Final Paper
Running head; Programme Development: Jamestown College
Programme Development: Jamestown College 21
Programme Development: Jamestown College
Deanna Buchanan
Southern New Hampshire University
Description of the institution
Jamestown College, a private learning institution based in Rhode Island, was incepted in 1975 and specialized in offering such courses like Business, Mathematics, Economics, Literature, and Science. The college is visionary and strives with the maintenance of its academic excellence through critical thinking, creativity as well as professionalism among its learners. The college is focused on the provision of a conducive earning environment aimed to develop, declare and apply knowledge utilizing the programs that it offers.
The institution is best on certain goals or principles which forms the basis of its operations, and they include promoting the quality of academics, ensuring that the number of undergraduates enrolling for its programs goes up, ensure new instructional technology rises, putting forward and strengthening the curriculum of its programs, building and maintaining a sustainable fiscal policy, enhancing diversity in the institution, and ensuring globalization, among others (University of Jamestown, 2012).
It is good to note that the college is fully accredited by the New England Association of Schools and Colleges (NEASC) through its Commission on Institutions of Higher Education (CIHE).
Description and history of the program
One of the programs offered in Jamestown College is a Bachelor of Arts Mathematics. The program is under the School of Arts and Sciences whose Dean is Brian Keogh, Assistant Dean, being Sandra Feeney and Steven Rand as an administrative assistant. This faculty of BA Mathematics is resourceful since it is endowed with professors some assistant while others are defunct. Among others are Fred J. Randall, Richard Blanchard, Thomas Jamison, John Vargas, Carol Vegas, Carl Anderson, Denise Matthews, and Samantha Green.
The distinguishing features of graduates enrolled in BA Mathematics include their problem-solving skills, ability to carry out computations and modeling, develop excellency in communication among the learners. Generally, the program aims at attaining several things such as; Relating mathematics with the daily problems affecting the society through the application of critical thinking skills developed during learning, acquire requisite knowledge that guarantees one admission to a graduate program, or absorption to employment.
The program also helps students acquire knowledge of mathematical and technical aspects, which are meant to adapt one to the dynamic environment and develop a strong understanding of analysis as well as experience that leads to the ability to solve problems and also reason logically.
Role/purpose of the program
The purpose or rather the role that this program offered by Jamestown College is wide and involves equipping students with knowledge and skills that are vital in society. The aim is for learners to be able to undertake computation through the application of mathematical concepts and models. Through the program, learners can also carry out problem-solving using parameters in mathematics and also carry out a representation of relations that exist in mathematics by using graphs as well as charts.
Learners will also gain the ability to offer advice to a large audience in terms of mathematical concepts as well as reasoning and creating understanding among them and apply the relevant software and technologies to develop mathematical models as well as in the analysis of quantitative data.
Opportunity for improvement
The demand for professionals in Mathematics across the globe is on the rise. It is increasing since the society is also experiencing an upward trajectory in problems that can adequately be analyzed, interpreted, and answered through mathematical models, which calls for the institution to take advantage of this and trap the market by recruiting and producing more professionals in BA Mathematics. To attain this, the college has to focus on quality in terms of service delivery. The college has to maximize the feedback and make reliable and prompt responses to the feedback before the beginning of the following term. For example, as shown by data during term two students with ID number 141278 and undertaking BA MAT reported the need for each syllabus to be clear and more specific on what is expected; this calls for the college to be responsive and find a way of aligning its syllabus to meet the learners' demand. The same applies to student ID 141980, who reported on the need for clearer directions of assignments. The responsibility lies with the college to sit down with its teaching staff to deliberate o the issues raised and come up with lifetime solutions, which will create learner satisfaction and create a good image of the institution (Southern New Hampshire University, n.d.).
It is also advisable for the institution to carry out workshops that try to market its program as it absorbs more and more learners on the program. The high market demand is an indication that the advertisement and publicity of the program are very low and require it to be publicized more. Jamestown College is a big institution that started long time with sufficient resources put in it, and this implies that an increase in the number of learners will still be accommodated without affecting the quality standards of learning. Therefore, with such a pool of resources Jamestown College can comfortably and conveniently grasp the opportunity.
