|Comprehensive Standard #6: The institution employs sound and acceptable practices
for determining the amount and level of credit awarded for courses, regardless of
format or mode of delivery.
Offsite Committee Concern: Credit for courses: a suggestion: a typical
documentation would be to submit a range of syllabi; it is advised that all syllabi
be in similar format.
Focused Response: All CVCC course syllabuses: for example,
SOC 200; present
evidence of sound and acceptable practices for determining the amount and level of
credit awarded, regardless of the mode of delivery. These sound and acceptable
practices are described in the section of the CVCC Faculty & Staff Manual titled
|Comprehensive Standard #7: The institution ensures the quality of educational
programs/courses offered through consortia relationships or contractual agreements,
ensures ongoing compliance with the comprehensive requirements, and evaluates the
agreement against the purpose of the institution.
Offsite Committee Concern: Not able to determine compliance of programs/courses
offered through consortia relationships/agreements. Onsite committee should examine
credentials of secondary school faculty and consortial agreement - particularly the
department of labor apprenticeship program.
Focused Response: Apprenticeship in Virginia is divided into two parts: on the job
training and classroom training. The General Assembly by statue has directed the
Virginia Department of Labor's Apprenticeship Division to oversee the
The Virginia Community College System has oversight of the classroom portion and has
designated Central Virginia Community College (CVCC) through
to manage the classroom instruction in Region 1
(CVCC service area). This job and classroom training is described at the
CVCC Apprenticeship website
and is congruent with the purpose of the institution stated in its
Through articulation agreements with area high schools
(Tech Prep Articulation Agreements),
CVCC provides opportunities for students enrolled in selected technical vocational
high school classes and programs to be awarded college credit for courses completed
at the secondary level provided a student completed 90 percent of the competencies
listed on the Student Competency Record
Example of Competency Record
with a rating of 1 or 2 (highest and next highest rating). The secondary school
faculty who teach these tech prep articulated courses
(Credentials of Secondary School Faculty Teaching High School Courses Articulated with Tech Prep)
sufficient credentials to teach them.
|Comprehensive Standard #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.
Offsite Committee Concern: Onsite committee will follow up and see a
technology program which should be submitted.
Focused Response: The annual plan to use technology to enhance student learning at
CVCC is presented in the Information Technology part of the annual strategic plan
(CVCC Information Technology FY 2003 Annual Plan;
CVCC Information Technology FY 2004 Annual Plan).
The objectives of this plan are derived from the Chancellor's Expectations for the
Virginia Community College System
CVCC funding allocated to pay for the 2003 plan is presented in the Equipment Trust
Fund prioritization of funding as is funding to pay for the 2004 plan.
(2003 Planning Objectives to be Funded From Equipment Trust Fund;
2004 Planning Objectives to Funded From Equipment Trust Fund).
Assessment of the accomplishment of the annual IT plans to enhance student learning
are presented in annual Focuses on Continuous Improvement
(CVCC Information Technology FY 2002 Focus on Continuous Improvement;
CVCC Information Technology FY 2003 Focus on Continuous Improvement).
Faculty can participate in the decisions about the deployment of college technology
by participation on the IT Committee
Evidence that the technology plan is working can be found in assessment results for
surveyed 2000 graduates
surveyed where over 80% indicated that they were able to use computers to acquire,
process, and analyze information. Further evidence that the technology plan is
resulting in technically capable students is in the form of CVCC student performance
on the James Madison University Information Seeking Skills Test (ISST) which was
conducted by the Virginia Community College System. On
this 2003 test
CVCC students met or exceed the VCCS standards for data base searching, using the
internet sources, application items, knowledge items, and choosing the right
source/general bibliographic skills.