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| Last
updated
3/2/06
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Person
responsible for report: Joe Roman |
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| 3.4.14 |
The institution’s use of technology enhances
student learning, is appropriate for meeting the objectives
of its programs, and ensures that students have access
to and training in the use of technology. |
| |
 Compliance |
 Partial
Compliance |
Non-Compliance |
|
| Narrative: |
Southwestern
Community College enhances student learning by using technology
appropriate for meeting program objectives and ensuring
that students have access to and training in the use of
that technology.
The college computer network utilizes 21 file servers
and over 900 desktop computers to provide access to technology
in the classroom (1).
Classrooms are equipped with networked, Internet-connected
computers and data projectors for instructor and student
presentations. The college is an Internet Service Provider
(ISP) for students, staff, and faculty. This dialup service
gives network users Internet and e-mail access from home.
The service is free for all full-time students (2).
Students, faculty, and staff at the College are provided
with college email accounts. Training in accessing student
email is provided in face-to-face and online new student
orientation sessions (3).
The College’s Information Technology division staffs
the Student Support and Help Desk (4)
to support student technical assistance with College Internet,
email, and distance learning access.
The college also has an interactive television system
(ITV) (5).
This Community Link ITV network consists of 13 interactive
sites including four SCC centers and seven local high
schools. Furthermore, the college is a participant in
the North Carolina Information Highway site (NCIH) which
permits the sharing of interactive courses with other
North Carolina community colleges and other participating
state agencies.
Technology
is also used to provide innovative learning opportunities
by employing software such as Blackboard (6)
to support online courses and hybrid variations. Additionally,
online resources such as Blackboard are used to enhance
traditional classes. Web-enhancing a traditional course
establishes a course website that may include a class
discussion board, announcements, online assessments,
lecture notes, and links to Internet resources. During
Spring 2006 the College offered 63 web-centered (online)
courses, seven hybrid (combined online and seat-based)
courses, and 83 web-enhanced courses. Students in distance
learning courses have access to online and face-to-face
training in the use of relevant technology. The distance
learning specialist conducts orientation sessions in
computer labs each semester for students taking online
courses. Students may also access online tutorials for
getting started with online learning, basic computer
skills, and using the Blackboard course technology (7).
During the 2006 Spring Semester the College increased
student tutoring options with the addition of online
tutoring through SmarThinking (8).
SmarThinking provides highly qualified online tutors
in various academic disciplines including English, economics,
accounting, science, Spanish, and mathematics.
| Forty-five
degree programs of study at the College include
a requirement or elective option for a computer
literacy course (9).
These courses include: |
• |
CET
111 Computer Upgrade/Repair |
• |
CIS
110 Introduction to Computers |
• |
CIS
111 Basic PC Literacy |
• |
GRD
151 Computer Design Basics |
• |
OST
137 Office Software Applications |
| Students
in the two degree programs that do not have include
the option of a computer literacy course receive
training the use of technologies relevant to their
disciplines (Medical Laboratory Technology and Nursing). |
In
addition to the computer literacy courses in degree
programs of study, the Learning Assistance Center (LAC)
also provides access to instruction in the use of technology.
The LAC is a professionally staffed facility with two
24-station computer classrooms, a 16-station computer
lab, and six enclosed carrels (four with computers)
for individual study and tutoring. The LAC offers students
workshops and one-on-one assistance in using computers,
troubleshooting computer problems, learning basic computer
operation, and learning how different software works
(such as Microsoft Word, Power Point, Excel and others).
The
college places primary responsibility for the quality
of the educational programs with faculty (10).
The faculty have articulated their Values for Teaching
Excellence which identifies elements of quality educational
experiences at the College. One such value is that faculty
"recognizes the use of technology to enhance the
teaching-learning process" (11).
This is consistent with College efforts to accomplish
its mission through the aggressive pursuit of "the
most current technologies while maintaining a nurturing
atmosphere which appreciates the value of every individual"
(12).
The
use of technology to enhance the learning process is
reflected in the integration of current, discipline
appropriate technology in programs of study at the College.
