Radiography Program Meeting
February 12th, 2026
9:00 a.m. – 11:00 a.m.
Class of 2025
Goal 1: Clinical Competency: Students will demonstrate proficiency in technical and clinical skills
The assessment data for Goal 1 affirms a pattern of sustained excellence and continued progression in both technical skill application and patient care among radiography students from 2021 through 2025.
Beginning with Student Learning Outcome (SLO) 1.1, the Class of 2025 demonstrated exceptional technical proficiency in performing diagnostic radiographic procedures. On the RAD 120 Final Clinical Performance Evaluation, students achieved an average score of 4.28 on a 5-point scale, the highest-class average since the tool's implementation in 2022. Notably, 44% of students received a perfect score of 5, while 32% earned a 4, and 20% earned a 3. This represents a meaningful gain from the Class of 2024, which had an average of 4.12. The upward trend reinforces the effectiveness of current instructional strategies, clinical site engagement, and hands-on training methodologies. The Class of 2025's strong outcomes suggest a well-structured curriculum that not only maintains high standards but actively cultivates enhanced student performance with each cohort.
Analyzing the results from the RAD 150 Radiographic Positioning Simulation Exercises, the Class of 2025 continued the trajectory of clinical excellence, achieving a robust average score of 95.2%. While slightly lower than the 97.2% posted by the Class of 2024, this performance still surpasses the benchmark of 90% and confirms that students possess strong positioning skills across a comprehensive set of anatomical regions, including upper and lower extremities and the spinal column. Faculty view this slight decrease as a minor fluctuation rather than a concern and continue to credit the consistent outcomes to the strategic revision of the evaluation tool in 2023, which broadened its clinical relevance.
In terms of competency maintenance, the RAD 240 Final Clinical Performance Evaluation results reflected continued high achievement. The Class of 2025 earned an average score of 4.88, closely aligning with the 4.92 and 4.96 averages reported by the Classes of 2024 and 2023, respectively. Impressively, 92% of the cohort attained the highest possible score of 5, with only minor variance observed in the remaining students. These findings demonstrate that students remain confident and competent in executing previously mastered radiographic procedures with minimal assistance, affirming their preparedness for independent clinical practice.
Turning to SLO 1.2, which assesses patient care competencies, the Class of 2025 excelled notably. In the RAD 101 Patient Transfer Competency, students achieved an average score of 46.6 out of a possible 48 points, a new program high. This outcome builds upon the 45.8 average set by the Class of 2024 and reflects the impact of rubric enhancements introduced in 2023. The consistent upward trend points to increasingly refined instructional strategies and curricular revisions that emphasize real-world patient handling scenarios. These efforts have translated into measurable gains in student readiness and patient care effectiveness.
Equally impressive were the results from the RAD 222 Vital Signs Check-Out Form, where all students in the Class of 2025 achieved a perfect score of 90, matching the performance of the two prior cohorts. This exceptional consistency not only validates the effectiveness of the revised assessment tool introduced in 2023 but also reflects the strength of the didactic and clinical instruction provided throughout the program. Particular commendation is due for the instructional leadership in RAD 101 and RAD 222, which has instilled a reliable framework for mastering essential patient assessment competencies.
In summary, the Class of 2025 has sustained and expanded upon the achievements of previous cohorts, continuing to demonstrate proficiency in technical execution and patient care. These outcomes exemplify the program's commitment to fostering a high-caliber clinical education that prepares students for the demands of the radiologic sciences. Faculty acknowledge minor variations in annual scores as important indicators for formative review and remain committed to leveraging data for continual instructional improvement. Maintaining this focus will ensure that future classes not only meet but consistently exceed the expectations for clinical competency in an evolving healthcare landscape.
Goal 2: Critical Thinking: Students will demonstrate critical thinking and problem-solving skills
The assessment data for Goal 2 reveal strong and consistent development in students’ analytical and decision-making abilities across both didactic and clinical components. These outcomes reflect the program’s sustained emphasis on fostering critical thinking as a cornerstone of radiologic science education.
Focusing on Student Learning Outcome (SLO) 2.1, the Class of 2025 demonstrated outstanding ability in calculating exposure factors, a key technical skill directly affecting image quality and patient safety. In RAD 124, a new lab assignment was introduced: The Effects of Grids on Contrast and Image Quality, replacing the previous assessment based on the Exposure Maintenance Formula. The revised tool evaluates students’ ability to adjust mAs based on grid usage while analyzing the effect of contrast and density on image quality. The benchmark for the assignment was set at an average score of 10 out of 15.
