The accompanying timelines locate identified landmarks in the present assessment plan. The defining of general education outcomes and objectives is a significant milestone for Lac Courte Oreilles Ojibwa Community. By articulating these, the college community presents itself to the public as an institution that is committed to specific ideals and has the courage to be held accountable for their realization. No one expects these specifics to remain static. As this document has yet to be approved by the Board of Regents, it is anticipated that the document will continue to evolve as it is scrutinized and the challenges inherent in making ambitious principles a reality become clearer
The impact of reviewing, modifying and articulating outcomes for general education, and those specific to degree/certificate programs, carries significant implications for curricula and the identification of required coursework for associate degrees and certificates. Obligations inherent in the existing college catalog demand that significant changes to curricula be preceded with a timely sharing of these anticipated changes with the current, and potential, student body. For this reason, significant curricular and program changes will only be implemented after they have been publicly declared in a new college catalog which will come into effect in the fall of 2000.
The proceeding year then, will be one entailing significant scrutiny, examination, modification and creation of curricula, to ensure that they effectively embrace the defined objectives and support the associated means of assessment.
As the general education expectations become more effectively upheld, due to their clearer articulation and the collective support of the college community for sustaining them, issues devolving about developmental skills courses will become more critical. During the last several years there has been intermittent debate amongst various faculty and administration concerning the question of mandatory placement of students into developmental skills courses. The open door admissions policy and the lack of clearly defined general education objectives and assessment measures has historically, and justifiably so, weakened the case for requiring such placement of students. It is anticipated that evidence may accrue to justify placement of students into developmental skills courses, and this will have a profound influence on many aspects of the college. Academic and career advising, financial aid, registration, course scheduling and assignment of faculty are all aspects of academic and student services which will be effected should placement be mandated. Before such a significant policy change is adopted, data will need to be acquired and analyzed and alternative remediation strategies considered.