Judgment of Compliance: The College certifies COMPLIANCE.

Narrative:

Wayne Community College is committed to providing students with skills that are fundamental to an educated person and, therefore, requires a general education core in all of its degree programs. The general education competencies are identified in a number of different ways.

College Methods of Identifying General Education Competencies

As is mandated by North Carolina General Statutes and clarified in the North Carolina Administrative Code, Title 23, Subchapter 2E, section .0204---Courses and Standards for Curriculum Programs, WCC's curriculum degree and diploma programs include requirements for student achievement of college-level outcomes (competencies) in the general education core. The Administrative Code specifically designates the coursework and credit hours intended to teach these general education skills for each program. The minimum standards for general education coursework are incorporated into the program of study for each curriculum offered by the college. Degree programs must contain a minimum of 6 semester hours of English and a minimum of 15 semester hours in general education, including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Diploma programs must contain a minimum of 6 semester hours of general education; 3 of these semester hours must be in English.

Wayne Community College has also committed to the periodic review and refinement of college-wide student outcomes. The most recent review occurred during Spring 2004. At that time, employers, advisory committee members, Board of Trustee members, community leaders, faculty, staff, and students met in focus groups for the purpose of defining how the college views "learning" and to identify a core set of college learning outcomes. The result of this process led to a revision of the college's educational philosophy and a commitment to a learning-centered, outcomes-based education model. Eight student learning outcomes, which reflect WCC's general education core, were identified and are listed below.

WCC Student Learning Outcomes

1. Demonstrate speaking, writing, and reading skills necessary to communicate effectively
2. Demonstrate mathematical skills necessary to solve problems appropriate to the area of study
3. Use principles of critical thinking to analyze problems and make logical decisions
4. Use computers and other technologies to achieve academic, work-related, and personal goals
5. Apply the principles and concepts of the natural and social sciences
6. Use positive interpersonal skills to interact with individuals in diverse groups
7. Recognize the importance of globalization in developing a broadened worldview
8. Explore the fine arts and humanities from cultural and historic perspectives

Wayne Community College's student learning outcomes (general education competencies) are published in the College Procedures Manual – section 03-0101 Educational Philosophy. The outcomes will also be published in the printed version of the 2005-06 WCC General Catalog. In order for students to more clearly identify those courses that meet core general education requirements, the catalog also lists courses in the AA, AS, AFA, and AAS programs that will help them meet these requirements. In addition, students receive a Program of Study outline/checklist that describes all courses that must be taken within the program of study, including the general education core.

College Assessment of General Education Outcomes

Recognizing the importance of assessing student learning, WCC addresses this issue in its Educational Philosophy: "Assessment of student learning is critical to the learning-centered, outcomes-based educational model. Measuring the student's achievement of college-wide, program, and course learning outcomes involves selecting the appropriate methods of assessment. WCC instructors use a variety of methods for collecting quantitative and qualitative evidence of student learning. When instructors place emphasis on assessment of student learning, they are working toward WCC's mission of helping students succeed."

To assess the achievement of college-wide student outcomes (general education competencies) by WCC curriculum students, the college uses multiple measures.

• Outcomes assessment in general education courses,
• Integration of general education skills across curriculum,
• Capstone courses and Cooperative Education experiences,
• Certification exams,
• Annual surveys: graduate and employer, and
• Performance of WCC students after transfer to a state university.

Outcomes Assessment in General Education Courses. WCC has made a campus-wide commitment to implement outcomes-based learning. Course syllabi are to state clear, measurable course-level student outcomes (competencies) that students need to meet in order to be successful in the course. Over the last eighteen months, course syllabi have been revised to reflect this expectation, with an emphasis on re-writing student outcomes (competencies) so that they are clearly observable and measurable. General education courses are a critical part of this outcomes-based initiative. Each course syllabus also identifies the methods instructors use to assess attainment of the outcomes/competencies. Individual instructors select and use various assessment methods to monitor students' progress in achieving the outcomes identified for the course. Students who pass courses are the ones who have achieved the outcomes specified in those classes. Samples of general education syllabi are provided.