The Class of 2025 exceeded expectations with an impressive average score of 14.38, well above the benchmark. The strong inaugural performance validates the revised assessment tool as both rigorous and clinically relevant. Faculty interpret these results as evidence of successful curriculum redesign and instructional strategies that better integrate real-world imaging challenges into technical education. Given these results, no modifications to the tool or instructional practices are recommended. Continued monitoring will ensure the assessment remains an effective measure of technical reasoning and application.
The RAD 217 Radiographic Technique Manual Project provided an additional measure of critical thinking through technical application across diverse anatomical regions. Students completed detailed technique analyses for the upper and lower extremities, skull, spine, chest, abdomen, ribs, and sternum. The benchmark was set at 90% or higher across the three assignments.
The Class of 2025 achieved a class-high average of 98.6%, continuing the trend of exceptional performance observed in recent cohorts. This surpasses the 97.2% reported by the Class of 2024 and builds on prior gains by earlier classes. Faculty attribute this success to the effectiveness of the project’s structure in fostering independent research, application of technical parameters, and synthesis of radiographic principles. These results strongly affirm the project's continued use as a reliable tool for assessing applied critical thinking.
Turning to SLO 2.2, the program introduced an important adjustment in assessment timing, aiming to evaluate students’ problem-solving abilities earlier in their clinical development. Beginning with the Class of 2025, this outcome was measured using the RAD 150 Final Evaluation (8th Judgment/Accountability Statement), replacing the former RAD 225 evaluation used in previous years. The benchmark remained at an average score of 4 on a 5-point scale.
The Class of 2025 responded well to this earlier intervention, achieving an average score of 4.72. Within the cohort, 72% of students earned a perfect score of 5, and 20% scored a 4. These results mirror the high achievement previously seen in upper-level students, such as the Class of 2024’s 4.82 average in RAD 225. The success of this earlier assessment supports the faculty’s rationale that critical thinking can and should be cultivated from the start of clinical rotations. Early identification of student strengths and gaps allows for more targeted instruction and developmental support. Faculty will continue to monitor longitudinal trends as this strategy evolves.
Complementing this tool, the Radiography Student Professional Skills Evaluation (Question 6) provided additional evidence of critical thinking in clinical environments. The Class of 2025 achieved an average score of 3.92 on a 4-point scale, the highest among the last five cohorts. Notably, 92% of students received a score of 4, with only two students receiving a 3. This sustained upward trend from 3.77 in 2022, to 3.83 in 2023, to 3.84 in 2024 confirms the impact of consistent faculty emphasis on clinical judgment, adaptability, and professional responsiveness.
Overall, the Class of 2025 has demonstrated measurable growth in their ability to calculate exposure factors and solve clinical problems with competence and confidence. The revised timing of assessments, introduction of new lab exercises, and continued use of the Technique Manual and Professional Skills Evaluation collectively underscore the faculty’s commitment to meaningful, data-driven enhancement of student learning. Continued refinement of early assessment strategies will ensure students are well- prepared for the complex decision-making demands of radiographic practice.
Goal 3: Communication Skills: Students will demonstrate the ability to effectively communicate orally and in writing
The assessment results for Goal 3 reveal continued strength and consistency in students’ oral and written communication skills, reinforcing the program’s emphasis on professional interaction and clinical documentation. These skills remain essential for patient care, interdisciplinary collaboration, and ethical practice.
For Student Learning Outcome (SLO) 3.1, oral communication was assessed through the RAD 120 Final Evaluation, specifically the first statement under Patient Communication: “The student demonstrates the ability to communicate with the patient in a professional manner.” Utilizing a 5-point scale, the benchmark was established at an average score of 4 or higher.
The Class of 2025 achieved an average score of 4.42, with 52% of students earning a 5 and 32% earning a 4. This performance, while slightly lower than the 4.5 achieved by the Class of 2024, remains solidly above the benchmark and reflects consistency with the 4.36 average seen in 2023. These results affirm that students are successfully acquiring the professional communication skills needed for effective patient interactions during clinical rotations. Faculty credit the sustained performance to pre-clinical simulation, faculty mentorship, and structured feedback loops in clinical settings.
Further validation comes from the Radiography Student Professional Skills Evaluation – Question 1, which measures students' ability to communicate with patients in a manner expected of an entry-level radiographer. This tool employs a 4-point scale with a benchmark of ≥ 3.