External and additional data
The data on performance between 2010 and 2015 shows that the performance in the college has not been at its best. A close check on the average percentages and average GPA shows low performance. It can be seen that the year's percent ranges from 18 to 22 over the years, while the average GPA ranges from 2.9 to 3.16. As can be shown, it is clear that the performance is also stagnating and there is no indication of a remarkable increase. The low performance could be aligned to the feedback that the students reported and discussed above and find out whether there is a relationship. There is also a need to relook the qualifications to join the college for BA Mathematics program (Southern New Hampshire University, n.d.).
Jamestown College prides itself on developing well-rounded students, giving graduates a competitive edge in their careers. To achieve this concept, students obtain foundational knowledge in the liberal arts and develop a broad range of both skills and abilities beyond a major specialization.
Each Jamestown College graduate must complete 30 credits of core coursework. Also, students are required to take two 3-credit courses in each of five School of Arts and Sciences study areas: humanities, social science, arts and design, natural science, and communications, plus a 6-credit senior capstone experience (University of Jamestown. 2018).
The requirements are very important since they can be used to check on the level of the institutional performance in the program and take corrective actions where necessary. There is, therefore, a need for the institution to relook at the requirements to establish whether there is any relationship between the entry requirements and the performance of the students.
Additional data will involve the stakeholders of Jamestown College carrying out benchmarking on the performance of its graduates of BA Mathematics compared to those from other institutions; this can involve engaging employers on their preferences when employing graduates of the program.
Jamestown College: Recommendations, Strategies and Regulatory/Accreditation Standards
Introduction
Jamestown College, a private learning institution based in Rhode Island, was incepted in 1975 and specialized in offering such courses like Business, Mathematics, Economics, Literature, and Science. The college is visionary and strives with the maintenance of its academic excellence through critical thinking, creativity as well as professionalism among its learners. The college is focused on the provision of conducive earning environment aimed to develop, declare and apply knowledge utilizing the programs that it offers. One of the programs offered in Jamestown College is Bachelor of Arts Mathematics. The program is under the School of Arts and Sciences whose Dean is Brian Keogh, Assistant Dean, being Sandra Feeney and Steven Rand as an administrative assistant (University of Jamestown, 2012).
The distinguishing features of graduates enrolled in BA Mathematics include their problem-solving skills, ability to carry out computations and modeling, develop excellence in communication among the learners. Generally, the program aims at attaining the following: Relating mathematics with the daily problems affecting the society through the application of critical thinking skills developed during learning and acquire requisite knowledge that guarantees one admission to a graduate program or absorption to employment. They also acquire knowledge of mathematical and technical aspects that are meant to adapt one to the dynamic environment and develop a strong understanding of analysis as well as experience that leads to the ability to solve problems and also reason logically (University of Jamestown, 2018).
The program faces its challenges, just like other programs in the institution and other colleges all over. As statistics could show, performance in BA Mathematics between 2010 and 2015 displayed that the performance in the college has not been at its best. A close check on the average percentages and average GPA shows low performance. It can be seen that the percent over the years ranges from 18 to 22 while the average GPA ranges from 2.9 to 3.16. Generally, between the provided periods, the college has not been performing exemplary in Mathematics.
The discussion that follows brings forth the recommendations that are available, and that can be implemented to improve the performance in BA Mathematics in the institution. The discussion will also explain the strategies that can aid in the implementation of the recommendations as well as the regulatory and accreditation standards that support the recommendations to be put in place.
Recommendations, strategies, and Regulatory/accreditation standards
i. Streamlining the application process and the entry requirements
A smooth application process that critically looks into the entry requirements of learners who would like to undertake BA Mathematics is crucial in absorbing the right group of learners to the college for the course. It is good to note that the entry requirements to join Jamestown College are based on the accreditations which begin with submissions made by the College for approval and accreditation by the Higher Learning Commission (HLC) which is founded on serving the common good by assuring and advancing the quality of higher learning. The higher learning, in this case, encompasses the BA Mathematics which Jamestown College offers (Wintergreen Orchard House, 2010).
Strategy: The main strategy here is the establishment of an admission board whose membership involves members who have been well vetted and whose integrity and characters are highly approved. The board will ensure that those who will be admitted to the college meet are the minimum qualifications and are capable of pursuing the BA Mathematics course., and this will safeguard against admitting learners woe qualifications are below the required threshold or who have not met any other requirement s stipulated in the college admission policies.
