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Curriculum         |         Assessment Plan        |         Curriculum Map

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Assessment Plan

  1. STUDENTS
  2. Mercer County Community College (MCCC) collects, analyzes, and makes decisions based on data. Student enrollment, student retention, and student success information are gathered from various departments including Office of Institutional Effectiveness, Admissions, Academic Affairs and faculty and staff to name a few. This student data is discussed and reviewed in the Aviation department meetings, with the Dean, and in administrative committees.

  3. PROGRAM MISSION AND EDUCATIONAL GOALS
  4. The mission of the Aviation Flight Technology Program is to produce well educated and informed students who are prepared to successfully transfer to a baccalaureate institution or to continue preparation for a flight career using the knowledge and skill base acquired in their courses at Mercer.

    To accomplish these goals:

    • We will foster an environment that supports learning and individual growth and is accessible to our student population.
    • We will encourage and aid students to attain the Commercial Certificate with an Instrument rating with a high regard for all safety issues.
    • We will offer quality training and coursework that will readily transfer or prepare the student for entry into occupational programs.
    • We are committed to providing to our students a broad general education background concurrent with professional pilot skills.
    • We shall provide student activities including a Flight Team, Alpha Eta Rho, field experiences, and guest speakers from the aviation industry to enrich the college experience.
    • We will promote cooperative relationships with other educational institutions, government agencies, professional business and industry groups to better serve the students in our program.
    • We will endeavor to instill in our students a safety consciousness and promote attributes associated with a professional pilot including integrity, honesty and a conscientious work ethic.

    This mission statement was developed after careful review of the institution's mission and our objectives and goals as a program. The aviation team (Dr. Winston Maddox, Professor Elizabeth Bondurant, Professor Judith Stillwagon and Professor Jerry Kuhl) will continuously evaluate our mission statement to ensure it aligns with the institutions mission and the objectives of our program. A comprehensive review will take place every three years which will be in line with assessing our educational goals.

  5. STUDENT LEARNING OUTCOMES
  6. The aviation team developed a curriculum map to link the specific aviation courses with the 7 newly developed program level student learning outcomes. The thirteen required aviation courses are included along with a stipulation as to whether the outcomes are introduced (I), reinforced (R), mastered at the exit level (M). Finally, it is noted with an "A" when assessment evidence is collected. See link for Curriculum Map.

    The assessment plan is a continuous means for the aviation team to evaluate the goals and objectives of the program and to determine if our students are meeting those goals. As stated above, a curriculum map has been created and assessments have been developed for each of the aviation classes. These assessment processes include oral, written, and practical flight checks.

    Oral Exams: Includes Oral practical testing for the Private, Commercial, and Instrument Ratings. FAA practical Test Standards are utilized to ensure all necessary areas are covered. In addition team presentations are a means of oral examination.

    Written Exams: Includes college final exams, FAA Knowledge test exams, and research papers/business plans.

    Practical Flight Checks: Since MCCC has been granted examining authority by the FAA, this includes the private pilot check ride, commercial pilot check ride, and the instrument rating check ride. In addition, there are periodic progress checks outlined in the syllabus. The student is required to fly with the Chief Flight Instructor or their assistant to ensure the student is progressing as needed for course and program completion.

    Plan for assessment: Our aviation flight and ground courses are assessed continuously to ensure compliance with FAA regulations and formally every two years as part of our FAA 141 recertification. The aviation team works together to implement necessary changes in order to stay in compliance with the FAA regulations as well as assessing our students performance on practical flight tests as well as written tests for the FAA knowledge tests. The FAA 141 Certificate is due for renewal every two years. In August of the year that our renewal is due, the aviation team conducts a formal assessment of the courses to be presented to the FAA for approval.

    Means of evaluating courses

    The aviation team meets on a regular basis to discuss any FAA changes that need to be addressed in our curriculum.

    The aviation team evaluates student progress sheets for the time period since the last evaluation and discusses possible changes to the curriculum to ensure students are meeting the course and program outcomes stated.

    The aviation team works with the assessment department Office of Institutional Effectiveness and reviews the completion criteria for each of the courses and compares it to the expected completion criteria.

    The aviation team then discusses any changes that need to be made and implements those changes as needed.

    The Aviation Department follows the detailed institutional Academic Assessment Plan. The 2016-2017 Academic Assessment Plan is listed below.

Date Activity
August/September
  1. Program and discipline faculty collectively identify at least two courses (courses should be gateway courses and/or high enrolled General Education (Gen Ed) courses
    • For each course, faculty select at least one course-level; student learning outcome (SLO) to assess (ideally the selected SLO aligns with a program level outcome or a Gen Ed outcome)
  2. Program coordinators, course coordinators, and department chairs work with faculty (full-time and part-time) to identify an assessment tool (e.g. rubric, exam questions, portfolio) and the criteria for success for each SLO being assessed-the same assessment tool must be used for all sections of the identified course
    • The Dean of Institutional Effectiveness (IE) is available to work with faculty as they identify and design assessment tools
September/October
  1. Identify courses, SLOs, Program Learning Outcomes (PLOs), and Gen Ed outcomes, and criteria for success, benchmarks are communicated to the Dean of I.E.
  2. Program and course coordinators meet with program/course faculty to implement assessment activities
  3. Coordinators work with the Dean of I.E. to update SLO and PLO information and assessment plans into TracDat (assessment software system)
October/December
  1. Faculty collect assessment data
  2. Once data are collected, faculty begin the review and analysis of assessment data relative to the set benchmark/criterion for success
    • The Dean of I.E. works with faculty, as needed, to assist with the implementation, review, and/or analysis of assessment data
December/January
  1. Analysis of assessment data is completed
    • Identify ways that actual learning is consistent with the outcomes and ways it is not
  2. Based on analysis, coordinators determine an action plan (actions, targets, recommendations) which drives continuous assessment
  3. Program coordinators, and/or department chairs update the TracDat with the (the assessment results and action plan) by Friday of pre-class week in January.
    • The assessment results (data, analysis, actions, targets) are entered into TracDat
January
  1. Program and discipline faculty collectively identify at least two courses (courses should be capstone courses, key sequence courses, and/or high enrolled General Education courses)
    • For each course, faculty select at least one course-level; student learning outcome (SLO) to assess (ideally the selected SLO aligns with a program level outcome or a Gen Ed outcome)
  2. Program coordinators, course coordinators, and department chairs work with faculty (full-time and part-time) to identify an assessment tool (e.g. rubric, exam questions, portfolio) and the criteria for success for each SLO being assessed-the same assessment tool must be used for all sections of the identified course
    • The Dean of I.E. is available to work with faculty as they identify and design assessment tools
  3. Identify courses, SLOs, PLOs, and Gen Ed outcomes, and criteria for success, benchmarks are communicated to the Dean of I.E. (either using the Assessment Reporting Template or by updating TracDat by the first Friday in February.
January/February
  1. Program and course coordinators meet with program/course faculty to implement assessment activities
  2. Program and course coordinators review their course entries (and program maps) in TracDat
    • Coordinators work with the Dean of I.E. to update SLO and PLO information and assessment plans into TracDat
February/April
  1. Faculty collect assessment data
  2. Once data are collected, faculty begin the review and analysis of assessment data relative to the set benchmark/criterion for success
April/May
  1. Analysis of assessment data is completed
  2. Based on analysis, coordinators determine an action plan (actions, targets, recommendations) which drives continuous assessment
  3. The assessment results (data, analysis, actions, targets) are communicated to the Dean of I.E. (either using the Assessment Reporting Template by updating into TracDat by last Friday in May.



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