructional
Technology Applications
The College
maintains 60+ Smart Classrooms to improve teaching and learning. Alternate instructional delivery methods
included distance learning via the Internet (125 online courses), three, two-way
audio/video classrooms, telecourses (videotapes), and
hybrid (combinations of technology/traditional. Faculty utilize Smart Classroom technology to
deliver classes in all instructional divisions.
r
Professional
Accreditation
The Early Care and Education
program is in the self-study stage of the process for accreditation with the
National Association for the Education of Young Children. The application for
accreditation will be submitted in late spring 2006 with accreditation approval
expected in October 2006.
The Management program is
accredited by ACBSP (Association of Collegiate Business Schools and
Programs).
The Automotive Technology
degree program is in the process of seeking NATEF (National Automotive
Technicians Education Foundation) certification.
D. Use of Findings
College
Institutional Effectiveness Outlines for 2003-2004 served as sources of
information for goals and outcomes of the three degree programs included in the
current report:
1.
Early Care
and Education
The first
associate degrees in Early Care and Education were awarded in 2002. Although the program met state standards
for enrollment and graduation, program goals were focused on increasing and/or
maintaining students through recruitment, retention, and graduation
strategies. Students receiving
TEACH scholarships for ECD 101 were targeted for successful course completion
and recruitment into the associate degree program. Retention/completion of ECD 101
increased 9.5% over the previous year.
In 2003-2004 five (5) ECD 101 students converted from the ECD 101 track
to the Associate degree track.
Follow-up: The ECD Department Manager, ECD faculty, and ECD
instructors will continue to monitor TEACH
scholarship recipients in ECD 101 and all ECD 101 students to ensure
continued completion/retention as well as target them for recruitment to
APS.ECED.
2.
Management
The Business
Administration Department focused on two goals for the Management degree: (1) development of a DACUM competency
profile and (2) administration of an employment needs survey to determine the
need for new courses and/or programs. The DACUM was conducted in
December 2003, and the needs survey was distributed in March 2004. DACUM results combined with
feedback from the Advisory Committee were used to revise the program and
appropriate courses, effective Fall 2005. Also, a specialization in Fire Science
was added to the Management degree.
Other specializations are General Management and Human Resource
Management. Results of the
employment needs survey identified a potential need for a new program in
Criminal Justice.
Follow
up: The Department will analyze
enrollment after implementation of new/revised courses to evaluate whether or
not changes facilitated increased enrollment. Plans for implementing a criminal
justice program are proceeding, including feasibility and appropriate timing to
offer the program.
3.
Automotive
Technology
During 2003-2004 the Automotive
Department continued to move toward NATEF certification, adding equipment and
software necessary for NATEF certification. New guidelines and check sheets
were purchased and changes were made to comply with requirements. The Automotive Department is in
the process of completing a NATEF “Program Standards” notebook which is required
before the final onsite inspection.
Follow up: All expected outcomes and results for
NATEF certification were met with the exception of completing the “Program
Standards” notebook and the onsite inspection. The department will need to submit the
completed notebook to NATEF, and the College will need to complete upgrades to
the facility before the onsite inspection can be completed. The department should also work
toward increasing the number of graduates to meet state standards for
graduation.
Library
Resources
A. Definition of
Outcomes
The library provides access to
information through library materials, library services, instruction,
audiovisuals, and hardware including computers and related peripherals. This report assesses the effectiveness
of the library in the following areas:
1.
Resources and services: Current
library materials and services.
2.
Information literacy: Library instruction to the campus
community.
3.
Audiovisuals: Audio-visual hardware,
computers and related peripherals, and related audiovisual resources
B. Measures Used to Assess the
The reporting period for this report
includes three years; i.e., 2001-2002, 2002-2003, and
2003-2004. Information regarding the effectiveness
of the library was assembled using measures such as computer system reports,
reports to agencies, statistics, surveys, and evaluations as
follows:
1.
Resources and Services: database reports, usage statistics,
faculty recommendations, Institutional Effectiveness Outlines (01-02, 02-03,
03-04), Collection Development Committee Input, and internal
data.
2.
Information Literacy: Student evaluations, faculty
recommendations, faculty evaluations, and internal data.
3.
Audiovisuals: Usage data and faculty
evaluations.
C. Findings
1. Resources and services: Current library
materials and services.
The library provides up-to-date
resources and services including print and non-print materials. Current materials are added to the
collection while unused, older materials are identified and withdrawn based on
established criteria. The library
supports classroom instruction through faculty involvement in collection
development.
