Program Proposal
Associate in Applied Science
in Supply Chain Management
Gateway Community and
Technical College
Kentucky Community and Technical College System
3
Proposal for Initiation of a New Degree/Diploma Program
Associate in Applied Science Supply Chain Management Credential to be Awarded Program Name
Gateway Community and Technical College
Track(s): (if applicable)
Fall 2015
College Proposed Starting Date
CIP Code 52.0203
CIP Taxonomy Title ____Logistics, Materials, and Supply Chain Management_____
EXECUTIVE SUMMARY
Associate in Applied Science in Supply Chain Management
Gateway Community and Technical College
A Proposal for Initiation of a New Degree Program
A. Centrality to the Institution’s Mission and Consistency with State’s Goals
Gateway Community and Technical College (GCTC) provides high quality, affordable, accessible, and inclusive postsecondary education and training resulting in a positive
contribution to the economic vitality of the region and enhanced quality of life for all citizens. The College lives its mission through collaborative partnerships with business and community leaders, colleges and universities, the K-12 education system, and local nonprofit agencies involved in economic development. Consistent with this mission, GCTC develops new programs to meet the demands of an evolving workforce and its educational needs leading to the expansion of academic programming to include the Business Studies Supply Chain Management program. Through existing and new partnerships with local logistics industry leaders, the program will better enable GCTC to meet workforce needs of its service region and Kentucky as a whole. By providing additional qualified workers, the program will help GCTC maximize postsecondary education’s contribution to improving the economic vitality of Kentucky and fulfilling state goals.
B. Program Quality and Student Success
Through general education and technical core competency achievement, graduates of the
program will possess the knowledge and skills necessary to be successful in careers related to the logistics and supply chain fields. In addition to the Associate in Applied Science (AAS) degree, graduates will leave the program with two nationally recognized industry credentials embedded within the coursework and awarded through the Manufacturing Skill Standards Council (MSSC); Certified Logistics Associate (CLA) and Certified Logistics Technician (CLT).
C. Program Demand/Unnecessary Duplication
In late 2013, GCTC was awarded a $2.75 million Innovative Multi-Industry Partnership and Career Training (IMPACT) grant through The Department of Labor‘s Trade Adjustment
Assistance Community College and Career Training (TAACCCT) program. The purpose of this grant is to increase attainment of AAS degrees, short term credentials and industry certifications in targeted industry sectors; develop new credentials and enhance existing credentials aligned with workforce needs; and provide comprehensive support services from entry through employment/transfer. Logistics and distribution was identified as one of the targeted industry sectors included in the work of this grant. Common job titles associated with this field include: Supply Chain Analyst, Fulfillment Supervisor, Consultant, Customer Service Manager,
Warehouse Operations Manager, Transportation Manager, and Purchasing Manager.
In February 2014, leaders in the logistics and distribution industry were invited to participate in an employer focus group. The first meeting included facilitated dialogue concerning distribution and logistics employee pipeline needs, industry challenges, the region’s employment climate, and optimal performance behaviors. Consequent meetings worked through competency
alignment with relevant skills for success in the field of logistics; resulting in development of the AAS degree in Supply Chain Management. A comprehensive logistics career pathway was developed to be delivered to the Northern Kentucky/Greater Cincinnati region driven by the input of the employer focus group and application of CLASP’s Alliance for Quality Career Pathways (AQCP) Approach, offering multiple entry and exit points for individuals pursuing a career in logistics. According to the Northern Kentucky Occupation Wage and Demand website, jobs associated with logistics are classified as high-wage, high-demand in the Northern Kentucky region. The median income reported for these job is $48,933.00, annually.
This program differs from any existing programs both in its nature of industry driven credential development and focus on quality concepts (including lean methodology) established as vital to the Northern Kentucky and Greater Cincinnati region by the employers of the focus group, now formalized as the Northern Kentucky Logistics Consortium. The employer driven program provides individuals seeking economically viable employment with the education and training necessary to fulfill the workforce needs of the region’s growing logistics industry.
D. Cost and Funding of the Proposed Program
Sufficient student tuition revenue is expected to sustain the cost of the program with 20 new students projected in year one and 30 new students in subsequent years enrolling in 30 credit hours per year. GCTC currently offers all of the general education courses and several of the business classes associated with this degree.
E. Program Review and Assessment
A program assessment plan will be developed to collect data from a variety of sources to assess the effectiveness of the program including its faculty, the curriculum, and the skills and
knowledge of graduates of the program. These assessments will focus on an evaluation of many aspects of the program including the curriculum, the faculty, goals and objectives, admissions, and academic performance. Data will be collected on graduation rates, retention rates, and overall student program GPA.
Faculty will use a variety of formative and summative assessment practices to measure the degree to which the technical and general education competencies are being met. The results of these assessments will be folded into the end of year program evaluation as part of the cycle of assessment and improvement.
Assessment data as well as feedback from faculty, advisory committee members, and college administration, will be analyzed by the program faculty and administration to determine if the goals set forth in the mission statement, educational philosophy, and terminal objectives are being satisfied.
F. Conclusion
The proposed Supply Chain Management AAS degree is consistent with the missions of Kentucky Community and Technical College System and Gateway Community and Technical College and supports the statewide postsecondary education strategic agenda and implementation plan. There is an approved curriculum for the program with regional needs that support the establishment of this program. A program evaluation plan is in place and GCTC has resources available to implement this program.
Table of Contents
Executive Summary ...1
A. Mission and Goals...5
B. Program Quality & Student Success ...8
C. Program Demand... 25
D. Cost and Funding ... 33
E. Review and Assessment ... 34
Appendices A. SACS Faculty Roster ... i
B. Program Cost and Funding ... ii
C. Tabulated Employer Responses ... vii
NEW PROGRAM REQUEST FORM
_____Gateway Community and Technical College___ Institution Submitting Proposal
_________Associate in Applied Science________ Degree Designation as on Diploma
_________Supply Chain Management_______ Title of Proposed Degree Program
With tracks in:
___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
Diplomas/Certificates
Supply Chain Specialist . Logistics Quality Technician . Logistics Operations .
Intended Date of Implementation ________Fall 2015______
A. Mission and Goals
1. List the objectives of the proposed program. These objectives should deal with the specific institutional and societal needs that this program will address.
