Response to the Reaffirmation Committee Report

Response to the Reaffirmation Committee Report Submitted to the Southern Association of Colleges and Schools Commission on Colleges March 1, 2013 SACSCOC Onsite Review September 17-20, 2012 Dr. J. Paul Matney Chief Executive Officer, Amarillo College President (806) 371-5123 Danita McAnally SACSCOC Accreditation Liaison, Chief of Planning and Advancement (806) 467-3022 An Equal Opportunity Community College

Š 2013 Amarillo College 2201 S. Washington Amarillo, TX 79109

Dr. Lana Jackson QEP Director (806) 371-5292 Dr. Russell Lowery-Hart Vice President of Academic Affairs (806) 371-5226

R E S P O N S E report

Table of Contents

Recommendation 1: 3.7.1 Faculty Competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 On-Site Committee Judgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 On-Site Committee Comment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Recommendation 2: CS 3.3.2 Quality Enhancement Plan (QEP). . . . . . . . . . . . . . . . . 6 On-Site Committee Judgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 On-Site Committee Comment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Response 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Response 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Response 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Response 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Response 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Response 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14 15 22 23 24

Documentation: All documentation is linked within the electronic version of the First Follow-Up Report accessible online at: sacscoc.actx.edu 1. Information Technology Council meeting minutes, March 30, 2012 2. Heather Voran, Instructional Design Specialist, and Jessica Smith, Institutional Research Analyst, personal communication, Oct. 21, 2012 3. FYS Instructor Meeting, November 2012 4. Program Review Policy and Procedures

Appendices: Appendix A

Faculty Roster Form and Other Qualifications. . . . . . . . . . . . . . . . . . . . . . 25

Appendix B

Spring 2013 EMSP 1163/1501 and TECM 1364 Course Sections. . . . . . 44

Appendix C

Reflection Essay • First-Year Seminar (FYS) Scoring Rubric. . . . . . . . . . 46

Appendix D Educational Plan • First-Year Seminar (FYS) Scoring Rubric. . . . . . . . . . 47 Appendix E Enrichment Activity • First-Year Seminar (FYS) Scoring Rubric . . . . . . . . 48 Appendix F Career Project • First-Year Seminar (FYS) Scoring Rubric. . . . . . . . . . . . 50 The findings of this visiting committee represent a preliminary assessment of the institution at this time; final action on the report rests with the Commission on Colleges. A copy of the entire report can be obtained from the institution.

Amarillo College

Recommendation 1

3.7.1 Faculty Competence

The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty.

(See Commission guidelines “Faculty Credentials.�) (Faculty competence)

On-Site Committee Judgment Non-Compliance

On-Site Committee Comments In some cases, the documentation provided to establish faculty member credentials did not establish the adequacy of their qualifications for the specified teaching assignments. In other cases, the academic qualifications of faculty members did not meet the minimum credentialing requirements of the institution identified in the Faculty Qualifications Manual.

(See Appendix C for additional information.)

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3.7.1 Faculty Competence

Recommendation 1

Response

Response: The On-Site Committee cited 3 Amarillo College faculty members on the form entitled “Request for Justifying and Documenting Qualifications of Faculty”. Amarillo College has taken action to comply with the On-Site Committee’s report by not allowing these faculty members to teach the cited courses. The Table 1.1 identifies each faculty member, citations from the Committee and AC’s action.

Table 1.1

Name of Faculty Member

Info.

Faculty Members Cited by Reaffirmation Visiting Committee and Responses Course(s) in Question

Inadequate Academic Qualifications

EMSP 1163, EMSP 1501

Insufficient Justification of Other Qualifications X

Redacted

Comments

Does not meet institutional credentialing requirements.

Will not teach EMSP 1163,Clinical Medical Emergency Technology-Technician, or EMSP 1501, Emergency Medical Technician, course in the future unless she fulfills all institutional credentialing requirements for EMSP.

Inadequate academic qualifications to teach assigned technical math; has 9 hours undergraduate math and bachelor’s degree in accounting.

Will not teach TECM 1343, Technical Algebra and Trigonometry, course in the future unless she fulfills all institutional credentialing requirements for TECM.

for Web Version

Info.

Redacted for Web Version

TECM 1343

X

College Response and/or Action Taken

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Name of Faculty Member

Info.

Course(s) in Question

Inadequate Academic Qualifications

Insufficient Justification of Other Qualifications

EMSP 1163 EMSP 1501

X

Redacted for

Comments

Does not meet institutional credentialing requirements.

Web Version

College Response and/or Action Taken Will not teach EMSP 1163, Clinical Medical Emergency TechnologyTechnician, or EMSP 1501, Emergency Medical Technician, course in the future unless she fulfills all institutional credentialing requirements for EMSP.

The replacement faculty members for the three cited faculty members are identified in the first column of Table 1.2 and the name of the person that has been replaced is in the second column.

Appendix A includes the Faculty Roster forms, transcripts, and any relevant licensures and certifications for the replacement faculty members.

Table 1.2

Name of Replacement Faculty Member

Jade WebbRichards (P)

Replacement Faculty Members for Faculty Cited by Visiting Committee Name of Cited Faculty Member(s) who will No Longer Teach these Courses Info.

Redacted for

Faculty Roster Form

EMSP 1163 EMSP 1501

Appendix A

Teaching EMSP 1163 and EMSP 1501 at ACAL High School (an AC off-campus site)

TECM 1343

Appendix A

Teaching all TECM 1343 sections

EMSP 1163 EMSP 1501

Appendix A

Teaching EMSP 1163 and EMSP 1501 at Canyon High School (an AC off-campus site)

Web Version Info.

Kim Hays (F)

Redacted for

College Response and/or Action Taken

Course(s) in Question

Web Version

Doug Adcock (F)

Info.

Redacted for Web Version

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To document who is teaching each section of EMSP 1163, EMSP 1501 and TECM 1343 courses, a copy of the extracted information from Colleague’s WebAdvisor: Spring 2013 Course Schedule is included in Appendix B.

As indicated by the Spring 2013 course schedule, all EMSP faculty are teaching the courses.

No facilitators are used in the teaching of these EMSP courses. The two EMSP faculty who were cited,

redacted

and

redacted

, may become faculty for these course if they

can document that they fulfill Amarillo College’s requirements for teaching the aforememtioned courses. Amarillo College has published the requirements for teaching these courses in the Amarillo College Faculty Credentials and Qualifications Manual.

For TECM 1343, Dr. Kim Hays is the faculty member responsible for the TECM 1343 course sections but others may serve as facilitators of these courses under his direction. This includes redacted

. She will not be allowed to teach TECM 1343 unless she can document that she

meets the requirements for teaching the course.

Amarillo College has published the requirements for teaching these courses in the Amarillo College Faculty Credentials and Qualifications Manual and the requirements for teaching EMSP and TECM courses are included in Table 1.3.

Table 1.3

EMSP and TECM Course Requirement from AC’s Faculty Credentials and Qualifications Manual

Discipline/Program: Emergency Medical Services Professions – EMT Non-Transfer EMSP: CERT EMSP: A.A.S EMSP 1147 EMSP 1149 EMSP 1163

Minimum Academic Requirements Appropriate academic preparation in emergency medical services or academic preparation coupled with work experience. The minimum academic degree must be at the same level at which the faculty member is teaching.

