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Comprehensive Standard 3.5.1

The institution identifies college-level general education competencies and the extent to which graduates have attained them. (College-level competencies)

aCompliance ___Partial Compliance ___Non-Compliance

Narrative:

Lawson State Community College has degree and certificate programs that include General Education courses/credits linked to General Education competencies. Alabama State Board of Education Policy 712.01: Degrees and Awards (Policy 712.01) requires that the distribution of courses within the Associate in Arts, the Associate in Science, the Associate in Applied Science, the Associate in Occupational Technology and certificates contain general education components. Alabama State Board of Education Policy 715.01: Graduation Requirements: Degrees (Policy 715.01) mandates that for a student to receive either of the aforementioned awards, he or she must satisfactorily complete a minimum of 29-60 semester hours (depending or degree or certificate requirements) of institution credit in an approved program of study, including prescribed general education courses. Alabama State Board of Education Policy 907.01: Institutional Effectiveness: General Education Core (Policy 907.01) indicates that the Chancellor has the responsibility of defining and establishing a core of general education courses for each formal award authorized by the Alabama State Board of Education and that the Chancellor will review this core of general education courses at least once every three years. These general education courses, along with their descriptions, are listed in the Alabama Statewide Course Directory found on the website of the Alabama College System (Course Directory).

There are four areas under the General Studies (general education) program at Lawson State Community College that are directly related to the general education competencies. These areas are – Area I includes 6 hours of written composition courses; Area II includes 12 hours of humanities and fine arts courses with a minimum of 6 hours in literature and 3 hours in the arts; Area III includes 11 hours in natural sciences and mathematics with at least 3 hours in mathematics at the pre-calculus algebra level or Finite Mathematics; and Area IV includes 12 hours in history, social and behavior sciences. The total number of hours of core courses required is listed below by area category, degree type and selection of courses. (Pages 58-60)

GENERAL EDUCATION COMMITTEE

The General Education Committee includes faculty members, department chairpersons, associate deans and the academic dean. The purpose of the committee is to put forth the criteria for general education standards and competencies, evaluate the quality of general education programs and to assess the extent to which graduates have obtained such competencies. During the 2005-2006 school year (at the time of the merger), each campus had a different way of overseeing general education. On the Bessemer campus, general education was treated as one division with all departments reporting under one umbrella, General Education. On the Birmingham campus, general education was broken down in specific departments, each having general education responsibilities and evaluation responsibilities. The departments were as follows: Arts and Humanities, Social and Behavioral Sciences, Health and Physical Education, Developmental Education, and Mathematics and Science. Initially, the College elected to maintain the current structure respecting the pre-set organization structure on each campus. However, during the 2007-2008 planning cycle, administration changed the alignment structure of General Education to provide more organization and better alignment by creating the General Education Committee. The Academic Dean was placed in the role of Committee Chair for the General Education Committee.

The General Education Committee members provide feedback to the Vice President for Instructional Services. The Committee (formerly Department) is responsible for reviewing existing General Education assessment procedures for determining the need, if any, for additional assessment strategies.

As part of their responsibilities and to further facilitate and substantiate the attainment of college-level competencies, Lawson State Community College and its General Education Committee have identified and use a multitude of assessment tools in an effort to accurately measure the extent to which their graduates have obtained general education competencies. General Education competencies were modified during the 2007-2008 planning cycle year to better streamline them with the new college approved institution-wide learner outcomes and to make them more concise and measurable. It was also determined that “critical thinking,” a QEP competency, needed to be added to the general education outcomes and specific targeted courses in the sciences and humanities. Career Technical certificate programs with embedded critical thinking competencies would be used to measure this broad outcome. The chart below outlines the specific changes (in wording) that were made to the General Education Student Learning Outcomes (General Education Committee Minutes).

NEW: Student Learning Outcomes	OLD: Student Learning Outcomes
Lawson State Community College students will demonstrate the ability to communicate effectively. (Express ideas with clarity, logic, and originality in both spoken and written English.)	Lawson State Community College students will demonstrate the ability to write and speak logically, clearly, precisely and the ability through accurate reading and listening, to acquire, organize, present and document information and ideas. (See New Outcome #1 for revised version of this outcome.)
Lawson State Community College students will demonstrate the ability to reason qualitatively. (Apply mathematical and principles to address and solve problems.)	Lawson State Community College students will demonstrate the understanding of our cultural heritage as revealed in humanities and/or literature, it movements and traditions through reading, understanding, and analyzing the major works that have shaped our thinking and provide a record of human experiences. (See New Outcome #4 for revised version of this outcome.)
Lawson State Community College students will demonstrate the ability to think critically. Gather and interpret data using a variety of methods to address and solve both practical and theoretical problems.	Lawson State Community College students will demonstrate application of the methods of science to the acquisition of knowledge, and will demonstrate an understanding of the major contributions of science to our cultural heritage and to the solution of contemporary problems. (See New Outcome #3 for revised version of this outcome.)
Lawson State Community College students will demonstrate the ability to relate knowledge acquired across disciplines and historical, social, and cultural context; recognize differing views within disciplines; and appreciate creativity and new ideas.	Lawson State Community College students will demonstrate the ability to use computers for acquiring, processing and analyzing information. (See New Outcome #5 for revised version of this outcome.)
Lawson State Community College students will demonstrate the ability to master and use basic computer skills in a wide range of classes and throughout the college experience.	Lawson State Community College students will demonstrate an understanding of cultural foundations to include the sty of interrelationships of anthropological and geographical influences and the major historical and social developments, which define world cultures. (See New Outcome #4 for revised version of this outcome.)
	Lawson State Community College students will demonstrate the ability to use mathematics in solving problems, provide evidence of the ability to formulate problems, apply a variety of strategies to solve problems, verify and interpret results and generalize solutions. (See New Outcome #2 for revised version of this outcome.)

The newly worded competencies only appear on internal evaluation documents measuring General Education Student Learning Outcomes. The College also implements practices such as mandatory testing and placement to aid in safeguarding the quality of General Education programs. These tools include the following:

General Education Student Learner Outcomes Results
Institution-wide Student Learner Outcomes Results
Mandatory Placement/ Comprehensive Skills Assessment
Success Rate of Developmental Students in Subsequent College Level Courses
Curriculum Assessment & Required Syllabi Development Criteria for General Education and Career Technical Courses
Statewide CAPP--College Accountability Performance Report *Report published one year in the rears. Data discussed will be from 2005-2007.

Transfer Success Rate of Graduates (CAPP Results)
Short Certificates Completion Rate and Licensure Certification Exam Results (CAPP Results)
Employability of Graduates & Employer Satisfaction (CAPP Results)
NCLEX-RN and PN Pass Rates

CAAP Results (Collegiate Assessment of Academic Proficiency)
College-wide Survey Data Results
CCSSE National Norm Survey Results on Student Engagement

I. GENERAL EDUCATION STUDENT LEARNING OUTCOMES

General Education Student Learner Outcomes assessment involves College Transfer, Business Technologies and Career Technical Departments along with faculty, Department Chairs, Associate Deans and the Academic Dean in tracking, analyzing and assessing General Education Student Learner Outcomes (General Education Student Learner Outcomes Report). Lawson State has identified the following General Education Outcomes which students will demonstrate:

1. Communicate effectively. Express ideas with clarity, logic, and originality in both spoken and written English.

2. Reason Qualitatively. Apply mathematical principles to address and solve problems.

3. Think critically. Gather and interpret data using a variety of methods to address and solve both practical and theoretical problems.

4. Relate knowledge acquired across disciplines and historical, social, and cultural context; recognize differing views within disciplines; and appreciate creativity and new ideas.