Integration of General Education Outcomes Across Curriculum. A basic tenet of WCC's outcomes-based education model is that general education skills will be integrated and reinforced in each student's program of study. Although a number of curriculum programs had more than adequately integrated and measured general education outcomes (Nursing, Dental, Medical Assisting, and Business programs), a major finding in the early months of the re-accreditation review was that some WCC technical programs had not established a process for integrating and measuring general education outcomes (competencies). Discussions in various academic divisions indicated that faculty members understand that general education outcomes must be applied and practiced in order to ensure student attainment of college-wide competencies (Minutes from Public Service Department meeting). The real challenge for faculty members, however, is in understanding how to integrate and how to assess the attainment of the general education outcomes across the curriculum. In an effort to improve this situation (both integration and assessment), the college has committed to the following action steps:

1. Faculty at the departmental and/or program level have completed a Matrix of College and Program Level Student Learning Outcomes for the purpose of identifying where general education outcomes are taught, reinforced, or applied within the program of study. As this process evolved, it became evident that the various programs could identify core general education skills and could demonstrate assessment thereof. For example, a program level outcome in the Early Childhood Education curriculum specifies that students be able to "communicate effectively…." Please note that communication is a core general education outcome/competency at WCC. The syllabus for EDU 285, Internship Experiences-School Age shows the program outcome "communicate effectively" being reinforced at the course level through specific course outcomes such as "Discuss, orally and in writing, current topics in elementary education"). The learning/teaching methods that focus on assessing this communication outcome include discussions, presentations, and readings.
   
   
2. As part of the 2005-06 Planning Process, all programs of study will include at least one objective that specifically relates to the integration and assessment of general education outcomes/competencies in the respective program of study. The annual development of program level objectives is connected to the college's budgeting process. It is expected that, as part of this process, fiscal and human resources for professional development opportunities focusing on the integration of general education outcomes across the curriculum and outcomes-based assessment will be needed. The college is committed to providing the resources for such training.

Capstone Courses and Cooperative Education Experiences. Some WCC curriculums integrate a variety of general education skills, in particular integration or application of math, speaking, and writing skills through the curriculum's capstone course. Programs with capstone courses include Business Administration, Dental Hygiene, Medical Assisting, Early Childhood Education, Information Systems Technology, and Office Systems Technology. A review of the capstone course syllabi shows a variety of assessments requiring students to demonstrate their competency in the designated general education core. Success in these courses provides a measure of general education competency completion. For academic years 2002-2003 and 2003- 2004, the aggregate data show that an impressive 254 of 268 or 95% of the WCC students successfully complete their respective capstone courses (Capstone Course Pass Rates).

The college also views Cooperative Education experiences as a major vehicle for assessing the application of general education outcomes as well as program specific competencies. Cooperative Education is an educational plan that integrates classroom learning with supervised work experience in an employment situation directly related to the education program of a student. At WCC, twenty-two curriculum programs include cooperative education as part of the program of study. These experiences are highly structured, and they include the completion of a workbook that not only establishes but also reviews and documents specific student goals and competencies, many of which are focused on core general education outcomes. Cooperative Education is further discussed in Comprehensive Standard 3.4.9.

Certification Exams. Outside accrediting bodies, such as national and state organizations that accredit health programs, often mandate a general education core for these programs of study. Accreditation in these programs hinge, in part, on the identification and teaching of general education courses. In addition, state and/or national certification exams in some program areas specifically test general education outcomes. These programs include Aviation Systems Technology, Cosmetology, Dental Hygiene, Nursing, and Medical Assisting.Certification exams in these programs often include math and communication skill sections.For example, Aviation Systems Technology students take the Federal Aviation Administration's powerplant and airframe examination that includes written, oral, and practical components as well as specific sections on the knowledge of math and physics. For the past four testing cycles for which data are available, 100% of WCC students taking these written exams passed and received their FAA license.

Exam	1999-2000		2000-2001		2001-2002		2002-2003
	# Tested	% Passed	# Tested	% Passed	# Tested	% Passed	# Tested	% Passed
Aviation General	11	100%	13	100%	3	100%	5	100%
Aviation Airframe	11	100%	8	100%	3	100%	5	100%
Aviation Powerplant	*	*	7	100%	7	100%	4	100%
NC Performance Measures and Standards

One of the North Carolina Community College System's mandated Performance Measures targets the percentage of first-time test takers from community colleges passing an examination required for North Carolina licensure or certification prior to practicing the profession. A licensure requirement for an occupation is one required by state statute for an individual to work in that occupation. Performance data are collected annually for all students who sit for an examination required for North Carolina licensure or certification prior to practicing in a given profession. To meet this performance standard, the college must have an aggregate first-time passing rate on all exams of 80%. Moreover, all exams must have an individual passage rate of 70%. The planning and research document Passage Rates on Licensure and Certification Exams 1999-2003 indicates results of these licensure/certification exams over the past four years and shows that WCC has continued to show improvement in or meet the standard for all curriculum programs requiring certification.