Qualifying Fields Emergency Medical Technician – Paramedic Nationally Registered- Paramedic

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Discipline/Program: Emergency Medical Services Professions – EMT Non-Transfer EMSP 1438 EMSP 1455 EMSP 1456 EMSP 1501 EMSP 2135 EMSP 2243 EMSP 2248 EMSP 2266 EMSP 2267 EMSP 2243 EMSP 2338 EMSP 2430 EMSP 2440 EMSP 2444 EMSP 2458

Minimum Academic Requirements

Qualifying Fields

Those faculty teaching sophomore level EMSP courses must have current National Registry Paramedic certification and Texas Paramedic licensure or certification, and a minimum of three years of experience as a paramedic. Faculty member must also have American Heart Association: BLS Instructor certification, ACLS Instructor certification and PALS Instructor certification.

Discipline/Program: Nondestructive Testing & Evaluation – Non-transferable Course NDTE-1171 NDTE-1272 NDTE-1273 NDTE-1274 NDTE-1371 NDTE-1372 NDTE-1373 NDTE-2311 NDTE-2371 NDTE-2372 NDTE-2373 NDTE-2375 NUCP-1371 TECM-1343 WLDG-1175

Minimum Requirements Faculty members teaching only credit courses which are components of associate degree programs not designed for college transfer (e.g. technical areas and developmental education), must possess appropriate academic preparation. In extremely rare cases, limited academic preparation may be coupled with work experience to qualify. The minimum academic degree for faculty teaching in these areas is an associate’s degree and demonstrated competencies in the teaching discipline or bachelor’s degree in the teaching discipline.

TECM faculty members must have completed at least a baccalaureate in one of the qualifying academic or occupational fields or hold a baccalaureate degree with at least 18 hours of mathematics which include Algebra and Trigonometry.

Qualifying Occupational Fields Aerospace Engineering Technician; Geological Technician; Petroleum Industry Technician; Nuclear Engineering Technician; Inspection Technician; Quality Assurance/ Quality Controls Inspectors; Metallurgy; Materials Testing

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Industry Credentials ASNT Level II & Level III Certifications for each method; NAS 410 certifications

5

Qualifying Academic Fields Nondestructive Testing; Quality Material Science; Electromagnetic Testing; draws heavily from electrical / electronic training; Radiography

Amarillo College

Recommendation 2

CS 3.3.2 Quality Enhancement Plan (QEP)

The Committee recommends that the institution develop an assessment plan for the QEP that assesses the achievement of identified goals.

CS 3.3.2 (Quality Enhancement Plan) The institution has developed a Quality Enhancement Plan that (1) demonstrates institutional capability for the initiation, implementation, and completion of the QEP; (2) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP; and (3) identifies goals and a plan to assess their achievement. (Quality Enhancement Plan)

On-Site Committee Judgment Non-Compliance

On-Site Committee Comments PART III: Assessment of the QEP consists of three levels (institution, program, and course).

At the institutional level, the institution has identified five goals that will be assessed in relation to the FYS: 1. Students successfully complete developmental courses and advance

to credit bearing courses;

2. Students successfully complete initial college-level or gateway courses; 3. Students complete courses with a grade of C or better; 4. Students persist from one term to the next; and 5. Students earn a certificate, degree, or reverse transfer.

Assessment at the program-level includes yearly student focus groups, an annual Planning and Evaluation Tracking form, and a Program Review. Focus groups will provide formative evaluative data on impact of the FYS. The PET form will include program goals, assessment data,

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outcomes, analysis, and recommendations. FYS will also be included in the Program Review Process undertaken by the Academic Success Division.

Course level assessments include a pre- and post-course college readiness survey, FYS faculty focus groups, and course learning outcomes assessments.

Although institution, program, and course assessments provide a good framework for identifying goals and the levels at which assessment should occur, there are several weaknesses in the QEP assessment plan, as described below:

Recommendation 2

CS 3.3.2 (QEP)

Response 1

1. Pre- and Post-test (College Readiness Survey) changes are inaccurately calculated in Table 5.7 on pages 60-61. The N is the total number of respondents. Comparing pre- and post-test N reveals an attrition of about 50%, meaning that only students who completed the course and took the post-test are being compared to all students who started the course.

With such a high attrition rate, an accurate change comparison requires a matched-sample administration and analysis of the pre- and post-tests. As a result, some of the institution’s baseline data and targets will need to be recalculated. In addition, this table and others lack adequate narrative and/or headers needed for accurate interpretation of the data. The institution should ensure that table headers and descriptions use unambiguous terminology and provide clear definitions and interpretations, including known limitations of the data.

Response: Adapted with permission from the College of Southern Nevada, Amarillo College distributes a pre- and post- College Readiness Survey during the second and fifteenth weeks of the FYS course in order to measure student self-perceptions of growth and development across the semester in areas of Academic Confidence, Financing College, Reasons for Going to College, Tackling College, AC Employees, Career Awareness, Reading and Writing, and Social Support.

During the course pilot in Fall 2011, participation in pre- and post-surveys were solicited electronically using students’ e-mail accounts in Google mail. Upon accessing and submitting Response to the Reaffirmation Committee Report |

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the survey electronically, student responses were compiled and archived anonymously in the institutional research office’s online database. While the pre-survey had a response rate of 44% (N = 121/171), the post-survey response rate was only 15% (N = 42/271). Of those postsurvey responses, only 23 were matched back to the pre-survey, resulting in an 8.5% matched sample response rate (N = 23/271). Due to the methodology of the survey solicitation and anonymous submissions which resulted in the small sample size, pre- and post-survey responses for comparative purposes during the initial pilot semester did not generate valid results and generalizable analyses.

Table 5.7 was revised in the final, online QEP document to reflect only those student responses to the few, post-survey statements which assess for the final recommendations of students who completed the Fall 2011 pilot course. These few statements which appeared only on the postsurvey of College Readiness were not comparative in nature, allowing the institution to assess for the final opinions of students who completed the pilot course.

Table 5.7

College Readiness Survey, Post-Survey Results – Fall 2011

Statement:

Post-Survey Only Academic Confidence

After taking this course, I am more confident in my academic ability.

85.7% N = 36 out of 42

Financing College After taking this course, I am more aware of financial resources and potential solutions.

78.6% N = 33 out of 42

Tackling College After taking this course, I am more confident that I can complete my college goals.

88.1% N = 37 out of 42

Career Awareness After taking this course, I have more clearly defined my career pathway.

83% N = 34 out of 42

No Category – Placed at end of post-survey 71.4% N = 30 out of 42

I would recommend this course to future students.

Source: Amarillo College Office of Institutional Research, 2012

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As a result of the initial, inaccurate calculation of results from the pre- and post-survey of College Readiness Survey in Fall 2011, the institution’s baseline data and targets have been recalculated.

Assessment methods, schedules of assessment, and metric/targets were reviewed as part of the re-evaluation of the QEP assessment process. Table 5.8 identifies updated assessment methods and revised metrics/targets for student learning outcomes 1, 2, 3, 4, 5, 8, and 9.

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3. Identify and interact within your communities.