The Division of Business Studies at Gateway Community and Technical College (GCTC) proposes to offer a program of study leading to the Associate in Applied Science (AAS) in Supply Chain Management. This program prepares individuals for positions in supply chain management operations within all industry sectors, especially logistics and manufacturing. The curriculum provides an opportunity for students to develop the knowledge and skills necessary for entry-level employment. Included in the curriculum is a core of business courses, general education courses, and technical courses with an emphasis on quality improvement philosophies. The AAS prepares students for entry-level career positions in supply chain management and prepares the student for transfer to a four-year program in supply chain management, business studies, or a related field.
The objectives of the Associate in Applied Science in Supply Chain Management are as follows:
1. Graduates will have the opportunity to complete appropriate lower-division general education courses that will transfer to four-year college or university degree programs in related majors.
2. Students will have a basic understanding of the history and role of supply chain management and logistics and related occupations in their communities and society at large.
3. Students will understand the importance of technical and cultural competence in the delivery of services in supply chain management and related fields.
4. Students will demonstrate a basic understanding of the characteristics and key concepts related to supply chain management and related occupations.
5. Students will demonstrate an understanding of basic duties and responsibilities performed by professionals in the logistics field.
6. Business Studies: Supply Chain Management Associate in Applied Science
instructors, staff, and other key college personnel will maintain a regular, constructive, and collegial dialogue with partnering logistics employers in order to optimize student educational experiences.
7. Graduate sixteen students in the year 2018 and then an additional twenty-four per year thereafter.
8. Meet the workforce needs through producing Supply Chain Management graduates that business and industry will employ.
9. Program graduates will be employed in supply chain operations and related positions.
2. Explain how the proposed program relates to the institutional mission and strategic plan.
Gateway Community and Technical College (GCTC) is part of the public Kentucky postsecondary education system and is governed by a 14 member KCTCS Board of Regents. GCTC is an entrepreneurial-learning community whose members value:
• Students as full partners in their learning.
• Teamwork, collaboration, and interactive learning. • Mutual respect, inclusiveness and open communication. • High standards of professional ethics and individual integrity. • Diversity and accessibility.
• Quality customer service, excellence, accountability, and responsibility. • Fun and enjoyment.
• Innovation. • Productivity. • Prosperity.
The proposed Associate in Applied Science in Supply Chain Management is designed to encompass the values of GCTC.
GCTC provides educational opportunities for students who wish to pursue associate degrees, diplomas, certificates, and workforce development training. The open-door admission policy allows GCTC to serve the needs of a diverse population of students and to provide a wide assortment of educational opportunities. Consistent with its mission to provide “high quality, affordable, accessible, and inclusive postsecondary education and training resulting in a positive contribution to the economic vitality of the region and enhanced quality of life for all citizens,” GCTC develops new programs to meet the demands of an evolving workforce and its educational needs. The expansion of academic programming to include the Supply Chain Management program is consistent with this mission.
3. Explain how the proposed program addresses the state’s postsecondary education strategic agenda. (Address all that apply.)
GCTC Mission and Strategic Plan KY Postsecondary Education Agenda KY Statewide Implementation Plan • To provide high quality, affordable, accessible, and inclusive postsecondary education and training, resulting in a positive contribution to the economic vitality of the region
Student Success • Kentucky will be
stronger by ensuring more of its people complete college with the skills and abilities to be productive, engaged citizens. Efficiency and Innovation
• Increase the number of college-ready Kentuckians entering postsecondary
education.
• Increase high-quality degree production and completion rates at all levels and close achievement gaps,
and enhanced quality of life for all citizens. • Advance excellence
and innovation in teaching, learning, and service.
• Increase student access, transfer, and success.
• Enhance the economic and workforce
development of the Commonwealth. • Promote the
recognition and value of KCTCS.
• Kentucky will be stronger by creating new ways of serving more postsecondary students at a high quality in a
challenging resource environment.
particularly for lower-income and underrepresented minority students. • Increase academic productivity through program innovations. • Maximize the use of
postsecondary and adult education resources.
4. Explain how the proposed program furthers the statewide implementation plan.
a. http://www.cpe.ky.gov/planning/strongerbydegrees/implementation.htm
The Associate in Applied Science in Supply Chain Management supports the statewide postsecondary education 2011-15 strategic agenda. In the priority area of research, economic, and community development, it is stated, “As Kentucky ramps up efforts to compete effectively in the global economy, degree production must be aligned with the current and projected workforce needs of the state.” Through existing and new partnerships with local logistics industry leaders, the program will better position GCTC to meet the workforce needs of its service region and Kentucky as a whole. By providing additional qualified workers, the program will help GCTC maximize the impact of postsecondary education’s contribution to improving the economic vitality of Kentucky.
B. Program Quality and Student Success
The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.
1. List all student learning outcomes. General Education Competencies:
Upon completion of the General Education Competencies:
Students should prepare for twenty-first century challenges by gaining:
A. Knowledge of human cultures and the physical and natural worlds through study in the sciences and mathematics, social sciences, humanities, languages, and the arts. B. Intellectual and practical skills, including
Inquiry and analysis
Critical and creative thinking
Written and oral communication
Quantitative literacy
Information literacy
Teamwork and problem solving C. Personal and social responsibility, including
Civic knowledge and engagement (local and global)
Intercultural knowledge and competence
Ethical reasoning and action
Foundations and skills for lifelong learning
D. Integrative and applied learning, including synthesis and advanced accomplishment across general and specialized skills.
For Kentucky’s Statewide General Education Student Learning Outcomes mapped to the American Association of Colleges and Universities’ (AAC&U) Liberal Education for America’s Promise (LEAP) Essential Learning Outcomes—see Appendix A).
Upon completion of this program, the graduate can:
Technical Competencies
Upon completion of this program, the graduate can:
1. Demonstrate foundational competence in digital literacy.
2. Summarize logistics management and the supply chain environment.
3. Examine supply chain network design and identify sustainable supply chain solutions.
4. Explain the application of lean concepts as they relate to logistics operations. 5. Demonstrate knowledge of and ability in effective communication required in the
workplace.
6. Describe significant eras in the history of quality and their effects on modern politics, culture, and technologies.
7. Explain the significant factors that necessitate quality improvement as well as the details of the major quality philosophies, principles, and paradigms.
8. Identify potential areas of organizational change and contribution of each to quality improvement.
9. Identify major factors to be considered in structuring a quality culture. 10.Demonstrate problem-solving techniques in a team setting.
11.Develop or analyze an organization's vision and mission to determine its strategic purpose.
