Associate in Science Student Learning Outcomes Fall 2016 · Associate in Science Degree Program -Course Student Learning Outcomes COURSE OUTCOMES Reguired Courses -12 hours ... well-developed

Associate in Science

Student Learning Outcomes

Fall 2016

DEPARTMENT/PROGRAM I Outcome I Curriculum Program Outcomes

categories Mapping_

Associate In Arts

I

> Forecast outcomes using MAT 110 and MAT appropriate mathematical 6 120 techniques.

> Demonstrate college level I IENG 101 5 writing proficiency

> Demonstrate critical thinkingI skills

3 IPSY201

(IS 101, HIS 102,

> Articulate the historical

I 4 HIS 201, and HIS

significance of an event 202

> Apply the scientific methodBIO 101, PHS 101,

Note: These two to a problem5 PHY 201, and CHM

110 finished the 2015-2016

cycle. Planning Stage

and Results are in the

intranet/lE System. > Construct and deliver a 6 SPC 205

persuasive speech

I How wJII SLO's be Measured? I When wlll SLO's be

Measured?

I Who will Re ortin

Measure SLO's I p g

At least 90% of AA and AS students will be able to answer questions on the final

I Fall and Spring 2016-2017 isusan Haley I Bob lndrihovic, exam that require them to model a real Charles Taylor application with a regression function

then make a prediction with it. --

ENG 101 faculty give AA and AS students pre-and post-assessment grammar test.

I Fall and Spring 2016-2017 I Marjory Hall I Bob lndrihovic, IAt least seventy percent (70%) will score 80% or better on the post-assessment Charles Taylor

which will count for 10% of their grade. ---

At least seventy percent (70%) of AA and

IAS graduates will demonstrate critical thinking skills on the final exam of a I F�li �nd Spri�g io

i,:,�ibi:i <:J Chris Thomas I Bob lndrihovic,

Charles Taylor Psychology course.

A rubric will assess an in-class writing

l

assignment on a scale of0 tol0. At least I . , ................... seventy percent (70%) of AA and AS Faii a�a<�pArigidi7�i&is<' \'I Matt Schaeffer, I Bob lndrihovic,students w,ll demonstrate that they can · .. , ._ ... : .. ,.. . ... : .. ,:·- <'·. :-.

. ..,._., __ Angie Edwards Charles Taylor articulate the significance of a historical · · · · · .. · · · · event by scoring 8 or above.

At least seventy percent (70%) of AA and AS students will successfully complete an

Bob lndrihovic, experiment requiring the use of the Charles Taylor scientific method to achieve a correct Charles Taylor conclusion.

A rubric will assess speeches on a scale from o to 100. At least seventy percent

Bob lndrihovic, (70%) of AA and AS students in the cohort Hattie Pinckney will demonstrate proficient speech Charles Taylor delivery by scoring 80 or above.

Assessed in 2015-2016 cycle. Stored in IE System


FDTC Curriculum Map

Program: Associate in Science

._Course# Course Title Credits Hours Program General Education Lecture lab Outcomes Outcomes

Math 110 College Algebra 3 3 0 1 SPC 205 Public Speaking 3 3 0 2 ENG 101 English Composition I 3 3 0 3

PSY 201 General Psychology 3 3 0 4 SPC 205 Public Speaking 3 3 0 s

PSY 201 General Psychology 3 3 0 6 D2l Learning'Management System 0 0 0 7

.:..:.

810 101 Blologlcal Science I 4 3 3 1 PHS 101 Physcial Science I 4 3 3 1 PHY 201 Physics I 4 3 3 1 CHM 110 College Chemistry I 4 3 3 1 SPC 205 Public Speeching 3 3 0 2,5 2 P5Y 201 General Psychology 3 3 0 4,6 3

HIS 101 Western Civilization to 1689 3 3 0 4 HIS 102 Western.Civilization Post 1689 3 3 0 4 HIS 201 American History: D iscovery to 1877 3 3 0 4

HIS 2D2 American History: Post 1877 3 3 0 4

ENG 101 English Composition I 3 3 0 3 5 MAT110 College Algebra 3 3 0 1 6 MAT12D Probability & Statistics 3 3 0 6

Program Outcomes 1. Associate In Arts and Associate In Science students will be able to apply the scientific method to a problem. 2. Associate In Arts and Associate In Science students will be able to construct and deliver a persuasive speech. 3. Associate in Arts and Associate in Science students will be able to demonstrate critical thinking skllls. 4. Associate in Arts and Associate In Science students will be able to articulate the historical slgnlflcance of an event. 5. Associate In Arts and Associate in Science students will be able to demonstrate college level writing proficiency. 6. Associate in Arts and Associate In Science students wlll be able to forecast outcomes using appropriate mathematical techniques.