2. Take charge of your life.

1. Increase self awareness.

Enrichment Activity

AC Scoring Rubric –

Educational Plan

AC Scoring Rubric –

Reflection Paper

AC Scoring Rubric –

Assessment Method

Students will explain the value of community experiences through written communication.

Students will create a comprehensive Educational Plan which includes the identification of shortand long-term goals.

Students will demonstrate growth in self-awareness.

Student Learning Outcome

End of semester

Mid-semester

Mid-semester

Schedule

10 Establish baseline in Fall 2013: +1% - Fall 2014 +2% - Fall 2015 +2% - Fall 2016 +3% - Fall 2017 +3% - Fall 2018

Completion of Enrichment Activity worksheets

Establish baseline in Fall 2013: +1% - Fall 2014 +2% - Fall 2015 +2% - Fall 2016 +3% - Fall 2017 +3% - Fall 2018

Completion of Educational Plan Worksheet

Establish baseline in Fall 2013: +1% - Fall 2014 +2% - Fall 2015 +2% - Fall 2016 +3% - Fall 2017 +3% - Fall 2018

Completion of Reflection Paper

Metrics / Goal

First-Year Seminar Student Learning Objectives, Assessments and Outcomes

Student Learning Objective

Table 5.8

Curriculum changes

Instructor and staff training; curriculum changes

Instructor and staff training; curriculum changes

Use of Results

Amarillo College

FYS Student Performance Report: Profile of FYS Student Success Report

6. Demonstrate effective study skills.

(generated from institutional data)

Post- College Readiness Survey

Pre- and PostAssessment of Information Literacy

Assessment Method

5. Manage your money.

4. Demonstrate information literacy skills.

Student Learning Objective

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11 Students will persist from one term to the next.

Summer

Baseline established in Fall 2011: 78% +2% - Fall 2012 +2% - Fall 2013 +2% - Fall 2014 +3% - Fall 2015 +3% - Fall 2016; Goal: 90%

Baseline established in Fall 2011: 49% +1% - Fall 2012 +5% - Fall 2013 +5% - Fall 2014 +5% - Fall 2015 +5% - Fall 2016; Goal: 70%

Each semester

Students will complete course with a grade C or better.

Establish baseline in Fall 2013: +1% - Fall 2014 +2% - Fall 2015 +2% - Fall 2016 +3% - Fall 2017 +3% - Fall 2018

Participate in Pre- and PostAssessment activity with library staff.

Metrics / Goal

Baseline established in Fall 2011: 78% +2% - Fall 2012 +5% - Fall 2013 +5% - Fall 2014 +5% - Fall 2015 +5% - Fall 2016; Goal: 100%

End of semester

Schedule

Students are more Each semester aware of financial resources and potential solutions to financial problems.

Students will demonstrate effective research skills utilizing technology.

Student Learning Outcome

Programmatic planning; Instructor and staff training

Curriculum changes

Instructor and staff training; curriculum changes

Instructor and staff training; curriculum changes

Use of Results

Amarillo College

AC Scoring Rubric –

7. Demonstrate critical and creative thinking skills.

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9. Develop an integrated educational and career pathway.

Educational Plan

AC Scoring Rubric –

8. Create effective AC Scoring Rubrics – communications.

Reflection Paper, Enrichment Activity, Career Project

Career Project Rubric

Assessment Method

Student Learning Objective

Students will create a comprehensive Educational Plan which includes the identification of shortand long-term goals.

Students will present the Career Project to the class.

Students will design a Career Project, including a MyPlan self-assessment, an annotated bibliography, and a job shadow/ interview.

Student Learning Outcome

Mid-semester

End of semester

End of semester

Schedule

12

Establish baseline in Fall 2013: +1% - Fall 2014 +2% - Fall 2015 +2% - Fall 2016 +3% - Fall 2017 +3% - Fall 2018

Educational Plan worksheet

Establish baseline in Fall 2013: +1% - Fall 2014 +2% - Fall 2015 +2% - Fall 2016 +3% - Fall 2017 +3% - Fall 2018

Career Project

Establish baseline in Fall 2013: +1% - Fall 2014 +2% - Fall 2015 +2% - Fall 2016 +3% - Fall 2017 +3% - Fall 2018

Career Project

Metrics / Goal

Programmatic planning

Instructor and staff training

Programmatic planning; Curriculum changes

Use of Results

Amarillo College

Amarillo College

With the exception of post- College Readiness Survey data (Learning Outcome 5) and institutional grade and retention data (Learning Outcome 6), baseline assessment measurements for student learning outcomes will be established with the Fall 2013 cohort when multiple factors will be in place for the accurate gathering and analyses of FYS course data sets, including grading rubrics and an LMS-embedded College Readiness Survey. While course sections will be offered each Spring and data will be gathered and analyzed, baseline reviews for improvement and necessary revisions will align with the completion of all Fall sections which provide access to a larger student population and ensure longitudinal analysis.

Because data collection on the pre-survey of College Readiness began in the Fall 2012 pilot courses prior to the September 2012 SACS visit, the same data collection procedures used in the Fall 2011 pilot sections were implemented in Fall 2012 pilot sections, including an anonymous survey delivered via student gmail accounts. All attempts will be made to ensure that a matchedsample analysis of the pre- and post-surveys will be conducted using data collected from Fall 2012 survey responses. Beginning with the Fall 2013 College Readiness Surveys, however, data collection and analyses procedures will be changed to ensure a viable matched-sample population is generated each semester. Matched sample results from the pre- and post- College Readiness Survey will be utilized similarly to student focus group data to provide the opportunity for triangulated data analyses.

Specifically, Amarillo College will begin delivering all online academic content via the Blackboard Learning Management System in Fall 2013 (Information Technology Council meeting minutes, March 30, 2012), allowing the College Readiness Survey to be delivered through each FYS course homepage. Additionally, the survey will no longer be delivered anonymously, ensuring an accurate match between pre- and post-survey responses. Further to ensure student participation, a homework grade will be attached to each survey completion (Heather Voran, Instructional Design Specialist, and Jessica Smith, Institutional Research Analyst, personal communication, Oct. 21, 2012).

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Per requests of the On-site Evaluation Team, narrative and/or headers necessary for accurate interpretation of the data were added to the following tables in the final, online document: Tables 2.2, 2.3, 2.9, 2.10, 2.11, and 5.7.

Recommendation 2

CS 3.3.2 (QEP)

Response 2

2. The QEP assessment plan lacks a plan for dissemination of assessment findings. The document does not identify key stakeholders (e.g., FYS instructors, First Year Advisory Committee, President’s Cabinet, broader college community, students, etc.), which findings will be disseminated to which stakeholders, when findings will be disseminated, and what various stakeholder groups are expected to do with the findings (e.g., review them, analyze them, discuss them, and/or make improvements based upon..., etc.).

Response: Dissemination of assessment findings for the QEP will follow the institutional model for Planning and Evaluation Tracking (PET) forms. The PET form and QEP dissemination process includes: 1. Program Assessment: QEP Program assessment is completed and the analysis of data

and results are integrated into the QEP PET form and reviewed by the First Year

Experience committee and the Dean of Academic Success before submission.

2. Instructional Assessment Committee: Once the assessments are complete and

integrated into PET forms where appropriate, the instructional assessment committee

will initially review them, and then identify key actions and recommendations.