5. Master and use basic computer skills in a wide range of classes and throughout the college experience.

Each General Education Student Learning Outcome is assessed, measured and evaluated annually using the following criteria: (1) Expected Outcome; (2) Assessment Method; (3) Expected Result; (4) Actual Results Obtained; and (5) Use of Results. (Student Learning Outcomes Template) Every spring, results are reported using the Student Learning Outcomes form for Instructional Units and are presented in detail to the Planning and Evaluation Hearing Committee at Lawson State’s official Planning and Evaluation Hearing procedures. Once approved, the report is accepted and a new cycle begins.

In assessing the broad scope of General Education Student Learning Outcomes, a variety of assessment methods and practices are used to include: (1) Student writing samples/portfolios from targeted General Education core courses; (2) Exit Exam Results from targeted General Education core courses; (3) Final Oral Performance Results from a targeted General Education required core course; (4) CAAP Writing, Reading and Mathematics Subtest Results; (5) General Education Survey Results; (6) Grade Distribution Results from targeted General Education core courses; (7) Blackboard Usage Results; (8) Number of electronic essay submissions by students; (9) Tegrity Usage Results; (10) Alabama Virtual Library Student Usage Reports; (11) STARS: Online Student Usage Reports; and (12) Online registration results.

Although there are a variety of General Education offerings, the General Education Committee has identified specific core General Education courses that all students seeking an Associate degree must take and have centered their focus of assessment on these cores. They include the following: (1) English 101—English Composition I; (2) SPH107—Public Speaking; (3) MTH100—Intermediate Algebra; MTH110—Finite Mathematics; and MTH112—Pre-Calculus; (4) RDG114A—Critical Reading; (5) ENG251—American Literature I; (6) BIO101—Introduction to Biology I; and Biology 103—Principles of Biology I; (7) Chemistry 111—College Chemistry I; (8) ART100—Art Appreciation; (9) HIS101—Western Civilization I; (10) HUM101—Introduction to Humanities I; (11) PSY200—General Psychology); (12) SOC200—Introduction to Sociology; (13) CIS146—Microcomputer Applications.

General Education Student Learning Outcomes: Actual Results Obtained

In assessing all five General Education Outcomes (Gen Ed Student Learner Outcomes Report), the College has implemented a process that clearly tracks, assesses, analyzes and uses the results to measure the extent to which identified general education competencies have been attained by their graduates, and if not obtained (at the level of expectation), then the College has mechanisms in place (via its Use of Results) to strengthen and improve its approaches and curriculum to improve these student learning outcomes. A sample of results from each outcome was reported during the 2007-2008 evaluation period and are outlined below.

A sampling of Student Learning Outcome #1 results indicated that the average Criterion Online Writing Portfolios (which provides a standardized assessment of student writing) reported a 4.19 out of 6.0 writing proficiency score on ENG101 students on the Bessemer campus and a 4.26 writing proficiency score average for students on the Birmingham campus. The projected goal for the college was 4.0 out 6.0. English Composition (ENG101) Exit Exam Essay Results indicated that 66% of ENG101 students passed the Exit Exam. That fell short of the 75% projected goal for the Humanities Department (see Use of Results for Plan of Action to improve this outcome.) Public Speaking results in Speech 107 revealed that 71% of students (407 out of 570) satisfactorily demonstrated effective oral communications skills during their oral Exit Exam presentations—slightly shy of the 75% projected goal for the college. CAAP writing subtest results (which assesses the writing level of Lawson graduates) noted in increase and movement from 19% to 22% of students writing in the upper quartile of writing in 2006-2007 but that decreased to 12% in during spring 2008.

In looking at Student Learning Outcome #2, 72.6% of MTH100 students (210 out of 289) passed their comprehensive Exit Exam; 89.4% of MTH110 (51 out of 57) students passed their comprehensive Exit Exam; and 75.8% of MTH112 passed their comprehensive Exit Exam. CAAP findings showed a similar trend towards student progress in mathematical application and problem solving. Spring 2008 CAAP Results indicated that 43% of students tested in the upper quartiles versus only 27% from the previous year.

Student Learning Outcome #3 results indicate a similar trend in student success. American Literature I (ENG251) results indicate that 86.7% of students passed the literary analysis section of the comprehensive Exit Exam. In similar fashion, 68.5% of students passed the required Critical Reading comprehensive Exit Exam. Biology results indicated that 78% in Biology 103, 71.3% in Biology 103 passed their comprehensive Exit Exams.

In assessing Student Learning Outcome #4, a sampling of results indicated the following pass rates of comprehensive Exit Exams: 82% in ART100; 89.3% in HIS101 & HIS102 (combined); 72.5% in Humanities; 75.6% in Psychology and 85.6% in Sociology.

Lastly, a sampling of results from Student Learning Outcome #5 indicated that in assessing the number of essays or paragraphs submitted by student via the Internet and through the Criterion Online Writing system was 8,233 on the Birmingham campus and 1,789 on the Bessemer campus. Results also indicated that 72.4% of students taking CIS146 passed the online skill technology usage proficiency exam administered. Further, results showed the Blackboard usage results indicated that of the 1,592 courses taught at Lawson State, 1,500 were supported by Blackboard and required students to access the course delivery system online. Alabama Virtual Library (AVL) results indicate that there are 4,934 AVL card holder and of those, 3,711 AVL subscribers have actually log on the system to use the electronic databases.

General Education Student Learning Outcomes: Use of Results

The Use of Results section from the Student Learning Outcomes (Gen Ed Student Learner Outcomes Report) form is considered one of most important elements of the evaluation document itself. Excerpts of the 2007-2008 report Use of Results section are as follows:

Sample 1: Student Learner Outcome # 1

Even though rubrics are used in writing classes and are a part of the Criterion Online writing evaluations, the English Department decided to determine what are clear acceptable conditions for pass/fail papers (especially in terms of content criteria) and establish another way of cross-evaluating Exit Exam essays for more objective grading to take place. Additional suggestions for improvement included adding writing tutors and developing a writing lab. The College will also promote writing within the QEP freshman experience class and promote cross-curriculum writing via The Center for Teaching Excellence and Learning—CTEL.

Sample 2: Student Learning Outcome # 2

Results for the 2007-2008 planning cycle are encouraging and indicate that the College’s emphasis on mathematics is working. To improve results, the faculty within the department decided to focus on providing students with more one-on-one opportunities with tutors in the STEP-UP Mathematics Lab. In looking at withdrawal rates, it was determined that although pass rates are up, more students are not being retained in mathematics classes. 124 students withdrew from MTH100, MTH110 and MTH112 combined during the 2007-2008 school year. Thus, the Mathematics Department faculty decided to, as part of its annual Unit Planning, devise a Strategic Plan to address its current retention rate.

Sample 3: Student Learning Outcome # 5

Results indicate that the General Education Program is doing a good job in infusing technology in the classroom. Ninety-four percent (94%) of classes are using Blackboard, CIS146 (Microcomputer Applications) is a required course [for all Associate degree seeking students] and 84% of students report that their technology skills have improved or have been enhanced by taking a General Education course, the college is on the right track. Training of General Education instructors continues to take place in order to improve their technological skills and move them to the next level. Such training, including the Tegrity software, is provided through a variety of options including the Center for Teaching Excellence and Learning—CTEL.

The sampling of these Use of Results excerpts clearly showcases the emphasis and importance of the assessment of results and demonstrates the tie in between results and use of results to improve and strengthen the General Education Program. As noted earlier, the entire Student Learning Outcomes Report including all relevant data (SLO Documentation) is presented to the Planning Hearing Committee and reviewed and assessed using a shared rubric (Planning Hearing Rubric) for completeness, accuracy in reporting, substance, data support and adequate thought being given to proposed Use of Results. Hearing results are submitted to General Education for potential improvement and or inclusion of other information or data (Planning Hearing Recommendations).

