October 2012 workforce needs and then developing new training programs that meet those needs, for example: low-cost business training at the business site or in the classroom, consulting services of the Small Business Development Center (SBDC), short-term professional development courses, and participating in Chambers of Commerce and other community development groups. (CC3E) The Career Services Center is a hub for job advice, career exploration, resume building, and networking/company information.
1P17. The college determines that students awarded degrees and certificates have met learning objectives. Ultimately, all college faculty, administration, and support personnel work to develop, institute, document, and assess that learning objectives are known and attained prior to the awarding of a degree or certificate. Data gathered on licensure/certification pass rates, standard exam pass rates, graduation rates, transfer rates, and employment in the graduate’s field all corroborate student success in alignment with college goals. BHC also monitors retention and persistence data at both the course and program level. These data are reviewed by faculty during the Program Review process in all areas. Additionally, college accreditation and compliance with State and National standards and organizations, establish a system and processes wherein learning and development expectations must align for all programs. Through successive and progressive levels of curriculum, instruction, assessment, documentation, and continuous quality improvement, the college certifies that its graduates have met expectations.
1P18.
Ongoing assessment demonstrates a commitment to educational achievement and improvement. Goals are clearly stated in the master course syllabus that must be followed by faculty members. In evaluating course content and recommending changes, information gained from individual faculty members, departmental meetings, benchmarking of required exit exams, other classroom assessment tools, transfer success, successful internships, or job placement statistics are used. (CC4B)
Prior to December 2010, the college assessed student learning utilizing the following structures: The General Education Review Team (GERT) served as an Ad Hoc planning group to the BHC Student Learning Committee. The team assisted in a review of the college’s general education outcomes—in the context of the student learning yearly cycle data. In addition to the forming of the General Education Review Team, individual academic departments were also encouraged to participate in assessment of general education in the following way: o Each department reported on assessment activities that measured learning objectives that correspond to their strand on the General Education Grid in the Student Learning Departmental Report. o Each department also includes a plan for future assessment of other learning objectives in the corresponding strand on the General Education Grid in the Student Learning Departmental Report. Each year, the GERT reviews each Student Learning Departmental Report and gave its findings to the Student Learning Committee, who then developed recommendations to address any gaps in general, education assessment. Student Learning Committee members reported to their departments, so improvements based on assessment from the Student Learning Report would be fed back to each department. The general education review process was reviewed annually by the Student Learning Committee who in turn made recommendations to the Faculty Senates. In December 2010, because of review processes, the Student Learning committee recommended three improvements, which are currently being prepared for BHC’s next Action Projects: 1. The investigation of using a standardized, nationally normed assessment that would enable BHC to assess, evaluate, and enhance student learning outcomes and general education program outcomes. AQIP Category 1
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Helping Students Learn