General Education Outcomes 1. Quantitative Literacy 2. Oral Communication 3. Written Communication 4. Reading Comprehension s. Information Literacy 6. Critical Thinking 7. Applied _Iechnolo,ey_

Pro_g_ram Outcomes 1. Scientific Method 2. Persuasive Speech 3. Critical Thinking Skills 4. Historlcal Significance 5. Writing Proficiency 6. Forecast Outcomes/Math

Associate in Science Degree Program - Course Student Learning Outcomes

COURSE OUTCOMES

Reguired Courses - 12 hours

ENG 101 1. Demonstrate knowledge of the basic writing process: selecting a topic, gathering information (including electronic information retrieval), determining a thesis, organizing main and secondary points, developing ideas using evidence, drawing conclusions, editing, and revising. 2. Demonstrate development of an idea by selecting the most effective expository mode:description, narration, definition, argument and persuasion, classification, comparison andcontrast, cause and effect, illustration and example, and process analysis.

3. Write a well-organized, well-developed essay in standard English.4. Document sources using MLA style.5. Demonstrate competence in basic word processing and computer skills necessary fordocument preparation.

ENG 102 1. Identify the elements of literature.2. Read selections in the three major genres: fiction, poetry, and drama.3. Complete writing assignments in which literature theory, interpretation, and expression ofpersonal insight are discussed.4. Complete assigned tests on the content and nature of genres covered in class.5. Identify and use correctly major literary terms in all three genres.6. Plan, research, and write a documented research report.

PSY 201 1. Define psychology and explain how it differs from other social science disciplines.2. List and summarize the essential differences between the major historical "schools" ofpsychology.3. Differentiate between psychology and psychiatry.4. List and e·xplain the major specialties within the field of psychology.5. Know the four goals of psychology.6. Understand the scientific method.

SPC 205 1. Use appropriate pronunciation, grammar, and articulation.2. Prepare and deliver different types of speeches.3. Organize the main points and format a speech through the preparation of an outline.

4. Prepare effective introductions and conclusions for your speeches.5. Analyze an audience a'nd adapt your speech to audience needs.6. Conduct research for informative and persuasive speech and prepare an outline for both usinga minimum of three sources and citing those sources on a work cited page.

Natural Sciences[Mathematics - 26 hours

BIO 101 1. Student will comply with personal protective equipment (PPE) , handle and dispose ofchemicals and biohazards properly, and use laboratory equipment in a safe manner.

2. Upon completion of BIO 101, 70% of students will be able to demonstrate an ability to identifyan unknown through effective completion of an experiment.

BIO 102 1. Student will comply with personal protective equipment (PPE) , handle and dispose ofchemicals and biohazards properly, and use laboratory equipment in a safe manner.

2. Upon completion of BIO 102, stude'nts will be able to demonstrate an ability to identify anunknown through effective completion of an experiment.

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BIO 210 1. Upon completion of BIO 210, 100% of students will be able to demonstrate compliance with

personal protective equipment (PPE) standards where appropriate in laboratory investigative

work, demonstrate precaution in the handling and disposal of chemical materials, and

demonstrate the safe use of laboratory equipment.

2. Upon completion of BIO 210, 75% of students will be able to construct a tracing with correct

spelling.

BIO 211 1. Upon completion of BIO 211, 100% of students will be able to demonstrate compliance with




2. Upon completion of BIO 211, 75% of student will be able to calculate mean arterial pressure

(MAP) and basal metabolic rate (BMR}.

BIO 225 1. The student will read a case study of a patient with a microbial infection and identify the

infection and the etiologic agent based upon student recall, textbook/notebook search and

patient history.

2. Upon completion of BIO 225, 75% of students will be able to demonstrate the skills of

research, experimentation, data collection, and presentation of scientific inquiry.

CHMllO 1. Upon completion of CHM 110, 100% of students will be able to demonstrate compliance with

personal protective equipment (PPE} standards where appropriate in laboratory investigative



2. Upon completion of CHM 110, 70% of students will be able to manipulate scientific data in a

variety of different unit systems to solve chemical problems.