The Class of 2025 achieved an average score of 3.92, matching the Class of 2024 and closely aligned with the perfect average of 4.0 reported in 2023. In both the 2024 and 2025 cohorts, 92% of students earned the top score of 4. These high levels of achievement highlight the program’s effectiveness in instilling professional, patient-centered communication habits. Faculty attribute this consistency to clinical reinforcement and the inclusion of communication-focused activities early in the curriculum.
Student Learning Outcome (SLO) 3.2 assesses written communication, a critical skill for conveying clinical information and contributing to the patient care continuum. Historically measured by the RAD 120 Contrast Case Study Paper, this assignment was replaced in 2025 with the RAD 110 Clinical Site Orientation Paper – Medical Emergencies and Communication with Difficult Patients. This revised assessment emphasizes written reflection on real-world communication challenges and emergency preparedness. The benchmark was retained at ≥ 80 points out of 100.
The Class of 2025 responded exceptionally to this new format, earning a perfect average score of 100. All students met the maximum standard, indicating that they not only maintained prior cohorts’ writing proficiency but also effectively applied it to more complex and clinically relevant scenarios. Faculty interpret these results as a strong endorsement of the new assignment’s relevance and instructional value. The success also reflects thoughtful implementation, including guided discussions, clear rubric criteria, and faculty feedback.
The RAD 225 Advanced-Level Training Research Paper continues to serve as a summative assessment of academic writing and research synthesis. This assignment, with a benchmark of ≥ 80 points, challenges students to integrate advanced technical concepts in a scholarly format.
The Class of 2025 achieved an average score of 94.2, slightly below the 98.0 posted by the Class of 2024 and the 99.0 average achieved by the Class of 2023. While still well above the benchmark, the modest decline prompted faculty to consider whether changes in topic complexity, guidance during the research process, or cohort-specific factors may have influenced outcomes. Nevertheless, the score remains a strong indicator of competency in professional writing and academic rigor. Faculty may consider reintroducing peer review or early drafts as formative checkpoints to further support student performance in future cohorts.
In summary, the Class of 2025 sustained the program’s tradition of excellence in communication, both oral and written. The revised writing assignment was especially successful in enhancing clinical relevance without sacrificing academic integrity. Continued reinforcement of professional communication practices, coupled with targeted writing support in upper-level assignments, will ensure students are well-prepared to document, collaborate, and advocate effectively in clinical settings.
Goal 4: Professional and Ethical Principles: Students will demonstrate the ability to analyze and address ethical and medical issues in patient care while exhibiting professionalism in the clinical setting
The data for Goal 4 underscores a deepening of students' ethical reasoning, cultural competence, and professional behavior in clinical settings. Faculty note continued alignment with program values and expectations, reflecting consistent instructional emphasis on integrity, respect, and accountability.
Student Learning Outcome (SLO) 4.1 evaluates students' ability to recognize ethical and medical issues in patient care. This outcome was assessed through two key assignments. The RAD 110 writing assignment on Patient/Co-Worker Communication and Cultural Diversity utilized a 100-point rubric, with an established benchmark of 80 points.
The Class of 2025 achieved an average score of 95.5, the highest among all cohorts to date. This builds upon strong scores from the Class of 2024 (95) and prior years, reflecting a sustained pattern of excellence. These outcomes suggest students are actively engaging with ethical principles and interpersonal considerations in healthcare delivery. Faculty attribute these gains to an instructional model that integrates real-world case studies, reflective writing, and facilitated discussions to reinforce ethical sensitivity.
Ethical understanding was further assessed using the RAD 222 ARRT Code of Ethics assignment, which was also scored on a 40-point scale, with a benchmark of >32. The Class of 2025 achieved a perfect average score of 40, continuing the upward trajectory from previous years (39.81 in 2024; 38.91 in 2023). All students met the highest standard, affirming their comprehension of professional conduct expectations as defined by the American Registry of Radiologic Technologists. Faculty view these results as evidence of both instructional effectiveness and student commitment to ethical practice. Continued use of this assignment is recommended.
Turning to Student Learning Outcome (SLO) 4.2, which measures professionalism in clinical interactions, students were assessed through the RAD 150 Final Performance Evaluation (Interpersonal Relationships) using a 5-point scale. The benchmark was set at an average of ≥4.
The Class of 2025 achieved an average score of 4.72, the highest result since the 5-point scale’s adoption in 2022. Notably, 83% of students received a perfect score of 5. These outcomes surpass those of the Class of 2024 (4.58) and Class of 2023 (4.42), reinforcing the program’s success in fostering respectful, team-oriented clinical behaviors. Faculty credit these outcomes to sustained mentoring, early clinical expectations, and consistent reinforcement of soft skills throughout the curriculum.
