PHCC PHACT Program Review System

Program Review for Wellness

Program Review Framework & Criteria

I. Connection: From interest to application (Qualitative, program head and dean)

1) Please provide a description of any changes to the program since the last cycle and the appropriate updates to the catalog (general education changes, program requirement changes, ancillary program costs for students, hours/credits of credentials, etc.).

The Wellness Career Studies Certificate was designed to prepare a student to identify common health concerns, educate communities about resources and availability of healthcare services, and advocate for community health needs. The CSC is 26 credits and can be completed within two semesters. The program updated a course recently, replacing HLT 116 with HLT 110. This change became effective fall 2023 as a part of the Transfer Virginia work.

As our college works to revise degree programs and streamline degree pathways this CSC in Wellness will be discontinued. The Wellness CSC does not lead to a trade recognized credential. The courses in the Wellness CSC can stack into the Health Science specialization, but going forward the college will be eliminating the degree specializations and transitioning to an Associate of Science-Health Science Degree with two designated pathways- health science and Pre-BSN. Students wanting to pursue a health science degree or transfer for a health-related field will have the option to select a pathway in the degree track.

There are also other options for students desiring a career in community work such as the Substance Abuse Counselor CSC or the Human Services field. The Wellness CSC includes general education courses and specified HLT and PED courses. The cluster of HLT and PED courses does not lead to a trade recognized credential.

2) How do students find out about the program? Please provide examples of advising activities, marketing materials, or other outreach and engagement events designed to recruit students to the program.

Students are able to select this program on the college application a program of study, it is detailed in the college catalog and shared with students during field trips and other outreach events such as SEED Night, SEED Registration days, and other campus advising events.

II. Entry: From application to pathway entry (Qualitative, program head and dean)

1) Please provide a description of your program credentials and how they stack into one another.

The program does not lead to a trade recognized credential. The courses in this CSC do stack into the Health Science Specialization but as we revise our degree pathways a student wishing to pursue a non-technical health field will be able to complete the Health Science Degree and work to transfer to university. Since the CSC does not have a trade recognized credential there is no need to continue offering this pathway.

Questions for consideration:
1.a. What is the employability (or transferability) of each credential?

The Wellness CSC does stack into the current Health Science Specialization, which is intended for transfer, the Wellness CSC is not designed for transfer and does not have a trade recognized credential.

1.b. Do all credits from a sub-credential transfer into the parent credential?

Yes, the courses stack into the Health Science specialization. There is no trade recognized credential in the Wellness CSC.

1.c. What is the timeframe of completion for all credentials within the program (i.e. is the program setup to award sub-credentials prior to the parent credential)?

The CSC is not automatically awarded.

2) Program enrollment, if applicable, disaggregated by specialization (Quantitative, IE)

a. Annual program FTE and HC over the last review cycle (To include SCHEV program ratios and SCHEV class ratios)

Acad Plan	Description	2022-2023		2021-2022		2020-2021		2019-2020
Acad Plan	Description	Headcount	FTE’s	Headcount	FTE’s	Headcount	FTE’s	Headcount	FTE’s
221-190-02	Wellness	2	0.97	7	1.90	3	1.43	2	0.57

This program has been low enrolled since its inception.

III. Progress: Pathway advancement (Quantitative, IE)

1) Student learning outcomes data

Program: Wellness CSC
Year	Outcome	Assessment	Course	Criteria	Benchmark	Data	Action Plan for Next AY
2020-21	Demonstrate the ability to identify individuals and populations at risk for common select diseases	Research Project	HLT 220	80% or higher	70% of students will score	100% (5 of 5 students) met the criteria	Conversion of modality due to COVID-19
2020-21	Identify health concerns for adults	Paper	PED 210	80% or higher	70% of students will score	87% (33 of 38 students) met the criteria	Conversion of modality due to COVID-19
2021-22	Demonstrate the ability to identify individuals and populations at risk for common select diseases	Research Project	HLT 220	80% or higher	70% of students will score	100% ( 8 of 8 students ) met the criteria	Additional resources in the Canvas course to aid in distance learning .
2021-22	Identify health concerns for adults	Paper	PED 210	80% or higher	70% of students will score	86% (42 of 49 students) met the criteria	Adjustments to meet distance requirements
2022-23	Demonstrate the ability to identify individuals and populations at risk for common select diseases	Research Project	HLT 220	80% or higher	70% of students will score	course not offered	course not offered will be offered again in Fall 2023
2022-23	Identify health concerns for adults	Paper	PED 210	80% or higher	70% of students will score	77% (55 of 71 students) met the criteria	Continue previous year improvement strategies
2023-24	Demonstrate the ability to identify individuals and populations at risk for common select diseases	Research Project	HLT 220	80% or higher	70% of students will score
2023-24	Identify health concerns for adults	Paper	PED 210	80% or higher	70% of students will score

The HLT 220 course is no longer included in the Wellness CSC. Moving forward the CSC will not be offered as the college transitions to an Associate of Science Health Science degree with designated pathways- Pre-BSN and Health Science. The CSC does not include a trade recognized credential.

2) Program credit attainment (15/12 in one semester, 30/24 for those who enrolled in two consecutive semesters)

Academic Plan	N	2022-23
		One Term		Two Consecutive Terms
		12	15	24	30
221-190-02 - Wellness	2	0	0	0	0

Academic Plan	N	2021-22
		One Term		Two Consecutive Terms
		12	15	24	30
221-190-02 - Wellness	7	1	0	0	0

Academic Plan	N	2020-21
		One Term		Two Consecutive Terms
		12	15	24	30
221-190-02 - Wellness	3	1	0	0	0

Academic Plan	N	2019-20
		One Term		Two Consecutive Terms
		12	15	24	30
221-190-02--Wellness	2	0	0	0	0

The data reflects the low enrollment in the program.

