Bossier Parish Community College is in compliance with this comprehensive standard because the College has identified college-level competencies within the general education core of the College's associate degrees and certificates.

General education competencies at Bossier Parish Community College have been established and approved by the Division Chairs, Curriculum Committee, and the Executive Council of the College. These competencies are consistent with and achieve statewide requirements mandated by the Louisiana Board of Regents Division of Academic and Student Affairs Policy 2.16 for general education requirements.

The competencies for the associate degree and the academic certificate are as follows:

General Education Competencies
Associate Degrees

1. Comprehend, evaluate, and synthesize information gained by reading college-level material across the curriculum.
2. Communicate effectively in written English across the curriculum by thinking critically to develop ideas and organize argument and supporting information in a variety of rhetorical modes.
3. Develop effective informative and persuasive oral-communication skills demonstrated through oral presentation across the curriculum.
4. Comprehend and accurately perform course-specific mathematical operations to demonstrate problem-solving skills.
5. Develop critical thinking skills to generate and interpret information and beliefs successfully from knowledge, skills and abilities gained across the curriculum.
6. Use library resources to research topics across the curriculum.
7. Utilize current computer technology and applications across the curriculum to develop research skills and computer literacy for academic settings, workforce development, and lifelong learning.

General Education Competencies
Academic Certificates

1. Comprehend, evaluate, and synthesize information gained by reading college-level material.
2. Use basic grammar, mechanics, and composition skills in a variety of rhetorical modes to explain, describe, inform, and analyze.
3. Perform arithmetic computations as these are related to certification areas.
4. Demonstrate skills required for current entry-level employment in their chosen fields.

Assessing General Education Competencies in the Associate Degree

In all associate degrees, general education competencies are contained in core courses required by the program. Although many courses in various curricula contain basic academic competencies, the College has identified a core of courses in which competencies are measured. To ensure BPCC graduates have attained general education competencies, a graduate must have no grade lower than "C" in courses used to assess general education competencies. The general education Core Competency Assessment shows the core education requirement, the course learning outcome, and the assessment. Columns labeled Results and Use of Results are blank because learning outcomes were first used at the College in fall 2006. Beginning in fall 2007, results will be utilized to plan improvements if needed.

The achievement of learning outcomes in individual courses is established by student completion of achievement indicators and is assessed within the summative assessments of each syllabus. Listed on each course syllabus are the criteria for successful completion and the component of the general education core achieved by the successful completion.

Assessing General Education Outcomes in the Academic Certificates

Because academic certificates do not contain as broad a range of core courses, general education competencies required for academic certificates are entry level standards; the College demonstrates that certificate graduates have attained basic core competencies in the following ways:

READING (Comprehend, evaluate, and synthesize information gained by reading college-level material.)

• A minimum ACT score of 16 in reading;
• Placement test results showing Reading 099 is NOT needed; or
• Completion of Reading 099 with a grade of "C" or higher.

• A minimum ACT score of 18 in English;
• Placement test results showing placement in English 101; or
• Completion of English 099 with a grade of "C" or higher.

• A minimum ACT score of 15 in mathematics;
• Placement test results showing placement in Math 099 or higher; or
• Completion of Math 098 with a grade of "C" or higher.

• Skills for entry-level employment are determined by achievement of learning outcomes in Academic Certificate course requirements.

Prior to the establishment of course learning outcomes, documentation of course learning goals and objectives was determined by the grade students received in individual courses without regard to specific learning outcomes. The College realized that this approach did not embrace the best practices adopted nationwide for establishing and measuring general education competencies. Thus, the College changed to a learning outcomes approach where course grades reflected the mastery of specific learning outcomes for the course.

The College then tied course learning outcomes to program learning outcomes. Before the establishment of program learning outcomes, each program had objectives defined for the successful completion of the program. Periodic program reviews were required as outlined in the Academic Program Review 2-3 Previous to the 2006-2007 academic year, the College utilized an outcome-based approach in planning and evaluating its programs.

Each academic certificate and associate degree program is reviewed on a regular schedule as established by the Vice Chancellor for Academic Affairs in the Program Review Schedule. Surveys completed by candidates for graduation are reviewed, and statistical data regarding enrollment, graduation, and certification rates are examined. Results of student exit surveys are tabulated. Each academic division may design and administer instruments to evaluate programs in the division as outlined in the Academic Program Review 2-3. The formal program review mandates that the reviewer explain improvements to be implemented in the program based on the assessment results.

In spring 2005, the concept of learning outcomes was presented to the faculty and staff. Dr. Cynthia Wilson, Vice President for the League for Innovation in the Community College, presented a day long workshop on "Learning Centered Education." Next, Dr. Don Prickel from Oregon State University presented "Reconstructing the College Curriculum: A Learner Outcomes Primer." Finally, Dr. Kay McClenney from the University of Texas at Austin presented "Student Success Through Student Engagement." The faculty was then tasked with converting course syllabi from an "objectives" framework to a "learning outcomes" approach.

Dr. Ron Baker, the Associate Director of the Commission on Colleges of the Northwest Association of Schools and Colleges, conducted workshops and worked with the individual academic divisions in August 2005 to assist Bossier Parish Community College in its creation of learning outcomes for all courses and programs at the College. During the fall 2005 academic semester, the faculty and division chairs established learning outcomes for all academic programs for which degrees or certificates are granted and for all the courses offered by the academic divisions of the College.