Regulatory and Accreditation standards: these standards are sourced from Jamestown College Catalogue of 2019-20 as well as the Higher Learning Commission (HLC). The latter accredits the institution as having the minimum requirements to offer the courses that it seeks to offer. It is good to note that Jamestown College is an accredited institution and, therefore, it has the minimum requirements to offer BA Mathematics and other courses that it offers. These minimum requirements are in the form of facilities, workforce, and financial resources.
The Jamestown College Catalogue of 2019-20 has standards on admission policy. The application process, which also entails the scrutiny of entry requirements, is guided by the admission policy found in Jamestown College catalog. The policy states that the minimum requirements that are required for a learner to get admission to Jamestown College can be either of the following: The learner must have graduated from accredited secondary school, or the learner must possess a high school equivalency diploma. Also, the learner must possess home-school documentation (Jamestown Community College, 2019).
The standards make it necessary for the college and its admission board to ensure that the admission process is carried out in line with the admission policy as stipulated in the catalog and by regulations spelled out in the Higher Learning Commission (HLC). Eventually, this will contribute to better performance in Mathematics.
ii. Enhancing learners’ competency training on elementary skills
The performance in BA Mathematics is always derived by way of GPA attained by a student. The institution always carries out what is called college placement testing as a prerequisite for learners who are to undertake college maths classes as prescribed in the Jamestown College Catalogue of 2019-2020. BA Mathematics being a pure mathematics course, considers the college placement testing process as vital in that it shows the capability of students who are going to enroll for the course. It points out the areas of weakness that some students might be facing and hence gives an opportunity to plan and ensure that tutors put more effort into such students and the areas of challenge to eventually capitalize on final GPA that the student will have attained in their final papers.
Strategy: enhancing and enforcing college placement testing is a major strategy that will maximize the competency of learners. The strategy will be essential in assisting the institution in ensuring that first, those learners taken in to undertake BA Mathematics can successfully run through the course. Secondly, that students who lack the ability cannot mischievously pass through the system and later fail the course, and thirdly that areas of weakness that earners have been identified for lesson planning on what areas teachers will delve in more.
Regulatory and Accreditation standards: Jamestown College Catalogue of 2019-2020 provides for the college placement testing with a policy that states that the college requires that a student undergo the testing before enrolling in a maths course. It also stipulates that a student who does not have a GPA through the junior year of high is required to take a computer-based reading test to be eligible for admission. All these are aimed at improving the performance in the college.
As a means of boosting performance in BA Mathematics, the college has to stringent its measures on this pivotal sting, which ensures proficiency in mathematics among learners. The daunting performance evident in the institution over the periods can be a sign that such policies as stipulated in the catalog have been relaxed ad require enhancement and enforcement.
iii. Improving on security, safety and behavior change
Aspects of security, safety, and behavior change are always key to the performance of students in every institution. They are factors which affect performance indirectly but significantly, and Jamestown College is not an exception to such issues. Cases of insecurity will disrupt learning, which affects student concentration in their studies, and this can negatively and significantly affect their performance. Lack of safety can also lead to many issues, which include diseases and discomfort among students. In the process learning is also disrupted. Bad behavior is also a factor that can lead to poor performance. Students indulging in unwarranted behaviors like drug and substance abuse will always have their performance deteriorating the more they abuse the drugs.
Strategy: There are several strategies that the institution can put in place to contain the issues on security, safety, and behavior change. They include behavioral Intervention Team (BIT) which is composed of the college faculty, staff, and administrators who meet biweekly to hold discussions regarding behavioral incidents and concerns in the college. They eventually came up with intervention strategies with the consultation with the Students’ Council and put across an implementation framework. Secondly, they develop a college counseling center that will focus on issues of drug abuse, cases of sexual harassment, and other stress-related challenges among students, and it enhanced security surveillance I the college to ensure that students and employees are safe at all times.
