College Action Project Worksheet UPDATE

DUE:September 1, 2012CAP Academic Alignment #1.2.1

Directions:UPDATE this worksheet (electronic) for each College Action Project. Email to Donna at

  1. Give a short identifying title (under 10 words) to this Action Project. (NOTE: Consider changing the title to directly relate to student success)

Programs of Study: A program of study is a sequence of instruction (based on recommended standards and knowledge and skills) consisting of coursework, co-curricular activities, work-site learning, service learning and other learning experiences. This sequence of instruction provides preparation for a career.

  1. Project Champion:Fiona Hert, Dean, School of Workforce Development
  1. CAP Team Members: Mike Kiss, Chad Lodenstein, Bethann Talsma, Ann Alexander, Jodi Richhart, Nikki Banks, Don Steeby and Szymon Machejewski, Judy Stark, consultant, Lynnae Selberg, and Yolanda Duncan.
  1. Describe the purpose of this project including a description of the associated activities. (100 words or fewer)

Continue and complete the Programs of Study initiative to map curriculum between high school and college in all academic areas including curriculum alignment in Arts and Sciences.

  1. Describe the goals of this Action Project (in 100 words or fewer)
  1. To increase student success and completion of occupational and liberal arts programs and courses.
  2. To clearly delineate course content, skills and competencies required in occupational and liberal arts programs and degrees.
  3. To continue work in several of the ten previously completed Programs of Study: Accounting, Welding, Law Enforcement, Automotive, HVAC, Web Design, Juvenile Services, Marketing and Management, Networking, Sciences, English, Math, and Social Studies by informing and consulting with Advisory Committees and area employers of skills, knowledge and competencies.
  4. Create POS course sequence templates for parents and students that will assist high school to college transition.
  1. Attach summaries of data collected to date. What is this data telling us?

As of June 2012, nine programs of study have been completed in occupational programs and four in general education. Individual Program of Study documents for Year One and Year Two are posted on

Findings for each program, Math, HVAC, and Web Design, Year One programs and Year Two, Juvenile Services, Law Enforcement, and Marketing that were completed in 2011-2012 include:

Year One Programs of Study:

1)Math:

Summary and Findings:

1. Freshman level courses examined:

MA 098 Elementary Algebra

MA 107 Intermediate Algebra

MA 110 College Algebra

MA 131 Precalculus

MA 133 Calculus I

2. These classes were chosen by process of elimination. The other courses we offer are either at a level that is not considered high school equivalent (e.g. MA 095, 096, 097) or because they cover material that is not directly part of a high school curriculum (e.g. MA 124, 210, 211, etc.). In the future, we predict that the topic of statistics will become a greater part of the math curriculum at both the high school and college level. At that time, we should consider adding MA 215 to this list. In addition, these courses account for approximately 55% of the classes offered and 60% of the enrollment each semester in the math dept.

3. The topics covered in our courses are determined to some extent by transferability to four-year colleges and universities.

4. Some courses cover topics to greater depth and detail than others, although in the alignment document both would be marked “D” for “Develop Depth.”

5. Statistics and probability are not covered much in the five selected classes. These topics are covered in detail in MA 215 – Statistics.

6. An analysis such as this has potential to assist in college retention levels. Selecting the right class for a student to start with, will inherently lend to greater achievement and consequent higher completion rates, which is a key success indicator used by many if not all community colleges.

7. While aligning topics is a good first step, it is apparent from current placement tests and student success in our college courses that just taking a course that covers the same material in high school is not enough to imply that the student is ready to move on to the next level class. As a result, we believe that a placement test at the time of potential enrollment is a more reliable way of determining a student’s preparation for a class. We may need a better placement test (such as ALEKS) than the one we currently use. Although it may be more expensive, it gives us more and better information, enabling us to better place our students into the correct class.

8. It may be beneficial to go through these findings in a gathering of high school and college teachers.

Next Steps:

It is recommended that:

1. The crosswalks be presented to the entire full-time faculty of the math department.

2. The crosswalks be presented to the Dean’s council.

3. Findings of the study should be shared and implications discussed at the department, school, and college level (admissions, counseling, etc.).

4. Findings of the study should be shared and implications for its utility discussed with larger Michigan initiatives including:

-Michigan Works

-MichMATYC

5. Any curriculum revisions or new course development resulting from this process will occur within the college’s course revision process.

6. There should be a planned dialogue between curriculum specialists in math from area high schools and the GRCC math department to engage in a conversation around:

-prerequisites for GRCC coursework

-covering topics vs. “learning” topics

-ways to strengthen the continuity of students’ high school experiences with their college experiences

2)HVAC:

Upon completing the curriculum crosswalk and gap analysis, it was suggested that an additional course, ER121 – Metallic Joining Techniques should be added to the articulation agreement. An additional SARP form will need to be created to articulate the objectives of the class. Students from the KCTC have two years in which they can apply for the articulated credit. It is highly recommended that they apply for the credit upon their high school graduation.