CHM 111 1. Upon completion of CHM 111, 100% of students will be able to demonstrate compliance with




2. Demonstrate the ability to reason and solve quantitative problems using a variety of formats

including words, tables, graphs, and mathematical expressions.

MAT110 1. Graph linear, quadratic, absolute value, polynomial, exponential, and logarithmic functions

using algebraic concepts and the graphing calculator.

2. Demonstrate the ability to interpret graphs using concepts such as domain/range,

increasing/decreasing, end behavior, turning points, etc.

3. Apply appropriate techniques, including inverse operations and proportion methods, to solve

4. Perform fundamental operations with complex numbers.

5. Understand and apply polynomial theorems about remainders, factors, zeros, etc.

6. Determine inverses for various functions.

MAT111 1. Demonstrate a working knowledge of trigonometric values of all angles in both radian and

degree measure.

2. Understand the circular functions and their graphs.

3. Prove trigonometric identities.

4. Define, graph, and use inverse trigonometric functions.

5. Solve trigonometric equations.

6. Solve right and oblique triangles, including application and vector problems.

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MAT120 1. Organize qualitative data to produce bar, line, or circle graphs.

2. Organize quantitative data to produce histograms and pareto plots.

3. Calculate statistics of central tendency for data or frequency tables using formulae, statistical

calculators, or computer software.

4. Calculate statistics of variability for data or frequency tables using formulae, statistical

calculators, or computer software.

5. Calculate measures of position to include standard scores, quartiles, deciles, or percentiles.

6. Demonstrate the ability to interpret graphs by answering questions about bar, line, or circle

graphs, histograms, or the Empirical Rule.

MAT130 1. Find limits of functions if they exist.

2. Determine if functions are continuous.

3. Find the average and instantaneous rates of change.

4. Find derivatives using the limit of a difference quotient.

5. Find derivatives of polynomial, rational, exponential, and logarithmic functions using

differentiation rules.

6. Solve applications involving a variety of differentiation techniques.

MAT140 1. Find the slope and write the equation of a tangent line.

2. Determine if a function is continuous.

3. Determine the limit of a function.

4. Find the derivative of constants, powers, sums, products, quotients, trig functions and

composite functions.

5. Solve problems involving rates of change and related rates.

6. Differentiate implicitly.

MAT141 1. Find volumes of revolution by the disk, washer, and cylindrical shell methods.

2. Find the arc length of a graph.

3. Find the area of a surface of revolution.

4. Use integrals in physical applications: work, liquid force, and centroids.

5. Find the general solution of a first-order linear differential equation.

6. Integrate functions by trigonometric substitution.

MAT240 1. Perform vector operations in 2- and 3-space and interpret the results geometrically.

2. Write and use three dimensional equations for lines (parametric and standard forms), planes

and distances.

3. Use rectangular, cylindrical, and spherical coordinates to represent surfaces in space.

4. Apply calculus techniques to vector-valued functions.

5. Determine the normal and tangential vectors at a given point on a curve.

6. Calculate the arc length and curvature of space curves.

MAT242 1. Perform vector operations in 2- and 3-space and interpret the results geometrically.

2. Write and use three dimensional equations for lines (parametric and standard forms), planes

and distances.3. Use rectangular, cylindrical, and spherical coordinates to represent surfaces in space.

4. Apply calculus techniques to vector-valued functions.

5. Determine the normal and tangential vectors at a given point on a ·curve.

6. Calculate the arc length and curvature of space curves.

PHY 201 1. Upon completion of PHY 201, 70% of the students will be able to think critically and to use

appropriate concepts in analyzing problems.

3 Partial List

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PHY202

PHY 221

PHY 222

PHY 223

PHS 101

PHS 102

ART101

ARV 123

FRE 101

2. Upon completion of PHY 201, 70% of the students will be able to integrate mathematical and

scientific principles with laboratory observations and measurements to determine, within the

margin of error, a physical quantity in nature.

1. Student will comply with personal protective equipment (PPE) , handle and dispose of

chemicals and biohazards properly, and use laboratory equipment in a safe manner.

2. Upon completion of PHS 202, students will be able to demonstrate an ability to identify an

unknown through effective completion of an experiment.