Surveys. One method of assessing graduates' attainment of general education competencies is through annual graduate surveys. When a student applies for graduation, he/she completes the WCC Graduate Survey. Among other questions, students are asked to rate the extent to which they have mastered the following general education competencies or outcomes at Wayne Community College. The wording of the graduate and advisory/employer surveys for 2004 – 2005 was modified to reflect the language used in the updated College Student Learning Outcomes (general education program competencies) that were implemented in Fall 2004. The general education outcomes/competencies, however, are basically the same as previous general education outcomes:

Prior to 2004: 2004:		Communicate effectively (speaking-writing-reading-listening) Demonstrate speaking, writing, and reading skills necessary to communicate
Prior to 2004: 2004:		Perform technical skills in chosen occupation. Use state-of-practice technology in your area of study. Use computers and other technologies to achieve academic, work-related, and personal goals
Prior to 2004: 2004:		Demonstrate mathematical skills appropriate to your area of study. Demonstrate mathematical skills necessary to solve problems appropriate to the area of study
Prior to 2004: 2004:		Use information to analyze problems and make logical decisions; think critically and solve problems. Use principles of critical thinking to analyze problems and make logical decisions
Prior to 2004: 2004:		Use scientific principles in your area of study. Apply the principles and concepts of the natural and social sciences
Prior to 2004: a 2004:		Demonstrate positive interpersonal skills (home-school-work). Apply positive human relations skills in diverse groups. Use positive interpersonal skills to interact with individuals in diverse groups and recognize the importance of globalization in developing a broadened worldview
Prior to 2004: 2004:		Respond to literary and artistic expressions in the context of cultural and historical heritage. Explore the fine arts and humanities from cultural and historic perspectives

A summary of the results of graduate surveys for the classes of 2000 to 2003 indicate that 94% of WCC graduates are satisfied or very satisfied with their mastery of each general education competency.

A second method of assessing students' attainment of general education competencies is through annual advisory/employer surveys.Among other questions, employers are asked to rate the graduates on the same general education outcomes listed previously. The combined results of three years of Advisory/Employer Surveys show that 97% or more of the respondents rated their satisfaction with WCC graduates' mastery of each general education competency as 'satisfied' or 'very satisfied.'

Table 2 WCC Graduate and Employer Satisfaction of
WCC Learning Outcomes (General Education Competencies)

In addition to the college-wide surveys for graduates and employers, the Allied Health curriculum to include Dental Hygiene and Dental Assisting and the Associate Degree Nursing programs survey both graduates and employers on an annual basis. College learning outcomes (general education competencies) and program learning outcomes (program-specific and applied competencies) are evaluated to provide information on student competency. The three-year results indicate that 91% of the graduates were satisfied with general education competencies while 95% were satisfied with their mastery of program competencies.

Table 3 Satisfaction of WCC Allied Health Graduates with General and
Program Learning Outcomes*(General Education Competencies)

Surveys of the employers of Allied Health graduates indicate that 100% of the employers were satisfied to very satisfied with the graduates' performance of their respective program competencies.

Table 4 Allied Health Programs Employer Satisfaction with
WCC General Learning Outcomes (General Education Competencies)

It is evident from an analysis of the data that the graduates have mastered college level competencies within the general education core and that both graduates and employers are satisfied with the students' mastery of those competencies.

Performance of WCC Students After Transfer to a State University . This performance standard is intended to measure the success of students who have made the transition from a community college to one of the University of North Carolina institutions (or private NC institutions). WCC, like other community colleges in the NCCCS, views transfer students' success in higher-level courses at an accredited four-year institution as an indicator of the achievement of general education competencies while the student was at the community college. Specifically, this performance measure determines the number of community college transfer students who have a grade point average of 2.0 or higher after two semesters at one of the state's universities. The NCCCS standard is 82.9%. Data available for academic years 1998-99 through 2001–02 show that transfer students who earned an associate degree from WCC have always exceeded the standard. Those students who completed only 24 or more semester hours at WCC (these hours would include their general education requirements but not a degree) fell below the NCCCS benchmark for several years but have shown marked improvement in 2001- 02. However, the aggregate standard of 82.9% has been met since 1999 - 2000.