II. INSTITUTION-WIDE (COLLEGE-WIDE) STUDENT LEARNING OUTCOMES

As discussed earlier, there are several components that are used to evaluate whether or not Lawson State’s graduates are exposed to and leave with the five general education competencies the College has identified (as being essential). Along with the General Education Student Learning Outcomes, the College also assesses these outcomes by those Institution-wide Student Learning Outcomes (Institution Wide SLO Report) that have the same or similar outcomes as the General Education outcomes listed above.

The College added this additional step in its planning and evaluation process because it believed that Institution-wide outcomes provide more information about all graduates, opposed to just those seeking Associate degrees. Indeed, Institution-wide Student Learning Outcomes are typically more broad and inclusive and examine data that reaches all graduates of the college, from those seeking Associate degrees down to those only seeking short certificates. Thus, institution-wide outcomes play a pivotal role in the College’s ability to assess the overall General Education outcomes competencies because it touches more graduates. As with General Education Student Learning Outcomes, Institution-wide Outcomes are even broader and look at additional data and involve many stakeholders working together. Such stakeholders include College Transfer, Business Technologies, Career Technical Programs along with its faculty, Department Chairs, Associate Deans and the Academic Dean. Together, this team tracks, analyzes and assesses General Education Student Learner Outcomes; however, it is the Academic Dean’s responsibility to organize and coordinate this team and submit the final report.

The Institution-wide Outcomes that are associated with the general education competencies (items 1-4 only) are used to further document and support the College’s General Education outcomes and the extent to which these outcomes have been attained.

When students graduate from Lawson State Community College with an AA, AS, AAS, AOT or CER (long or short) they will be able to:

1. Communicate effectively (express ideas with clarity, logic, and originality in both spoken and written English).

2. Reason Quantitatively (apply mathematical principles to address and solve problems).

3. Think Critically (Gather and interpret data using a variety of methods to address and solve both practical and theoretical problems.

4. Develop information and visual literacy (assess information requirements for complex projects, identify potential textual, visual and electronic resources, and obtain the needed information to interpret, evaluate, synthesize, organize and use that information regardless of format, while adhering strictly to the legal and ethical guidelines governing information access in today’s society)

5. Demonstrate civic responsibility in diverse and multifaceted environments (assume responsibility for actions and work effectively as an individual and as a member of a group).

Each Institution-wide Student Learning Outcome is assessed, measured and evaluated annually using the following criteria: (1) Expected Outcome; (2) Assessment Method; (3) Expected Result; (4) Actual Results Obtained; and (5) Use of Results. Results are reported using the Student Learning Outcomes form for Instructional Units annually and are presented in detail to the Hearing Committee at Lawson State’s official Planning and Evaluation Hearing.

As with General Education Student Learning Outcomes, in assessing the Institution-wide Student Learning Outcomes (that related to General Education competencies), a variety of assessment methods are used including: (1) Student writing samples/portfolios from targeted General Education and Career Technical core courses; (2) Exit Exam Results from targeted General Education and Career Technical core courses; (3) Final Oral Performance Results from a targeted General Education and Career Technical courses; (4) CAAP (Collegiate Assessment of Academic Proficiency) Writing, Reading and Mathematics Subtest Results; (5) General Education and Varied Survey Results; (6) Grade Distribution Results from targeted General Education and Career Technical courses; (7) Career Technical Skills Assessment Results (of basic skills); (8) Blackboard Usage Results; (9) Number of electronic essay submissions by students; (10) Tegrity Usage Results; (11) Alabama Virtual Library Student Usage Reports; (12) STARS: Online Student Usage Reports; and (13) Online registration results.

In assessing Institution-wide Student Learning Outcomes, the College identified specific General Education and Career Technical courses that students either seeking an Associates, Applied Science, and/or Certificate (long or short) must take within specific identified programs. They include the following: (1) English 101—English Composition I and/or COM100—Technical English; (2) SPH107—Public Speaking and/or SPC103—Oral Communication Skills ; (3) MTH100—Intermediate Algebra and/or MTH110—Finite Mathematics and/or MTH112—Pre-Calculus and/or MAH101—Technical Math; (4) RDG114A—Critical Reading and/or RDG114 Critical Reading for Technical Students (5) ENG251—American Literature (6) BIO101—Introduction to Biology I and/or Biology 103—Principles of Biology I; (7) Chemistry 111—College Chemistry I; (8) ART100—Art Appreciation; (9) HIS101—Western Civilization I; (10) HUM101—Introduction to Humanities I; (11) PSY200—General Psychology); (12) SOC200—Introduction to Sociology; (13) CIS130—Introduction to Information Systems and/or CIS146—Microcomputer Applications (14) WKO107—Workkeys; and (15) DPT103—Dataprocessing.

INSTITUTION-WIDE STUDENT LEARNING OUTCOMES: ACTUAL RESULTS OBTAINED

In assessing the Institution-wide Student Learning Outcomes (which relate to the General Education Student Learning Outcomes) results indicated that the college is making substantial progress in its efforts to improve the attainment of the general education competencies by its graduates (Institution-wide SLO Documentation). A sampling of the actual results obtained from the Student Learning Outcomes mirrored that of the General Education Student Learning Outcomes findings but this report added the following Career Technical result findings. Such findings provide the college with a larger umbrella by which to measure General Education Student Learning Outcomes.

The additional data was reported as shown in the table below:

1. Communicate effectively (express ideas with clarity, logic, and originality in both spoken and written English).	Additional Information Added to the General Education Assessment: 84% (43 out of 51 students) passed the COM100—Technical English writing exam and 81% of SPC103 students (48 out of 59) passed their final oral presentations. Education courses.
2. Reason Quantitatively (apply mathematical principles to address and solve problems).	Additional Information Added to the General Education Assessment: 77% of Career Technical students passed MAH101 (41 out of 53).
3. Think Critically (Gather and interpret data using a variety of methods to address and solve both practical and theoretical problems.	RDG114 results indicated that 68.5% of reading students passed the Critical Thinking Reading exam administered. In addition, Career Readiness Certificates (which test basic skills in reading, critical thinking and math) were as follows: Of the Lawson State graduates tested, 111 were awarded the Gold certificate (the highest level awarded); 312 were awarded the silver certificate (the second highest level awarded) and 219 students achieved the bronze certificate (the third highest award level). (Career Readiness) Lawson State was recognized by this achievement, for the College came out as being the 2^nd highest in the state.
4. Develop information and visual literacy (assess information requirements for complex projects, identify potential textual, visual and electronic resources, and obtain the needed information to interpret, evaluate, synthesize, organize and use that information regardless of format, while adhering strictly to the legal and ethical guidelines governing information access in today’s society).	Although this particular outcome is worded different than the fifth General Education Student Learning Outcome which reads, Master and use basic computer skills in a wide range of classes and throughout the college experience, the same types of data elements are used to determine both. Thus, this particular outcome is also used to assess General Education Student Learning Outcomes as well. Additional data included the following: While only 59% of CIS130 students (16 out of 27) passed their comprehensive technology exam, 75.9% (249 out of 328 students) did pass the basic technology skills assessment in WKO107—Workkeys. To add, 1,530 students successfully pre-registered during the fall term, and that number increased to 1,980 during the fall term.

INSTITUTION-WIDE STUDENT LEARNING OUTCOMES: USE OF RESULTS

The results of the institution-wide student learning outcomes mirrored those of the General Education Student Learning Outcomes. The only major difference is the inclusion of the Career Technical division in the outlined and/or proscribed recommendations and strategies for improvement. For example, in the excerpt below taken from Institution-wide Student Learning Outcome #1, note the underlined addition.

