October 2012 Processes (P)
1P1. Black Hawk College sets its shared objectives for learning and development in credit classes by following the college's General Education/Core Curriculum grid developed by, and adopted by, faculty in 2008. This grid defines skills in the broad categories of science, math, communication, humanities and fine arts, and social and behavioral science. Common skills areas, shared among all programs, are math, science, and communication. (See Gen Ed Core Curriculum Grid.) (CC3B1) Credit programming, which rests upon these broad skills, is given the highest priority as noted in the BHC Board Policy Manual, to ensure the general education program is appropriate to the mission, core values, educational offerings, and degree levels of the institution. Students are required to collect, analyze, and communicate information according to the master course syllabi that outlines course objectives developed by faculty departments and approved by the BHC Faculty Curriculum Committee and the ICCB. (CC3B) General education is a part of every student’s formal course of study regardless of his/her technical, vocational, or professional preparation. It is intended to promote lifelong learning, develop personal values, prepare individuals to adapt to change in an interdependent world community, and attain skills in analysis, communication, quantification, and synthesis. A BHC student completing the general education requirements will be able to think critically, communicate effectively, and demonstrate multicultural and aesthetic understanding. Purpose, content, and outcomes of undergraduate requirements are articulated to the students in several ways: the college catalog, course schedules detailed outcome-centered course syllabi, and instructor handouts. General expectations are published in the Student Handbook. (CC3B) Instructional departments are the primary source for collecting data, assisting the college in the inquiry, application, and integration of general education outcomes and their assimilation in degree programs to provide a learning-centered environment, as supported by the college Mission Statement. To maintain and improve the quality of student learning, instructional departments perform the following activities: evaluate the impact of assessment on departmental planning and budgeting processes adopt processes to ensure that students meet stated program learning objectives prior to program completion, including exit exams, regular exams, portfolios, internships, job placement, and, preparation for transfer provide descriptions or evidence of student performance within departments, disciplines, and/or programs (CC3B) Conversation Days, between faculty and deans for instruction, were held in 2011 to facilitate communication flow and set the stage for inquiry concerning shared student learning objectives at the college. Community employer partnerships help connect the current job climate and skills needed for employment with the college's curricula. Internships help acclimate students to real-world job expectations. Cultural diversity is an ongoing reality at BHC, in the classroom, through internships, and as featured positively at the International Career Fair held on campus each April. (CC3B) Other measures for broad learning skills include the integration of classroom assessment techniques (CATs) into instructional activities, review of general education course artifacts, and implementation of a learning-centered syllabus. Most adult education non-credit job skills training offered by the Professional and Continuing Education department are specific to the career area chosen by the student, however, some shared, general objectives 1
CC entries refer to Core Components from the Criteria for Accreditation.
AQIP Category 1
4
Helping Students Learn