3. Dean’s Council: The results of the instructional assessment committee analysis and the

First Year Experience committee review and recommendations will then be forwarded to

Dean’s Council for review. With the review, Dean’s Council will review and refine key

actions and recommendations.

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4. Department Heads and Program Coordinators: Each member of Dean’s Council will

disseminate the results specific to the leaders in their areas. The Department Chairs and

Program Coordinators will review the assessment results, key actions, and

recommendations from Dean’s Council with faculty. The actions and recommendations

will then be implemented into curriculum and instruction.

5. Curriculum Committee: If any of the recommendations require changes in program

requirements, the faculty will use the assessment results as the basis for proposing

curriculum changes for Curriculum Committee approval.

Additionally, with all assessment results, the President and his cabinet review key actions and recommendations for implementation and dissemination in college newsletters, Board of Regents agenda items, budget discussions, and internal deliberations.

Recommendation 2

CS 3.3.2 (QEP)

Response 3

3. Data collection and analysis for the QEP will be complex and intertwined with data collection for other priority initiatives such as Achieving the Dream. The assessment plan for the QEP lacks sufficient discussion about the capacity for data collection and analysis at the student-record level, priorities for data collection, and the human, financial, and technological resources required for data collection needed for high-level analysis of the impact of individual interventions on student learning and success of the QEP.

Response: As an “Achieving the Dream” school, data collection and analysis have become the cornerstone for institutional planning and decision making for Amarillo College. Through the “Achieving the Dream” process, the institution added additional staff in Institutional Research to accommodate the increased data needs for the QEP and student success priorities.

Amarillo College has an Achieving the Dream Data Coach who has reviewed and approved the assessment plan for the QEP and how it relates to and intersects with the other “Achieving the Dream” initiatives.

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Additionally, Amarillo College started an Instructional Data Specialist program in the spring 2013 semester. With this program, each academic department and the advising department selected a faculty member to become the departmental Instructional Data Specialist. These faculty receive a course release to complete training on pulling and analyzing data making the five Amarillo Colleges students success goals specific to the courses and students in the department.

The First Year Experience (FYE) Department identified Dr. Lana Jackson as its Instructional Data Specialist. She completed the training and is now pulling data specific to FYS students and course outcomes as a micro-level by instructor and a macro-level for FYS courses and institutional goals as a whole. Institutional Research will then use the data collected and analyzed by the Instructional Data Specials at the student and department level to identify institution-wide concerns and successes. This program will expand the institution’s ability to pull and analyze data, integrate the data into the PET forms for analysis and action at departmental, Dean’s Council, Curriculum Committee, and President Cabinet’s levels.

With this ability to manage data, Amarillo College will leverage the Achieving the Dream data set, the Achieving the Dream Data Coach, the additional Institutional Research position, and the Instructional Data Specialist positions to effectively and efficiently track each of the five Achieving the Dream initiatives. This will allow Amarillo College to “move the needle” on student success and ensure the FYS course fulfills the forecasted impacts and outcomes.

The following chart illustrates Amarillo College’s data focus for each initiative and demonstrates how the FYS course is central to the institutional commitment to student success.

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2. Successful Completion of Gateway Courses

1. Completion of Developmental Courses and Progression to Credit Bearing Courses

AtD Goals

17 X

X

Poverty

2012 – Increase by 10% the student success rate in Freshman Composition I and II in year 1, 15% the second year, 20% the third year, and 25% by the fourth year. (Baseline:

Success in gateway courses after successful completion of Developmental Math course(s)

X

Success in gateway courses after successful completion of Developmental Math course(s)

X

10% of students who complete the Accuplacer Prep Workshop will improve at least one level based on the Accuplacer scores during the first year, 15% the second year.

(Math, English, Reading) 10% of students who complete the Accuplacer Prep Workshop will improve at least one level based on the Accuplacer scores during the first year, 15% the second year.

(Math, English, Reading)

X

Credits attempted vs. credits earned (Math)

Credits attempted vs. credits earned (Math)

Increase course pass rates for participating FYS students by 2% each year.

Tutoring Expansion X

Developmental Education X

X

Course Redesign

X

First-Year Seminar

X indicates AtD Student Progress and Success Measures That Will Be Directly Affected by This Intervention Measurable Yearly Goals are identified when included on the AtD – Amarillo College Implementation Proposal Narrative FINAL, May 14, 2012

Increase gateway success rates by 1% by fall 2013, and 1% each of the following years

• •

Achieving the Dream Initiatives

Amarillo College

2. Successful Completion of Gateway Courses

AtD Goals

Poverty

First-Year Seminar 75.5% overall/68.4% Hispanic for Composition I and 63.9% overall/60% Hispanic for Composition II – Fall 2009 data) 2013 – Increase by 10% the student success rate in College Algebra in year 1, 15% the second year, 20% the third year, and 25% by the fourth year.

(Baseline: 60% overall/50% Hispanic – Fall 2009 data) 2014 – Increase by 10% the student success rate in History I and II in year 1, 15% the second year, 20% the third year, and 25% by the fourth year. (Baseline: 75.1% overall/68.3% Hispanic for History I and 58.3% overall/52.5% Hispanic for History II – Fall 2009 data) 2015 – Increase by 10% the student success rate in Biology I and II in year 1, 15% the second year, 20% the third year, and 25% by the fourth year. (Baseline: 72.9% overall/52.2% Hispanic for Biology I and 70% overall/42.9% Hispanic for Biology II – Fall 2009 data)

Course Redesign Percent of students who enroll and successfully complete gatekeeper courses (Math, English, Reading)

Developmental Education

Percent of students who enroll and successfully complete gatekeeper courses (Math, English, Reading)

Tutoring Expansion

Amarillo College

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Increase completion rates by 1% by fall 2013, and 1% each of the following years

X

To be determined after research has been completed during 2012-13.

X

To be determined after research has been completed during 2012-13.

Retention fall to spring; Retention fall to fall; Retention fall to 2nd spring (Math)

Increase retention rates from Fall-toSpring and from Fall-to-Fall for participating FYS students by 2% each year through Fall 2014.

Increase retention rates by 1% by fall 2013, and 1% each of the following years

X

X

To be determined after research has been completed during 2012-13.

X

Tutoring Expansion

X

X

X

X GPA (Math)

Developmental Education

Course Redesign

X

Increase GPA among participating FYS students.

X

First-Year Seminar

X

X

3. Completion of Attempted Courses with a C or Better

4. Persistence from Term-to-Term and Year-to-Year

Poverty

AtD Goals

Amarillo College

Amarillo College

Evaluation Plan for FYS: The FYS Student Performance Report: Profile of FYS Student Success (2012) provides an analysis of baseline data obtained from the Fall 2011, pilot FYS courses (EDUC 1200) in connection with two AtD goals: 1) complete courses with a grade of C or better; and 2) persistence from one term to the next. With the additional enrollment requirement for developmental education students (2 or more developmental ed courses) beginning in Fall 2013, baseline data will be available to compare FYS developmental education student progress with non-FYS developmental education student progress. Baseline data from Fall 2011 was also gathered with regard to Measurable Yearly Goals. Institutional Research will provide ongoing, longitudinal data to fulfill the assessment of AtD goals as well as FYS Measurable Yearly Goals.

