1999 Assessment Plan

Certificate Program Assessment

 

 

Narrative:

The Certificate Programs identify three courses, in their occupational curriculum, as General Education courses.  These courses are EDC 110 Introduction to Higher Education, ENG 110 Human Relations and Communications, and NAS 100 Introduction to Tribal Cultures.  All nine of the Certificate Programs require these courses.

Since the Certificate Programs are designed to allow the student one-year for completion, the central plan for curriculum design is to provide appropriate base courses to allow the student to successfully complete their professional courses.  Certificate and Degree Programs often share the same courses.  This helps maintain standards of pedagogy taught throughout all programs at Lac Courte Oreilles Ojibwa Community College.

Seven of the nine Certificate Programs require a mathematics courses that is assessed under the General Education Degree Program Plan.  Seven of the nine Certificates require computer competency, and six of the nine Certificates require either composition or a technical writing element.  Other “Professional Courses” required by the Certificate Programs are to be assessed through each program.  The deadline for completion of the Occupational or Certificate Programs Assessment Plan is December 30, 1999.  This will include the following Certificates: Carpentry, Child Day Care, Computer Literacy, Educational Aide, Entrepreneurial Studies, Hospitality in the Gaming Industry, Medical Transcriptionist, Natural Resources – Field Methods, and Secretarial Typist.

 

Chart of General Education Assessment for the Certificate Programs

OUTCOMES

OBJECTIVES

MEANS OF ASSESSMENT

The student will demonstrate a foundation level of knowledge and skill in their ability to locate, gather and synthesize information.

1.      The student will be able to utilize print and on-line sources to conduct research.

2.      The student will be able to compose a paper integrating research from multiple sources addressing a topic relevant to their degree area. 

·         Faculty will be surveyed at the end of each semester as to the students' capability with research techniques (see Appendix CI-GE-1).

·         A student survey will be conducted upon completion of EDC 110 Introduction to Higher Education to determine student confidence in their ability to locate, gather, and synthesize information (see AppendixCI-GE-2)

The student will be able to critically analyze written information.

The student will be able to read a document and demonstrate an understanding of its written and quantitative content.

·         The student will receive pre- and post- testing to measure their ability to critically analyze written information. (See Appendix CI-GE-3.) 

The student will develop increased levels of proficiency in the use of written language.

1.      The student will be able to write a clear, well-organized paper with proper grammar, spelling and punctuation. 

·         A writing sample will be taken from EDC 110 Introduction to Higher Education.  A random selection of these samples will be scored using the Writing Rubric, (see Appendix CI-GE-4).  by a faculty team consisting of advanced writers and a content area professional.

·         A random selection of writing samples from certificate programs of second-semester students will be assessed by a team of faculty on a writing rubric, (see Appendix CI-GE-4).  Of those essays, a minimum of 75% will score a 4 or better on a 1 to 6 scale. 

The student will demonstrate an understanding of Ojibwa and other Native American cultures. 

1.      The student will demonstrate an understanding of cultural issues, historical events, geographic locations and ethical concerns involving Native American Tribes. 

·         Upon completion of NAS 100 Introduction to Tribal Cultures, a minimum of 75% of the students will score a 2.00 or higher on a 0 to 4 point standardized rubric, (see Appendix CI-GE-9).

The student will demonstrate self-sufficiency through increased life skills.

 

1.      In a classroom setting, the students will:

-          be able to work independently and     cooperatively to achieve goals,

-          make rational decisions,

-          become problem solvers/solution seekers,

-          understand the value of time management, money management, work ethics, and wellness.

2.      The student will be able to apply, in a classroom setting, the principles of conflict resolution. 

 

·         Group presentations on one of the syllabus topics will be given in Introduction to Higher Education.  At least 75% of the students will receive a 3 or higher on the Collaborative Learning Rubric. (See Appendix CI-GE-15.)

·         Students in Introduction to Higher Education will write an essay on a controversial issue (pre-approved by instructor).  At least 75% of the students will receive a 3 or higher on the Critical Thinking Rubric. (See Appendix CI-GE-16.)

·         Conflict management role-playing activities will be done in Introduction to Higher Education.  At least 75% of the students will receive a 2 or better on the Conflict Management Rubric (CI-GE-17). 

The student will demonstrate an understanding of elements of the communication process.

1.      Students will develop a journal employing the topics of perception, self-concept, active and empathic listening, critical listening and critical thinking, nonverbal codes, and verbal codes.

·         The student journal will be scored on a standardized rubric  (See CI-GE-19).  On a scale of 1 – 5, 75% of the students completing ENG 110 Human Relations and Communications will receive a 3 or better.