The various faculty program coordinators identify and
plan the technology that is appropriate for meeting
the objectives of their programs. Coordinators make
budget requests to support technology needs during the
annual Instruction and Student Services budget hearings
and identify those needs in the annual curriculum program
planning process.
Examples
of the use of technology to enhance student learning
in programs of study at the college include:
| • |
Students
in the nursing program learn the uses of technology
in providing care for patients. For example, the
students learn to program feeding and intravenous
infusion pumps, set up and read EKG monitoring devices,
assess vital signs using automatic sphygmomanometers,
use Dopplers to detect pulses, utilize PIXIS for
medication retrieval, and use computers for patient
charting. Most of the nursing degree courses are
web-enhanced with Powerpoint lectures and assignments
among the items posted online. There are also links
to sites for medication calculation practice, and
NCLEX review tests as well as links to other important
sites such as the North Carolina Board of Nursing,
the Institute for Safe Medication Practices, Center
for Disease Control, and other resources. |
| • |
Medical
Laboratory Technology students utilize various types
of technology to analyze blood and body fluids.
These analyzers include computer interfaced spectrophometers
(for measuring light transmission), computerized
electronic impedance counters for particles, and
fiber optic color interpreters. Students conduct
extensive microscope examination of cells and fluids.
Students’ knowledge of this technology prepares
them as technicians with testing skills to support
the diagnosis and treatment of disease or promotion
of good health. Online courses require the use of
many common computer skills such as Internet searches,
word processing, spreadsheets, e-mailing, and computerized
exam reviews. |
| • |
Students
in Respiratory Therapy use technology in learning
how to provide care for patients through the setup
and maintenance of mechanical ventilators and arterial
blood gas monitors. Students also learn how to operate
and interpret ECG devices. In the clinical component
of the curriculum, students learn to use special
computerized patient charting systems. |
| • |
Physical
Therapist Assistant students are exposed to software
in anatomy and physiology, pathology, and exercises
in treatment and intervention which are used in
the classroom on a daily basis to enhance all courses.
Consistent with workplace trends, the students are
exposed to the latest in diagnostic and intervention
modalities in their laboratory courses. These modalities
include ultrasound and electrical stimulation combination
units, mechanical traction devices, a treadmill,
specialized exercise equipment, and laser and diode
light therapy units. |
| • |
Health
Information Technology: Second year HIT students
use the computer lab in the Balsam Center to work
on the 3M encoder to learn how to code records using
coding software. This software program is also used
at many of our local clinical sites. |
| • |
Human
Services Technology and Substance Abuse Concentration
classes are all web enhanced and some are web centered.
Students can access syllabi and other pertinent
information directly on the web. Films, the Internet,
PowerPoint slides and printed information that are
used in instruction in face to face courses are
displayed on a large screen via a computer and projection
system. |
| • |
Outdoor
Leadership students utilize technology in creating
and reviewing electronic maps for back country travel
and reconnaissance. CD-Rom mapping software in conjunction
with GPS devices and software allow for custom map
creation with 3-D imaging and "Fly-through"
previews. Electronic compass and altimeter readings
are performed in-field. Access to the Swain Center
computer lab gives on-line connection for research
plus access to satellite and aerial photography
and topographic map databases. |
| • |
Learning
in introductory software applications courses (from
the information systems program) is enhanced by
students’ use of the SNAP online tutorial
and assessment program. This program provides assessment
of students’ skills in using various components
of office software. Interactive tutoring is provided
to each student based upon individual needs identified
through the assessment component. |
| • |
Students
in the Office Systems Technology program learn to
use technology to perform administrative tasks efficiently
and accurately. They are required to use word processing,
desktop publishing, spreadsheet, database, and presentation
graphics application software to complete office
jobs, and they are expected to work with computers,
scanners, printers, and transcribers. They learn
to use the Internet for research and emailing as
required in the modern office. |
| • |
Accounting
students use industry appropriate technology for
learning bookkeeping and tax preparation. Intuit's
Quickbooks Pro is the industry standard accounting
software for small and medium sized companies. Accounting
students are introduced to Quickbooks in introductory
accounting courses and use it as the centerpiece
of an advanced computerized general ledger course.