2. Upon completion of PHY 221, students will be able to demonstrate an ability to identify an










1. Upon completion of PHS 101, 70% of th�. students will be able to think critically and to use

appropriate concepts in analyzing problems.

2. Upon completion of PHS 101, 70% of the students will be able to integrate mathematical and

scientific principles with laboratory observations and measurements to determine, within the

margin of error, a physical quantity in nature.



2. Upon completion of PHS 102, students will be able to demonstrate an ability to identify an


Humanities and Fine Arts- minimum of 3 hours

1. Upon completion of the course, students should be able to identify and analyze a variety of

artistic styles, periods and media.

1. Select artwork or graphics that will illicit a personal and general response.

2. Create communication material in graphic or three dimensional form.

3. Critique various communication techniques.

1. Speak and pronounce the language well enough to initiate and sustain a simple conversation

with a native speaker used to dealing with foreigners on familiar topics of a personal or survival

nature well enough to grasp the essential points. Topics include exchanging greetings, directions,

likes and dislikes, identifying people and things, expressing time and dates, and talking about

present or planned activities in the present tense and in complete sentences.

2. Comprehend the spoken language of a native speaker used to dealing with foreigners in

authentic situations such as telephone calls, receiving instructions through . .

conducting interviews well enough to grasp the main points and some details.

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Associate in Science Degree Program " Course Student Learning Outcomes

3. Read and comprehend simple authentic material such as forms, ads, and memos, and simple

texts dealing with situations from the real world, like advertisements, timetables, weather

forecasts, or any brief informative passage.

4. Write information of a practical nature, such as completing forms, giving directions and

instructions on familiar topics and practical needs, taking notes, or composing a short paragraph

in the present tense comprehensible to a native speaker on topics such as a classroom situation,

shopping, and day-to-day family activities (to include descriptions of family members).

5. Demonstrate an understanding of cultural similarities and differences, citing examples like

festivities, foods, art, music, or sports, and interacting with natives in specific or survival

situations.

FRE 102 1. Understand the spoken language of a native speaker used to communicate with foreigners in

authentic situations such as telephone calls, receiving instructions, and conducting interviews

well enough to grasp the main points and some details.

2. Ask and answer questions in the present and past tenses in complete sentences, describe and

narrate in the present and past tenses, initiate, sustain and conclude a conversation on familiar

topics, and express opinions. A native used to dealing with foreigners should be able to

understand the student.

3. Read and understand more complex authentic materials such as advertisements, letters,

magazine articles and bills, well enough to grasp the main points and use the information.

4. Write well enough to be read and understood by a native speaker about present and past

events, leave messages, compose a letter, complete an application or form, and plan an

interview.

5. Better understand cultural similarities and differences, and demonstrate more in-depth

knowledge of cultural information learned in FRE 101.

HSS 205 1. Explain how technology improves the quality of life and why it should be used responsibly.

2. Understand the importance of technological events and breakthroughs in U.S. history.

3. Improve students reading, writing, & cognitive skills.

MUS 105 1. Trace the chronological history of the development of music in Western Europe, from the

Middle Ages to the present.

2. Recognize representative music from each of the six musical style periods.

3. Learn major musical composers and their music.

4. Identify the instruments of the modern orchestra as to their shape, size and sound.

5. Attend live concerts, recitals, musical dramas or music theater, and enrich your own musical

listening abilities as well as your social activities as to the proper manner and behavior for

classical performances.

PHl101 1. Demonstrate listening skills.

2. Develop a habit of thinking.

3. Develop a sense of inquiry.

4. Identify f9ulty reasoning.

5. Recognize relationships.

6. Develop arguments (main/supporting)

PHl110 1. Demonstrate listening skills.

2. Develop a habit of thinking.

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3. Develop a sense of inquiry.

4. Identify faulty reasoning.

5. Recognize relationships.

6. Develop arguments (main/supporting)

REL 103 1. Develop an understanding of the world's religious heritage.

2. Recognize and compare the religions of prehistoric and tribal peoples (including Native

American and African religions).

3. Demonstrate an understanding of the eastern religions, such as Hinduism, Buddhism, and

religions of east Asia.

4. Demonstrate an understanding of the monotheistic religions, such as Judaism, Christianity,

and Islam.

5. Demonstrate ability to conduct research (library and internet) and write a paper on a religious

topic.

6. Demonstrate listening skills.

SPA 101 1. Recognize definite & indefinite articles.

