7.1 Describe the program assessment process and provide outcomes data (standardized entrance/placement test results, exit test results, etc.).
Assessment:
Focuses the primary attention of teachers and students on observing an improving learning, rather than on observing and improving teaching.
Respects the autonomy, academic freedom, and professional judgment of faculty.
The individual teacher decides what to assess, how to assess, and how to respond to the information gained through assessments.
Requires the active participation of students. By cooperating in assessment, students reinforce their grasp of course content and strengthen their own skills at self-assessment.
Is a formative rather than summative approach to assessment. Its purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students;
consequently, many of the concerns that constrain testing to not apply. The aim is to provide faculty with information on what, how much, and how well students are learning, in order to help them better prepare to succeed.
Responds to the particular needs and characteristics of the teachers, students, and disciplines to which it is applied. It respects and depends on the faculty’s professional judgment; the “craft knowledge” that teachers develop over time. The most appropriate person to assess student learning is the person who is responsible for promoting student learning--the individual faculty member.
Is an ongoing process, perhaps best thought of as the creation and maintenance of
a classroom “feedback loop.” By employing a number of single CATS that are quick and easy to use, teachers get feedback from students on their learning. Faculty then complete the loop by providing students with feedback on the results of the assessment and suggestions for
improving learning.
An attempt to build on existing good practice by making it more systematic, more flexible, and more effective. Classroom Assessment provides a way to integrate assessment systematically and seamlessly into the traditional classroom teaching and learning process.
Classroom Assessment is a systematic approach to formative evaluation, and Classroom Assessment Techniques (CATS) are simple tools for collecting data on student learning in order to improve it. CATS are “feedback devices” that faculty can use to find out how much, how well, and even how students are learning what they are trying to teach. Each Classroom Assessment Technique is a specific procedure or activity designed to help faculty get immediate and useful answers to very specific questions about students learning.
RMCC has utilized CATS (Classroom Assessment Techniques) since fall of 2001. Each instructor was provided access to Classroom Assessment Techniques: A Handbook for
College Teachers, by Angelo and Cross, and in-service workshops were held to assist with initial applications. Additionally, the Assessment Committee developed a reporting form for faculty use, and each faculty member is to submit mid-term and end of semester outlining uses of the CATS in each course. These reports are submitted to the Vice President for Academic Affairs and kept on file in that office.
7.2 Describe program/major exit or capstone requirements.
The Associate of Applied Science Degree in Information Technology requires the successful completion of an internship. Students must complete 96 hours of
employment either paid or unpaid in order to meet this requirement. The purpose of this requirement is to provide outside evaluation of students’ effectiveness in a real
world work environment. It also helps the student build their résumé. (see attached Internship Manual).
7.3 Provide information on how teaching is evaluated, the use of student evaluations, and how the results have affected the curriculum.
Teaching is evaluated by students (SIRII), by administrators using classroom visits, and in alternate years, by peer review classroom and lab observation. An annual administrative performance review is conducted as an in-person interview. At this interview, personal and professional goals are reviewed from the prior year. (See attached)
7.4 Provide transfer information for major/declared students including the receiving institutions for transfer and programs of study.
Transfer Information: University of Arkansas Fort Smith, Arkansas Technical University
7.5 Provide information for program graduates continuing their
education by entering graduate school or by performing volunteer service.
N/A
7.6 Provide aggregate results of student/alumni/employer satisfaction surveys.
7.7 Describe how the program is aligned with the current job market needs of the state or local communities.
Equipment used to train students in the Computer Systems Technology program is comparable to that found in industry. Up-to-date computers and computer programs are available for student training. The student will work on many different projects, some that are as challenging as those found in commercial setting. The course is designed to have student projects that are instructor assigned and appropriate outside projects that come from industry.
7.8 Provide job placement information for program graduates including the number of graduates placed in jobs related to the field of study.
For undergraduate career and technical education programs only, provide the following:
7.8.1 Names and location of companies hiring program graduates.
Mena Regional Health System, Mena, Arkansas 7.8.2 Average hourly rate for program graduates.
$15/hour
7.8.3 Names of companies requiring the certificate/degree for initial or continued employment.
Mena Regional Health System, Mena, Arkansas