Presented: April 5, 2007
Seminole State College
Expanded Statement of Institutional Purpose
Evaluation of Associate in Science for Computer Science (226)
Mission Statement:
Seminole State College is maintained as a two-year public college authorized by the Oklahoma State Regents for Higher Education to offer courses, provide programs, and confer associate degrees. Seminole State has the primary responsibility of providing post-secondary educational programs to residents of Hughes, Lincoln, Okfuskee, Seminole, and Pottawatomie counties in east central Oklahoma. The College exists to enhance the capabilities of individuals to achieve their goals for personal development by providing quality learning experiences and services that respond to diverse individual and community needs in a changing global society. Seminole State College prepares students to continue their education beyond the two-year level, trains students for careers and other educational opportunities, and makes available resources and services designed to benefit students and the community at large.Transfer Degree Program Outcomes:
1. Transfer degree programs at Seminole State College will successfully articulate to state baccalaureate institutions of higher learning in Oklahoma.2. SSC transfer degree graduates will demonstrate successful academic achievement at primary receiving state baccalaureate institutions of higher learning in Oklahoma. Successful academic achievement is defined as the maintenance of satisfactory academic progress toward degree completion as determined by the receiving institution.
3. Demonstrate problem solving skills related to the world of information systems.
4. Demonstrate preparation for continued pursuit of courses leading to a baccalaureate degree in Information Systems.
Requirements for Degree:
General Transfer Degree Requirements: 40 hours (see page 41 of the Seminole State College 2006-2008 Catalog)Major Field Recommendations: 15 hours; Elective Credit Hours: 3-6 hours; Freshman Seminar or PASS Credit Hours: 1-3 hours
Degree Program Objectives / Assessment Methods
and Criteria / Assessment Results / Analysis and Action /
This degree program satisfies the following Degree Program Objectives:
1. Transfer degree programs at Seminole State College will successfully articulate to state baccalaureate institutions of higher learning in Oklahoma.
2. SSC transfer degree graduates will demonstrate successful academic achievement at primary receiving state baccalaureate institutions of higher learning in Oklahoma. Successful academic achievement is defined as the maintenance of satisfactory academic progress toward degree completion as determined by the receiving institution.
3. Demonstrate problem solving skills related to the world of information systems
4. Demonstrate preparation for continued pursuit of courses leading to a baccalaureate degree in Information Systems. / Assessment of this degree program derives from a culmination of direct and indirect evaluation indicators. The focus of this evaluation is to determine the degree program’s achievement of relevant points of the Degree Program Objectives.
The principal direct indicators used are:
1. Course-embedded assessment;
2. ACT Collegiate Assessment of Academic Proficiency (CAAP) Test
3. Transfer reports from four-year institutions.
Primary indirect indicators are OSRHE Program Reviews and Advisory Committee Meetings. Additional indirect indicators used to triangulate the data are found in Graduate Opinion Surveys, SSC student satisfaction surveys and the ACT Faces of the Future survey, which is conducted on a biennial basis
Supplemental statistical data is provided by the SSC Institutional Statistics Report and electronic database as a framework for understanding the makeup of the student body.
Specific Assessment Methods and Criteria used in each of the measures are detailed in the College’s Evaluation of General Education Outcomes report, the Discipline Assessment Reports, and Course-Embedded Assessment Reports.
Course-embedded Assessment:
The most critical component of the College’s assessment methods and criteria is the course-embedded assessment process. In the course-embedded assessment process, each course is defined by course outcomes measured by learning objectives. Also each course measures one or more Degree Program Outcome and one or more General Education Outcome, all of which are tied to the College mission.
The General Education Outcomes Matrix (February 2006) comprehensively demonstrates how each course is linked to one or more of the four General Education Outcomes.
In each course, instructors, in conjunction with the appropriate division chair, select one of eight assessment options or a combination of options to assess student learning. (The original list of options was revised and adopted by the Assessment of Student Learning Committee on May 2, 2007.)
New Reporting Procedure
· Adopted fall 2005; partially implemented fall 2005; fully implemented fall 2006
· Classes not taught in fall 2007 will be assessed in subsequent semesters.
· Requires assessment data for one or more Degree Program Outcomes.
· Requires assessment data for one or more General Education Outcomes.
· The procedure requires data from all classes taught during the academic year to be reported in the annual fall report.