Although some goals were reached and others were recorded as near misses, it is clear that LSCC needs to continue to strengthen its writing program. Even though rubrics are used in all writing classes and are a part of the Criterion Online writing evaluations, the English Department needs to determine what are clear acceptable conditions for pass/fail papers (especially in terms of content criteria) and consider another way of cross-evaluating Exit Exam essays for more objective grading to take place. Writing tutors need to be developed to serve both college transfer and career technical students. The College needs to also promote writing within the QEP freshman experience class and promote cross-curriculum writing via The Center for Teaching Excellence and Learning—CTEL (Extracted from the 2007-2008 Student Learning Outcomes General Education Report).

As previously noted, the entire Institution-wide Student Learning Outcomes report (complete with its data) is presented at the end of the evaluation period (late spring) and presented to the Planning and Evaluation Hearing Committee. From there, the report is orally presented and all documents are reviewed and assessed (using a shared rubric) for completeness, accuracy in reporting, substance, data support and adequate thought being given to proposed Use of Results. Hearing results are submitted to Academic Dean for potential improvement and or inclusion of other information or data. Once approved, the report is formally accepted by the College and a new planning cycle begins.

III. MANDATORY PLACEMENT / COMPREHENSIVE SKILLS ASSESSMENT

Lawson State Community College adheres to an open door policy. As a result, students enter the institution with varying levels of ability in demonstrating College-level general education competencies. Accordingly, the College has mandatory placement testing as outlined and approved by State Board Policy 902.01 (Policy 902.01). The College uses the COMPASS placement test which has pre-set performance measures (Compass Testing Chart) and tests students in reading, math and English. As a way of strengthening the general education competencies of entering students, students testing below College-level are automatically placed in developmental courses and cannot exit those courses unless they pass a comprehensive Readiness Exam (in either English, math and/or reading) (Developmental Readiness Exam). On average, between 80% to 90% of freshman students who enroll at Lawson State test into at least one or more developmental courses in either English (placing in either ENG092—Developmental English I, ENG093—Developmental English II; MTH090 Basic Math and Pre-Algebra (combined course), MTH098—Algebra; or RDG085—College Level Reading II. That figure was reported as 87% in fall 2008. Below are the results outlining how the freshman class of 2008 performed on the Compass Exam. Their results are typical of what the College encounters each year.

Total Number of New Students Tested in Fall of 2008	1078
Percent of Students Testing into Developmental Classes	87%
Total Number of Students Taking 1 Developmental Courses	472
Total Number of Students Taking 2 Developmental Courses	268
Total Number of Students Taking 3 Developmental Courses	200
Total Number of Students Taking Developmental Courses	940

SUCCESS RATE OF DEVELOPMENTAL STUDENTS IN THE SUBSEQUENT COLLEGE LEVEL COURSES

The success rate of developmental students in subsequent college-level courses is one of the State Performance Measures designed to measure the effectiveness of developmental courses in preparing students for their General Education College-level courses and competencies related to mathematics and its applications. In assessing the fall 2007 College Accountability Performance Profile (CAPP) Report (which is a state-wide assessment), 61.25% of exiting developmental math students passed Math 100, Math 116 or Math 101 (higher than the national average which is 58% and the state level of 55.31% passing in these same courses). (Developmental Education National Norms Article) (State CAPP Scores for Math, 2005-2007). In examining previous years of the same data, CAPP results revealed the following about Lawson State students (in past years, 2005 and 2006). During the fall of 2006, 63.83% Math 100, Math 116 or Math 101 students passed, and 55.97% passed in 2005. In examining state pass rates in mathematics, 51% of Alabama Developmental students passed MTH100 in 2005; 49.72% passed Developmental Mathematics in 2006, and 55.31% passed Developmental Mathematics in 2007. The chart below depicts Lawson State as it compares to State norms in mathematics.

As illustrated above, Lawson State’s Developmental Math Department in its current evaluation year and previous years, have done better in its college-level mathematics classes as compared to the state-wide results. (Statewide Math Results) Note: Students who were unsuccessful in developmental courses withdrew, received a grade of Incomplete or failed with a “D” or “F”. It must be noted that Lawson State Community College does not recognize a grade of “D” as passing and that post-secondary counts grades of “Incomplete or In progress” and student withdrawals as failing grades as well. All factors negatively impact pass/fail rates of developmental students, especially the counting of withdraws and students receiving Incompletes as failures. However, even with these drawbacks, the math scores are favorable.

Lawson State Community College is an urban school situated in a low-social economic community. As such, many students come to Lawson State with severe writing and language development skills. And, although the Department of Developmental Education has implemented numerous strategies to include Criterion Online Writing, increasing developmental classes from 3 credits to 4 credit courses to provide more time with students, strengthening of writing standards across the board, etc.), many students still struggle in their ability to write and speak proper English (within the scope of taking one or two developmental courses). In examining ENG101 pass rate scores, 52.45% of developmental students passed ENG101—English Composition during the fall of 2007. In 2006, the pass rate was 55.14%, and in 2005, the pass rate was 67.09% (CAPP Results for English 2005-2007) State scores reflect the following: 64.56% passed ENG101 2007, 58.99% passed ENG101 in 2006 and 86.63 passed ENG101 in 2005 (State Chart for English Results). English 101 students who withdrew from the class, received Incompletes (still working towards passing the class) or failed with a “D” or “F” are all counted as failing students by the state. However, in reviewing the overall pass rates in ENG101 courses after all grades had been completed (including incompletes) at the College, the pass rates for ENG101 in 2006-2007 was 63.7% (in the fall) and 63.24% (in the spring) and the pass rates for ENG101 and 2007-2008 was 64.8% (in the fall) and 65.6% (in the spring). (ENG101 Pass Rates Data). Note: Reading levels are not tracked within the CAAP Report. However, as part of its commitment to ensuring that General Education outcomes are reached and to counter some of the prevailing deficiencies of its students, the College does require all students to take and pass a Critical Reading course--Reading 114A (for College Transfer Students) and Reading 114 (for Career Technical Students). This degree requirement is unique to Lawson State graduates.

V. CURRICULUM ASSESSMENT & REQUIRED SYLLABI DEVELOPMENT CRITERIA FOR GENERAL EDUCATION AND CAREER TECHNICAL COURSES

In conjunction with the College’s efforts to focus on General Education competencies through the General Education Student Learning Outcomes as well as the Institution-wide Student Learning Outcomes, all instructional divisions to include College Transfer Programs, Health Professions, Business Technologies and Career Technical Programs, conduct curriculum reviews and assessments within their units on an annual basis. Each unit is required to assess their overall program and teaching effectiveness through the Unit Plans and via Program Student Learning Outcomes. Many of these outcomes cross over to specific General Education Outcomes (Sample Unit Plans Cross Over Gen Ed Outcomes). In addition, syllabi is reviewed, assessed and developed with the purpose of strengthening General Education competencies throughout all related courses. Student Learning Outcomes and Course Guidelines aid in streamlining the curriculum at Lawson State Community College in General Education courses and/or Career Technical courses that have shared General Education outcomes (Syllabi Samples). There are a plethora of examples where departments have demonstrated a concentrated effort to improve the General Education competencies of Lawson Students. For example, the library recently opened a new technology computer lab to help improve the technology skills and the technology access of its students. The Math Department in 2007 added a new Step-up Mathematics lab which houses computers and math tutors to improve the mathematics ability of students; The Developmental Department is routinely engaged in curriculum reviews and revisions to improve the overall effectiveness of its division. For instance, in 2006, the “I Can Learn” computerized mathematics laboratory was added to the curriculum. As a result, students are provided with more one-on-one instruction in mathematics and video lessons can be reviewed for remediation as much as the student needs to. The Nursing division in order to improve retention, added Tegrity to its curriculum in 2008 (Tegrity Example). Tegrity is a software program that captures and records instructor lessons. These lessons are placed on Blackboard (an online courseware delivery system) and uploaded. Students can view a lecture over and over. The entire College, in an effort to improve the technological skills of its students and strengthen instructional delivery went to 100% Blackboard supported courses (Blackboard Example). Teachers are required to load course materials and grades on Blackboard. In addition, in 2006, Developmental English and College Level English courses implemented Criterion Online Writing. This software product requires students to compose their essays online and provides them with immediate feedback on their writing.