2. Identify contractions "al" & "del".

3. Identify gender & number of nouns.

4. Identify negative & interrogative sentences.

5. Identify subject pronouns.

6. Identify present tense of regular -ar, -er, and -ir verbs, irregular yo-forms as well as several

irregular verbs.

SPA 102 1. Recognize indirect and direct object pronouns.

2. Identify gustar and similar verbs.

3. Recognize forms and uses of preterit and imperfect.

4. Recognize indefinite and negative expressions.

5. Recognize impersonal constructions with " se".

6. Recognize adverbs ending on -mente.

Literature - 3 hours

ENG 201 1. Identify the characteristics of the period (social, cultural, political, etc.).

2. Identify major writers, including women and minorities, and works of the Period.

3. Identify, read, and interpret examples of the various genres through the Period

4. Demonstrate factual knowledge of the literature.

5. Explore the relationships between literature, culture, and history.

6. Trace continuing themes in the literature.

ENG 202 1. Identify the characteristics of the period (social, cultural, political, etc.).

2. Identify major writers, including women and minorities, and works of the period.

3. Identify, read, and interpret examples of the various genres through the period.

4. Demonstrate factual knowledge of the literature.

5. Explore the relationships between literature, culture, and history.


ENG 205 1. Identify major works and authors of literary periods covered by this cours.e.

2. Analyze the general lite·rary, historical, sociopo'litical, religious, and cuhi.Jral characteristics of

the literary periods covered by this course.

6 Partial List

Associate in Science Degree Program · Course Student Learning Outcomes

3. Demonstrate through analytical writing and oral discussion an understanding of the

development of themes and perspectives within the historical, social and cultural context of the

literary periods and reading selections from works covered in this course.

4. Demonstrate clear, mature writing and control of the English language rules.

5. Demonstrate effective analytical writing.

6. Demonstrate minimally proper academic/professional research skills.

ENG 206 1. Identify major works and authors of literary periods covered by this course.

2. Analyze the general literary, historical, sociopolitical, religious, and cultural characteristics of


3. Demonstrate through analytical writing and oral discussion an understanding of the

development of themes and perspectives within the historical, social and cultural context of the

literary periods and reading selections from works covered in this course.

4. Demonstrate clear, mature writing and control of the English language rules.

5. Demonstrate effective analytical writing.

6. Demonstrate minimally proper academic/professional research skills.

ENG 214 1. Students will demonstrate the ability to analyze the situations presented in the literature,

deduce logical outcomes, and theorize the application of those outcomes to practical situations.

Students will demonstrate competency in composition by presenting their rationale and

outcomes through grammatically-correct and stylistically-appropriate writing.

ENG 218 1. Identify the characteristics of the genre

2. Identify major writers and works of the genre.

3. Identify, read, and interpret examples of the various genres through the period.

4. Demonstrate factual knowledge of the genre.

5. Explore the relationship between literature, culture, and history.


ENG 222 1. Recognize the forms of poetry.

2. Identify the musical devices by which it is created.

3. Understand the literary language which forms its content.

4. Be able to trace its historical development.

ENG 230 1. Identify major works and authors of the literary periods covered by this course.

2. Identify the general historical, socio-political, religious, and cultural characteristics of the

literary periods covered by this course.

3. Demonstrate the ability to read and comprehend representative selections from works

covered in this course.

4. Demonstrate through writing and oral discussion an understanding of the development of

themes and perspectives within the historical, socio-political, religious, and cultural context of


ENG 238 1. Write original works which contain the following elements: Theme, Setting, Characters, Plot,

Point of View, Description, Dialogue.

2. Prepare manuscripts in the following areas: Fiction, Poetry, Drama, Film and.Television.

3. Market his or her work using the following tools: Publications for writers, Queries, and Agents.

ENG 260 1. Demonstrate the difference in technical and academic writing.

7 Partial List

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HIS 101

HIS 102

HIS 115

HIS 201

HIS 202

HIS 222

2. Write in a technical style.

3. Format technical documents.

4. Compose different types of technical reports (descriptions, instructions, proposals,

recommendations, etc.).

5. Use graphics to enhance report writing.6. Analyze an audience.History - 3 hours

1. Students will establish relationships between historical facts and major trends present within2. Students will better understand how present assumptions, values and practices emerged fromprevious ideas and institutions. (i.e., the realization that we are products of our past.)