Evaluation Plan for Tutoring: To be determined after research has been completed during 2012-13.

Evaluation Plan for Social Services Intervention: The Institutional Research Office will collect retention, overall GPA, gateway course success, and completion rate data for all students and for full Pell eligible students. The same data will be analyzed specifically for the subset of student who were served through the Social Service Coordination intervention and compare their success to full Pell eligible students who did not participate in the interventions. Each year the IR Office will share this information with the No Excuses Core Team, Dean’s Council, President’s Cabinet. The President will incorporate this data into the No Excuses Data presentation for the Board of Regents. Additionally, students who received interventions and/or support services will complete anonymous surveys by semester.

Evaluation Plan for Course Redesign: Evaluation Plan Description: Amarillo College’s Title V project is using the Kellogg Foundation’s Outcomes Logic Model as its evaluation tool because its straightforward characteristics apply logically to the project. The Title V project design is based on a clear cut, primary problem: Low student success in General Education is reducing graduation and transfer rates. Amarillo College’s means for addressing this problem is also as straightforward: Increase support for both students and faculty in their joint

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Amarillo College

endeavors through technology and training. By increasing student success in General Education, Amarillo College will increase graduation and transfer rates. The project evaluation is based on tracking each input and the short-term outcomes it produces, adjusting inputs as needed to produce desired outcomes more consistently, and monitoring the effects of short-term outcomes on the desired long-term outcomes.

Evaluation Plan for Developmental Education (Math): A Coarse Redesign Team for Intermediate Algebra has researched data and best practices throughout the 2011-2012 school year. The new, redesigned course will be piloted in Fall 2012 with 12 sections of Intermediate Algebra. These sections will be taught by four instructors; courses are at various times/days. The course will be reevaluated at the conclusion of the Fall semester and adjusted for the Spring 2013 semester. After evaluating the results and adjusting to redesigned model, the departmentalized redesigned model will be pushed out to all sections in the Fall 2013.

The same process of research/design, pilot/evaluate, and full implementation will be carried through the other two Developmental Math courses: Beginning Algebra, beginning Fall 2012; and Basic Mathematics, Fall 2013.

In addition, Amarillo College will work toward the NADE re-certification of developmental education courses when the present certification expires.

Evaluation Plan for Developmental Education (Accuplacer Prep Workshops affecting Math, English, Reading): All students will be tracked through pre/post test results on the Accuplacer exam. Students will also be asked to complete an anonymous survey at the end of the workshop. Then Developmental Education faculty and staff will identify specific ways to enhance the Accuplacer Prep Workshop to maximize student success.

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Amarillo College

Recommendation 2

CS 3.3.2 (QEP)

Response 4

4. The institution does not currently have a rubric sufficient for assessing completeness and quality of various FYS course assignments or assessing student learning on the outcomes specified. The committee understands that the rubric is currently in development. However, the QEP also lacks sufficient evidence of planning to ensure consistency (inter-rater reliability) across FYS sections and instructors in using the current checklist or future rubric for assessing student learning.

Response: Four rubrics were developed during the Fall 2012 semester to assess completeness and quality of student learning on FYS assignments, as detailed in Table 5.8 (above). Utilizing the LEAP model of the Association of American Colleges and Universities, the rubrics were developed along a 4-point scale with the intent of providing not only a standardized grading structure but also a format for holistic assessment of satisfactory assignment completion across FYS sections.

Rubrics were created for the following assignments: Reflection Paper (Appendix A), Educational Plan (Appendix B), Enrichment Activity (Appendix C), and Career Project (Appendix D).

Originating in the FYS Curriculum Team meetings, the rubrics were vetted with FYS Instructors at their November 2012 meeting. The rubics will be checked for inter-rater reliability during the Spring 2013 semester when an FYS assessment sub-committee composed of Student Affairs professionals, Career and Employment Center professionals, Institutional Research representatives, and FYS Instructors review completed course assignments and rubrics for accuracy and efficiency prior to establishing baseline targets for student learning outcomes in Fall 2013.

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Amarillo College

Recommendation 2

CS 3.3.2 (QEP)

Response 5

5. At the program level, FYS is part of the First Year Experience Department. This department is part of the larger Academic Success Division which, along with its associated departments and programs, is not scheduled for Program Review until 2019-2020. Best practices in program evaluation encourage timely formative evaluation of new programs. The institution should consider whether a shorter timeframe for this first Program Review would be useful for ensuring implementation and effectiveness of FYS within the FYE Department and Academic Success Division.

Response: As part of the larger Academic Success Division, the newly organized First Year Experience department will participate in a Program Review process on a 5-year rotation schedule. Designed to provide a comprehensive assessment of the division under review, the Program Review analyzes the effectiveness and efficiencies of the reviewed program, ensures that the program is meeting or surpassing the needs of the students while accomplishing the goals of the College, and completes the loop for the integration of outcomes assessments, PET forms, past program reviews, and budgets. The Academic Success Division, and associated departments and programs, is scheduled for Program Review in 2014-2015.

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Amarillo College

Recommendation 2

CS 3.3.2 (QEP)

Response 6

6. Finally, there were several errors in data presentation in the QEP document including duplication of “retained” and “not-retained” course retention rates presented in Table 2.11, and multiple errors in the Student Learning Objective column of Table 5.8. The errors in retention rates and student learning objectives are easily corrected. The institution should ensure that these changes are resolved in their final document, since the associated data affects identification of benchmarks and targets.

Response: Errors in the data presentation in Table 2.11 and Table 5.8 were corrected in the final, online QEP document available at sacscoc.actx.edu/qep/.

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Appendix A – Faculty Roster Form and Other Qualifications

Amarillo College

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Amarillo College

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Amarillo College

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Amarillo College

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Amarillo College

Appendix B – Spring 2013 EMSP 1163/1501 and TECM 1364 Course Sections Section Selection Results

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Section Selection Results

Term

Status

Section Name and Title

Location

Meeting Information

1

Spring 2013

Closed

EMSP-1163001 (115199) ClinEmergency Medical Tech

West Campus

2

Spring 2013

Closed

EMSP-1163002 (115200) ClinEmergency Medical Tech

3

Spring 2013

Closed

4

Spring 2013

5

6

Printed Comments

Faculty

Avail/ Cap

Credits

Academic Level

01/14/201305/10/2013 Clinical Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Times to be AnnouncedWest Campus Allied Health, Room 177

P. Whitfield

8 / 24

1.00

Undergraduate

West Campus

01/14/201305/10/2013 Clinical Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Times to be AnnouncedWest Campus Allied Health, Room 177

C. Olsen

11 / 24

1.00

Undergraduate

EMSP-1163003 (115201) ClinEmergency Medical Tech

High School Dual Credit

01/14/201305/10/2013 Clinical Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Times to be AnnouncedACAL, Room HIGH

J. WebbRichards

10 / 24

1.00

Undergraduate

Closed

EMSP-1163004 (115202) ClinEmergency Medical Tech

High School Dual Credit

01/14/201305/10/2013 Clinical Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Times to be AnnouncedRandall High School, Room HIGH

B. Fansler

12 / 24

1.00

Undergraduate

Spring 2013

Closed

EMSP-1163005 (115203) ClinEmergency Medical Tech

High School Dual Credit

01/14/201305/10/2013 Clinical Monday, Tuesday, Wednesday, Thursday, Friday Times to be AnnouncedCanyon High School, Room HIGH

D. Adcock

15 / 24

1.00

Undergraduate

Spring 2013

Closed

EMSP-1163006 (115204) ClinEmergency Medical Tech

West Campus

01/14/201305/10/2013 Clinical Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Times to be AnnouncedWest

J. Knowles

17 / 24

1.00

Undergraduate

https://econnect.actx.edu/AC/eservices?TOKENIDX=7651919809&SS=2&APP=ST&CONSTITUENCY=WBAP[2/28/2013 2:03:15 PM]

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Amarillo College

Section Selection Results Campus Allied Health, Room 177 7

Spring 2013

Closed

EMSP-1501001 (115211) Emergency Medical Tech-Basic

West Campus

01/14/201305/10/2013 Lecture Monday, Wednesday 07:30AM 11:30AM, West Campus Allied Health, Room 177 (more)...