VI. COLLEGE ACCOUNTABILITY PERFORMANCE PROFILE (CAPP)

As noted earlier, the College Accountability Performance Profile (CAPP) is a state-wide assessment with reports on a variety of measures that are meant to showcase College performance. The College uses parts of this report to assess the overall effectiveness of the General Education Student Learning Outcomes / Competencies and the extent to which graduates have attained them. The following data is used to assess General Education outcomes:

CAPP REPORT: TRANSFER SUCCESS RATE (from 2005-2007)

According to the most recent CAPP Report (2007), the percentage of Lawson State students earning 60 or more semester credit hours at the college, transferring to a state university, and achieving a 2.0 or better GPA after attempting 30 or more semester credit hours at a state university is extremely impressive. Seventy-three and sixty-eight hundredths percent (73.68%) of our graduates fall within the 2.0-2.9 GPA range and 21% fall within the 3.0 to 4.0 range. This data is very important in assessing General Education outcomes because it sheds light on whether our graduates are able to perform on a higher academic level as they matriculate as juniors and seniors at their four-year institutions of choice. Students earning less than 60 hours of credit (between 24 to 59 semester credit hours) had similar results. Seventy and fifty-nine hundredths percent (70.59%) of these students maintain a GPA between 2.0 and 2.9 and 14.71% maintained a GPA of 3.0 to 4.0.

[Extracted from the 2007 CAPP Report Results]

A. Percentage of students earning 60 or more semester credit hours at the college, transferring to a state university, and achieving a 2.0 or better GPA after attempting 30 or more semester credit hours at a state university.

Name of University (N=10 or more students transferring)	No. Earning 60+ sch & Attempting 30+ sch at a State University	% of Students Earning a 2.0 or better GPA	% of Students Earning a 3.0 or better GPA
Alabama-B'ham	57	73.68	21.05

B. Percentage of students earning 24 to 59 semester credit hours at the college, transferring to a state university, and achieving a 2.0 or better GPA after attempting 30 or more semester credit hours at a state university.

Name of University (N=10 or more students transferring)	No. Earning 24-59 sch & Attempting 30+ sch at a State University	% of Students Earning a 2.0 or better GPA	% of Students Earning a 3.0 or better GPA
Alabama-B'ham	34	70.59	14.71

Similar results were reported of our graduates during the 2006 and 2005 reporting cycle for CAPP. The outcomes of each are listed below. In 2006, 75.47% of Lawson graduates earning 60 credit hours or more at our College, maintained a GPA between 2.0 and 2.9 and 20.75% maintained a GPA of 3.0 to 4.0. For those students earning at between 24 to 59 credits from Lawson State, 76.09% maintained a GPA of 2.0 to 2.9 and 19.57% maintained a GPA of 3.0 to 4.0. In examining the results from 2005, a similar pattern of graduate success is apparent. 2005 results indicate that 75.47% of Lawson graduates earning 60 credit hours or more at our College, maintained a GPA between 2.0 and 2.9 and 20.75% maintained a GPA of 3.0 to 4.0. For those students earning between 24 to 59 credits from Lawson State, 76.09% have maintained a GPA of 2.0 to 2.9 and 19.57% maintained a GPA of 3.0 to 4.0.

[Extracted from the 2006 CAPP Report Results]

Name of University (N=10 or more students transferring)	No. Earning 60+ sch & Attempting 30+ sch at a State University	% of Students Earning a 2.0 or better GPA	% of Students Earning a 3.0 or better GPA
U of Alabama Birmingham	53	75.47	20.75

Name of University (N=10 or more students transferring)	No. Earning 24-59 sch & Attempting 30+ sch at a State University	% of Students Earning a 2.0 or better GPA	% of Students Earning a 3.0 or better GPA
U of Alabama Birmingham	46	76.09	19.57

[Extracted from the 2005 CAPP Report Results]

Name of University (N=10 or more students transferring)	No. Earning 60+ sch & Attempting 30+ sch at a State University	% of Students Earning a 2.0 or better GPA	% of Students Earning a 3.0 or better GPA
U. of Ala. at Birmingham	46	78	17

Name of University (N=10 or more students transferring)	No. Earning 24-59 sch & Attempting 30+ sch at a State University	% of Students Earning a 2.0 or better GPA	% of Students Earning a 3.0 or better GPA
U. of Ala. at Birmingham	39	64	15

CAPP REPORT: SHORT CERTIFICATES COMPLETION RATE AND LICENSURE CERTIFICATION EXAM RESULTS (from 2005-2007)

As noted earlier, there are several General Education competencies that align with all programs and degree offerings at Lawson State Community College. Thus, the College does exam the licensure pass rates of both Career Technical Students and College Transfer Students, where applicable in assessing the extent in which General Education competencies of our graduates are met. The CAPP Report reports on such pass rates. According to the most recent CAPP Report (2007), of the short term certificates awarded during the 2006-2007 school year, 90% of Lawson Students passed the either their licensure or certification exam (CAPP Completers Data).

[Extracted from the 2007 CAPP Report Results]

Pass rate (%) of completers* passing licensure or certification examinations for the most recent college career/technical performance reporting period

No. of Completers Taking Examinations	No. of Completers Passing Examinations	Pass Rate (%) for Completers
		90.00

*Completers defined according to Perkins Criteria

Results from 2006 and 2005 show a similar pattern of student success. In 2006, the licensure/certification pass rates for Career Technical graduates were 84.85% and 83.33% in 2005. Thus, each year, the College has enjoyed an increase in their passage rates, going from 84.85% to its current 90% pass rate.

[Extracted from the 2006 CAPP Report Results]

A. Pass rate (%) of completers* passing licensure or certification examinations for the most recent college career/technical performance reporting period

No. of Completers Taking Examinations	No. of Completers Passing Examinations	Pass Rate (%) for Completers
* *	* *	84.85

*Completers defined according to Perkins Criteria

[Extracted from the 2005 CAPP Report Results]

A. Pass rate (%) of completers* passing licensure or certification examinations for the most recent college career/technical performance reporting period

No. of Completers Taking Examinations	No. of Completers Passing Examinations	Pass Rate (%) for Completers
* * 6	* * 5	83.33

CAPP REPORT: EMPLOYABILITY OF GRADUATES & EMPLOYER SATISFACTION (from 2005-2007)

The report further outlines that of the completers who graduated from Lawson State, the percent of completers employed and/or continuing their education was 78.80%. And, even more impressive and telling as it relates to General Education competencies, 81.42 % of employers indicated satisfaction with the Lawson State graduate.

[Extracted from the 2007 CAPP Report Results]

No. of Career and Technical Programs	Number of Completers	No. Completers Employed and/or Continuing Ed. Prog.	% of Success in Placement for Completers
			78.80

Percent of employers indicating satisfaction with employment preparation of completers:

No. of Completers Employed in Field	No. of Employers Responding	% Indicating Overall Satisfaction
		81.42

In assessing the results from the 2006 and 2005 CAPP Report, a similar pattern in placement results and employer satisfaction was noted. In 2006, 89.07% of Lawson graduates where either employed or continuing their education. In 2005, 70.99% where either employed or continuing their education. And, in assessing employer satisfaction for 2006 and 2005, 80.10% of employers (in 2006) reported satisfaction with the employment preparation of their employee, and in 2005, 75% reported satisfaction with the employment preparation of their employee. Thus, in examining current past results within this category, the College not only has high marks in their graduates continuing their education or pursuing a career, but rates of Lawson graduates from employers is high and is gaining each year, moving from 75% in 2005 to 81.42% in 2007.

