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Appendix

Appendix A – Forms

Appendix B - Mathematics Courses – Nova Southeastern University

Appendix C - Guidelines for Credentialing Science Faculty

Appendix D - Position Statement from HAPS on Human Anatomy and Physiology Society

Appendix E - Acceptable Mathematics Courses from Florida Atlantic University’s Master’s Degree in Teaching Mathematics

Course Number Course Title and Description
MAS 6271 Number Theory and Cryptography (3 credits)
Elementary number theory with applications to cryptography, including: congruences and modular arithmetic, finite fields, public key cryptography (RSA), primality testing and factoring.
MAS 6318 Advanced Algebra and Geometry (3 credits)
Prerequisites: MAS 2103 and MAS 4301

Integrative treatment of advanced topics in classical algebra and geometry. Not intended for students in the Ph.D. program in mathematics.
MAT 6516 Problem Solving and Recreational Mathematics (3 credits)
Prerequisites: MAA 4200 and MAS 4301

Introduction to mathematical problem-solving literature, principles and methods of problem solving, and analysis of selected famous problems in recreational mathematics. Not intended for students in the Ph.D. program in mathematics.
MTG 6415 Fractal Geometry (3 credits)
Prerequisite: Permission of instructor

Fractal geometry describes the seemingly irregular shapes and patterns we encounter in the natural world. This course explores the mathematical concepts behind fractal geometry and gives numerous applications of integration of mathematics with the natural world.
MTG 6226 Advanced Euclidean Geometry (3 credits)
Prerequisites: MAS 2103 and MAS 4301

Emphasizes the uses of homogeneous barycentric coordinates in triangle geometry and of dynamic software to explore basic theorems and problems. Not intended for students in the Ph.D. program in mathematics.
MTG 6418 Dynamical Systems, Chaos, and Computing (3 credits)
Prerequisite: Permission of instructor

Students reconstruct some modern mathematical discoveries in dynamical systems using widely accessible programs such as spreadsheets and dynamical geometry software. Explorations illustrate the relation of chaos theory to iteration of second order polynomials and fractal geometry as well as general mathematical patterns.
MHF6410 Calculus from a Historical Perspective (3 credits)
Selected topics in calculus from the historical point of view including Archimedes’ quadrature of the parabola, the calculation of Pi, the Bernoulli numbers, and sums of powers of numbers.