12.Apply environmental scanning techniques to identify improvement opportunities. 13.Explain the function of organizational culture in changing strategic direction. 14.Explain the responsibilities of a project manager.
15.Use project management tools to create a project timeline with effective resource allocation and project schedule using accurate time and cost estimates.
16.Describe operations management from a systems perspective. 17.Identify areas of responsibility for operations managers.
18.Describe the challenges facing operations managers in a global environment. 19.Describe the design process for goods and services.
20.Describe human resource and job design strategies used in operations management.
21.Calculate appropriate inventory levels given demand and cost data. 22.Apply ABC inventory analysis.
23.Perform aggregate planning analysis given cost and productivity data. 24.Explain the role of an enterprise resource planning package in managing a
company’s operations.
2. Explain how the curriculum achieves the program-level student learning outcomes by describing the relationship between the overall curriculum or the major curricular components and the program objectives.
Program-level student outcomes Courses that support Program-level
student outcomes
1. Demonstrate foundational competence in
digital literacy. CIT105 Introduction to Computers 2. Summarize logistics management and the
supply chain environment.
LOM100 Introduction to Logistics Management
LOM101 Transportation
LOM102 Applied Supply Chain Management 3. Examine supply chain network design
and identify sustainable supply chain solutions.
LOM102 Applied Supply Chain Management 4. Explain the application of Lean concepts
as they relate to logistics operations. LOM210 Lean for Logistics 5. Demonstrate knowledge of and ability in
effective communication required in the workplace.
OST235 Business Communications Technology
QMS201 Customer Service Improvement Skills
6. Describe significant eras in the history of quality, their effect on modern politics, culture, and technologies.
QMS101 Introduction to Quality Systems BAS289 Operations Management
7. Explain the significant factors that necessitate quality improvement as well as the details of the major quality philosophies, principles, and paradigms.
QMS101 Introduction to Quality Systems BAS289 Operations Management
8. Identify potential areas of organizational change and contribution of each to quality improvement.
QMS101 Introduction to Quality Systems 9. Identify major factors to be considered in
structuring a quality culture.
QMS101 Introduction to Quality Systems QMS201 Customer Service Improvement Skills
10.Demonstrate problem-solving techniques in a team setting.
BAS289 Operations Management QMS212 Project Management MGT258 Project Management QMS251 Strategic Quality Planning QMS201 Customer Service Improvement Skills
11.Develop or analyze an organization's vision and mission to determine its strategic purpose.
BAS288 Personal and Organizational Leadership
12.Apply environmental scanning techniques to identify improvement opportunities.
LOM210 Lean for Logistics
QMS251 Strategic Quality Planning 13.Explain the function of organizational
culture in changing strategic direction.
BAS288 Personal and Organizational Leadership
BAS289 Operations Management QMS251 Strategic Quality Planning 14.Explain the responsibilities of a project
manager.
BAS289 Operations Management QMS212 Project Management MGT258 Project Management 15.Use project management tools to create a
project timeline with effective resource allocation and project schedule using accurate time and cost estimates.
BAS289 Operations Management QMS212 Project Management MGT258 Project Management 16.Describe operations management from a
systems perspective. BAS289 Operations Management 17.Identify areas of responsibility for
operations managers. BAS289 Operations Management 18.Describe the challenges facing operations
managers in a global environment.
BAS289 Operations Management LOM101 Transportation
BAS256 International Business
19.Describe the design process for goods and services.
LOM100 Introduction to Logistics Management
LOM102 Supply Chain Management
LOM202 Applied Supply Chain Management 20.Describe human resource and job design
strategies used in operations management.
BAS289 Operations Management 21.Calculate appropriate inventory levels
given demand and cost data.
LOM102 Supply Chain Management
LOM202 Applied Supply Chain Management
22.Apply ABC inventory analysis.
LOM100 Introduction to Logistics Management
LOM101 Transportation
LOM102 Applied Supply Chain Management LOM210 Lean for Logistics
23.Perform aggregate planning analysis given cost and productivity data.
LOM100 Introduction to Logistics Management
LOM101 Transportation
LOM102 Applied Supply Chain Management LOM210 Lean for Logistics
24.Explain the role of an enterprise resource planning package in managing a
company’s operations.
LOM210 Lean for Logistics
3. Highlight any distinctive qualities of this proposed program.
Through competency alignment with relevant skills for success in the field of logistics and supply chain management, a comprehensive logistics career pathway has been developed and will be delivered to the Northern Kentucky/Greater Cincinnati region. Career pathway development was driven by the input of the employer focus group and application of the Center for Law and Social Policy’s (CLASP) Alliance for Quality Career Pathways (AQCP) Approach, offering multiple entry and exit points for individuals pursuing a career in
logistics. This will provide individuals seeking economically viable employment with the education and training necessary to fulfill the workforce needs of the region’s growing logistics industry.
The CLASP AQCP framework and methodology was used to develop the logistics career pathway, comprised of industry credentials, college certificates, and an associate degree program*. Multiple trajectories will be accessible to students as they select the most desirable direction to suit their needs. These trajectories were agreed upon through
consensus of the employer focus group, a workgroup established by the college to represent the needs of the regional logistics industry.
*After study of four-year degree programs nationwide, the associate degree program was aligned with business studies and named Supply Chain Management.
4. Will this program replace any existing program(s) or tracks within an existing program?
As the Supply Chain Management AAS degree is a new program, it will not replace any existing programs, tracks, or specializations.
5. Include the projected faculty/student in major ratio.
The projected faculty/student ratio in the major is 1:20.
6. Is there a specialized accrediting agency related to this program? If yes, identify the agency. Do you plan to seek accreditation? If yes, explain your plans for accreditation. If no, explain your rationale for not seeking accreditation.
All colleges are required to meet the standards of the Southern Association of Colleges and Schools Commission on Colleges accreditation, however there is no specialized accrediting agency related to this program.
7. SACS Faculty Roster Form – see Appendix A
8. Describe the library resources available to support this program.
Each of the three campus libraries (located at the Boone, Edgewood, and Urban Campuses), has a general reference collection in print as well as a large quantity of materials available in electronic format, including electronic books, scholarly journals, peer-reviewed research, and full-text databases, which may be accessed from any computer on campus or offsite with a student’s Gateway user ID and password.
Faculty are trained in the use of online library resources during their initial orientation to the college as well as during the First Year Experience program that Gateway provides for all new employees.