P. Whitfield

9 / 24

5.00

Undergraduate

8

Spring 2013

Closed

EMSP-1501002 (115212) Emergency Medical Tech-Basic

West Campus

01/14/201305/10/2013 Lecture Monday, Wednesday 06:00PM 10:00PM, West Campus Allied Health, Room 177 (more)...

C. Olsen

12 / 24

5.00

Undergraduate

9

Spring 2013

Closed

EMSP-1501003 (115213) Emergency Medical Tech-Basic

High School Dual Credit

01/14/201305/10/2013 Lecture Monday, Tuesday, Wednesday, Thursday, Friday 01:30PM 03:30PM, ACAL, Room HIGH (more)...

J. WebbRichards

10 / 24

5.00

Undergraduate

10

Spring 2013

Closed

EMSP-1501004 (115214) Emergency Medical Tech-Basic

High School Dual Credit

01/14/201305/10/2013 Lecture Monday, Tuesday, Wednesday, Thursday, Friday 01:00PM 03:00PM, Randall High School, Room HIGH (more)...

B. Fansler

12 / 24

5.00

Undergraduate

11

Spring 2013

Closed

EMSP-1501005 (115216) Emergency Medical Tech-Basic

High School Dual Credit

01/14/201305/10/2013 Lecture Monday, Tuesday, Wednesday, Thursday, Friday 10:30AM 12:15PM, Canyon High School, Room HIGH (more)...

D. Adcock

15 / 24

5.00

Undergraduate

12

Spring 2013

Closed

EMSP-1501006 (115217) Emergency Medical Tech-Basic

West Campus

01/14/201305/10/2013 Lecture Tuesday, Thursday 06:00PM - 10:00PM, West Campus Allied Health, Room 177 (more)...

J. Knowles

17 / 24

5.00

Undergraduate

13

Spring 2013

Closed

TECM-1343002 (115884) Technical Algebra & Trig

East Campus

01/22/201303/07/2013 Lecture Tuesday, Thursday 06:00PM - 08:50PM, Center for Manufacturing Educ, Room 206

K. Hays

12 / 20

3.00

Undergraduate

14

Spring 2013

Open

TECM-1343003 (115955) Technical Algebra & Trig

East Campus

03/19/201305/09/2013 Lecture Tuesday, Thursday 08:00AM - 10:50AM, Center for Manufacturing Educ, Room 121

Spring II.

K. Hays

8 / 20

3.00

Undergraduate

15

Spring 2013

Open

TECM-1343004 (115956) Technical Algebra & Trig

East Campus

03/19/201305/09/2013 Lecture Tuesday, Thursday 06:00PM - 08:50PM, Center for Manufacturing Educ, Room 103

Spring II.

K. Hays

1 / 23

3.00

Undergraduate

OK

https://econnect.actx.edu/AC/eservices?TOKENIDX=7651919809&SS=2&APP=ST&CONSTITUENCY=WBAP[2/28/2013 2:03:15 PM]

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(10 pts. each) Avoids distracting grammar/spelling/etc. problems Provides response of more than one paragraph

Writing Up to 20 pts. (20%)

46

Needs Improvement

Does Not Meet Expectations

INSTRUCTOR COMMENTS:

(8 pts. each) Contains a few minor grammar/spelling/etc. problems Provides response of one paragraph

(13 pts. each) Answers the specific, central question and addresses all related elements (1 thing learned, 1 tool/technique learned) Incorporates pertinent information Usually maintains focus, but may occasionally digress from the specific topic Presents information fairly clearly and concisely, and may have minor organization problems Provides an example to support assertions (6 pts. each) Contains a significant number of distracting grammar/spelling/etc. problems Offers a brief, undeveloped response less than one paragraph long (3-4 sentences)

(11 pts. each) Addresses the specific central question asked in part, but does not relate directly to the question or does not address all required elements Missing some important information Does not adequately address information or provide examples Sometimes strays from the specific topic Presents information in a manner that is sometimes unclear, and/or has significant organization problems

(4 pts. each) Contains distracting grammar/spelling/etc. problems to make it substantially incomprehensible Offers an undeveloped response significantly less than one paragraph long (1-2 sentences)

(9 pts. each) Vaguely answers the specific central question Does not incorporate adequate information and examples Missing significant amounts of important information Substantially digresses from the specific topic Has significant problems with clarity and organization, making the information presented difficult for the reader to understand

Exceeds Expectations = 90-100 points (rubric score = 4) •• Meets Expectations = 89-70 points (3) •• Needs Improvement = 69-60 points (2) •• Does Not Meet Expectations = below 60 points (1)

TOTAL SCORE

Meets Expectations Indicate presence of required assignment content(s) by checking the appropriate boxes below.

(16 pts. each) Answers the specific, central question and addresses all related elements (more than 1 thing learned, more than 1 tool/technique learned) Incorporates pertinent and detailed information.

Maintains focus/avoids being sidetracked by tangents Presents all information clearly and concisely and in an organized manner Provides numerous examples to support assertions

Exceeds Expectations

Content Up to 80 pts. (80%)

Required Assignment Content

ESSAY ASSIGNMENT: Explain how you have used the concepts presented in the first eight weeks of this course to ensure your success in your other classes this semester. Be sure to identify at least one thing you have learned about yourself this semester and at least one tool or technique that you have learned from this class that has helped you take charge of your life and/or your college studies. Be sure to write in complete sentences and check spelling and grammar. (1-3 paragraphs in length)

APPENDIX C – Reflection Essay • First-Year Seminar (FYS) Scoring Rubric

Amarillo College

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(5 pts. each) Adviser identified by name (p. 1) Adviser telephone number and e-mail address recorded (p. 1) Faculty contact in program of study identified (p. 1) Faculty contact telephone number and e-mail address recorded (p. 1) Adviser/faculty contact telephone number and e-mail address recorded beside each semester plan for 3 or more consecutive semesters (pp. 2-3)

(5 pts. each) College testing requirements and required remediation recorded Earned credits (prior to enrollment at AC) recorded, including course number, semester of completion, and awarding institution

(10 pts. each) Course identified by prefix, course number and credits for next 3 or more consecutive semesters (pp. 2-3) Work requirements are recorded for each semester (3 or more) Study hour requirements are recorded for each semester (3 or more) Additional external obligations are recorded for each semester (3 or more) Financial responsibilities (tuition, financial aid, rent, childcare, etc.) are estimated

(5 pts.)