The next step was the establishment of assessment instruments for each learning outcome that had been identified. Dr. Baker returned to the College in spring 2006 to provide training in assessment strategies to evaluate learning outcomes. The faculty then designated assessment instruments to measure each learning outcome. A Course Alignment Worksheet was created to specify how each learning outcome would be assessed. Examples of an assessment for a learning outcome for MATH 102, Microbiology 110, and Computer Science 105 and a validation sheet for MATH 102 showing how results will be documented are presented. During fall 2006, results of assessments were gathered for the first time. Additional results will be gathered in spring 2007. Results of the course assessments will be reviewed by the faculty teaching the course and the division chair; determinations will be made about whether changes are needed to improve student learning. Results of program learning outcomes will be used in the periodic review of academic programs.

Using the goals and objectives approach, Bossier Parish Community College helps document attainment of learning outcomes for its certificates and associate degrees through assessments required by specialized accrediting agencies. Programs with mandated national/state accreditation undergo thorough periodic review by the respective accreditation bodies. Recommendations/suggestions from this process are used to validate the attainment of program goals/objectives, and where necessary, revise areas of weakness. With the establishment of the learning outcomes approach, the College will continue to assess the program efficacy by evaluating the attainment of learning outcomes and make needed changes as a result of the assessment.

Excerpts from some of the program reviews conducted between 2003 and 2006 are listed below. They represent samples of the evaluation of program goals and objectives prior to the establishment of course and program learning outcomes. In addition, results of program evaluation and changes made as a result of assessment are listed.

Medical Assistant, Associate of Applied Science

AAA Certification Results show that 100% of the graduates who tested passed. The Employer Survey showed that 100% of the employers surveyed either strongly agreed or generally agreed that the graduates had medical assisting and general medical knowledge appropriate to his/her level of training. Advisory minutes show that a curriculum change from accepting either PSYC 202 and PSYC220 to accepting only PSYC 220 was made to fulfill AAMA requirements. Program Learning outcomes were approved by the advisory committee. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

Physical Therapist Assistant, Associate of Applied Science

NPTE Licensure Examination Results show that 100% of the 20 students taking the exam passed. The Employer Survey showed that 67% of the respondents were very satisfied and 33% were satisfied with the overall performance of the graduates of the program. Learning outcomes for the program were reviewed and approved with one change. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

Respiratory Therapy, Associate of Science and Certificate of Technical Studies

Exam results from the Certified Respiratory Therapist Exam show that seventeen of the twenty students testing passed. The Employer Survey rated the level of preparation of the knowledge base of the students a 5 on a 1-5 scale with 5 being strongly agree. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

EMT: Paramedic, Associate of Applied Science

The Employer Survey showed that 60% strongly agreed and 40% agreed that the graduates had the EMS knowledge necessary to function in a healthcare setting. On the National Registry Exam, 69% of the students passed the written part on the first attempt. In order to improve this rate, an action plan to provide additional review for students prior to the test date was established. In addition, the development and implementation of learning outcomes and learning outcome assessments would be undertaken. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

General Science, Associate of Science

The results of the Program Resource Survey indicate that equipment, supplies and lecture classrooms are judged to be above adequate. Enrollment/Success rates in core courses are presented in a table. Data from the Graduation Exit Survey is included. Minutes from the Biotechnology Advisory Committee are included. In order to improve success rates in core courses, each ZLGY 124 instructor was available in the BPCC Learning Center for an hour per week during the fall semester. A grant was submitted to the Board of Regents to purchase additional models for use in the classroom and laboratory. The ZLGY 125L was restructured and study guides were made available through Blackboard to guide students through preparation for class. ZLGY 125 and Physics posted an 10 % increase in success rates. Several of the strategies developed during 2005-2006 will be implemented in 2006-2007.

Medical Office Specialist, Technical Diploma

Due to feedback from students, ALHT was changed from meeting four consecutive days to a Monday, Wednesday, Friday format. The students felt they would be able to absorb more information and keep up with the fast paced class.

Phlebotomy, Certificate of Technical Studies

During an advisory meeting, one member stated that PBT students were not as skilled on hard sticks and suggested that the students be given more experience with hard sticks at nursing homes. Another member said that students were getting more experience with hard sticks on the floors of a local hospital. One clinical instructor added a review for the certification exam to ALHT 211 to increase student success on the ASCP certification exam. Following this change, the pass rate on the ASCP certification exam increased from 73% to 88%.

Surgical Technology, Technical Diploma

On the Program Assessment Exam, 90% scored in the sufficient category in satisfactory development demonstrated. BPCC scored above the national average in all objective areas such as Basic Science, Intra-Op Sterile, Pre-Op Patient Care, and Surgical Procedures. Upon recommendation of the program faculty, the BPCC Curriculum Committee approved requiring students to take ZLGY 124: Human Anatomy rather than ZLGY 120: Introduction to Anatomy and Physiology. Assessment results identified the need to increase the quantity and quality of available clinical sites. As a result of this need, a strategy for 2006-2007 is to investigate the addition of additional clinical sites.

In summary, Bossier Parish Community College is in compliance with comprehensive standard 3.5.1 because the college-level general education competencies have been established by the faculty and approved by the Executive Council of the College. These competencies are consistent with the statewide requirements. Prior to 2006-07, the College ensured that graduates attained general education competencies by allowing a student to have no lower than a "C" in courses that were used to assess competencies. The College realized that this approach did not embrace the best practices adopted nationwide. Thus, the College changed to a learning outcomes approach. The achievement of learning outcomes in individual courses is established by student completion of achievement indicators and is assessed within the summative assessments of each syllabus. The College ties course learning outcomes to program learning outcomes. With the establishment of the learning outcomes approach, the College will continue to assess the program efficacy by evaluating the attainment of learning outcomes and by making needed changes as a result of the assessment.