Electronic resources are continually
being updated and added to. Also, the library upgraded its operating system in
2004 to SIRSI Unicorn, enhancing and improving the online catalog and library
technical services. The library informs students, faculty, and staff of library
services through numerous print and electronic publications which are revised
annually.
Based on patron suggestions, the
library expanded its “Oprah” and Newberry and Caldecott award winning books
collections and maintains a small collection of best sellers. The library is
also adding books on cd/tape to the collection. In addition, the library continued
to add books to the collections at the off-campus centers on a regular basis.
Since 2001, the library has also
greatly expanded its electronic resources. Currently, in addition to the 19
DISCUS databases provided by the SC State
·
16 Magazine & Journal
Databases
·
20 Reference
Sources
·
8 Government Information
Gateways
·
5 dictionaries &
Encyclopedias
·
9 other resources including:
o
2 testing preparation
programs
o
AccuWeather - Associated Press
photographs
& captions, graphics &
sound
o
SC Hands on
Heath
From these sources, immediate, 24/7
access is available to
·
Over 19,000 full text
journals
·
Over 41,000 electronic books through
Net
·
Over 1,600 Electronic
Newspapers
Most of the electronic resources are
available remotely to provide access anytime and anywhere. To access databases remotely, a patron
must have access to the Internet and knowledge of the appropriate user ids and
passwords, which are available via a patron’s Campus Cruiser account, a library
Electronic Resources handout, or by calling the library. The remote access has been beneficial
for all students, especially the distance learning students, the numbers of
which have continued to increase over the past three
years.
2. Information literacy:
Information literacy is an important
skill for students and faculty.
Therefore, library instruction is provided each semester for the entire
campus community. Instruction
for students is provided through information literacy classes, workshops, online
tutorials, as well as one-on-one instruction. Topics have included an introduction to
research, identification of available resources, instruction on the use of the
online catalog and specific databases and electronic resources, and evaluation
of websites. During the
three-year evaluation period, a main focus has been to ensure instruction is
accessible to distance learning students.
Information literacy initiatives that were implemented
include:
§
Completely revising the online tour
and tutorial, now called “LIRN,” “
§
Offering both structured and
unstructured learning opportunities during the Student Activity periods.
§
Implementing an “Ask the Librarian,”
reference email service. Questions are sent to a librarian, who answers them
within a day, and within two days if over a weekend.
§
Exploring other options for reaching
out to students, including offering real time chat reference, and WebCam reference to students at the campus
centers.
Faculty instruction included a
scheduled Professional Development program of sessions on such topics as the
library’s online reference chat, the online catalog, test preparation
databases, new electronic
resources, and usage of the library equipment such as laptop computers. Sessions
were often offered as “Lunch ‘n Learn,” and librarians also provided one-on-one
instruction to faculty.
Information literacy and independent
research are encouraged yet monitored in an instructional environment. The goal is to provide instruction
and assistance but help patrons develop skills needed for independent
research.
3. Audiovisuals: Audio-visual hardware,
computers and related peripherals, and related audiovisual resources.
Integration of technology in
teaching and learning is an expectation at the College. To support this initiative, the College
added 43 SmartClassrooms with computer projection and
Internet capability during the past three years to the 20 existing SmartClassrooms, bringing the total to 63 SmartClassrooms.
All lecture classrooms designated for college classes and some
laboratories are now equipped as SmartClassrooms. The impact was decreased usage of
television monitors and overhead projectors for instructional purposes.
In addition, audio-visual hardware,
computer hardware, and related computer peripherals such as document cameras are
circulated to faculty from the library for classroom use. Faculty also use
laptop computers and digital cameras for purposes related to classroom
instruction.
Based on faculty/staff
recommendation and usage, a goal is to ensure all laptops are operating at their
best capacity and are updated as necessary.
D. Use of the
Findings
Future growth will continue to focus
on providing services and remote access to students at a distance from the main
campus library, including distance learning students and students at the two
off-campus centers in adjoining counties, as well as using technology to meet
that goal.
A goal from the last report that was
met was the development of an online library instructional research unit, which
is the “LIRN” product. The library
will continue to update and modify LIRN, Electronic Resources, and the library
web page, as necessary. Goals also
include providing even more access to LIRN via inclusion on a CD-Rom for new
students, providing access to electronic resources for students via WebCT, online professional development tutorials for
faculty/staff, more library instruction tailored to an instructor’s needs and
within their classroom, and distance learning classes on using the
library.
The staff will continue to explore
innovative methods to provide library instruction. The primary objective continues to be to
support the information and instructional needs of faculty and students
regardless of location.