Regulatory and Accreditation standards: in as far as security, safety, and behavior change are concerned, the college can borrow a lot from the following regulatory frameworks: Jamestown College Sexual Offense Policy Statement, Title IX of the Education Amendment information, Jacob Wetterling Crimes Against Children, and Sexually Violent Offender Registration Act (Jamestown Community College, 2019). These frameworks are pivotal in fostering enough security in the college, provides a safe learning environment, and enhance positive behavior change. For example, the Behavioural Intervention Team (BIT) is supported by both Jamestown College Sexual Offense Policy Statement and Sexually Violent Offender Registration Act. There is also the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act of which Jamestown College complies. The college complies it these regulations, where it periodically provides information that relates to crime statistics to all current students and employees (Jamestown Community College, 2019).
Conclusion
It is, therefore, advisable for the institution to deliberate on the issues affecting the low performance in BA Mathematics to offer a viable solution to the problem at hand. More importantly, based on the available regulatory and accreditation standards, Jamestown College should implement the provided recommendations, which will foster the performance in the course.
Process of measuring the success of recommendations
According to Gunawardana & Shani (2015), the first step is to evaluate the stated recommendations’ alignment with the goals and objectives of the institution. Do the proposals meet the goals, the mission, and the vision that the institution has set? The comments made by the students on the BA MAT program provide the recommendations for the self-study of the program as intended by the Dean of School of Arts and Sciences. A student who gave the math program a rating of zero recommended that the program should have a more precise outline and structure to the course from the first to the last topic. The lack of a clear course structure and syllabus outline was aired by more than five students, which is an indication that the Dean and his members should correct the issue. The recommendation is aligned with the school's goal of providing a quality education program to ensure student success and should be executed. The best education program in an institution is one that provides its students with properly organized syllabus outline; a rapport is encouraged between the lecturers an students, and issues are addressed quickly.
The next step in evaluating the recommendations is to choose specific performance measures under which the recommendations should be gauged. Examples of such actions include the number of students enrolled in the BA Mat program in the last years as compared to the current year. From the available statistics, the number of students has been dropping each year. The commencement year, 2010-2011, had 182 students, fell to 173 students in 2011-2012 to 148 students in 2012-2013, and 124 students in 2013-2014 according to the Case Study Program Overview (n.d). With the negative reviews of lack of a good course structure and the need for improvement in the transition from one unit to another, the institution's math program is viable to receiving poor enrollment statistics. The Dean and his team should also measure the recommendations according to the requirements of accreditation bodies such as the Commission on Institution of Higher Education.
After evaluating the recommendations' success against the performance measures, the Dean and his team should determine a baseline for each suggestion to categorize it as regular, average, or excellent according to the success each recommendation promises. Daly, Neugebauer, Chafouleas, & Skinner (2015). For example, the overbearing suggestion by students to improve the syllabus framework so that it harmonizes the transition from one unit to another in a student-friendly way should be termed an excellent recommendation. Most students' reviews gravitate towards the inefficiency of the program outline, including the lack of relationship between the course materials an what is taught in class. On the other hand, the review on Discrete Mathematics should be rated average since a single student only mentioned it, and the student did not provide additional information on why he or she thought that the unit was not appropriate for the program.
After assessing all the recommendations according to specific baseline categories, the next step is to evaluate the recommendations and comments made on the syllabus to identify the areas that need correction. The step would enable the team to make informed analysis on the performance of the program, to benchmark with its recommendations with other mathematical programs, and to identify where improvements should be made. Daly et al. (2015). For instance, the proposal on improving the issuance and the directions in assignments should be taken seriously. The involved mathematics professors in the faculty and Adjunct Faculty should be encouraged to make attempts to improve how they issue assignments and how they direct their students.
Finally, the Dean should identify previous plans and assess past changes made in other mathematics programs that they would incorporate in their program for improvement. Such an evaluation would help the team measure how well the recommendations would help improve the BA MAT Program and how various steps would make changes to the already existing outline.
To foster the program for continuous improvement
The evaluation of the program's recommendations would enable the Dean and the Mathematics Professors in the Adjunct Faculty identify the problems that have been facing the program from the students' perspective. As a result, issues such as disparity of the course outline, lack of relationship between the course materials and the course outlines, and lack of direction on how to do the assignments would prompt the involved faculties to make the necessary adjustments. McKenna & Stahl (2015).