Students taking the personal income tax course prepare
tax returns utilizing Intuit's TurboTax Software
and Drake Industries’ tax preparation software.
Both are industry leaders in tax software for private
and public sectors. |
| • |
The
Networking curriculum is equipped with technology
tools that enable students to install computer and
network hardware and test their functionality. This
includes practice computers and spare parts, network
interface cards, cable crimping equipment, digital
multimeters, and Fluke network testing equipment.
Since the curriculum also encompasses the Cisco
Networking Academy Program, there are several racks
of the latest Cisco equipment which is used for
learning router and switch configuration. These
physical tools are supplemented with software based
simulation equipment. |
• |
Students
in the Surveying Technology Program use modern technology
in just about every aspect of their curriculum.
They use a computer controlled “total station”
to perform electronic measurement of field angles
and distances that has replaced the traditional
transit and tape. Students use a hand-held electronic
data collector, which works in a Windows environment,
to download field data from the total station (instead
of the slow and error prone manual writing of field
notes). The data collector then automatically performs
the calculation of coordinates and elevations of
the points surveyed in the field, and this data
is uploaded to computerized drafting software known
as AutoCAD with specialized surveying functions.
AutoCAD allows the students to draw property plats,
topographic maps, and site or construction plans,
and then electronically plot these drawings to a
large format printer (plotter) instead of using
slower and less accurate manual drafting procedures.
These high-tech computerized tools, used in actual
practice today, are referred to as “field
to finish” survey systems. |
| • |
Internet
Technologies students utilize industry standard
software in web programming, web marketing and web
development. The students continue to use the software
and refine their skills throughout their time in
the program of study. Students also use handheld
computers to test software programs that they have
developed. Students in the co-op component of the
program apply the web skills that they have learned
toward the development and design of business and
organizational websites. |
| • |
Students
in the Early Childhood Education program learn to
use the Internet for research and collaboration.
Most courses in this program are available in an
online format where students extensively use electronic
discussion boards for idea exchange. This is similar
to how teachers join online discussion boards and
post in community group pages to share teaching
strategies. Early Childhood students also complete
a course in media technology for teachers which
introduces technology for enhancing teaching and
learning in various educational settings. |
| • |
Students
in the Advertising & Graphic Design program
learn to effectively use 35mm SLR and digital cameras
in their photography courses. Vinyl cutting software
is used to run vinyl cutting equipment for the production
of signage, banners and vehicle graphics. The latest
in illustration, image manipulation and layout software
(Adobe Creative Suite 2 Premier) is utilized along
with scanning and printing equipment to produce
designs for logos, brochures, business cards, posters,
menus and T-shirts. The Advertising and Graphic
Design Lab includes resources such as laptop and
Power Mac G-5 desktop computers that support student
projects and applications throughout their program
of study. |
| • |
Students
in the Electronics Engineering Technology program
learn the application of technology from component
level through systems interconnection. For example,
the students learn to breadboard discrete components
in most of the core courses as a required laboratory
activity, systems interconnection with programmable
logic controllers, and in-depth systems in the Communications
and Advanced Communications classes. These specific
skills are cultivated on a background of proper
test instrument use (such as various oscilloscopes,
measurement instruments and function generators).
|
| • |
Students
in the Computer Engineering Technology program learn
the applications of technology on a basic platform
of electrical/electronic theory, discrete device
operation, math, physics, and proper test instrument
use, (such as oscilloscopes, measurement instruments
and function generators). Although a broad background
is presented, the degree focuses on an in-depth
engineering approach to networking, troubleshooting,
and programming. Prior to program completion, students
develop an applied project entailing drafting, construction,
installation, programming, and demonstration of
a functioning interface that plugs into the PC motherboard
slot and controls an external load. |
| • |
Culinary
Technology Program students use technology for accessing
menu format and design, procurement of food and
supplies, recipe conversion, and operation of computerized
cooking equipment. The culinary students have an
Internet connected computer in the kitchen/lab for
immediate access to online recipe databases and
safety and sanitation resources. |
| • |
Automotive
Systems students are using technology in the lab
to service and repair today's complex automobiles.