Appendix F - List of Reviewers by Discipline

DISCIPLINES REVIEWER
Accounting Lancaster, Kim
Air Conditioning/HVAC Gauthier, Thomas
Anthropology Roy Vargas
Apprenticeship Gauthier, Thomas
Archaeology Caldwell, Susan
Architecture Roy Vargas
Art White, Richard
Astronomy Ramos, Carlos
Automotive Service Technology Gauthier, Thomas
Automation Mercer, Becky
Banking Lancaster, Kim
Barbering McAllister, Gloria
Biology Ramos, Carlos
Biotechnology Mercer, Becky
Biotechnology Lab Specialist Mercer, Becky
Business Administration & Management Lancaster, Kim
Business Entrepreneurship Lancaster, Kim
Chemistry Ramos, Carlos
Community-Based Learning Johnson, Jennifer
Computer Information Systems Lancaster, Kim
Cosmetology/Facials/Nails Gauthier, Thomas
Crime Scene Technology Cipriano, Barbara
Criminal Justice Institute Cipriano, Barbara
Criminal Justice Transfer Cipriano, Barbara
Dental Hygiene/Dental Assisting Wiley, Edward
Diesel Technology Gauthier, Thomas
Early Childhood Education/Entry-Level/Certificate Programs Caldwell, Susan
Economics Roy Vargas
Education Caldwell, Susan
Electrical Power Technology Mercer, Becky
Electrician Gauthier, Thomas
Emergency Management Cipriano, Barbara
Emergency Medical Services/Paramedic/EMT Cipriano, Barbara
Engineering Roy Vargas
English/English Preparatory (Developmental Education) Johnson, Jennifer
English for Academic Purposes Johnson, Jennifer
Environmental Science Technology Mercer, Becky
Facilities Maintenance Technician Gauthier, Thomas
Fire Science Technology/Fire Recruit Cipriano, Barbara
Foreign Language Mercer, Becky
Geography Caldwell, Susan
Geology Ramos, Carlos
Graphic Design Technology White, Richard
Health/Health & Fitness/Physical Education Wiley, Edward
Health Information Tech/Health Informatics/Medical Info Coder/Healthcare Doc Wiley, Edward
Heavy Equipment Service Technician McAllister, Gloria
History Roy Vargas
Hospitality Management Lancaster, Kim
Human Services Caldwell, Susan
Industrial Management Mercer, Becky/Andric, Oleg
Insurance Lancaster, Kim
Interdisciplinary/Honors Albertini, Velmarie/Sheila Scott-Lubin
Interior Design White, Richard
Journalism/Mass Communications White, Richard
Landscape & Horticulture Management Mercer, Becky
Library Science Krull, Rob
Machining Technology Gauthier, Thomas
Massage Therapy Roy Vargas
Mathematics/Mathematics (Developmental Education) Hamadeh, Dana
Medical Assisting Wiley, Edward
Mechatronics Mercer, Becky
Motion Picture & Television Production White, Richard
Music White, Richard
Nursing (AS) Copeland, Deborah
Nutrition Wiley, Edward
Oceanography Mercer, Becky
Office Management Technology Lancaster, Kim
Office Occupations Lancaster, Kim
Ophthalmic Medical Technology Mercer, Becky
Paralegal Lebile, Linda
Patient Care Assistant Wiley, Edward
Philosophy Roy Vargas
Photography Roy Vargas
Physical Science Ramos, Carlos
Physics Ramos, Carlos
Political Science Roy Vargas
Practical Nursing Wiley, Edward
Psychology Caldwell, Susan
Public Safety Telecommunications Cipriano, Barbara
Radiography Wiley, Edward
Reading (Developmental Education) Johnson, Jennifer
Real Estate Lancaster, Kim
Religion Roy Vargas
Respiratory Care Wiley, Edward
Security and Automation Systems Technology Gauthier, Thomas
Sociology Caldwell, Susan
Sonography Wiley, Edward
Speech Lebile, Linda
Student Development-Strategies/Leadership Johnson, Jennifer
Supply Chain Management Lancaster, Kim
Surgical Technology Wiley, Edward
Sustainable Construction Management Gauthier, Thomas
Teacher Certification Program (EPI – Educator Preparation Institute) Caldwell, Susan
Theater White, Richard
Vocational Preparatory Instruction Johnson, Jennifer
Welding Technology Gauthier, Thomas
Bachelor’s Degrees
Entrepreneurship Gladney, Don
Cardiopulmonary Sciences Gladney, Don
Health Management Gladney, Don
Human Services Gladney, Don
Information Management Gladney, Don
Nursing Gladney, Don
Project Management Gladney, Don
Supervision & Management Gladney, Don