3) Program retention and persistence relative to the start date of the program (subsequent term calculation)

Academic Plan	N	Fall 22
		F2S		F2F
		n	%	n	%
221-190-02 - Wellness	1	1	100.00%	0	0.00%

The program is low enrolled. Persistence of N

=1 is not significant.

IV. Completion: Credential attainment (Quantitative, IE)

1) Sub-credential attainment and timeframe (are students completing sub-credential prior to or at the same time as parent credential?)

Students are not automatically being awarded the CSC when enrolled in the Health Science specialization.

2) Parent credential attainment and timeframe, if applicable, disaggregated by specialization

Plan	N	AY 2022-23
		Grads		150
		n	%	n	%
221-190-02 - Wellness	2	1	50.00%	1	100.00%

Plan	N	AY 2021-22
		Grads		150
		n	%	n	%
221-190-02 - Wellness	7	2	28.57%	2	100.00%

Plan		AY 2020-21
		Grads		150%
	N	n	%	n	%
221-190-02 - Wellness	3	1	33.33%	1	100.00%

Plan		AY 2019-20
		Grads		150%
	N	n	%	n	%
221-190-02- Wellness	2	0	-	0	-

The program is low enrolled, 14 students in 4 academic years with low graduation rates.

a. Are students completing within 6 semesters (150% of graduation time)?

The program completers have graduated within 150% completion time, but the enrollment is low and thus numbers of graduates is also low.

V. Transition: Employment or transfer post-credential (Quantitative, IE)

1) Transfer outcomes (students who transfer with associate degree, students who transfer without)

The CSC was not designed for transfer, but it does stack into the Health Science Specialization.

2) Student perspective/satisfaction

Data for all P&HCC programs - not disaggregated by program.


IN1: The courses I took at PHCC prepared me for my educational goals.

Responses:	47	Average:	82.81

Rating	# of Responses	% of Total
<60	9	19.15%
60-69	2	4.26%
70-79	4	8.51%
80-89	4	8.51%
>90	28	59.57%


IN2:The faculty at PHCC are fair and supportive of students.


Responses:	47	Average:	82.17

Rating	# of Responses	% of Total
<60	9	19.15%
60-69	3	6.38%
70-79	1	2.13%
80-89	2	4.26%
>90	32	68.09%


IN3: The faculty at PHCC demonstrate thorough knowledge of the subject matter.

Responses:	48	Average:	80.4

Rating	# of Responses	% of Total
<60	11	22.92%
60-69	1	2.08%
70-79	3	6.25%
80-89	3	6.25%
>90	30	62.50%


IN4: In the courses I took at PHCC, classroom activities and outside assignments were appropriate and meaningful.

Responses:	47	Average:	79.87

Rating	# of Responses	% of Total
<60	9	19.15%
60-69	5	10.64%
70-79	3	6.38%
80-89	1	2.13%
>90	29	61.70%


IN5: I would recommend the faculty at PHCC.

Responses:	48	Average:	82.23

Rating	# of Responses	% of Total
<60	8	16.67%
60-69	2	4.17%
70-79	4	8.33%
80-89	5	10.42%
>90	29	60.42%

VI. Sustainability: Future Program Outlook (Mixed methods, IE, program head and dean)

1) Program forecast (major expenditures, changes, personnel needs, etc.); any future costs should be explained in this section)

As the college aligns its degree offerings with the pathways designated by the VCCS this current CSC is no longer needed. A student who desires to pursue a health career (non-technical pathway) will need to select the new Associate of Science -Health Sciences degree. This degree will offer two pathways Pre-BSN and Health Science. This degree revision will eliminate the continued need for a Wellness CSC, as the CSC does not yield a trade recognized credential.

a. Any other pertinent information relevant to the review process should be provided here (e.g. community need, state/federal requirements, external accreditation, SCHEV low enrollment warning, etc.)

b. Employment forecast for program (Analyst data)

This CSC originally was thought to offer an entry point into certain work environments such as community-based clinics, community centers, or fitness centers. Since this CSC does not have a trade recognized credential it makes it difficult to predict the employment forecast.

Community Health Workers in Patrick & Henry Community College, 2023Q1¹
		Current						5-Year History		5-Year Forecast
SOC	Occupation	Empl	Mean Ann Wages²	LQ	Unempl	Unempl Rate	Online Job Ads³	Empl Change	Ann %	Total Demand	Exits	Transfers	Empl Growth	Ann % Growth
21‑1094	Community Health Workers	16	$44,400	0.77	0	n/a	3	2	2.2%	9	3	5	1	0.9%
00‑0000	Total - All Occupations	48,857	$48,400	1.00	2,044	3.4%	2,511	-431	-0.2%	26,945	11,873	16,303	-1,232	-0.5%

Source: JobsEQ®

Data as of 2023Q1 unless noted otherwise

Note: Figures may not sum due to rounding.

1. Data based on a four-quarter moving average unless noted otherwise.

2. Wage data represent the average for all Covered Employment

3. Data represent found online ads active within the last thirty days in the selected region. Due to alternative county-assignment algorithms, ad counts in this analytic may not match that shown in RTI (nor in the popup window ad list). Ad counts for ZCTA-based regions are estimates.