Students use the latest scan tools to diagnose and
repair computer and computer related faults. They
use electronic test equipment to diagnose automatic
transmissions that are now computer controlled.
Students even learn to integrate technology in the
study of brake systems as they use scan tools to
diagnose anti-lock braking systems problems. The
latest use of technology to be introduced in the
program is hydrogen fuel cell powered cars. |
| • |
Students
in the Paralegal Program use technology in legal
research. Through an online subscription with Lexis-Nexis,
paralegal students access all the legal reference
materials in the Lexis databases. These include
cases, statutes, administrative regulations, and
constitutions from the Federal government, all states,
and numerous foreign countries. Students also complete
introductory and advanced word processing courses
to learn professional document creation and formatting. |
| • |
Business
Administration students use technology in both oral
and written communication. Employers are looking
for employees who possess excellent communication
skills. Business students use technology to prepare
business letters, business reports, e-mails, and
other business publications. This technology includes
word processing, business graphics, accounting,
and spreadsheet software. Students also use presentation
software and data projection systems for course
presentations. |
| • |
Criminal
Justice/Latent Evidence students use technology
in the classroom that emulates technology available
to practitioners in the field. For example, Criminal
Justice/Latent Evidence students use a variety of
computer software programs to assist in the drawing
of composite images used in identifying criminal
suspects. Additionally, Reflected Ultra Violet and
Infrared light source technologies are used in acquiring
latent evidence at crime scene scenarios. |
| • |
Cyber
Crime students use a variety of computer hardware
and software technologies for the purpose of obtaining
forensic digital evidence or securing computer information.
Computer technology is key to solving all computer
crimes and their requisite, reactive investigations
as well as securing digital information in a proactive
approach to shield this information from cyber criminals. |
| • |
Cosmetology
students integrate current chemical technologies
in their salon/lab experiences. The students use
a chemical processor for coloring and perming services.
They access Internet connected computers to conduct
research in developing reports and practical applications
on style trends and salon procedures. |
| • |
Technology
is used to enhance student learning in Arts and
Sciences courses. Calculus, College Algebra, Intermediate
Algebra, Introductory Algebra, and Basic Mathematics
classes use web-based instructional software called
EDUCO that provides students with tutorials they
can access any time, instant feedback on homework
and quizzes, and a dynamic gradebook so they can
track their progress throughout the semester. Statistics
classes teach students how to use Excel to organize,
analyze, and present data. Many classes in English
and communications require and provide instruction
in/assistance with using PowerPoint for class presentations.
Anatomy and Physiology classes use ADAM software
to learn and review course content. |
| |
|
|
Assessing
the Use of Technology
Information
indicates that the College is successfully training
students in the use of technology and using technology
to enhance learning in support of program objectives.
|
• |
Student
Climate Survey. Annual Student Climate Survey results
indicate students’ satisfaction with training
and use of technology to enhance learning (13): |
Survey
Climate Survey Question: |
Results:
4.0 Scale |
2003
Mean |
2004
Mean |
2005
Mean |
| 5. |
I
am satisfied with the quality of computer hardware
and software at SCC. |
3.03 |
3.04 |
3.11 |
| 12. |
I
am satisfied with the variety of distance learning
course offerings. |
NA |
NA |
2.96 |
| 15. |
I
am satisfied with the computerized placement test
process. |
2.77 |
2.80 |
2.91 |
| 23. |
I
am satisfied with my ability to enroll in distance
learning classes. |
NA
|
NA
|
3.16 |
| 24. |
Appropriate
technology is effectively incorporated into classroom
instruction. |
3.12 |
3.09 |
3.20 |
| 25. |
I
am satisfied with the on-line student orientation
process at SCC. |
NA |
NA |
3.14 |
| 32. |
The
quality of my distance learning classes is equal
to that of my traditional classes. |
NA |
NA |
3.03 |
| 41. |
I
am satisfied with my ability to access my course
grades on-line. |
NA |
3.11 |
3.32 |
| 43. |
I
am satisfied with the access to computer laboratories
after class hours. |
3.04 |
3.08 |
3.20 |
| 46.
|
The
SCC student e-mail system is an effective mechanism
for communicating with the college. |
NA |
3.02 |
3.19 |
| 48. |
Classrooms
and laboratories are appropriately equipped. |
2.87 |
2.89 |
3.05 |
| 49. |
I
am satisfied with the performance of the Internet
on the campus. |
NA |
NA |
3.17 |
| • |
2005
Community College Survey of Student Engagement (CCSSE).