The most visible certification available in the HVAC industry is the EPA 608 Refrigerant Handling Certification. Most employers require this certification for all entry level employees. GRCC offers testing for this certification to all students enrolled in the HVAC program at the end of every fall and winter semester.

Another opportunity offered to all students is in completing the Industry Competency Exams at the end of both fall and winter semesters. These exams are sanctioned by AHRI and are given in the areas of Commercial Refrigeration, Residential Heating & Cooling, and Light Commercial Heating & Cooling. Although not mandatory, completion of these exams proves to be a resume builder.

With regard to our studying the relationship between low reading comprehension scores and below average grades, it is suggested that entry level requirements be reviewed and that foundation reading courses be recommended if scores reflect this requirement. Furthermore, the HVAC department would consider partnering with the English and Math departments to conduct testing for math and reading comprehension levels for incoming students. The HVAC department firmly believes that proficiency in these areas will lead to more successful student outcomes. The timeline for implementation of this process should begin in FY 2013.

As a result of this research and planning, the HVAC program faculty was able to make personal contact with our skill center partners and initiate a plan to increase the number of articulated courses to the secondary schools by adding ER121 – Metallic Joining Techniques. This will help to eliminate some of the barriers to completion. We are planning on reviewing this articulation process beginning next year.

The program of study will be reviewed by the administration of the college. A presentation of the study will be shared with the HVAC advisory committee next year. The program of study will serve as a guideline as the HVAC faculty undertakes a curriculum revision during the next two years in consultation with the advisory committee. The faculty will continue to monitor student success in the HVAC program, including follow up with transfer students in Baccalaureate programs.

3)Web Design:

The goals of this study are:

1. To give students, counselors and faculty a point of reference in terms of student readiness for a college curriculum

2. To allow appropriate placement of students in courses that are academically challenging

3. To develop a reasonable timeline for student graduations and career paths

The team consisted of Szymon Machajewski, Computer Applications Assistant Professor, Kristen Roberts, Computer Applications Professor, Anne Meilof, Research Analyst. Both Kristen Roberts and Szymon Machajewski teach courses in the Web Design program at Grand Rapids Community College in the one year certificate and associate degree curriculum. Gap analysis documents were originally evaluated at the post secondary level by Hilaski and Kaye Kenyon.

ACADEMIC STANDARDS.

  1. There are no special academic standards enforced by the college nor by the program itself.
  2. Textbook report for “HTML and CSS3 Chapter One Readability Evaluation”
  3. The readability assessment for this chapter is written at an elementary level. The evaluations used showed this chapter to be written somewhere between fourth and fifth grade level. This chapter has no extensive vocabulary that would hinder lower level readers. The range of grade levels in this chapter varied from second grade to fifth grade comprehension and vocabulary level, which will give a fluency level of 4.4 for the entire chapter

CONCLUSION AND RECOMMENDATIONS.

  • Students who would like to pursue the Web Design certificate program or the associate degree at Grand Rapids Community College should focus on academic fields of Mathematics and English. The Accuplacer data shows a correlation between ARITH, ALGEB, READING scores and measurable success in the gateway course. The Web Design program also includes a number of design/visual courses, which call for an artistic and creative capacity.
  • The recommended ARITH and ALBEG score range is 50. The Accuplacer READING score should be at least 75.
  • In addition to skills measured by Accuplacer in ARITH, ALBEG, and READING sections, students should possess basic computer skills. This includes typing, word processing, and operating system use. Both CO148 and CO146 require the use of computer software on a PC workstation, therefore computer literacy is required.
  • The numerical sequence of courses in the GRCC certificate and degree program should be updated in order for the lower level course to have a lower numerical value. Currently CO148 “HTML Essentials” is a foundation for CO146 “Web Design Fundamentals”. This may be the reason why High School articulation process includes only the CO146 course. The GRCC web site on High School articulation agreements posts only Kent and Allegan county districts. Agreements exist also for other schools and they should be included on the web site.
  • The Computer Applications department at GRCC is considering a department name change, which will lead to a new course code. At that time it will be a great opportunity to re-sequence courses including CO 148 and CO 146.
  • Grand Rapids Community College should pursue the SARP process to create an articulation path for CO 148 “HTML Essentials” in addition to CO146 “Web Design Fundamentals”.
  • The curriculum of the GRCC Web Design program should include objectives tested on the CIW Web Foundations Associate and CIW Web Design Professional exams. Opportunities exist for GRCC to become a testing center for CIW to streamline the examination and certification process. This will ensure external verification of the industry recognized learning outcomes.