[Extracted from the 2006 CAPP Report Results]

B. Percent of completers employed and/or continuing their education

No. of Career and Technical Programs	Number of Completers	No. Completers Employed and/or Continuing Ed. Prog.	% of Success in Placement for Completers
* *	* *	* *	89.07

C. Percent of employers indicating satisfaction with employment preparation of completers

No. of Completers Employed in Field	No. of Employers Responding	% Indicating Overall Satisfaction
* *	* *	80.10

[Extracted from the 2005 CAPP Report Results]

B. Percent of completers employed and/or continuing their education

No. of Career and Technical Programs	Number of Completers	No. Completers Employed and/or Continuing Ed. Prog.	% of Success in Placement for Completers
* * 54	* * 524	* * 372	70.99

C. Percent of employers indicating satisfaction with employment preparation of completers

No. of Completers Employed in Field	No. of Employers Responding	% Indicating Overall Satisfaction
* * 221	* * 147	* * 75

CAPP REPORT: NCLEX-RN AND PN PASS RATES (from 2005-2007)

The CAPP Report also identifies NCLEX pass rates. Pass rate of first-time examinees on state or national licensure or certification examinations for the most recent college career/technical performance reporting period 2006-2007. Results from the 2006-2007 school year indicated that 92.86% of RN—Registered Nursing students passed their NCLEX during the first attempt (well above the 80% state standard) and 95.12% passed the NCLEX-PN (Practical Nursing) exam. In 2006, the same pattern of success was set. Results indicated that 85.71% of RN students passed the NCLEX during their first attempt and 93.06% of PN students passed their NCLEX exams. In 2005, 100% of Lawson State RN students passed the licensure exam during its first attempt, and 76.62% of PN students passed their NCLEX exam. Thus, a pattern of success has been formed in the Nursing Division and the College prides itself on such results. Note: Following an examination of most recent CAPP results (showcased below), see note on 2008 RN-NCLEX scores that are not covered in the latest CAPP Report. (2005-2007 NCLEX RESULTS)

[Extracted from the 2007 CAPP Report Results]

Pass rate of first-time examinees on state or national licensure or certification examinations for the most recent college…performance reporting period

Name of Examination	Time Period (mo/yr to mo/yr)	No. of First-Time Examinees	No. of First-Time Examinees Passing Exam	Pass Rate (%) on Examination
NCLEX-RN	10/06 TO 09/07	28	26	92.86
NCLEX-PN	10/06 TO 09/07	41	39	95.12

[Extracted from the 2006 CAPP Report Results]

A. Pass rate of first-time examinees on state or national licensure or certification examinations for the most recent college career/technical performance reporting period.

Name of Examination	Time Period (mo/yr to mo/yr)	No. of Graduates Who are First-Time Examinees	No. of First-Time Examinees Passing Exam	Pass Rate (%) on Examination
NCLEX RN	10/05-09/06	28	24	85.71
NCLEX PN	10/05-9/06	72	67	93.06

[Extracted from the 2005 CAPP Report Results]

A. Pass rate of first-time examinees on state or national licensure or certification examinations for the most recent college career/technical performance reporting period.

Name of Examination	Time Period (mo/yr to mo/yr)	No. of Graduates Who are First-Time Examinees	No. of First-Time Examinees Passing Exam	Pass Rate (%) on Examination
NCLEX RN	10/04-09/05	22	22	100
NCLEX PN	10/04-09/05	77	59	76.62

Note: Although the latest CAPP report has not been published by the state, it is important to note that the current pass rates for RN students decreased (as the department tried to improve its retention rates). For the 2007-2008 reporting period, the NCLEX-RN pass rate was 68%. This is the first time in nearly a decade that results have slipped. As previously discussed, the nursing division has enjoyed rates as high as 100% and normally range in pass rates between 90% and 100%. Thus, this rare score is currently being reviewed and analyzed and the division is currently developing a strategic plan to address this oddity. At this juncture, it does not view that this one low test score is indicative of a program that has enjoyed so much success, especially since there is such a strong and prevalent record of graduate success.

V. CAAP Results (Collegiate Assessment of Academic Proficiency “Trend Results”)—from 1998 to present

Although the College does not traditionally view the Collegiate Assessment of Academic Proficiency (CAAP) as the cornerstone to evaluating its General Education Program, it does use the results to gauge specific trends with its General Education core competencies.

In assessing the Mathematics subtest over the last seven years, the trend is one of progress. More Lawson State students, when comparing spring 2000 results with spring 2008 results, are testing in the upper quartiles of this exam (51-99). Thus, the trend is a positive trend. In fact, students testing in the upper two quartiles have doubled, moving from 14 and 4 in 2000 to 28 and 15 in 2008.

Mathematics Subtest	0-25	26-50	51-75	76-99
Spring 1998	NA	NA	NA	NA
Spring 1999	NA	NA	NA	NA
Spring 2000	42	40	14	4
Spring 2001	56	26	15	3
Spring 2002	46	26	24	4
Spring 2003	54	19	20	7
Spring 2004	51	17	22	11
Spring 2005	43	18	28	11
Spring 2006	41	19	27	13
Spring 2007	52	22	18	8
Spring 2008	37	20	28	15

In assessing the Writing subtest over the last seven years, the trend is one of progress as well. More Lawson State students comparing spring 2000 results with spring 2008 results are testing in the upper quartiles of this exam (51-99). Thus, the trend is a positive trend. Students testing in the upper two quartiles have doubled moving from 4 and 4 in 2000 to 12 and 9 in 2008. Lower quartile movement is also shifting moving from 68 to 24 in 2000 to 45 and 34 in 2008, another positive trend.

	0-25	26-50	51-75	76-99
Spring 1998	68	24	4	4
Spring 1999	66	15	12	7
Spring 2000	61	27	6	6
Spring 2001	66	26	9	6
Spring 2002	57	30	9	4
Spring 2003	44	35	12	9
Spring 2004	55	25	13	7
Spring 2005	42	31	20	7
Spring 2006	40	32	19	9
Spring 2007	56	18	22	4
Spring 2008	45	34	12	9

In assessing the Reading subtest over the last seven years, the trends suggest that more students have moved out of the lowest quartile and are moving up the quartile levels, but results are not statistically significant, even though the trend is a positive one.

	0-25	26-50	51-75	76-99
Spring 1998	55	30	10	5
Spring 1999	44	34	20	2
Spring 2000	56	22	18	4
Spring 2001	45	26	23	6
Spring 2002	54	31	9	6
Spring 2003	54	34	6	6
Spring 2004	56	18	14	12
Spring 2005	46	17	26	11
Spring 2006	41	29	14	16
Spring 2007	68	22	9	1
Spring 2008	48	37	13	2

Lawson State Community College identifies, and assesses college-level competencies within an established General Education Program. The college also documents the level of student achievement for those competencies. Evidence from the various assessments indicates that students are achieving the college-level competencies. Attainment of the competencies is directly related to the institution’s mission of preparing students “for employment or career advancement, enable students to transfer to senior colleges and universities, and provide customized training needs for business and industry.