3. Students should also demonstrate the ability to communicate historical knowledge verbally

and through written analytical essays about historical issues.

1. Students will establish relationships between historical facts and major trends present withinthe context of Western society.

2. Students will better understand how present assumptions, values and practices emerged from

previous ideas and institutions. (i.e., the realization that we are products of our past.)

3. Students should also demonstrate the ability to communicate historical knowledge verballyand through written analytical essays about historical issues .

1. Think analytically and critically and communicate effectively his/her ideas in written form.

2. Explain the contributions of Africa-American culture to American development.3. Analyze the growth and evolution of the American society.4. Examine the role and relationship of government to the citizens during this period.

5. Evaluate the influences that lead to a polarization of American society.

1. Think analytically and critically and communicate effectively his/her ideas in written form.

2. Explain the contributions of various cultures to American development.

3. Analyze the growth and evolution of the American political tradition.

4. Examine the role and relationship of government to the citizen during this formative period.

5. Differentiate between emerging patterns of development in ante-bellum society and explain

the factors that contributed to these patterns.6. Evaluate the influences that lead to a polarization of American society in the mid-nineteenth

century.1. Think analytically and critically and communicate effectively his/her ideas in written form.

2. Explain the contributions of various cultures to American development.

3. Analyze the growth and evolution of the American political tradition.

4. Examine the role and relationship of government to the citizen during this formative period.

5. Differentiate between emerging patterns of development in ante-bellum society and -explain

the factors that contributed to these patterns.

6. Evaluate the influences that lead to a polarization of American society in the mid-nineteenth

1. Students will be expected to evaluate critically the historical importance of women in society

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HIS 230 1. Students will establish relationships between historical facts and major trends present within

2. The student should also demonstrate the ability to communicate historical knowledge verbally

and through written analytical essays about historical issues.

Social and Behavioral Sciences - minimum of 3 hours

CRJ 101 1. Identify the major components of the U.S. criminal justice system and differentiate the

functions of each component.

2. Identify and critically examine commonly-held myths about crime and criminal justice.

3. Examine disparity issues in the U.S. criminal justice system.

4. Examine how policies and legislation impact the U.S. criminal justice system.

5. Demonstrate a basic knowledge of the American criminal justice system.

6. Demonstrate a basic knowledge of the nature of crime and the historical philosophical

foundations of law enforcement agencies, criminal courts and correctional institutions.

CRJ 102 1. Explain the difference between security and loss prevention.

2. Describe protection during earlier civilizations and through history.

3. Describe the growth of the private security industry during the last two-hundred years.

4. Explain the differences between public police and private security.

5. List and describe the risk analysis process.

6. Explain the importance of evaluating loss prevention programs.

ECO 210 1. Define Economics and explain the basic themes that underlie it.

2. Explain and apply marginal analysis to decision-making.

3. Explain the relationship between dependent and independent variables.

4. Use graphs to show the relationship between variables.

5. Explain the relationship between scarcity, choice, and opportunity costs.

6. Sketch and explain the significance of the production possibility frontier to a market economy.

ECO 211 1. Define Economics and explain the basic themes that underlie it.

2. Explain and apply marginal analysis to decision-making.

3. Explain the relationship between dependent and independent variables.

4. Use graphs to show the relationship between variables.

5. Explain the relationship between scarcity, choice, and opportunity costs.

6. Sketch and explain the significance of the production possibility frontier to a market economy.

GEO 102 1. Explain and apply basic locational principles used in the field of Geography.

2. Explain the concept of region and regional approach used by geographers.

3. Describe the dominant landform and climate patterns across the world, and understand their

cause and how they impact human activity.

4. Describe the basic patterns of human activity across the world and understand the basic

economics, social, cultural, and political geography that gives identity and character to these

realms anc;I regions.

5.· Locate c:in a world map the major realms and regions; and on regional maps, the significant

places within these realms and regions.

6. Understand the historical geography of different realms and regions and the major spatial

variables associated with their development.

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PSC 201 1. Trace the history of the development of the US Constitution and the governmental system it

created.

2. Discuss how the American political system operates.

3. Identify the rights and responsibilities of US citizens.

PSY 203 1. Define psychology and explain how it differs from other social science disciplines.

2. List and summarize the essential differences between the major historical "schools" of

psychology.