The Dean and his team will, therefore, research and conduct benchmarks with other highly recommended institutions that offer the program to make the course outline learner-friendly. In determining the success of the other institutions, the team members should consider the institutions that have had increasing enrollment numbers each year and the institutions that have a massive amount of positive reviews, The team should compare their course materials and the organization of their course outline with such institutions and make the necessary changes with accordance to the institution’s professors advice. According to McKenna & Stahl, the team should develop a partnership culture with the chosen institutions for student benchmarks and the sharing of examination papers and course materials.
To ensure continuous evaluation of the BA MAT program, the team should continuously check the adjustments made on the program according to the accreditation bodies’ reports. To meet its goal of developing students who are unique from the others in terms of mathematical skills in the field, the team should conduct a consistent analysis of the changes in the market and incorporate them in the syllabus. The advancements in statistical software, for example, should be included in the program. Konopasek, Norcini, & Krupat (2016). As a result, the students will have computer skills that are not necessarily owned students in other institutions.
Besides, to identify the required adjustments, the team should conduct consistent self-studies of the program with the students as recommended by Boone, Townsend, & Staver (2016). From the responses, they would know the areas that they should improve on. The professors should also narrow the teacher-student gap to create a rapport that would encourage students to air their concerns. The issue of assignments, for example, can be easily solved in the classroom. By sharing the lecturers' contacts such as email addresses and installing suggestion boxes in class, the Dean and his team members would easily receive the views of the students on various matters. As a result, timely adjustments would be made before things go off-hand.
Continuous improvement, changes in the institution and their response to the transitioning academic environment
The constant improvement changes will supposedly improve the kind of reviews that the students will give about the program. The students' comments about the program to other prospective students and making recommendations from them to enroll in the institution would increase the confidence that other students have on the mathematical programs provided in the institution as stated by Boone et al. (2016). As a result, the institution will have increased numbers of students who want to enroll for the program, thus increasing the enrolment statistics.
The consistent analysis of the course outline, the syllabus framework, and how the secondary and primary materials related to the information taught in class would address the challenge the students face in transitioning from one unit to another and when dealing with the assignment. As a result, the students would become more independent when doing personal studies and in their research. From this change, the institution would meet its goal of providing student success and improving diversity.
The continuous assessment of the changes in the job market and the requirements of the accreditation bodies would enable the Dean and his faculty members to identify the changes that should be made in the syllabuses. For example, the current incorporation of data science analysis in the mathematical and statistical fields would enable them to gravitate the information taught in class to align with data science. As a result, the institution's mission and vision of cultivating professionalism and differentiating the institution's students with the others in the field would be met.
Finally, narrowing the gap between the lecturers and the students would increase the information-sharing channel intensity, which would increase the chances of identifying mishaps in the program. Kaufman (2019). Consequently, students would be prompted to air their concerns as early as possible. It is so devastating to learn that students have felt that the program has not been efficient all along, and the Dean and the professors have never known since the program began five years prior. If the student-lecturer gap were narrow, issues such as failure to understand the assignments, lack of proper transition from one unit to another, and inefficiency of the course materials would not have gone unnoticed. The team would have been able to deal with them as early as possible. Besides, the faculty would learn the changes that the students felt should be made in the program to make learner-friendly and to project students' success.
In conclusion, the evaluation of recommendations given by students is the key to identifying the weaknesses of the mathematics program. Course materials and the syllabus outline should be made learner-friendly. Also, lecturers should work to improve the rapport between them and the students. As a result, challenges in assignments and inefficiencies of the course materials would be addressed early enough.
Program Plan
Opportunity for improvement within the academic program
One of the most important and effective methods for improvement in regards to an academic program is usually the increase in student-teacher engagement. This notion is mainly supported by the fact that research found that teachers are a major motivational factor to students in a very big way hence the need for continuous engagement.(Stephens, 2015). The engagement can be promoted by the implementation of digital curriculum mapping tool which assists the academic developers in facilitating the process of academic alignment (Meij & Max, 2018). However, these tools can be applied to individual courses, for example, in mathematical statistics two whereby learning trajectories can be used thus providing visualized data that enables students recall what they had studied in the previous lesson.