Table 5 Percent of Wayne Community College Transfer Students
With a GPA>2.0 After Two Semesters at a UNC Institution

The analysis of this data has provided the college with guidance for initiatives to improve general education opportunities and assessment. In fact, when WCC did not meet the performance expectations, the college implemented a College Transfer Action Plan for improvement. The data indicate that the college has made improvements each year since 1998-1999.

The performance data collected by the University of North Carolina General Administration and the NCCCS also allow the college to compare its outcomes with those of other cohorts of higher education students. The college can use these data to compare the performance of its students after transfer to the performance of transfers from all of the state's community colleges and to the performance of the university system's native students. Since 1999-2000, WCC transfer students have performed as well as those students directly entering (native) a UNC institution. Additionally, WCC's transfer students perform similarly, if not better, than the five cohort community colleges similar in FTE and size. It should be noted again that WCC has initiated improvement strategies when transfer standards did not meet state performance measures.

Table 6 Number and Percent of Wayne Community College Cohort
Transfer Students with a GPA >2.0 After Two Semesters at a UNC Institution

Progress Towards General Education Competencies. Wayne Community College faculty, staff, and administration agree that it is most important that the college establish a baseline for measuring general education core competencies. WCC, like all North Carolina community colleges, adheres to an open-door admission policy, and students arrive at the college with varying levels of general education skill. Some students are adequately prepared to begin college-level courses. Others lack the general education competencies necessary for successful progress at the college level. Because of these varying levels of preparation, WCC assesses every potential curriculum student at admission to determine general education need. WCC uses ACT's ASSET and COMPASS placement tests to assess students. At WCC, 44% of all new curriculum students and 30.7% of all curriculum students require developmental instruction to prepare them for college- level general education coursework. It is, therefore, important that the college assess both the effectiveness of these courses and student success in them.

The state wide Performance Measures and Standards are the most significant measure of student success in developmental courses as well as in their success in subsequent college-level courses. Two performance measures that provide baseline data for the college include the following:

1. Success Rate of Students in Developmental Courses is intended to measure student success in developmental classes against the NCCCS standard. Data from three academic years 2000-01, 2001-02, and 2002-03 show that WCC has exceeded the NCCCS benchmark of 70% passing (grade of C or better) each year. Overall, student passing rates exceeded the standard as did passing rates in each general education skill assessed---mathematics, reading, and writing.

Table 7 Passing Rates of Wayne Community College
Students in Developmental Courses, 1999-2003

2.

Success Rate of Developmental Students in Subsequent College-Level Courses is designed to measure the effectiveness of developmental courses in preparing students for their curriculum general education courses. The NCCCS standard reads that there should be "no statistically significant difference in the performance of developmental students as compared to non-developmental students." The courses used in the comparison include the following: for fundamental math skills: the first college-level mathematics course; for reading skills: the first social science or humanities course taken; and for writing skills: English 111 Expository Writing. Data available for academic years 1999-00 and 2000-01 show WCC developmental students performing well but not as well as non-developmental students. In 2001-02, however, there was no statistical difference in the performance of developmental and non-developmental students in subsequent courses.

Table 8 Performance of Wayne Community College Developmental
Students In Subsequent College Courses, 1999-2003

As discussed in prior sections of this standard, developmental education's importance to the success of students in subsequent general education courses has increasingly gained attention on the WCC campus. Performance measures and standards indicate that WCC students are performing above the state benchmark. However, the college community has felt compelled to further examine developmental education. Over the past five years faculty, staff, and administrators have reviewed data that have shown the increasingly high percentage of incoming students who place into developmental courses (especially developmental math). There is also evidence of high withdrawal rates of students in developmental courses. It was the exploration of these data that led the college to consider developmental education as a topic for its Quality Enhancement Plan (QEP).The Quality Enhancement Team (QET) gathered additional quantitative and qualitative data through focus groups, developmental education faculty and student roundtables, and surveys to better understand the challenges and issues related to developmental education. The members of the QET determined that the achievement of learning outcomes in developmental math is critical to a student's success, not only in subsequent math courses, but also in his/her chosen program of study. As a result of the intense review of developmental education policy, procedures, and practices, Wayne Community College has selected as its QEP topic, Slaying the Developmental Dragon: Improving Student Learning Outcomes in Developmental Mathematics Education. The QEP executive summary provides more information on the topic.