Gateway Community and Technical College Library and Information Services (GCTC LIS) is composed of three campus libraries and is staffed by four professional librarians with graduate degrees from American Library Association approved institutions. Library specialists with appropriate education/experience and trained student workers also provide services for students.
The collection at GCTC relevant to supply chain management students is primarily accessed through electronic databases and eBooks. The Gateway Library holds membership in the Southwest Ohio and Neighboring Libraries Consortium (SWON) and the Federation of Kentucky Academic Libraries (FoKAL), which allow students and faculty check out privileges. Gateway also has a special contractual agreement with Northern Kentucky University that provides reference, interlibrary loan, and check out services to faculty and students. A memorandum of agreement is in place with the Mary Ann Mongan Branch of the Kenton County Public Library which expands upon the SWON member privileges available to students and faculty.
GCTC LIS has access to 42 databases, subscribed to individually and through the Kentucky Virtual Library. The GCTC Library offers research services to students and the public. Some of the resources available include: Journals & Articles, EBSCOhost, FirstSearch, Gale Infotrac, Lexis Nexis, and ProQuest. In addition, students have access to a multitude of research databases including but not limited to:
• Academic Search Premier is a multi-disciplinary, full-text scholarly database for students and faculty and provides full text for more than 4,600 journals.
• CINAHL provides indexing for journals on nursing & allied health, dating back to 1981. It is the authoritative resource for nursing and allied health professionals, students,
educators, and researchers.
• eBook Collection provides a full text eBook collection.
• ERIC is the Education Resource Information Center and contains more than 1.3 million records and links to more than 323,000 full-text documents dating back to 1966.
• Health Reference Center Academic offers articles on Fitness, Pregnancy, Medicine, Nutrition, Diseases, Public Health, Occupational Health & Safety, Alcohol and Drug Abuse, HMOs, Prescription Drug, etc.
• Health Source offers consumer health information from full-text magazines.
• Health Source: Nursing/Academic Edition provides full-text nursing and allied health
scholarly journals.
• MasterFILE Premier provides full-text general-interest material on business, health, education, and more.
• MEDLINE provides authoritative medical information on medicine, nursing, dentistry,
veterinary medicine, the health care system, pre-clinical sciences, and much more.
• ProQuest® Career and Technical Education is the definitive source for vocational
information. The database includes over 600 titles, with more than 500 available in full text.
• Psychology & Behavioral Sciences Collection is a comprehensive database covering
information concerning topics in emotional and behavioral characteristics, psychiatry & psychology, mental processes, anthropology, and observational & experimental methods.
• The PsycINFO® database is American Psychological Association’s (APA) renowned
resource for abstracts of scholarly journal articles, book chapters, books, and dissertations.
• Sociological Collection provides coverage of more than 500 full text journals, including nearly 500 peer-reviewed titles.
• TOPICsearch contains full text for over 150,961 articles from 475 diverse sources
including international and regional newspapers, EBSCO's unparalleled collection of periodicals, biographies, public opinion polls, book reviews, pamphlets, and government information.
9. Describe the physical facilities and instructional equipment available to support this program.
There is adequate space and facilities available for this program throughout the three campuses of Gateway Community and Technical College. No additional specialized equipment is needed for the program. Didactic instruction will be held in a normal classroom environment.
10. Clearly state the admission and retention, and completion standards designed to encourage high quality.
There are no special admission requirements for the Associate in Applied Science in Supply Chain Management other than the published institution-wide admission or transfer criteria, standards, or procedures.
The short-term objectives include admission of 20 students to the program in year one and 30 students per year in subsequent years. Student retention is estimated to be 80%. These students will be recruited from the Northern Kentucky and the Greater Cincinnati metro area.
The long-term objectives of the program include admission of 30 students per year into the program with 15-20 graduates per year beginning in 2018.
11. Clearly state the degree completion requirements for the program.
Students must complete all required general education, core, and technical courses with a grade of “C” or better. The degree completion requirements include fulfillment of the GCTC residency requirement: the student has to have at least 25 percent of the total number of credit hours required for the credential they are getting at Gateway or through online courses through KCTCS, timely completion of graduation application and the completion of all program objectives through required courses. These courses use active and experiential learning techniques that encourage student application of learned materials.
12. Provide the following information for the program and for each track (some categories may not apply to all programs):
Total number of hours required for degree: __60-66 Number of hours in general education: ___ 18 Number of hours in degree program core: 42-48 Number of hours in track: _______ Number of hours in guided electives: _______ Number of hours in free electives: _______
13. Describe how the proposed program will articulate with related programs in the state. It should describe the extent to which student transfer has been explored and coordinated with other institutions.
Gateway Community and Technical College is actively pursuing articulation with other institutions. Students electing to continue their education beyond the associate degree level will be advised by program faculty to select courses which will meet the requirements of the transfer institution. These institutions are still to be determined as the availability of
programs in Supply Chain Management is very limited in the Greater Cincinnati/Northern Kentucky region, however Gateway will work with the newly formed Transportation, Distribution, and Logistics Consortium education sub-committee through Partners for a
Competitive Workforce to align curricula and programming with partner institutions. This sub-committee will convene in June and includes the University of Cincinnati, Cincinnati State Technical and Community College, Northern Kentucky University, Thomas More College, Butler Tech, Miami University and Xavier University.
14. List courses under the appropriate curricular headings.
General Education Courses
Course Title Course Description Credit
Hours
New to Your College ENG 101 Writing I Focuses on academic writing.
Provides instruction in drafting and revising essays that express ideas in standard English, including reading critically, thinking logically,
responding to texts, addressing specific audiences, researching and documenting sources. Includes review of grammar, mechanics, and usage, Notes: (a) credit not available by special examination; (b) English 101 and 102 may not be taken concurrently; (c) AP credit in the English Language and Composition category for ENG 101 awarded as indicated by AP scoring chart in current KCTCS catalog.
Prerequisite: Appropriate writing placement score or ENC 091.
Lecture: 3 credits (45 contact hours).
3 N
COM 181 Basic Public Speaking OR
Oral Communication
Gives platform experience in the fundamentals of effective speaking. Prerequisite: Current placement scores for college level reading established by KCTCS, or
completion of (DRE 030 or RDG 030 or CMS 185) AND (current placement scores for college level writing established by KCTCS or completion of ENC 091) OR consent of instructor. Lecture: 3 credits (45 contact hours).