Additional activities and/or resources which the student plans to participate in to further his/her educational goals are identified (bottom of pp. 2-3)

Contact Information Up to 25 pts (25%)

Educational Background Up to 10 pts (10%)

Semester-bySemester Plan of Action Up to 50 pts (50%)

* BONUS * Resources

Needs Improvement

INSTRUCTOR COMMENTS on back of sheet

(2 pts.)

Additional activity and/or resource which the student plans to participate in to further his/her educational goals is identified (bottom of pp. 2-3)

(8 pts. each) Course identified by prefix, course number and credits for next 2 consecutive semesters (pp. 2-3) Work requirements are recorded for 2 semesters Study requirements are recorded for 2 semesters External obligations are recorded for 2 semesters Tuition and financial aid are estimated

(3 pts. each) Some college testing requirements recorded Some required remediation recorded Partial earned credits (prior to enrollment at AC) recorded, including course number and awarding institution

(3 pts. each) Adviser identified (p. 1) Faculty in program of study identified (p. 1) Adviser/faculty contact telephone number and e-mail address recorded beside each semester plan for 2 consecutive semesters (p. 2)

(3 pts. each) Career or Career Cluster identified Potential program(s) of study identified Multiple, educational goals identified Graduation date identified

(6 pts. each) Course identified by prefix, course number and credits for next semester (p. 2) Work requirements are recorded for next semester Study requirements are recorded for next semester Additional external obligations are recorded for next semester Tuition estimated for next semester Financial aid estimated for next semester

(2 pts. each) College testing requirements are marked for review Currently enrolled in remediation but unsure of what is next Some earned credits (prior to enrollment at AC) recorded Other institutions of attendance recorded

(2 pts. each) Adviser identified Faculty contact identified Adviser telephone numbers and email addresses recorded beside first semester Faculty contact telephone numbers and e-mail addresses recorded beside first semester

(2 pts. each) Career Cluster identified Multiple programs of study identified; unclear Multiple educational goals present; unclear

(2 pts. each) Course identified for next semester (p. 2) Student will be working, but unsure of requirements Student is aware he/she needs to set aside study time Additional external obligations are recorded for next semester

(1 pt. each) Student notes he/she needs to complete college testing Student notes he/she needs to send for prior transcripts, etc.

(1 pt. each) Main number of Advising Center is identified Adviser contact is identified Faculty contact is identified

(1 pt. each) Career identified Program of study present, but unclear Educational goal(s) present but unclear

Does Not Meet Expectations

Exceeds Expectations = 90-100 points (rubric score = 4) •• Meets Expectations = 89-70 points (3) •• Needs Improvement = 69-60 points (2) •• Does Not Meet Expectations = below 60 points (1)

TOTAL SCORE

Meets Expectations Indicate presence of required assignment content(s) by checking the appropriate boxes below.

(5 pts. each) Desired career, career cluster, and program of study identified Specific Completion goal (cert/degree) identified Realistic graduation date identified

Exceeds Expectations

Educational Goals Up to 15 pts (15%)

Required Assignment Content

APPENDIX D – Educational Plan • First-Year Seminar (FYS) Scoring Rubric

Amarillo College

Meets Expectations (89-70 points per Activity)

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(3 pts. each) Proper Usage of Standard English, including 5-9 spelling errors, 5-9 grammar errors Used no more than 4 slang expressions or “text messaging” phrases

(7 pts. each) Briefly explained if Activity benefitted / did not benefit participant – no examples Stated the participant would or would not attend such an Activity again – no reasons

(15 pts. each) Briefly acknowledged Activity Vaguely explained how the participant would use the information

(3 pts. each) Name, location or date of Activity Enrichment Activity worksheet submitted online no more than 2 weeks late

(5 pts. each) Name AND location of Activity Date AND time of Activity Enrichment Activity worksheet submitted online by deadline (20 pts. each) Described what happened during the Activity, including key points, activities Elaborated on the information learned, explaining how participant would use information to improve personal challenge(s), College experience, and the community

Summary of Key Points Up to 70 points (70%)

(17 pts. each) Summarized what happened during the Activity Explained how participant would use the information learned for personal benefit OR community benefit

(4 pts. each) Name of Activity Date of Activity Enrichment Activity worksheet submitted online no more than 1 week late

(7 pts. each)

(15 pts. each) Briefly acknowledged Activity Vaguely explained how the participant would use the information

(3 pts. each) Name, location or date of Activity Enrichment Activity worksheet submitted online no more than 2 weeks late

Indicate presence of required assignment content(s) by checking the appropriate boxes below.

Identification Up to 15 points (15%)

ACTIVITY #2:

TOTAL POINTS

(4 pts. each) Proper Usage of Standard English, including 2-4 spelling errors, 2-4 grammar errors Used no more than 2 slang expressions or “text messaging” phrases

(8 pts. each) Briefly explained if Activity benefitted / did not benefit participant – 1 example Briefly explained why the participant would or would not attend such an Activity again – 1 reason

(10 pts. each) Described how the Activity benefitted / did not benefit the participant, citing specific examples Offered recommendation(s) for improving Activity Explained why the participant would or would not attend such an Activity again, citing specific reasons (5 pts. each) Proper Usage of Standard English, including 0-1 spelling errors, 0-1 grammar errors Accurate identification of Activity, including correct spelling of all names, titles and headings Omitted slang expressions, including “text messaging” phrases

(17 pts. each) Summarized what happened during the Activity Explained how participant would use the information learned for personal benefit OR community benefit

(20 pts. each) Described what happened during the Activity, including key points, activities Elaborated on the information learned, explaining how participant would use information to improve personal challenge(s), College experience, and the community

Summary of Key Points Up to 70 points (70%)

(4 pts. each) Name of Activity Date of Activity Enrichment Activity worksheet submitted online no more than 1 week late

(5 pts. each) Name AND location of Activity Date AND time of Activity Enrichment Activity worksheet submitted online by deadline

Accuracy of Information Up to 15 points (15%)

Needs Improvement (69-60 points per Activity)

Indicate presence of required assignment content(s) by checking the appropriate boxes below.