Year Two:

4)Juvenile Services Program of Studies II Team

EXECUTIVE SUMMARY

The Juvenile Services Programs of Study team was made up of Nikki Banks, Associate Professor Criminal Justice; Lynnell Talbert, adjunct instructor in the Criminal Justice Department at Grand Rapids Community College and a Probation Officer with the 17th Circuit Court Family Division, and the Corrections and Juvenile Services Advisory Boards. Other resources for the project included the following persons: Lynnae Selberg, Assistant Professor/Program Director Counseling and Career Center, Yolanda Duncan, Counselor with Disability Support Services, Vikki Cooper, Associate Professor English – Reading Instructor, Cathy Green, GRCC’s High School Program of Study Coordinator, and Lieutenant Scott Merlo – Grand Rapids Community College Police Department. The GRCC website ( the Michigan Correctional Officer’s Training Council ( and the Kent County Juvenile Detention Center were also resources for these studies.

Accomplishments over this past year include the following:

• Criminal Background statement of awareness developed for all program materials (final steps of implementation – approval of Juvenile Services Advisory Board (June 2012).

• Criminal Background Checks fully instituted by fall 2012 (Summer 2012 – implementation specifically with Juvenile Services courses – CJ 140 Juvenile Delinquency and CJ 145 Juvenile Corrections).

Improvements

*Facilities/Agencies/Programs that deal with minors note their appreciation with the Criminal Justice Department now conducting background checks specifically on students that will come in contact with minors over the duration of a course.

• Course sequencing completed (Prerequisite designations being developed) and now moving on to Program Mapping which will include the development of new courses: Capstones for Juvenile Services.

• Programs at Kent Career Technical Center and Ottawa County’s Careerline received and will utilize our POS I information for the advising of current and future students seeking to continue their education at GRCC – specifically within Juvenile Services and Corrections.

• Creating the first Distance Learning Course in the Corrections and Juvenile services programs CJ 105 introduction to Corrections (summer 2012).

• Academic Service Learning designation for CJ 140 Juvenile Delinquency – “Make A Difference” projects

On-going work

• Continued work on developing a Juvenile Services Residential Care Certificate.

• Exploration of linking GRCC’s Business Departments Entrepreneurship Certificate (1 year program) with Juvenile Services (and Corrections).

Conclusion

  • This work has been most challenging and very much needed and appreciated by all involved. It is not easy to take an honest look at oneself within the context of the work that we have committed ourselves to from an evidenced based best practice perspective and be willing to grow (make needed changes and enhancements and then implement). It is our hope that this current POS II work along with the on-going task that have been set forth will continue to ensure student success.
  • Work must continue with other high school programs as well (Allegan County’s ISD, etc.) in sharing this information. Connecting the POS Work I and II with my current Academic Program Review work in Corrections and Juvenile Services has already begun as evidenced by the work that is currently being done along the lines of developing a Juvenile Services Residential Care Certificate, the implementation of the sequencing and overall mapping of the Juvenile Services program and ensuring that all Program Learner Outcomes (Communication skills, Critical Thinking Skills, Social Responsibility, and personal Responsibility) are being addressed in both programs.

5)Law Enforcement (Police Academy):

The Law Enforcement program of study team was made up of Jodi Richhart from the Police Academy and John Wittkowski, Criminal Justice Adjunct. Special assistance was given from Thomas Lamica at Kent Career Technical Center. (KCTC) and Cathy Green, GRCC’s, High school Program of Study coordinator.

In summary, the Law Enforcement program has identified two gaps.

1. Physical Fitness

a. The goal is to have students better prepared for the rigors of the Police academy Physical fitness program. There are too many students failing the entrance pre assessment test and therefore do not meet the minimum standards of The Michigan Commission on Law Enforcement standards or the standards of the Police Academy.

b. There are always several injuries that occur in the Physical fitness class and Defensive Tactics class because the students are not physically prepared for the demands and intensity of the fitness program. A pre-requisite fitness program would be similar to the Police Academy class but at a lower intensity to allow the student to work up to the required potential.

c. With assistance from Perkins funding, I was able to attend a certification class titled Law Enforcement Fitness Specialist. This certification and expertise will assist me in writing a pre-requisite class for students entering the Police Academy. The work on this carp will take place in the summer of 2012 and we hope to have it available by winter of 2013 as a minimum of a pilot class.

2. Report writing

a. Students are often entering the Police Academy at a lower writing level than we would like to see. The original goal in POS year 1 was to write a pre-requisite Report writing class to concentrate on a lower level writing ability and to prepare them for law enforcement report writing. After many discussions on this topic, it has been determined that the college as a whole is going to look at the area of EN 100, EN 101, EN 102 and have a discussion with the English Department about better ways to address the poor writing skills component. At this time, I would like to continue with work in this direction. Possibly a POS year 3 project. I believe that this subject area is much broader than the Police Academy.