3. Differentiate between psychology and psychiatry.

4. List and explain the major specialties within the field of psychology.

5. Know the four goals of psychology.

6. Understand the scientific method.

PSY 208 1. Identify trends and changes in the past and present that influenced sexual attitudes and values

of themselves and others in the United States and be aware of how some of these values differ

from those in other cultures.

2. Identify various parts of their sexual anatomy and be aware of how these parts function.

3. Interact with others on a social and sexual basis to achieve fulfilling relationships. Describe the

various sexual diseases and dysfunctions, how their risk can be minimized, and how they can be

dealt with if they occur.

4. Describe methods of contraception and abortion and state their own standards and values

related to these issues.

5. Describe various types of unconventional sexual behavior, the factors that contribute to this

behavior, and why they are considered unconventional. Describe the reasons for, and the effects

of, commercial sex (prostitution and pornography).

6. Describe the causes of sexual assault, how to minimize the probability of such assault, and

what to do after an assault has occurred.

soc 101 1. Demonstrate a sociological perspective on social behavior that is based on the scientific

method.

2. Recognize the social behavior of people from diverse cultures.

3. Understand, recognize, and apply the concept of cultural relativism.

4. Understand the process of socialization and how we become social beings.5. Identify and interpret interactions that take place in social groups and institutions.

6. Identify and understand the influence of gender, age, social class, ethnic group, geographic

region, or nationality on the different ways people act, feel, think, and define themselves and

their situation.

soc 205 1. Develop a sociological perspective on issues and behaviors associated with various social

problems.

2. Recognize the personal, social, economic, and political implications of various social problems

on the individuals affected and on society at large.

3. Recognize the cultural relevance of social problems, and the basic concept of cultural

relativism and human diversity as applied to their analysis of societal issues.

4. Understand the process of identifying an issue as a. social problem, and recognize the

differences between subjective (personal) ideas- and concerns and objective· (fact based)

conditions.

5. Identify and understand the influence of gender, age, social class, ethnicity, religion,

geographic region, or nationality on the different ways people act, feel, think, and define

themselves in relation to social problems.

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6. Identify and understand fundamental patterns of conflict present in society as related tointerpersonal, group, and societal reactions to social problems.

SOC220 1. Students will recognize and understand the dynamic nature of marriages, families, and intimate relationships. 2. Students will recognize, confront, and dispel prominent myths about marriages, families, andintimate relationships.3. Students will see the interactive relationships of race, class, and gender.4. Students will make informed choices and decisions in their own marriage, family, and intimaterelationships.Electives - 12-15 hours {Excluding courses used for another categor!l}

ACC101 1. Describe the characteristics of an account and a chart of accounts. 2. Describe and illustrate journalizing transactions using the double-entry accounting system.3. Describe and illustrate the journalizing and posting of transactions to accounts.4. Prepare an unadjusted trial balance and explain how it can be used to discover errors.5. Describe and illustrate the use of horizontal analysis in evaluating a company's performanceand financial condition.6. Describe the nature of the adjusting process.

ACC102 1. Describe and illustrate current liabilities related to accounts payable, current portion of long-term debt, and notes payable.2. Determine employer liabilities for payroll, including liabilities arising from employee earningsand deductions from earnings.3. Describe payroll accounting systems that use a payroll register, employee earnings records,and a general journal.

4. Journalize entries for employee fringe benefits, including vacation pay and pensions.

5. Describe the accounting treatment for contingent liabilities and journalize entries for productwarranties.6. Describe and illustrate the use of the quick ratio in analyzing a company's ability to pay itscurrent liabilities.

ACC230 1. Classify manufacturing costs as being direct materials, direct labor, or manufacturingoverhead.2. Explain the role of the three inventory accounts used in a manufacturing business.3. State the purpose of cost accounting.4. Determine the type of cost accounting system to be used in various types of manufacturingoperations.5. Identify the four steps in a typical operating cycle of a manufacturing business.6. Match the cost flow with the work flow in a manufacturing operation.

BUS 123 1. Analyze the kinds of criminal behavior which they may confront in business.2. Identify the various degrees of "fault" involved in the various types of tortuous conduct-intentional torts, negligent torts, product liability, and strict liability torts.3. Categorize the elements of a valid and enforceable contract the adjectives used to classifycontracts.

4. Construct what will generally be held to a "bad" bargain if they entered irito it knowingly andwillingly, that the courts are not in the business of changing the economic result produced by thedeal which the parties freely and fairly negotiated.