3 N
COM 252 Introduction to Interpersonal Communication
Examines basic verbal and nonverbal concepts affecting the communication process in various interpersonal contexts. Requires participation in written and oral activities designed to develop and improve interpersonal skills. Includes perspective-taking, relationship and conversation management, effective listening, conflict management,
communication climate, communication anxiety, and cultural/gender differences in interpersonal communication. Prerequisite: (Current placement scores for college level reading established by KCTCS, or
completion of DRE 030 or RDG 030 or CMS 185) AND (current
placement scores for college level writing established by KCTCS or completion of ENC 091)) OR consent of instructor. Lecture: 3 credits (45 contact hours). ECO 101 ECO 201 ECO 202 Contemporary Economic Issues OR Principles of Microeconomics OR Principles of Macroeconomics
Covers contemporary economic issues such as inflation, poverty and affluence, globalization, and
environmental pollution. Lecture: 3 credits (45 contact hours).
Covers the allocation of scarce resources from the viewpoint of individual economic units. Topics include supply and demand, elasticity, costs, and markets.
Lecture: 3 credits (45 contact hours). Covers how society’s needs are satisfied with the limited resources available. Includes issues such as inflation, unemployment, economic growth, globalization, and fiscal and monetary policy. Lecture: 3 credits (45 contact hours).
3 N
MAT 110 Applied Mathematics or
Higher Quantitative Reasoning course
Includes the concepts of ratio and proportion, units and conversions, linear equations in two variables, inequalities, graphing and writing equation of a line, percents, interest, descriptive statistics, and logical symbolism. Emphasizes applications in the various technologies.
Prerequisite: MAT065 or equivalent as determined by KCTCS placement examination. Lecture: 3 credits (45 contact hours). 3 N Natural Sciences 3 N Heritage/Humanities 3 N Core Courses Prefix & Number
Course Title Course Description Credit
Hours
New CIT 105 Introduction to
Computers
Provides an introduction to the computer and the convergence of technology as used in today’s global environment. Introduces topics including computer hardware and software, file management, the Internet, e-mail, the social web, green computing, securing and computer ethics. Presents basic use of application, programming, systems, and utility software. Basic keyboarding skills are strongly recommended. Prerequisite: RDG20 or consent of instructor. Lecture: 3 credits (45 contact hours).
3 N
OST 235 Business
Communications Technology
Presents aspects of communications technology used in the global business environment, including presentations software; a basic understanding of voice recognition software; planning and composition of written, oral, and electronic communications; grammar, punctuation, and spelling; and principles of proofreading, both manual and electronic. Prerequisite: (ENG101 or OST108) and (CIT105 or OST105). Lecture: 3 credits (45 contact hours).
3 N
BAS 160 Introduction to Business
Introduces business careers, terminology, and the
interrelationships of business topics. Presents the complexities of
business and the impact on
communities and their economies. Lecture: 3 credits (45 contact hours).
3 N
BAS 256 International Business Identifies the business and managerial processes in a global context. Examines the importance and impact of the economic, cultural, and political environment on business functions. Determines the effect of management functions as they apply across various
cultures. Prerequisite: BAS160 or consent of instructor. Lecture: 3 credits (45 contact hours).
3 N
BAS 288 Personal and Organizational Leadership
Recognizes personal leadership skills that are essential for effective team and organizational guidance while examining organizational leadership theories that promote personal and organizational goal setting, ethical management, time management, human relations, effective communication, and fundamentals of synergy. Lecture: 3 credits (45 contact hours).
3 N
BAS 289 Operations Management
Introduces the fundamental
concepts, principles, and practices of operation management. Introduces
3 N
and examines operations
management careers, terminology and concepts in both manufacturing and service organizations.
Prerequisite: BAS160 or consent of instructor. Lecture: 3 credits (45 contact hours).
LOM 100 Introduction to
Logistics Management
Presents an overview of general logistics concepts and organizational issues; inventory management and customer service in logistics; and transportation and third party logistics. Lecture: 3 credits (45 contact hours).
3 N
LOM 101 Transportation Presents an overview of the role of transportation and pricing issues; transportation modes and terminals; and transportation risk management and global management issues. Pre-requisite: LOM100. Lecture: 3 credits (45 contact hours).
3 Y
LOM 102 Supply Chain Management
Presents an overview of supply chain management and financial analysis; inventory management skills and techniques; and supply chain design and sustainability solutions. Prerequisite: LOM100. Lecture: 3 credits (45 contact hours).
3 N
LOM 202 Applied Supply Chain Management
Provides an understanding of the importance of individual
components (supplies,
manufacturers, distributors, and customers) in the operation of a supply chain. Prerequisite: LOM102. Lecture: 3 credits (45 contact hours).
3 Y
LOM 210 Lean for Logistics Introduces students to the principles and practices of lean operations in relation to the field of logistics. Incorporates a lean simulation activity and examples from lean practitioners in the management of supply chain operations. Discusses core lean principles with an
emphasis on work cells and Just In
3 Y
Time (JIT) practices. Prerequisite: LOM100. Lecture: 3 credits (45 contact hours).
QMS 101 Introduction to Quality Systems
Students are introduced to
fundamental concepts, principles, and practices used to improve quality in organizations. The need for organizational change is reviewed and paradigms of quality are introduced. An overview of areas of change, methods of quality
planning, and methods for
implementing quality policies are provided. Students will practice problem solving techniques, make decisions based on data, work in teams, troubleshoot, and
demonstrate knowledge of implementing continuous
improvement processes. Lecture: 3 credits (45 contact hours).
3 N
QMS 201 Customer
Improvement Skills
Students will develop cognitive processes and behavioral skills needed to improve personal and work group effectiveness. Techniques are discussed and demonstrated in assessing internal and external customer needs and develop plans for delivery of quality customer service. Topics include customer’s point of view,
benchmarking quality customer service processes, developing partnerships with customers, measuring customer satisfaction, self-evaluation, personal mission statements, time management, communication and listening techniques, coaching, mentoring, group problem solving, and decision making techniques. Prerequisite: QMS101 or consent of instructor. Lecture: 3 credits (45 contact hours).
3 N
QMS 212 Project Management OR
Provides insight into concepts and skills required to design the infrastructure for the successful
3 N
MGT 258 QMS 251 Project Management OR Strategic Quality Planning
planning, scheduling, and launching of a project. Promotes skills
necessary to improve coordination of organizational resources, create effective teams, operate efficiently in a rapidly changing world, and minimize internal problems of system start ups. Teaches techniques to gain organizational acceptance for projects. Prerequisite: QMS101 or consent of instructor. Lecture: 3 credits (45 contact hours). Provides tools used in project
management to accomplish the goals of society’s varied organizations. Provides insight into human behavior, knowledge of
organizational issues, and skill with quantitative methods to allow successful project management. Prerequisite: MGT283. Lecture: 3 credits (45 contact hours).