The curriculum map provides an efficient way of engaging the students and the teachers since some can be able to properly evaluate their curriculum progress, and the ‘must-use’ nature would improve on the student-teacher engagement thus improving on the general improvement of the academic quality, enhance undergraduate curriculum as well as increase the use of instructional technology. An example of such an online tool is the one that is in use in Utecht University which has facilitated profound curriculum development as well as the development of learning trajectories (Meij & Merx, 2018).
Another opportunity is the development of a curriculum review or evaluation procedure to properly determine the importance of the program in the curriculum. This can be reviewed by engaging the teachers and the students in a survey to determine their view on the program in the curriculum. This can help to interpret the trends in the program performance depicted by the GPA and grades statistics. This approach will provide academic developers in prioritization of the most important needs of the curriculum which might be for example by concentrating on the underperforming programs thus enabling better performance by the students. There are several interventions that can be used to help the teachers in the delivery of the subjects. An example is the training and development programs that can be organized for the teachers to enable them develop a proper approach that will enable students understand and gain more interest in the subjects they consider hard.
Evaluation Method
The main role of evaluation is normally to determine the success ratio of a project. There are several methods that are normally involved in the evaluation, which include goal, process and outcome-based approaches (Pearce, 2016). Evaluation for this project will incorporate all of the above methods which will be implemented along the course of the project in intervals divided by milestones.
Since the project is meant to serve the needs of the institution as well as develop a positive correlation between the goals and the deliverables of the program, the main criteria will be the level of goal achievement attained at the end of the project. An example of this is the number of students enrolled after the program implementation, the level of performance as well as technology application throughout the project which are some of the values of the organization. The change in the trend of the number of students enrolled in the institution would be a high indicator of the programs success.
Process-based evaluations, on the other hand, will be ongoing evaluations that will purposely be meant to analyze the various strengths and weaknesses that may be exhibited in the organization. This will be conducted after every milestone in the project through collection of feedbacks and observation by the management team (See Grantchart). The main purpose of this will be the identification of the success or the failure of the project.
Program improvement recommendations
It is improving concept delivery by the teachers, which involves the development of the teaching skills to enable them know how to explain concepts better as opposed to the initial methods which are not as effective. This suggestion is a reflection of the student feedbacks whereby a number of them indicated either not understanding concepts whereas others did not know how subjects in the program related to each other.
The extensive use of technology is also another intervention whereby, since the time allocated for the delivery of class lessons, there needs to be a forum whereby students can discuss things relating to the program. This will indulge their critical thinking skills by providing a platform where they can share their thoughts as well as contradict others.
Communication Plan
A communication plan defines a strategy that is driven by policy that aims at communicating important information to stakeholders (Rouse, 2015). However, the plan clearly defines the type of information various stakeholders should receive, who should communicate the information as well as the communication channels to be used to communicate to the stakeholders. The main stakeholders in the program involve the program sponsors, teachers, school management, the employers, students, and parents.
Due to time constraints, meetings may prove to be a bit impossible because the main stakeholders might have very busy schedules. As a search, the alternative communication methods that will be used to communicate the evaluation findings include posting of well-prepared information on the school’s website, which will mainly target both the internal and external stakeholders, for example, teachers and program funders and other educational stakeholders.
The use of the email will provide detailed information about expenditure data, cost-benefit data, as well as the cost-effectiveness of the program which is quite relevant to the program sponsors. Other modes of communication include the use of social media sites, for example, Facebook pages. This approach will mainly target the students because, according to statistics, 72 percent of students normally use facebook channels for receiving and responding to feedback from their teachers and peers thus increasing the amount of engagement and the overall success rate of the program (Toker & Baturay, 2019).
However, to create buy into the stakeholders, the information being relayed will be controlled from a focal point to make sure that the information being disseminated is as accurate as possible. This notion suggests the fact that the information should be clear, unbiased, and it serves its purpose effectively. Since the use of electronic sources is cheaper than using printed material, thee stakeholders will be updated after every week on the project milestones meaning that data about the program will be communicated on an ongoing basis. This approach will make the stakeholders feel that the program management staff is committed to the program delivery as well as show accountability for the funds and resources used throughout the project (Lammert et al.., 2017).
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https://www.hlcommission.org/About-HLC/about-hlc.html
APPENDIX
Figure 1: Curriculum Development Learning Trajectory ((Meij & Merx, 2018).
Figure 2: Programme Development Pland Grant Chatt