and ABG analysis, and diagnostics (LO 2).
SLO (5): Students will demonstrate the requisite jobseeking skills for entry-level employment (LO 3,4).
PO (1): Respiratory Therapy faculty will demonstrate a commitment to disciplinespecific professional development.
PO (2): Respiratory Therapy faculty will demonstrate a commitment to the
areas of pharmacology, commonly encountered pathology, acid base regulation and ABG analysis, and diagnostics (each spring 2nd year semester). 90% of students participating in departmental mock interviews will achieve a passing score (defined as average of 2.0/3 or higher) on interviewing scoring matrix (each spring 2nd year semester)
100% received a satisfactory score. Faculty cited the need for more self-confidence as the only area targeted for improvement.
To improve student selfconfidence in interview contexts, faculty have reinforced the importance and value of RTA skill set students are leaving the program with. Faculty note from industry feedback that the program’s graduates are preferred over graduates of competitors. In any two-year period, all full- 100% of fulltime faculty have As a result of the professional time faculty will attend a attended multiple professional development activities, faculty minimum of two internal or development activities. These have enhanced the use of external professional addressed both general teaching simulations after collaboration development activities that pedagogy and optimal use of with other practitioners. The address industry trends and best instructional resources as well Director is attending the first practices (data collected each as discipline-specific trends and state-wide simulation spring semester). practices. All fulltime faculty consortium in November, 2013. attended, for example, the Faculty received training in annual conference of the areas of contemporary practice Alabama State Society of that enhanced personal and Respiratory Care. professional growth. 80% of graduates will report 80% benchmark met across As a result of analysis, faculty satisfaction with the quality and multiple measures of have reviewed course efficacy of instruction, satisfaction. However, faculty evaluations and incorporated
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