The College participated in the CCSSE survey to
assess effective community college educational practice
at the College in comparison with other community
colleges. There are seven items on the CCSSE where
students rated their use of technology at the college.
Results indicate that SCC students’ engagement
with technology (as reflected by the mean responses)
exceeded that of students at all 257 colleges participating
in the survey on six measures and was equivalent
to all colleges on a seventh measure (14): |
| 4. |
In
your experiences at this college during the
current school year, about how often have
you done each of the following? |
|
| |
SCC |
Consortium
Colleges |
All
Colleges |
| j. |
Used
the Internet or instant messaging to work
on an assignment |
|
2.77 |
2.81 |
2.71 |
| k. |
Used
email to communicate with an instructor |
|
2.37 |
2.26 |
2.24 |
| 9. |
How
much does this college emphasize each of the
following? |
|
| |
SCC |
Consortium
Colleges |
All
Colleges |
| g. |
Using
computers in academic work |
|
3.14 |
3.08 |
3.03 |
| 12. |
How
much has your experience at this college contributed
to you knowledge, skills, and personal development
in the following areas? |
|
| |
SCC |
Consortium
Colleges |
All
Colleges |
| g. |
Using
computer and information technology |
|
2.81 |
2.74 |
2.66 |
| 13.1 |
How
often do you use the following services? |
|
| |
SCC |
Consortium
Colleges |
All
Colleges |
| h. |
Frequency: Computer lab |
|
2.37 |
2.08 |
2.09 |
| 13.2 |
How
satisfied are you with the services? |
|
| |
SCC |
Consortium
Colleges |
All
Colleges |
| h. |
Satisfaction:
Computer lab |
|
2.49 |
2.52 |
2.49 |
| 13.3 |
How
important are the services to you? |
|
| |
SCC |
Consortium
Colleges |
All
Colleges |
| h. |
Importance:
Computer lab |
|
2.56 |
2.51 |
2.44 |
Note:
1=Never 2=Sometimes 3=Often 4=Very often
| • |
General
Education Competencies. The college has
identified eight college-level general education
competencies that are expected of all graduates.
One such competency is that graduates “demonstrate
proficiency in the use of current technologies (Computer/Technology
Skills)” (15).
As an important aspect of assessing general education
competencies, faculty from each of our academic
divisions were asked to rate each of the Spring
2005 graduates regarding the eight areas of core
competence (16).
During Fall 2005, faculty held roundtable discussions
to review results of the initial assessment of competencies.
The technology competency did not emerge as a common
area of concern during that process (writing and
communication skills emerged as common themes).
The College will continue to monitor faculty assessments
of the technology competency of graduates and address
common concerns that may emerge from that review.
|
| • |
Annual
Program Reviews. The annual program review
process includes a survey of recent graduates and
their employers. Program coordinators may include
questions to assess employer satisfaction with graduates’
technical skills. Results from these reviews are
indicative of graduate and employer satisfaction
with the use of technology to support program objectives.
For example, 100 percent of responding employers
of 2004 advertising and graphic design graduates
agreed that they had a working knowledge of computer
hardware and software when hired (17).
Similarly, 100 percent of responding employers of
Electronics Engineering Technology graduates’
expressed satisfaction with their technical skills
for equipment usage (18)
. Employers may comment on the technical proficiency
of graduates even if it is not explicitly asked
on the survey; this was case with Paralegal Technology
when an employer of a 2004 graduate stated that
“computer skills are excellent” (19). |
| • |
Accreditation
and Approval Boards. Several curriculum
programs at the College maintain state and/or national
accreditations or approval by professional associations
or licensing boards (20).