Appendix G - Pay Method Code Table – 2020

Appendix H - Policies and Procedures Oversight

DESCRIPTION OFFICE/DEPARTMENT
POLICIES
Academic Affairs Calendar & Final Exam Schedule Dean of Academic Affairs, LW campus
Academic Checklist Associate Deans/Academic Services
Academic Progress Standards Registrar’s Office, LW campus
Academic Records Retention Policy Departments/Registrar’s Office (LW)
Attendance and the First Day of Class Departments/Registrar’s Office (LW)
Attendance Statement and Reporting Requirements Departments/Registrar’s Office (LW)
Block Scheduling Templates Academic Services
Chart of Programs Associate Deans/Academic Services
Class Audit Policy Registrar’s Office (LW)
Class Size Guidelines/Suggested Week Guidelines Academic Services Office
Cluster Guidelines VPAA Office
Conversion of Noncredit to Credit Academic Services
Course Outlines Database Academic Services
Credit Hour Definition VPAA Office
District Board of Trustees Policies – Academic Affairs VPAA Office
Dual Enrollment Guidelines Academic Deans/VPAA Office
Educational Technology Use eLearning Department
E-Learning – Faculty Load/E-Pack Policy eLearning Department
Email Guidelines for Faculty and Instructors Information Technology
Faculty Observation and Student Assessment Guidelines VPAA Office
Faculty Office Hours VPAA Office
Final Course Grade Appeal Policy and Process Registrar’s Office, LW campus
Foreign Transcript Evaluation Academic Services
Gordon Rule Policy Statement Academic Services
Independent Study Definitions and Guidelines VPAA Office
Lab and Lecture Co-enrollment Policy for Science Classes Registrar’s Office
Mid-Term Grading Academic Services
Official Communication with Students Registrar’s Office
Online Course Equivalency Process Academic Services
Saturday, Sunday & Holiday Class Scheduling Academic Services
Student Training in Technology eLearning Department
Syllabus Posting On-line IDT eLearning Department/I.T.
Syllabus Template/Simple Syllabus IDT eLearning Department/I.T.
Testing Center Use Guidelines for E-learning Students eLearning Department
Textbook Affordability & Certification Procedures VPAA Office
Textbook Affordability Report Academic Services
Vendor Gifts Auxiliary Services Office
Web Grading eLearning Department
Year-Round Schedule VPAA Office
 
PROCEDURES
Accreditation Report/Information Departments/Academic Services
Articulation Agreement Procedures Academic Services
Corporate & Continuing Education/Avocational Course Development CCE/Academic Services
Continuing Contract Procedures VPAA Office
Course Special Fee Procedure Departments/Academic Services
Credentialing Non-Employees Departments/Academic Services
Curriculum Development Departments/Academic Services
Faculty Credentialing Academic Services
Faculty Hiring Procedures VPAA Office/Human Resources Office
Faculty Meetings VPAA Office
Field Observation Procedures for Teacher Education Department/Academic Services
Foreign Language Evaluation for the Baccalaureate Degree BAS Program
General Education Review Procedure Institutional Research & Effectiveness
Incomplete Grade Documentation Procedure Registrar’s Office, LW campus
Instructional Overloads VPAA Office
Leave for Commencement Procedure VPAA Office
IRE Recommendation Procedure - New Programs Institutional Research & Effectiveness
Material Selection Rubric Associate Dean (Mathematics), LW campus
New Faculty Campus Orientation Procedure CTLE/VPAA Office
Off-Campus College Activity Student Services
Pilot Project Procedure & Guidelines VPAA Office
Prior Learning Assessment Departments/Academic Services/Registrar
Program Assessment Institutional Research & Effectiveness
Program Termination Procedure Departments/VPAA Office/Academic Services
Program Transfer Procedure Academic Services
Release Time Procedures & Guidelines VPAA Office
Request for Advancement in Rank – Faculty VPAA Office
Sabbatical Leave Guidelines and Timeline VPAA Office

Appendix I - General Education Philosophy, Outcomes, and Competencies

Appendix J - Template for Writing Learning Outcomes29

Concepts & Issues Skills Assessment Tasks Intended Outcomes
What must the students understand to demonstrate the outcome? What skills must students master to demonstrate the outcome? What will students do “in here” to demonstrate the outcome? What do students need to be able to DO “out there” that we are responsible for “in here?”









 		      
29Adapted from the Program/Course-Workshop Outcomes Guide, resource available by Ruth Stiehl (2017) in The New Outcome Primers Series 2.0, which includes six “primers” on outcomes and related topics. Published by The Learning Organization, Corvalis, Oregon. Visit www.outcomeprimer.com  

Appendix K - Assessing the Quality of Intended Outcome Statements

Template: Scoring Guide—Assessing the Quality of Intended Outcome Statements
Rating scale: 1=absent 2=minimally met 3=adequately met 4=exceptionally met
Characteristics of Good Learning Outcome Statements
 Suggestions or

Improvements
1. Action 1 2 3 4
All the statements are written in active voice, and the action words have been carefully chosen to describe the intention.