Introduces strategic concepts of planning as a proactive catalyst for organizational and quality
improvement. Examines the process of envisioning, environmental scanning, mission formulation, and benchmarking. Promotes action planning and leadership for its implementation. Prerequisite: QMS101 or consent of instructor. Lecture: 3 credits (45 contact hours). BAS 280 Business Internship
OR
Provides an opportunity for a work experience related to the student’s educational objective and concepts learned in courses required for credential. (One hour of credit, up to maximum of four credit hours, awarded for every 40 hours of approved work experience, not to exceed 160 hours). Prerequisite: Sophomore standing or consent of
0-4 N
COE 199 Cooperative Education
instructor. Practicum/Internship: 1 – 4 credits.
Cooperative Education is a planned and evaluated work experience related to the student’s educational objective for which the student receives both financial remuneration and academic credit. One credit hour is awarded for completion of
additional required activities. While the maximum amount of credit granted for cooperative education experience varies by curriculum, the amount may never exceed eight hours in an Associate in Applied Science Degree, diploma or certificate program. This course is available only to students enrolled in Associate in Applied Science
Degree, diploma and certificate program that list Cooperative Education as an approved course. Coop: 1-8 hours. Prerequisite: Completion of at least 12 credit hours in the Associate in Applied Science Degree, diploma or
certificate program of study and/or marketable skills in the area in which the student in enrolled, and minimum cumulative grade point average (GPA) of 2.0.
0-6
15. Describe planned alternative methods of program delivery involving greater use of technology, distance education, and/or accelerated degree designs, to increase efficiency, better address student educational and workforce needs, and maximize student success, for both traditional and non-traditional students.
Online learning technology will be incorporated throughout the AAS in Supply Chain Management. While many courses will be taught in the traditional face-to-face format as well, technology will be integrated through the use of industry standard curriculum modules and Blackboard- enhanced instruction. Additionally, many of the courses taught in the general education core offer online and hybrid options for the student.
In response to industry employer demand, courses may be taught at employer worksites or in a consortium cohort model for employer sponsored students. Additionally, courses will be scheduled in varying timeframes including accelerated course offerings that employ hybrid technologies.
C. Program Demand/Unnecessary Duplication
Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs.
1. Student Demand: Clearly describe all evidence of student demand, typically in the
form of surveys of potential students and/or enrollments in related programs at the institution.
a. Provide evidence of student demand within your area of geographic
responsibility as well as the state and national levels.
With the Northern Kentucky/Greater Cincinnati region situated as a prime national location for transportation and delivery time to the customer, the local logistics industry is in a state of perpetual growth. Transportation and logistics account for 7.3 percent of employment (71,610 total jobs) in Greater Cincinnati and Northern Kentucky, slightly above the national average, according to federal labor data. This need has led to the employer driven design of the Associate in Applied Science in Supply Chain Management program at Gateway. The program will prepare students to enter the field in positions such as Logistics Associate, Material Coordinator, Traffic Coordinator, Inventory Control Specialist, Coordinator/Analyst, and Lean Logistics Specialist.
DHL Express piloted the LOM 100 Introduction to Logistics Management course with the embedded Manufacturing Skills Standards Council (MSSC) Certified Logistics Associate (CLA) credential during the 2013-14 academic year. Additionally, the course was offered to dislocated workers and incumbent workers in spring 2015. These three sessions provided 24 individual students with a nationally recognized industry credential as well as an entry point to the proposed Associate in Applied Science in Supply Chain Management program.
b. Identify the applicant pool and how they will be reached.
The applicant pool will be comprised of high school graduates, dislocated workers, and incumbent workers. They will be reached through multiple communication efforts including STEM day events, the Advanced Manufacturing and Logistics Career Expo, Summer Camp programs, career counseling services provided by the Kentucky Career Center, and employer driven talent recruitment and investment initiatives.
c. Describe the student recruitment and selection process.
Students will be recruited through multiple efforts including STEM day events, the Advanced Manufacturing and Logistics Career Expo, Summer Camp programs, career counseling services provided by the Kentucky Career Center, and employer driven talent recruitment and investment initiatives.
d. Identify the primary feeders for the program.
The primary feeders for the program will be local high schools, the Office of Vocational Rehabilitation, the Kentucky Career Center, and employer driven talent recruitment and investment initiatives.
e. Provide any evidence of a projected net increase in total student enrollments
to the campus as a result of the proposed program.
There is an expected net increase in total student enrollments as a result of the limited availability of supply chain management education programs in the region, especially with face-to-face delivery modes. The employers who worked with Gateway to develop this industry driven program endorse its value and focus on quality concepts including lean methodology as vital to the Northern Kentucky and Greater Cincinnati region.
Additionally, Amazon has initiated conversations with Gateway to offer the Supply Chain Management Program to their associates located in both CVG1 and CVG2 facilities as part of the Career Choice program. Upon survey of the 900 eligible employees within these two facilities, Supply Chain Management was identified by Amazon as one of three top programs of interest.
f. Project estimated student demand for the first five years of the program. Academic
Year
Student Enrollment Projected Degrees Conferred
2015-16 20 0
2016-17 46 16
2017-18 54 24
2018-19 54 24
2019-20 54 24
2. Employer Demand: Clearly describe evidence of employer demand. Such evidence
may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.
In late 2013, Gateway was awarded a $2.75 million Innovative Multi-Industry Partnership and Career Training (IMPACT) grant through The Department of Labor‘s Trade
Adjustment Assistance Community College and Career Training (TAACCCT) program. The purpose of this grant is to increase attainment of AAS degrees, short term credentials and industry certifications in targeted industry sectors; develop new credentials and enhance existing credentials aligned with workforce needs; and provide comprehensive support services from entry through employment/transfer. Logistics, Distribution, and Manufacturing have been identified as the targeted industry sectors included in the work of this grant.
In February 2014, leaders in the Logistics and Distribution industry were invited to participate in an Employer Focus Group (later formalized into the Northern Kentucky Logistics Consortium). The first meeting included facilitated dialogue concerning distribution and logistics employee pipeline needs, industry challenges, the region’s employment climate, and optimal performance behaviors (see Appendix C for tabulated responses).