Faculty program coordinators work to demonstrate
that these programs meet the standards of quality
established by their respective governing boards
or accrediting agencies. The effectiveness of those
efforts is reflected in the good standing that all
of these programs have with their accrediting agencies
or boards. Adequacy of technology and equipment
to support program objectives is a common requirement
of external approving bodies. For example, Standard
7 of the National Automotive Technicians Accreditation
Foundation (NATEF) program accreditation standards
requires that “equipment and tools used must
be of the type and quality found in the repair industry
and must also be the type needed to provide training
to meet the program goals and performance objectives”
(21).
The College successfully demonstrated that it met
this requirement in gaining NATEF accreditation.
|
|
Support
Documentation: |
|
| |
| |
Source |
Location
/ Special Instructions |
| 1. |
SCC
Data Network |
http://www.southwesterncc.edu/comp-ctr/
info.htm#data |
| 2. |
SCC
Dial-up, Internet, and E-mail Services |
http://www.southwesterncc.edu/comp-ctr/
info.htm#dialup |
| 3. |
SCC
Student Web Mail instructions |
http://www.southwesterncc.edu/distlearn/
Tutorials/student/SCC_eMail.htm |
| 4. |
SCC
Computer Support and Help Desk |
http://support.southwesterncc.edu/ |
| 5. |
Interactive
Television (ITV) |
http://www.southwesterncc.edu/comp-ctr/
info.htm#itv |
| 6. |
Blackboard |
http://www.blackboard.com/products/as/
learningsys/basic.htm |
| 7. |
Student
tutorials for online learning |
http://classroom.southwesterncc.edu/ |
| 8. |
Smarthinking.com |
http://www.smarthinking.com/static/
aboutus/ |
| 9. |
Computer
Literacy Requirements for SCC degree programs |
http://www.southwesterncc.edu/sacs/
reports/3.4.14-9.pdf |
| 10. |
SCC
Policies & Procedures for Employees; Curriculum
Development and Revision, 5.9 |
http://www.southwesterncc.edu/policies/
5.9.htm |
| 11. |
SCC
Values for Teaching Excellence |
http://www.southwesterncc.edu/sacs/
reports/3.4.12-18.pdf |
| 12. |
SCC
Vision, Mission, and Goals |
http://www.southwesterncc.edu/sacs/
reports/about-mission.pdf |
| 13. |
Student
Climate Survey 2005Questions 5, 12, 15, 23, 24,
25, 32, 41, 43, 46, 48, and 49. |
http://www.southwesterncc.edu/research-planning
/scc-info/stats-reports/Student%20Climate%20
Survey%20Results/Student-Climate-Svy-2005-
summary.pdf |
| 14. |
2005
Community College Survey of Student Engagement (CCSSE)
Mean Summary Report |
http://www.southwesterncc.edu/research-planning
/scc-info/stats-reports/CCSSE/2005/
2005_means_consortium_enrlment.pdf |
| 15. |
SCC
Assessing General Education Outcomes, number 4 |
http://www.southwesterncc.edu/sacs/
reports/3.5.1-11.pdf |
| 16. |
Core
Competencies Order of Concern |
http://www.southwesterncc.edu/sacs/
reports/3.5.1-17.pdf |
| 17. |
SCC
Annual Program Review, Advertising & Graphic
Design, page 4 |
http://www.southwesterncc.edu/sacs/
reports/3.4.14-17.pdf |
| 18. |
SCC
Annual Program Review, Electronics Engineering Technology,
page 5, item b |
http://www.southwesterncc.edu/sacs/
reports/3.4.14-18.pdf |
| 19. |
SCC
Annual Program Review, Paralegal Technology, page
4, comments |
http://www.southwesterncc.edu/sacs/
reports/3.4.14-19.pdf |
| 20. |
SCC
Professional Accrediting Agencies and Approval Boards
|
http://www.southwesterncc.edu/sacs/
reports/3.4.12-21.pdf |
| 21. |
National
Automotive Technicians Accreditation Foundation
(NATEF) program accreditation standards, Standard
7, page 33 |
http://www.natef.org/documents/Auto
_standards_2005.pdf
|
|
|
|
|