2. Context 1 2 3 4
All the statements describe what you envision students doing “after” and “outside” this academic experience—because of this experience.




3. Scope 1 2 3 4
Given the time and resources available, the outcome statements represent reasonable expectations for students.




4. Complexity 1 2 3 4
The statements, as a whole, have sufficient substance to drive decisions about what students need to learn in this experience.




5. Brevity and Clarity 1 2 3 4
The language is concise and clear, easily understood by students and stakeholders.




Appendix L - Program Learning Outcomes Curriculum Map

# Program Learning Outcome
1
2
3
4
5
6
7
Point of Instruction

(When are required skills to achieve the PLO covered, and when are student required to demonstrate mastery?) 		CLO # 1:

_______ 		CLO # 2:

_______ 		CLO # 3:

_______ 		CLO # 4:

_______ 		CLO # 5:

_______ 		CLO # 6:

_______
Example: Course 1 I

I I
Example: Course 2 R I
E R
Example: Course 3
R

E E

           
             
             
             
             
             
             

Appendix M - Course Learning Outcomes Curriculum Map

# Course Learning Outcome
1
2
3
4
5
6
7
Point of Instruction

(When are required skills to achieve the CLO covered? Enter unit, chapter, point in time, etc. in this column.) 		CLO # 1:

_______ 		CLO # 2:

_______ 		CLO # 3:

_______ 		CLO # 4:

_______ 		CLO # 5:

_______ 		CLO # 6:

_______
Example: Ch. 1 I
I I R
Example: Ch. 2 R I R E

Example: Last week in semester
R E
E E

           

           

           

           

           

           

           

Appendix N - Assessment Plan Templates

Assessment Plan for [insert program name and code]

Cycle: [insert cycle dates]

PLO # 1: Enter PLO. PLO # 2: PLO # 3:
Measure(s)

(How will the PLO be assessed?)		 Enter the measure, specifying in what class it is administered, and provide any scoring details.

Achievement Target(s)

(What is an acceptable performance level?)		 Enter the percent of students expected to meet the standard, and clearly state the standard.

Which, if any, ILO(s) are supported?* Enter any institution-level outcome supported by the PLO.

Assessment Plan for [enter course]

Program: [enter program – general education and the AA degree are also programs for this purpose]

Cycle: [enter cycle dates]

Reporting: [enter instructions to faculty and adjuncts who must report/record their results]

CLO # 1: Enter CLO. CLO # 2: CLO # 3:
Measure(s)

(How will the PLO be assessed?)		 Enter the measure, specifying in what class it is administered, and provide any scoring details.

Achievement Target(s) Enter the percent of students expected to meet the standard, and clearly state the standard.

Which, if any, PLO(s) are supported? Enter any program-level outcome supported by the PLO (for BAS, BSN, AS, PSAV programs only).

Which, if any, ILO(s) are supported?* Enter any institution-level outcome supported by the PLO.

Appendix O - Assessing the Assessment

Template: Assessing the Quality of an Assessment Plan
Rating scale: 1=absent 2=minimally met 3=adequately met 4=exceptionally met
Areas to Assess
Suggestions

Improvements
1. Purpose and Alignment 1 2 3 4
Selected assessments purposefully measure an intended outcome.




2. Content 1 2 3 4
Selected assessments are affirmed by content experts (faculty, staff, or literature)




3. Accurate Information 1 2 3 4
Selected assessments provide information that is as accurate and valid as possible.




4. Multiple and Direct Measures 1 2 3 4
The assessment plan includes multiple measure with at least one direct authentic measure of student learning for each learning outcome.




5. Appropriate Standards 1 2 3 4
Achievement targets are clearly stated and justified by faculty who teach the related content.




6. Data Collection 1 2 3 4
Data collection processes are explained and appropriate.




7. Use of Results 1 2 3 4
The plan includes ways to share, discuss, and use the results to improve student or institutional learning.