VI: COLLEGE-WIDE SURVEY DATA

In examining both the Results Obtained from both the General Education and Institution-wide Student Learning Outcomes, specific question sets are used (from the General Education College-wide survey) to aid in assessing the quality of the General Education program at Lawson State. Within the General Education Survey, students are asked a series of questions related to their General Education courses. The General Education Committee, as part of its responsibilities, reviewed the survey instrument and isolated specific questions that directly related back to its five key competencies. Results indicated the following (as illustrated below) and showcase that student perception of General Education competencies are high and mirror other assessment results of student performance of General Education competencies. In assessing the students survey results, the General Education Committee views any score of 70% has satisfactory performance and any score of 80% as outstanding performance under the core competency being assessed by students. Results are used to better shape the General Education Program at Lawson State and are used as a marker for improvement within specific departments. (General Education Survey Results)

General Education Competency	General Education Survey Question(s) Used for Analysis	# of Students Who “Agreed” or “Strongly Agreed” with Statement
1. Communicate effectively. Express ideas with clarity, logic, and originality in both spoken and written English.	Question 15 asks students whether or not they wrote at least one paper or performed one oral report. Question 16 asks whether or not the student perceived that they “write better” due to taking a General Education course.	Results indicated the following: Ninety and five tenths percent (90.5%) of Lawson students either “agreed” or “strongly” agreed to question 15 and 75.2% of students either “agreed” or “strongly agreed” to question 16.
2. Reason Qualitatively. Apply mathematical principles to address and solve problems.	Question 5 ask students to rate whether or not their General Education course helped them to creatively think or problem solve, and Question 6 asked students if their General Education course helped them to gain a better understanding of creative thinking and problem solving as it related to other fields.	Results indicated the following: Eighty-five and seventeenths percent (85.7%) of Lawson students either “agreed” or “strongly” agreed to question 5 and 81.4% of students either “agreed” or “strongly agreed” to question 6.
3. Think critically. Gather and interpret data using a variety of methods to address and solve both practical and theoretical problems.	Question 3 asks students to rate whether or not their General Education course provided them with avenues to think critically.	Eighty-five and four tenths percent (85.4%) of Lawson students either “agreed” or “strongly” agreed to question 3.
4. Relate knowledge acquired across disciplines and historical, social, and cultural context; recognize differing views within disciplines; and appreciate creativity and new ideas.	Questions 5 & 6 data were used here as well (as reported under # 2). And questions 9, 11-12 and 21-22. Question 9 asks whether their General Education course helped them explore past, current and future implications of knowledge;; Question 11 asks whether or not their General Education course covered diverse perspectives (theoretical, cultural, racial, gender, etc.); Question 12 asks whether or not their General Education course helped them to gain a better understanding of differing viewpoints. Question 21 asks students whether or not their General Education course related subject-matter to other disciplines, and Question 22 asks whether or not the General Education course helped the student gain a better understanding of how the information covered throughout various General Education courses is related to information covered in other courses.	Questions 5 & 6 data were reported the same under the #2 competency, Reason Qualitatively. Other results indicated the following: Eighty-one and eight-tenths percent (81.8%) of Lawson students either “agreed” or “strongly” agreed to question 9; 79.6.4% of students either “agreed” or “strongly agreed” to question 10. 78.2% of Lawson students either “agreed” or “strongly” agreed to question 11 and 82.8% of students either “agreed” or “strongly agreed” to question 12. Seventy-eight and one-tenth percent (78.1%) of Lawson students either “agreed” or “strongly” agreed to question 21 and 81.3% of students either “agreed” or “strongly agreed” to question 22.
5. Master and use basic computer skills in a wide range of classes and throughout the college experience	Question 13 asks students to rate whether or not their General Education course required them to do at least one project or assignment through the use of technology, and Question 14 asked students if their General Education enhanced their technology skills	Results indicated the following: Eighty-four percent (84%) of Lawson students either “agreed” or “strongly” agreed to question 13 and 77.7% of students either “agreed” or “strongly agreed” to question 14.

VII. CCSSE RESULTS ON STUDENT ENGAGEMENT

In 2007, the General Education Committee approved the recommendation to use CCSSE (Community College Survey of Student Engagement) survey. These nationally-normed surveys were approved for use as an additional component to assessing the extent to which Lawson State is working to ensure that their graduates exit with General Education competencies. Over 500 Lawson students (all randomly selected by CCSSE by class assignment) participated in the survey at Lawson State. After this recommendation was approved by the Administrative Cabinet, the annual survey was first administered during the spring term of 2008.

CCSSE’s survey instrument, The Community College Student Report, provides information on student engagement, a key indicator of learning and, therefore, of the quality of community college instruction. The survey, administered to community college students, asks questions that assess institutional practices and student behaviors that are correlated highly with student learning and student retention. This was extracted from the “About CCSSE” section.

2008 survey results (LSCC CCSSE Results) demonstrated that the College is above the national mean average of (50.0) in all five categories designed to measure student engagement. The categories include the following: active and collaborative learning; student effort; academic challenge; student-faculty interaction; and support for learners. In assessing Lawson State student outcomes, what is encouraging news for the college is that students rated Academic Challenge the highest out of the five categories being measured and Student Effort as the second highest. Final CCSSE results are reported below.

1.       LSCC Active & Collaborative Learning Score (57.7)

2.       Corresponding National Mean Score (5.0)

3.       LSCC Student Effort Score(58.4)

4.       Corresponding National Mean Score (5.0)

5.       LSCC Academic Challenge Score (59.8)

6.       Corresponding National Mean Score (5.0)

7.       LSCC Student-Faculty Interaction Score (57.4)

8.       Corresponding National Mean Score (5.0)

9.       Support for Learners Score (58.5)

10.   Corresponding National Mean Score (5.0)

In analyzing the comprehensive data collected by CCSSE as it relates to student learning, the following additional observations were made (CCSSE Comprehensive Report) each item directly links to one of the five General Education Student Learning Outcomes (competencies). To review, (1) Communicate effectively. Express ideas with clarity, logic, and originality in both spoken and written English; (2) Reason Qualitatively. Apply mathematical principles to address and solve problems; (3) Think Critically. Gather and interpret data using a variety of methods to address and solve both practical and theoretical problems; (4) Relate knowledge acquired across disciplines and historical, social, and cultural context; recognize differing views within disciplines; and appreciate creativity and new ideas; (5) Master and use basic computer skills in a wide range of classes and throughout the college experience.

Indirect General Education Competencies / Outcomes covered on CCSSE:

Results from the indirect General Education competencies assessed by CCSSE indicated that Lawson State scored higher than both the state and national norms in terms of student perceptions as it relates to whether or not they are acquiring a broad general education; worked harder than expected in their courses; were encouraged to spend significant amounts of time studying; and whether or not they were provided with the support they needed to succeed in college. Such much provide the College with greater insight into their General Education program and the emphasis, vigor and thrust of its courses. CCSSE results for each are listed below.

Figure 1-LSCC Student perceptions regarding whether or not they feel that they have received a broad general education at Lawson State.

· 78.9% of Lawson students reported that they “very much” or “quite a bit” have acquired a broad general education [at Lawson State] compared to 71% from similar or like schools and 70.8% nationally.

· 65.2% of Lawson students reported that they “very often” or “often” worked harder than they expected to meet an instructor’s standards or expectations, compared to 50.4% from similar or like schools and 49.1% nationally.

· 83.2% of Lawson students reported that they “very often” or “often” were encouraged to spend significant amounts of time studying, compared to 72.1% from similar or like schools and 71.4% nationally.

· 73.2% of Lawson students reported that they “very often” or “often” provided the support [they] needed to succeed in college compared to 72.7% from similar or like schools and 71.2% nationally.

Direct General Education Competencies / Outcomes covered on CCSSE:

(1) Communicate effectively. Express ideas with clarity, logic, and originality in both spoken and written English

As illustrated in Figure 2, 69.3% of Lawson students reported that “very much” or “quite a bit” of their classroom instruction focused on writing clearly and effectively compared to 59.5% from similar or like schools and 59.2% nationally.

Figure 2

Equally important, as illustrated in Figure 3, 71.3% of Lawson students reported that “very much” or “quite a bit” of their classroom instruction focused on speaking clearly and effectively compared to 55% from similar or like schools and 54.8% nationally.