ACT Collegiate Assessment of Academic Proficiency (CAAP) Test:
Previously, the College used the ETS Academic Profile Test to assess the outcomes of general education programs. Unfortunately, the results were difficult to apply directly to SSC programs. Consequently, the Assessment of Student Learning Committee determined that the CAAP Test would provide more useful data and administered it during the Fall 2007 semester.
This nationally recognized test is designed to assist in assessing the outcomes of general education programs by focusing on the academic skills developed through general education courses. The CAAP Test does this by testing the following areas: writing skills, mathematics, reading, critical thinking, and science reasoning.
Program Review conducted by the OSRHE:
Every five years the OSRHE does an evaluation of Associate of Science Programs
· Associate in Science in Business
· Associate in Science in Computers Science
Advisory Committees:
Every semester a B & IS Advisory Committee Meeting is held. The committee is made-up of alumni, full-time, part-time adjunct instructors, and community leaders.
The meeting is held to gather data to assist in curriculum and program development:
· Software trends
· Current technology
· Internships
· Job Placement
· Program Marketing
· Course Topics
· Provide Feedback Loops
Transfer Reports from Four-Year Institutions:
Transfer reports from the primary receiving institutions--East Central University, the University of Central Oklahoma, Oklahoma University, and Oklahoma State University-- provide GPAs of students who transfer from Seminole State College. In addition, Northeastern State University has provided reports. We expect our students to maintain similar GPAs upon transfer as they attained at SSC.
Survey Data:
Survey data provides indirect indicators for analyzing the effectiveness of the educational experience students are receiving at Seminole State College.
SSC Graduate Opinion Survey:
The primary survey tool used for this evaluation has been the annual SSC Graduate Opinion Survey, which is sent to recent graduates (Fall, Spring, May, Summer) and the results are compiled on campus.
Because the number of graduate responding has declined over the past few years, the Assessment of Student Learning Committee approved a new online survey with results compiled off-campus. Unfortunately, the response rate was extremely low for the first application of this survey. However, even with limited responses, they were consistent with past surveys. / Documents referred to for specific assessment results are the College’s Evaluation of General Education Expectations, the Discipline Assessment Reports, Course-Embedded Assessment Reports, Institutional Statistics and specific program data, and the Oklahoma State Regents for Higher Education Assessment Reports.
GRADUATES
BUSINESS & INFORMATION SYSTEMS DIVISION
F02
S03 / F03
S04 / F04
S05 / F05
S06 / F06
S07 / Totals
114 / 9 / 12 / 11 / 9 / 14 / 55
120 / 6 / 18 / 9 / 15 / 4 / 52
203 / 58 / 49 / 52 / 49 / 54 / 262
226 / 4 / 6 / 11 / 7 / 3 / 31
Totals / 77 / 85 / 83 / 80 / 75 / 400
B & IS % of Graduates / 27% / 30% / 26% / 27% / 33% / 28%
All Majors / 287 / 285 / 320 / 293 / 228 / 1,413
MAJORS BY PROGRAM
BUSINESS & INFORMATION SYSTEMS DIVISION
F02
S03 / F03
S04 / F04
S05 / F05
S06 / F06
S07 / Totals
114 / 122 / 115 / 116 / 107 / 81 / 541
120 / 76 / 147 / 129 / 93 / 81 / 526
203 / 252 / 268 / 276 / 279 / 260 / 1,335
226 / 43 / 49 / 58 / 53 / 44 / 247
Totals / 493 / 579 / 579 / 532 / 466 / 2,649
note: over 37% of Associate of Science for Computer Science students do not have ACT scores)
Course-embedded Assessment:
For Fall 2007, the percentage of faculty using each assessment option is as follows:
A: Pre- and Post-Tests—100%
B: Pre- and Post-Writing Assignments—0.00%
C: Pre- and Post-Performance Tests—0.00%
D: Reading Assignment—0.00%
E: Creative Assessment—0.00%
F: Testing and Writing Assignment—0.00%
G: Combination of Options—0.00%
For Fall 2007
· 396 students assessed
· 3(100%) full-time instructors submitted reports.
· 2(100%) part-time instructors submitted reports.
· 4(67%) adjunct instructors submitted reports.
· Nine faculty members reported the following:
o All but one faculty reported aggregate percentage increases for the outcomes assessed..
§ Percentage increases ranged from 0% to 100%.
§ Successful post-assessment percentages ranged from 11% to100%.
· The General Education Outcomes are:
Outcome 1: Demonstrate college level communication skills.
Outcome 2: Demonstrate an understanding and application of scientific principles.
Outcome 3: Demonstrate knowledge related to functioning in society.