Appendix P - Outcomes and Assessment Evaluation Rubric

1 – Beginning
2 – Developing
3 – Good
4 – Exemplary
1. Student-centered learning outcomes
Clarity and Specificity
No outcomes stated.
Outcomes present, but with imprecise verbs (e.g., know, understand), vague description of content/skill/or attitudinal domain

Outcomes generally contain precise verbs, rich description of the content/skill/or attitudinal domain
 All outcomes stated with clarity and specificity including precise verbs, rich description of the content/skill/or attitudinal domain
2. Course/learning experiences that are mapped to outcomes
No activities/ courses listed.
Activities/courses listed but link to outcomes is absent.
Most outcomes have classes and/or activities linked to them.
All outcomes have classes and/or activities linked to them.
3. Systematic method for evaluating progress on outcomes
A. Relationship between measures and outcomes 
Seemingly no relationship between outcomes and measures.
At a superficial level, it appears the content assessed by the measures matches the outcomes, but no explanation is provided.
General detail about how outcomes relate to measures is provided. For example, the faculty wrote items to match the outcomes, or the instrument was selected “because its general description appeared to match our outcomes.”
Detail is provided regarding outcome-to-measure match. Specific items on the test are linked to outcomes. The match is affirmed by faculty subject experts (e.g., through a backwards translation).
B. Types of Measures
No measures indicated
Most outcomes assessed primarily via indirect (e.g., surveys) measures.
Most outcomes assessed primarily via direct measures.
All outcomes assessed using at least one direct measure (e.g., tests, essays).
C. Specification of desired results for outcomes
No a priori desired results for outcomes
Statement of desired result (e.g., student growth, comparison to previous year’s data, comparison to faculty standards, performance vs. a criterion), but no specificity (e.g., students will perform better than last year)
Desired result specified. (e.g., student performance will improve by at least 5 points next cycle; at least 80% of students will meet criteria) “Gathering baseline data” is acceptable for this rating.
Desired result specified and justified (e.g., Last year the typical student scored 20 points on measure x. Content coverage has been extended, which should improve the average score to at least 22 points.)
3. Systematic method for evaluating progress on outcomes (continued)
D. Data collection and research design integrity
No information is provided about data collection process or data not collected.
Limited information is provided about data collection such as who and how many took the assessment, but not enough to judge the veracity of the process (e.g., thirty-five seniors took the test).
Enough information is provided to understand the data collection process, such as a description of the sample, testing protocol, testing conditions, and student motivation. Nevertheless, several methodological flaws are evident such as unrepresentative sampling, inappropriate testing conditions, one rater for ratings, or mismatch with specification of desired results.
The data collection process is clearly explained and is appropriate to the specification of desired results (e.g., representative sampling, adequate motivation, two or more trained raters for performance assessment, pre-post design to measure gain, cutoff defended for performance vs. a criterion)

Appendix Q - Template for Writing an Assessment Report

Outcome Assessment Tool(s) Standard(s)

(or Benchmark)		 Achievement Target(s) Results (include comparison to previous cycle) Improvement Strategies for Next Cycle



         



         



         
  • Outcome – Each outcome should be reported separately.
  • Assessment tool – This is an assignment, test, project, etc., that is used to measure an outcome. More than one assessment may be used for a given outcome, but every outcome should have a unique assessment or unique assessment items.
  • Standard – This is a minimum score, rating, or other unit of achievement that is acceptable for satisfactory performance.
  • Achievement target – A target is the minimum percentage of students who are expected to meet the standard on an assessment.
  • Report the results as they relate to the achievement target, discuss any findings and related details, and discuss noted trends as they relate to previous cycle(s). For example,
    • If the target is that 75% of students will score at least 90 on an exam and 82% do, write, “82% of students achieved a score of 90 or higher.”
    • Include the number of students who participated and any other details that may be relevant, such as fewer class meetings due to college closures or lower/higher number of students than usual.
    • Note any trends toward increased or decreased performance, providing thoughts on contributing factors.
  • Improvement strategies for next cycle – Assessment reports should always include a description of any strategies that are planned as an effort to improve results.