Figure 3

Other results indicated the following:

· 48% of Lawson students reported that they “very often” or “often” had to make a class presentation. In assessing the average percentages from similar or like colleges and nationally, Lawson outperformed on both levels. Similar or like colleges reported an average of 28% and nationally the percentage was exactly the same, 28%. Thus, Lawson State excels at providing students with opportunity to present orally in class which helps to fulfill one of its General Education expectations.

· 57.4% of Lawson students reported that they “very often” or “often” prepared two or more drafts of a paper or assignment before turning it in, compared to 48.7% from similar or like schools and 48.9% nationally. Emphasis on writing continues to be an important General Education competency and although the College’s percentage exceeded other similar colleges and national averages, it wants this percentage to continue to grow.

· 61.9% of Lawson students reported that they “very often” or “often” worked on a paper or project that required integrating ideas or information from various sources, compared to 59.4% from similar or like schools and 59.7% nationally.

· 87.5% of Lawson students reported that they considered the math and writing Skills Lab as either “very important” or “somewhat important”, compared to 75.6% from similar or like schools and 75.2% nationally.

· 48.5% of Lawson students reported that they “very often” or “often” wrote between 5 and 20 written reports or reports of any length , compared to 47.2% from similar or like schools and 47.8% nationally.

· 64.5% of Lawson students reported that they “very often” or “often” received prompt feedback (written and oral) form instructors on your performance, compared to 57.8% from similar or like schools and 56.4% nationally.

(2) Reason Qualitatively. Apply mathematical principles to address and solve problems.

As highlighted in Figure 4, 74.9 % of Lawson students reported that they “very much” or “quite a bit” of their classroom instruction focused on numerical problems compared to 68.8% from similar or like schools and 67.6% nationally.

Figure 4

And, 87.5% of Lawson students reported that they considered the math and writing Skills Lab as either “very important” or “somewhat important”, compared to 75.6% from similar or like schools and 75.2% nationally.

(3) Think critically. Gather and interpret data using a variety of methods to address and solve both practical and theoretical problems

As illustrated in Figure 5, 74.9% of Lawson students reported that they “very much” or “quite a bit” were required to think critically or analytically versus 68.8% from similar or like schools and 67.6% nationally.

Figure 5

· 77.6% of student respondents reported that they “very often” or “often” asked questions in class or contributed to class discussion. In comparison to similar or like colleges and national norms. Lawson did better. For this same question, the average percentage for similar or like colleges was 67.3% (out of similar or like colleges) and on a national level it was 64.4%.

· 74.1% of Lawson students reported that they “very often” or “often” analyzed the basic elements of an idea, experience, or theory, compared to 64.7% from similar or like schools and 66% nationally.

· 68.6% of Lawson students reported that they “very often” or “often” synthesized and organized ideas, information, or experiences in new ways, compared to 58.1% from similar or like schools and 58.4% nationally.

· 60% of Lawson students reported that they “very often” or “often” made judgments about the value or soundness of information, arguments, or methods compared to 50.2 % from similar or like schools and 50.6% nationally.

· 62.3% of Lawson students reported that they “very often” or “often” applied theories or concepts to practical problems or in new situations, compared to 55.4% from similar or like schools and 55% nationally.

(4) Relate knowledge acquired across disciplines and historical, social, and cultural context; recognize differing views within disciplines; and appreciate creativity and new ideas

Although CCSSE does not have specific measures that assess this outcome as directly as the College would like, the two outcomes (listed below) are used to further assess General Education Student Learning Outcome number 4. This is the only category within the entire CCSSE report where the College results were less than other colleges (slightly) and national norms. Thirty-seven and two tenths (37.2%) percent of Lawson students reported that they “very often” or “often” had serious conversations with students of different race or ethnicity other than [their] own, compared to 38.8% from similar or like schools and 42.3% nationally (as depicted in Figure 6).

Figure 6

· 34.6% of Lawson students reported that they “very often” or “often” had serious conversations with students who differ from you in terms of their religious beliefs, political opinions, or personal values, compared to 38.6% from similar or like schools and 40.1% nationally.

(5) Master and use basic computer skills in a wide range of classes and throughout the college experience.

As illustrated in Figure 7, 62% of Lawson students reported that “very much” or “quite a bit” of their classroom instruction focused on using computing and information technology compared to 55.6% from similar or like schools and 54.5% nationally.

Figure 7

· 91.5% of Lawson students reported that they felt that the Computer Labs [on campus] were either “very important” or “somewhat important”, compared to 86% from similar or like schools and 84.6% nationally.

· 47.4% of Lawson students reported that they “very often” or “often” used email to communicate with an instructor, compared to 48.6% from similar or like schools and 48.3% nationally.

· 76.3% of Lawson students reported that they are either “very satisfied” or “somewhat” satisfied” with the computer labs [on campus] compared to 75% from similar or like schools and 72% nationally.

Documentation:

Documentation	Location
Alabama State Board of Education Policy 712.01: Degrees and Awards	(Policy 712.01)
Alabama State Board of Education Policy 715.01: Graduation Requirements: Degrees	(Policy 715.01)
Alabama State Board of Education Policy 907.01: Institutional Effectiveness: General Education Core	(Policy 907.01)
Alabama State Wide Course Directory	(Course Directory)
Student Catalog, Pages 58-60	(Pages 58-60)
General Education Minutes Related SLO Changes	(General Education Committee Minutes).
General Education Student Learner Outcomes Report	(Gen Ed Student Learner Outcomes Report).
Student Learning Outcomes Template	(Student Learning Outcomes Template)
General Education Student Learning Outcomes Report and Documentation	(SLO Documentation)
2007-2008 Planning Hearing Rubric	(Planning Hearing Rubric)
2007-2008 Hearing Recommendations / Comments to General Education	(Planning Hearing Recommendations).
Institution-wide Student Learning Outcomes Report	(Institution Wide SLO Report)
Institution-wide Student Learning Outcomes Report & Documentation	(Institution-wide SLO Documentation)
Career Ready LSCC Results	(Career Readiness)
State Board Policy 902.01	(Policy 902.01).
Compass Testing Placement Chart	(Compass Testing Chart)
Example of Developmental Readiness/Exit Exams	(Developmental Readiness Exam)
Developmental Education National Norms Article	(Developmental Education National Norms Article)
CAPP Scores for Math 2005-2007	(CAPP Results for Math 2005-2007)
State-wide Math Results, Chart	(Statewide Math Results)
CAPP Scores for English 2005-2007	(CAPP Results for English 2005-2007)
State-wide English Results, Chart	(State Chart for English Results)
ENG101 Pass Rates Data	(ENG101)
Sample Unit Plans with Cross Over General Education Outcomes	(Sample Unit Plans Cross Over Gen Ed Outcomes).
Syllabi Samples	(Syllabi Samples)
Tegrity Example	(Tegrity Example)
Blackboard Example	(Blackboard Example)
CAPP Report—Transfer Success Rates (2005-2007)	(CAPP Report 2007)
CAPP Report—Licensure & Completers Data (2005-2007)	(CAPP Completers Data)
CAPP Report—Employability of Graduates & Employer Satisfaction (2005-2007)	(Report)
CAPP Reports: NCLEX Results (2005-2007)	(2005-2007 NCLEX RESULTS)
Collegiate Assessment of Academic Proficiency (1998-2008) LSCC Results	(CAAP)
Mission Link	(Mission)
General Education Survey Results	(General Education Survey Results)
About CCSSE Link	(About CCSSE)
CCSSE Survey Instrument	(Survey)
LSCC CCSSE Results Chart	(LSCC CCSEE Results)
CCSSE Comprehensive Report on LSCC	(CCSSE Comprehensive Report)