Complementing this evaluation, the Radiography Student Professional Skills Evaluation assessed professionalism using two related but distinct statements measured on a 4-point scale with a benchmark of ≥ 3. The 2nd statement evaluates interpersonal communication with fellow students, staff, managers, and physicians, while the 12th statement evaluates professional judgment and respect for organizational policies and norms.
For the 12th statement, the Class of 2025 achieved an average score of 3.92, with 92% of students earning the top score of 4. This result is consistent with the Class of 2024 and reflects sustained strength in students’ professional judgment and adherence to institutional standards. Performance on the 2nd statement likewise exceeded the benchmark, affirming students’ ability to communicate professionally within the clinical team. Faculty continue to highlight the revised language of the 12th statement, introduced in 2023, as a successful enhancement that more accurately captures the nuance of professional judgment and accountability within healthcare environments.
In summary, the Class of 2025 has demonstrated exceptional ethical awareness and professional conduct. Consistently high scores across multiple assessment tools reflect a program culture that prioritizes moral reasoning, communication, and collaboration in the clinical environment. These findings validate the effectiveness of instructional methods and affirm the program’s continued alignment with JRCERT Standard Five. Continued integration of reflective practices and case-based discussions is encouraged to maintain and enrich these outcomes in future cohorts.
Program Effectiveness Measures
The WCC Radiography Program continues to demonstrate exemplary performance across all key effectiveness indicators, affirming the program’s ongoing commitment to student success, workforce readiness, and high standards in radiologic science education.
The Class of 2025 achieved a first-time ARRT credentialing examination pass rate of 96%, contributing to a strong five-year average of 98.2%. This result far exceeds the JRCERT minimum standard of 75% and reinforces the consistency of instructional quality and academic rigor within the program. Although slightly below the perfect pass rates seen in prior years, this outcome confirms that students remain well- prepared for national certification and clinical practice. Faculty view the continued high pass rate as a reflection of the program’s structured curriculum, ongoing remediation efforts, and faculty engagement in student learning.
Job placement outcomes for the Class of 2025 were similarly strong, with 24 of 25 graduates (96%) securing employment within six months of graduation. This aligns with the five-year program average of 96.4% and underscores the value of strong clinical partnerships and the program’s alignment with regional healthcare workforce needs. Faculty attribute this result to comprehensive career support, employer networking, and the professional reputation of WCC graduates. No changes to job placement initiatives are recommended.
Student retention also showed promising outcomes. The Class of 2025 achieved a program completion rate of 81%, exceeding the institutional benchmark of 70%. This reflects a continued upward trend and mirrors the strong completion rates seen in 2021 and 2024. As a result, faculty have proposed increasing the internal benchmark to 80% for future review cycles, recognizing the success of proactive advising, academic support services, and early intervention strategies implemented over the last several years.
Graduate satisfaction remains high. On the exit survey, the Class of 2025 reported an average satisfaction score of 4.86 on a 5-point scale. This demonstrates strong confidence in the program’s ability to prepare students for entry-level positions. Faculty noted that the consistency of high ratings over recent years reflects students’ appreciation for instructional quality, hands-on experience, and faculty accessibility throughout the program.
Employer satisfaction continues to validate the program’s effectiveness from a workforce perspective. Employers rated the Class of 2025 with an average satisfaction score of 3.88 on a 4-point scale. These results align with recent upward trends and indicate employer confidence in the clinical preparedness, professionalism, and competency of program graduates. The faculty regard this feedback as evidence of the program’s successful alignment with employer expectations and clinical performance standards.
Overall, the Class of 2025’s results affirm the program’s mission to deliver high-quality education that equips students for successful careers in radiologic technology. With all major benchmarks exceeded, the faculty remains firmly committed to continuous quality assurance, evidence-based decision-making, and the pursuit of ongoing program improvement. These efforts are made in active partnership with the program’s communities of interest, including students, alumni, employers, clinical affiliates, and advisory board members whose insights and collaboration are essential to sustaining excellence and relevance in an evolving healthcare landscape.
Assessment Plan Review
Following a thorough review of assessment outcomes for the Class of 2025, program faculty determined that no changes to the current assessment plan are necessary at this time. All student learning outcomes and program effectiveness measures met or exceeded established benchmarks, demonstrating consistency in instructional delivery, curricular alignment, and student achievement. Faculty concluded that the current tools, methods, and evaluation timelines remain appropriate and effective in capturing meaningful data to support continuous improvement.
Program Mission Statement Reviewed:
No recommendations to change the Program's Mission Statement.