The majority of respondents cited labor deficiencies in both quantity and quality as a critical challenge to the logistics and distribution Industry. The combination of those in the existing workforce approaching retirement age and the shortage of unskilled and skilled labor available for employment has created an increasingly competitive environment in the region. The competition for labor is driving benefit and wage costs up, reducing profitability. The quality of available talent is lacking in a multitude of vital areas including communication aptitude, computer and technology knowledge, powered equipment operation including forklifts and trucks, professionalism, adherence to attendance and performance expectations, ability to perform in a team environment, and vision for long term career development and growth.
Perception of the industry and the career opportunities it affords is skewed among the general public, limiting the labor pool even more. Logistics is not a business of simply “picking and packing” products for minimal hourly wages, but instead part of an interconnected and high-tech supply chain with multi-dimensional opportunities for viable, lifetime careers.
In addition to the employment pipeline challenges, environmental factors also serve as a source of difficulty for the logistics and distribution industry. The need for cost control has reached a level of urgency amidst escalating supply chain costs for fuel, regulatory and compliance management, and environmental regulations.
When asked about growth of the industry in the region over the next three years, all but two of the participants indicated that it is inevitable and many expect this growth to be significant. The primary reason given for this prediction is the geographic position of the region, serving as a prime location for transportation and delivery time to the customer. Much of this is attributed to proximity to the Greater Cincinnati/Northern Kentucky International Airport.
Additional reasons given for anticipated growth include the influx of third party logistics providers as outsourcing continues to increase, economic recovery, heightened volume of ecommerce, and increased international business, all leading to ripeness of the market. Furthermore, the majority of respondents indicated company specific growth to meet an increase in demand for products and services. Those who did not respond affirmatively to growth instead spoke to improvements in efficiency and lean operations.
Indicated by participants as a primary industry challenge, the regional employment climate lacks a sufficient labor pool of quality applicants needed to staff operations. This shortage of qualified potential employees has produced a highly competitive environment within the industry, driving benefits and wages up for logistics companies in the region. This competition has also led to escalated numbers of attrition as employees leave current employment for higher wages elsewhere. In addition, truck drivers were listed specifically as a critical shortage area in Greater Cincinnati/Northern Kentucky.
Perception of the industry and the career opportunities it affords is also repeated as a challenge in the regional employment climate. Similar to difficulties faced by the manufacturing sector, antiquated images of logistics operations combined with limited knowledge of technological advancement in the industry have led to an inaccurate and negative view of the field. Without a vision of long term opportunities, there is a lack of commitment and loyalty by logistics workers. This adds to the competitive “job hopping” as stated by participants.
Other factors related to the regional employment climate are a lack of work ethic among available workers, lack of training and education available, inability to successfully pass drug screening, and transportation difficulties.
An overwhelming majority of participants stated that they do not anticipate having a large enough pool of qualified candidates to draw entry-level technical or non-technical skilled employees in the next 18 months or in the next three years. Conversely, most respondents expressed anticipation of sufficient supervisory level candidates in the same time frames although additional training is needed to ensure success.
The majority of skill deficiencies in the current workforce stated by participants were related to performance skills, those pertaining to work behaviors. The primary deficit surfaced as work ethic, with two thirds of participants citing the term specifically. Others alluded to it by naming responsibility to work, willingness to work hard, motivation, ambition, and eagerness to learn as critical rarities. Similarly, the second and third most frequent responses spoke to a lack of vision for long term growth and career pathways, as well as unreliability with performance and attendance.
Other performance skill inadequacies included working with people, communication, attitude, and loyalty. The interpersonal skills required to work successfully with people were discussed in great detail among the group, along with lack of loyalty brought about by the highly competitive environment in the region’s logistics employment marketplace.
Technical skills, or the knowledge transferred to trainees in job-specific subject matter, encompassed the final three top responses among employers. Familiarity with computers and the ability to appropriately manage technology on the job ranked equally with a general lack of experience and knowledge among current employees. With increased technological advances in logistics management, the ability to embrace and fully utilize software applications and applied technology tools is critical to successful operations.
To ascertain desired skill attainment in the workplace, participants were first asked to provide the top qualities in current high performing employees, entry level and supervisory level. Although entry level and supervisory level employees perform different primary functions, there was much commonality in the top qualities of high performers indicated by the majority of respondents.
Motivation, drive, and ambition were central to the profile of a high performing employee, as well as a strong work ethic. Many cited that a sense of pride in one’s work instinctively leads to hard work and dedication to quality job performance.
Another desired work behavior repeated among participants was strong communication skills, ranked fourth for entry level employees and first for supervisory level. Closely related to communication skills, interpersonal “people skills” and relationship building were also ranked high among optimal supervisory abilities.
The final commonalities among top qualities listed for current entry level and supervisory level employees were knowledge of the industry and analytical computer skills. The group discussed the importance of not only being aware of the big picture and how the company fits within it, but also understanding changes within the industry and the ability to keep pace with advances in logistics technology.
The remainder of responses were unique to entry level or supervisory without significant overlap. Top ranked entry level characteristics consistently recognized by the group were reliability and attendance, presence of a career mindset, willingness to ask questions and follow direction, eagerness to learn and grow professionally, and possessing a team oriented attitude.
Ranked second among characteristics specific to supervisors was coaching and management aptitude. Further discussion detailed recognizing the potential in others while developing the team and providing leadership through mentoring and coaching.
Additional qualities consistent to high performers at a supervisory level included resourcefulness and problem solving, organization and planning, and follow up with follow through.
Participants were then asked what areas of improvement are most important in increasing the effectiveness of the current supervisory level incumbent workers. Many of the responses mirrored the top qualities listed previously: communication skills, keeping up with changes in the industry, problem solving and innovation, coaching, mentoring, and motivating,
interpersonal skills, computer and technical skills, and big picture thinking. The significance of this repetition can be seen as a need for enhancement of existing skills among high performers as well as expansion of these skill sets to others who may be lacking in one or more of these areas.
Ranked fifth as a needed area of improvement for supervisory incumbents was managing diversity. Discussion encompassed not only cultural diversity, but also generational. The gap existing between generations in the current workplace has yielded many managerial challenges and communication breakdowns.
Participants specified additional improvement opportunities in the areas of accountability, prioritization and multi-tasking, teambuilding, and administrative skills in relation to compliance and regulations.