Outcome 4: Demonstrate an understanding of the roles of history, culture and the arts within civilization.
o Not all faculty assessed each General Education Outcome
o All faculty assessed at least one General Education Outcome.
o All faculty reported aggregate percentage increases from pre-assessment to post-assessment for outcome assessed.
A summary of division average aggregate results are shown in the following table:
B & IS DIVISON AVERAGE AGGREGATE
Number
Assessed / Outcome
Assessed / Pre-test / Posttest / Difference
396 / Outcome 1 / 12% / 80% / 68%
62 / Outcome 2 / 31% / 73% / 42%
105 / Outcome 3 / 23% / 84% / 61%
11 / Outcome 4 / 18% / 100% / 72%
o The increase ranged from 42% to 72%
o Post-assessment results range from 73% to 100%.
ACT Collegiate Assessment of Academic Proficiency (CAAP) Test:
For the second administration of this test, 217 students each took two randomly selected test modules for the follow: Writing Skills, Mathematics, Reading, Critical Thinking and Science Reasoning. The table below compares the number of Associate of Science in Computer Science for each module and the number of SSC participants.
COMPARISON OF NUMBER OF PARTICIPANTS
B & IS STUDENTS COMPARED TO SSC STUDENTS
CAAP Test Module / Number SSC / Number 226
Writing Skills / 87 / 3
Mathematics / 87 / 2
Reading / 88 / 1
Critical Thinking / 86 / 3
Science Reasoning / 86 / 1
The table and chart that follows compares the Associate in Science business majors mean scores for each CAAP test module with those for SSC.
COMPARISON TO SSC CAAP TEST SCORES
Writing Skills / Math / Reading / Critical Thinking / Science
Weighted Average Transfer / 61 / 56 / 58 / 62 / 60
SSC / 62 / 55 / 60 / 61 / 60
B & IS STUDENTS COMPLETED
Both the table and chart indicates that, in all cases, the scores are very close to SSC mean scores.
By module, the data reveals the following:
· Writing Skills—sophomore student scores were the highest; transfer student scores were the lowest.
· Mathematics—male student scores were the highest; female student scores were the lowest.
· Reading—female student scores were the highest; sophomore student scores were the lowest.
· Critical Thinking—transfer student scores were the highest; sophomore student scores and female student scores were the lowest.
· Science—transfer student scores were the highest; female student scores were the lowest.
ACT provided Certificates of Achievement to students who scored at or above the national mean on a test module. One hundred, thirty two students—60.8% of the participants—received at least one certificate. In fact, 58 (26.7% received one certificate and 74 (34.1%) received tow certificates.
CERTIFICATES OF ACHIEVEMENT
BUSINESS & INFORMATION SYSTEMS DIVISIONS
Writing
Skills / Math / Reading / Critical
Thinking / Science
Number
Certificates / 25 / 22 / 31 / 21 / 21
Participation
Percent / 18.4% / 16.2
% / 22.8
% / 15.4
% / 15.4
%
Program Review conducted by the OSRHE:
Throughout the history of SSC the B & IS division has been awarded the maximum of five years of accreditation,
Advisory Committees:
The Advisory Committee Meeting is held as a requirement of the OSRHE for the AAS programs, additionally data gathered also benefits the AS programs.
In surveying committee members from business and industry in our five county service area, it was determined that the most widely used software was:
Microsoft Office
· Word
· Excel
· Access
· Publisher (Desktop Publishing)
QuickBooks
Statistical Packages
Emphasis on Soft Skills
Committee members help market our program through word of mouth which is not only the most economical but also the best advertisement for any business.
Transfer Reports from Four-Year Institutions:
For several years, these reports were received at least once each academic year. However, since Spring 2004 they have not been received on a regular basis which has made it difficult to track recent graduates. On the other hand, in 2003-2004, Northeastern State University began to provide information for students declaring majors, with the latest data for Spring 2007.
Last year the Assessment of Student Learning Coordinator contacted the OSRHE Director of Research and Analysis who provided an expanded list of GPA data. This data included GPA reports for all state institutions to which SSC graduates transferred. The data was requested for this report, but it has not been received. (The reason may be due to a series of position changes at the OSRHE.) Therefore, the table below is the same as last year.
In the past, slight drops were recorded in the GPAs of students who transferred to primary receiving baccalaureate degree granting institutions. The tables below indicate that this is still the situation for most of the transfers. The exceptions are for fall 2005 at NSU and OU and for spring 2006 at ECU.