Exceeds Expectations (90-100 points per Activity)

Identification Up to 15 points (15%)

ACTIVITY #1:

Required Assignment Content"

APPENDIX E – Enrichment Activity • First-Year Seminar (FYS) Scoring Rubric

(7 pts. each) Vaguely discussed how information from Activity might be used Briefly stated if Activity benefitted / did not benefit participant – no examples

(1 pts. each) Name of Activity Enrichment Activity worksheet submitted more than 2 weeks late

(2 pts. each) More than 10 spelling errors, 10 grammar errors Used 5 or more slang expressions or “text messaging” phrases

(7 pts. each) Vaguely discussed how information from Activity might be used Briefly stated if Activity benefitted / did not benefit participant – no examples

(1 pts. each) Name of Activity Enrichment Activity worksheet submitted more than 2 weeks late

Does Not Meet Expectations (>60 points or below )

Amarillo College

(4 pts. each) Proper Usage of Standard English, including 2-4 spelling errors, 2-4 grammar errors Used no more than 2 slang expressions or “text messaging” phrases

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INSTRUCTOR COMMENTS on back of sheet

(3 pts. each) Proper Usage of Standard English, including 5-9 spelling errors, 5-9 grammar errors Used no more than 4 slang expressions or “text messaging” phrases

(7 pts. each) Briefly explained if Activity benefitted / did not benefit participant – no examples Stated the participant would or would not attend such an Activity again – no reasons

(15 pts. each) Briefly acknowledged Activity Vaguely explained how the participant would use the information

(3 pts. each) Name, location or date of Activity Enrichment Activity worksheet submitted online no more than 2 weeks late

(2 pts. each) More than 10 spelling errors, 10 grammar errors Used 5 or more slang expressions or “text messaging” phrases

(7 pts. each) Vaguely discussed how information from Activity might be used Briefly stated if Activity benefitted / did not benefit participant – no examples

(1 pts. each) Name of Activity Enrichment Activity worksheet submitted more than 2 weeks late

(2 pts. each) More than 10 spelling errors, 10 grammar errors Used 5 or more slang expressions or “text messaging” phrases

Exceeds Expectations = 270-300 points (rubric score = 4) •• Meets Expectations = 210-269 points (3) •• Needs Improvement = 180-209 points (2) •• Does Not Meet Expectations = below 180 points (1)

TOTAL POINTS

(4 pts. each) Proper Usage of Standard English, including 2-4 spelling errors, 2-4 grammar errors Used no more than 2 slang expressions or “text messaging” phrases

(8 pts. each) Briefly explained if Activity benefitted / did not benefit participant – 1 example Briefly explained why the participant would or would not attend such an Activity again – 1 reason

(10 pts. each) Described how the Activity benefitted / did not benefit the participant, citing specific examples Offered recommendation(s) for improving Activity Explained why the participant would or would not attend such an Activity again, citing specific reasons

(5 pts. each) Proper Usage of Standard English, including 0-1 spelling errors, 0-1 grammar errors Accurate identification of Activity, including correct spelling of all names, titles and headings Omitted slang expressions, including “text messaging” phrases

(17 pts. each) Summarized what happened during the Activity Explained how participant would use the information learned for personal benefit OR community benefit

(20 pts. each) Described what happened during the Activity, including key points, activities Elaborated on the information learned, explaining how participant would use information to improve personal challenge(s), College experience, and the community

Summary of Key Points Up to 70 points (70%)

(4 pts. each) Name of Activity Date of Activity Enrichment Activity worksheet submitted online no more than 1 week late

(5 pts. each) Name AND location of Activity Date AND time of Activity Enrichment Activity worksheet submitted online by deadline

Accuracy of Information Up to 15 points (15%)

(3 pts. each) Proper Usage of Standard English, including 5-9 spelling errors, 5-9 grammar errors Used no more than 4 slang expressions or “text messaging” phrases

Briefly explained if Activity benefitted / did not benefit participant – no examples Stated the participant would or would not attend such an Activity again – no reasons

Indicate presence of required assignment content(s) by checking the appropriate boxes below.

(5 pts. each) Proper Usage of Standard English, including 0-1 spelling errors, 0-1 grammar errors Accurate identification of Activity, including correct spelling of all names, titles and headings Omitted slang expressions, including “text messaging” phrases

(8 pts. each) Briefly explained if Activity benefitted / did not benefit participant – 1 example Briefly explained why the participant would or would not attend such an Activity again – 1 reason

Identification Up to 15 points (15%)

ACTIVITY #3:

TOTAL POINTS

Accuracy of Information Up to 15 points (15%)

(10 pts. each) Described how the Activity benefitted / did not benefit the participant, citing specific examples Offered recommendation(s) for improving Activity Explained why the participant would or would not attend such an Activity again, citing specific reasons

Amarillo College

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TOTAL SCORE

Meets Expectations

Needs Improvement

(5 pts.)

Appropriate/professional attire, proper grammar and spelling used throughout written and oral work

(1 pts. each) Organization/Delivery Skills/Visual Aids Clear and creative introduction Well organized/logical Communicated effectively/appropriate volume Visual aids creative/large enough to be seen Visual aids added to understanding of the presentation Conclusion brings all information together (lessons learned, future career plans)

(1 pts. each) My Plan information Postsecondary education identified On-the-job training requirements identified Detailed job duties explained Salary Potential identified Opportunity of advancement explained (4 pts. each) Discussed complete job shadow experience (job duties, likes, dislikes, challenges, surprises, advice, etc.)

INSTRUCTOR COMMENTS on back of sheet

(2 pts.)

Proper grammar and spelling used throughout written and oral work

(1 pts. each) Organization/Delivery Skills/Visual Aids Good introduction Organized Communication good/appropriate volume Visual aids good/large enough to be seen Good conclusion

(1 pts. each) My Plan information Postsecondary educational requirements identified Some job duties explained Salary Potential mentioned (3 pts. each) Discussed job shadow (job duties, professional advice)

(8 pts. each) 2 pgs, double-spaced Professional contact 2-3 specific job details described What you found enjoyable OR didn’t like Professional advice received and how you used communication skills Job Shadow Employee Feedback Form submitted

(4 pts. each) 4 Sources Summary of each source MLA citation; minimal errors

(1 pts. each) Organization/Delivery Skills/Visual Aids An introduction Weak organization Inconsistent communication/ volume Visual aids used

(1 pts. each) My Plan information Some educational requirements identified Job duties listed Hourly wage mentioned (2 pts. each) Discussed job duties

(6 pts. each) 1.5 pgs, double-spaced Location of job shadow 1 specific job detail described Personal opinion of workplace, not necessarily related to specific job Professional advice received Incomplete Job Shadow Employee Feedback Form submitted

(3 pts. each) 3 Sources Summary of some sources Incomplete MLA citation

Indicate presence of required assignment content(s) by checking the appropriate boxes below.

(10 pts. each) 2-3 pgs, double-spaced, details experience Professional contact, location of job shadow More than 3 specific job details, described Identified “what was learned”: surprises, challenges, confirmations What you found enjoyable AND didn’t like Professional advice received and how you used communication skills and community engagement skills Job Shadow Employee Feedback Form submitted to instructor by deadline

5 Sources Summary of each source MLA citation correct

(5 pts. each)

Exceeds Expectations

Organization/Delivery Skills/Visual Aids Weak introduction Poor organization Weak volume Weak conclusion

(1 pts. each) My Plan information 1 job duty mentioned Discussed job shadow (profession, vague job responsibilities)

(4 pts. each) 1 pg, double-spaced Profession identified

(1 pt. each) 1-2 Sources Summary of one source

Does Not Meet Expectations

Exceeds Expectations = 90-100 points (rubric score = 4) •• Meets Expectations = 89-70 points (3) •• Needs Improvement = 69-60 points (2) •• Does Not Meet Expectations = below 60 points (1)

* BONUS *

GRADED: Finals week

Oral Presentation Up to 15 pts (15%)

GRADED: Week 15

Job Shadow Experience Paper Up to 70 pts (70%)

GRADED: Week 13

Bibliography Up to 15 pts (15%)

Required Assignment Content

APPENDIX F – Career Project • First-Year Seminar (FYS) Scoring Rubric

Amarillo College