The final question asked of the employer focus group was identification of desired areas of partnership with the College for business improvement. The top two opportunities with an equal response rate were the provision of a hiring pool for recruiting new employees and availability of performance skill training.
The group also indicated interest in participating in a Logistics Employer Consortium hosted by the College so they may convene as a peer network to share best practices and discuss current market trends.
Many of the subsequent responses referred to training in various areas, including technical skills, compliance comprehension, computer skills, leadership, and certificate programs. In addition, respondents expressed interest in the development of college career days for students with an opportunity for employers to speak to the potential future workforce and share information about the current industry and career opportunities.
The final two areas of opportunity for partnership cited by the employer focus group addressed a collaborative effort to change the public perception of the industry and increase community awareness of the need for investment in logistics education.
a. Describe the types of jobs available for graduates, average wages for these
jobs, and the number of anticipated openings for each type of jobs in the institution’s area of geographic responsibility.
According to regional labor market data provided through https://kylmi.ky.gov, Transportation and Material Moving Occupations and Management Occupations, the two areas that encompass program related job positions, rank third and seventh respectively in employment for the Cincinnati Metropolitan Statistical Area (MSA).
b. Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs in Kentucky.
According to labor market data provided through https://kylmi.ky.gov , 5,487 job openings are available in the state of Kentucky in related positions with 39 specific to bright outlook management positions in logistics and supply chain. Entry level salaries range from $43,711 to $47,506.
c. Describe the types of jobs available for graduates, average wages for these
jobs, and the number of anticipated openings for each type of jobs at the national level.
According to the United States Department of Labor Bureau of Labor Statistics, a projected increase of 993,700 job openings is anticipated in Transportation, Distribution, and Logistics through 2022 with a minimum of 186,100 in program related positions. These positions include logistician, first line supervisor, and warehouse supervisor with annual salaries ranging from $37,320 to $72,750.
3. Academic Disciplinary Needs: Clearly describe all evidence justifying a new program
based on changes in the academic discipline or other academic reasons.
a. If the proposed program is an advanced credential (diploma to AAS), explain
the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new program.
There is no new practice or licensure requirements in the profession or requirements of a specialized accrediting agency applicable to the AAS in Supply Chain Management program.
4. Similar programs: A similar program is defined as a program with the same or closely
related CIP code at the same degree level. A proposed program will not be considered unnecessarily duplicative if it serves a different student population than existing programs and/or if its curriculum is distinctive from that of existing programs at other public institutions in Kentucky.
a. Identify similar programs in other SREB states and in the nation.
Supply Chain Management and Logistics programs are primarily available at the bachelor’s degree level among SREB states with the closest provider located in Columbus, Ohio. Cincinnati State Technical and Community College is the only provider of an Associate’s degree level program in the region. West Kentucky Community and Technical College offers an Associate’s degree in Logistics and
Operations Management that provided the foundational framework for the proposed GCTC program.
b. IF CPE records indicate similar programs exist in Kentucky, does the
proposed program differ from existing programs in the state? If yes, please explain.
Yes, the program provides a focus on quality concepts including lean
methodology established as vital to the Northern Kentucky and Greater Cincinnati region by the employers of the focus group, now formalized as the Northern Kentucky Logistics Consortium
c. Does the proposed program serve a different student population (i.e.,
students in a different geographic area) from existing programs? If yes, please explain.
The program is designed to serve the Greater Cincinnati/Northern Kentucky region through traditional and nontraditional student intake.
d. Is access to existing programs limited? If yes, please explain.
Yes, supply chain management education programs are limited in the region, especially with face-to-face delivery modes.
e. Is there excess demand for existing similar programs? If yes, please explain.
There are no existing similar programs in Northern Kentucky however logistics employers indicate a large demand for the proposed GCTC program.
f. Is there collaboration between the proposed program and existing programs?
Yes, GCTC will work with other KCTCS institutions offering program courses online to avoid duplication of e-learning efforts on a semester by semester basis.
D. Cost and Funding of the Proposed Program
1. Will this program require additional resources? Y or N If yes, provide a brief
summary of additional resources that will be needed to implement this program over the next five years.
No, this program does not require additional resources. A GCTC faculty member will act as program coordinator and part-time instructors will be hired for the program; both are grant supported through year one. Tuition revenue will fund part time instructors beginning in semester two and will support the program coordinator beginning in year two. Tuition revenue will fund a full-time faculty member after year two. There is adequate classroom space and lab space among the GCTC campuses for the program. No additional costs are foreseen in order to add the program.
2. Will this program impact existing programs and/or organizational units within your
institution? If yes, please describe the impact.
Yes, the proposed AAS in Supply Chain Management program will potentially attract students from existing programs as well as new students from outside of the institution. A unique opportunity exists for the integration of core coursework in this program, Business Administration, and Manufacturing Engineering Technology to share instructional resources and enhance the cross disciplinary educational experience of students in all three areas.
3. Provide adequate documentation to demonstrate sufficient return on investment to the
state to offset new costs and justify approval for the proposed program.
Please See Appendix B.
Cost/Funding Explanation
Complete the following table for the first five years of the proposed program and provide an explanation of how the institution will sustain funding needs. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program.
Please See Appendix B.
E. Program Review and Assessment
Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.
A program assessment plan will be developed to collect data from a variety of sources to assess the effectiveness of the program including its faculty, the curriculum, and the skills and knowledge of graduates of the program. These assessments will focus on an evaluation of many aspects of the program including the curriculum, the faculty, goals and objectives, admissions, and academic performance. Data will be collected on graduation rates, retention rates, and overall student program GPA.
The data will be collected by electronic student survey system Class Climate and by reports generated by The Office of Knowledge Management at GCTC. Course and faculty
evaluations will be performed at the end of each semester. Program and curricular assessments will be evaluated at least once per year.
Students are surveyed via email through the Class Climate system, and results are sent to the instructor and the department head. Division chairs and/or the Vice Provost will conduct teaching evaluations and walk through evaluations on faculty to improve instructional methods. In addition, career placement data will be collected from both students and employers to determine successful workforce preparation.
Faculty will use a variety of formative and summative assessment practices to measure the degree to which the technical and general education competencies are being met. The results of these assessments will be folded into the end of year program evaluation as part of the cycle of assessment and improvement.
Data collected as well as feedback from faculty, advisory committee members, and the administration will be analyzed by the program faculty and administration to determine if the goals set forth in the mission statement, educational philosophy, and terminal objectives are being satisfied.