11 Partial List


5. Identify situations where a contract (or what appears to be a contract} ought not to be

enforced.

6. State the most significant group of persons with less than full contractual capacity. Student

BUS 240 1. Students will demonstrate the ability to use frequency and relative frequency tables to

organize sample statistics.

2} Students will create confidence intervals from various sample statistics to estimate population

parameters (statistical inference}.

3} Students will demonstrate their knowledge of the basic rules of probability.

4} Students will calculate cross-correlation values and calculate statistical significance.

5} Students will identify interval distributions of normal distributions using empirical rule values

and procedures.

6) Students will create joint probability tables and use them to calculate specific

Joint/Union/Conditional Probability Calculations.

12 Partial List

Semester FDTC PROGRAM OR COURSE, ENG 101

Written Communications: Students will construct a composition that is: clear, well-

all 2016- Traditional organized, informative, grammatically correct, and free of spelling errors.

Demonstrate knowledge of the basic writing process:

Write a well-organized, well-developed selecting a topic, gathering information (including

electronic information retrieval), determining a thesis, essay in standard English.

organizing main and secondary points, developing Ideas using evidence, drawing conclusions, editing, and revising.

Course Section ID �-y:1::: 6�ttmn1.�11�er1t;�i!t� }t�:�:.( · �ltqr,rr(a�Jf,r'\�t;-..:l fi::(, ·· ,:: .1is1J_rnm�tiY)t\.�:r� .. ;1 �j_i_:l\i,1t,;.,'.]1;.ofi'iiatii��::,L:;.:;:: .. i:i:.,,

?�f!iV 7tfHQ1J

EXCliri�M:.fl1 1:1��.:Jlt$$OY.;if Pf:Cift}t;!:JJ ff�. t�\� ':itinlfl.f E}cO_'rii-'f·:\·: . .- "? > · , · : '''Esmf1'.brafti( '

ENG 101-01 71 73 71 73

ENG 101-02 78 78 78 .. 78

ENG 101-03 65 44 65 44

ENG 101-04 56 67 56 67

ENG 101-05 70 75 70 75

ENG 101-06 70 74 70 74

ENG 101-07 77 79 77 79

ENG 101-08 65 74 65 74

ENG 101-09 83 90 83 90

ENG 101·11 61 76 61 76

ENG 101-12 65 67 65 67

ENG 101-13 66 71 66 71

ENG 101-14 59 94 59 94

ENG 101-15 71 76 71 76

ENG 101-16 57 63 57 63

ENG 101-17 63 62 63 62

ENG 101-19 63 58 63 58

ENG 101-22 65 82 65 82

ENG 101-21 77 87 77 87

ENG 101-65 87 81 87 81

71 67 69 67 69

80 68 78 68 78

81 86 69 86 69

90 80 85 80 85

95 79 90 79 90

ENG 101-109 59 49 59 49

ENG 101-161 58 73 58 73

902 91 88 91 88 . .iili • ; ,;; 70 70 70 70

""""" 110 . . 0 so 0 so

:ual Percentage 69.89285714 74 69.89285714 74

nchmark Achieved? No Yes No Yes

1/"'

\, ___ .

Semester

Fall 2016- Online

Course Section ID

50

51

52

53

54

55

56

58

61

66

70

74

84

210

/--,) \.._,,.

FDTC PROGRAM OR COURSE, ENG 101

Written Communications: Students will construct a composition that is: clear, well-organized,

informative, grammatically correct, and free of spelling errors.

. . . . -, - -<> . . _ � _ _ __ ./' ·:: 0

!;;1}1:itrtiBii1g�i�W:r��1��1w ;;,;;;�;11i:1h1i��l:.;}> Write a well organized, well developed . -· ... ··tt··. -· '·"i)

- d" ·•· - ·. 1---

1--....... , -, Ii""·· · •· --·· • · ... - ·-- -·····

1····> · '"·:., ·•· · •· · ... ' 'd'. · ··· · · · ... ·· · - ., . .-: , re reva ;". eterm n ng,a:t esrsrorganrzmg,ma n·_anu.secon ary.-: ·

.· .,?-,._:,: ;;�� . ,_. p_o,nts'.��.t

�t�r :1j�itt:�'.(tt�!�tl1tt;iW��:��2ti�t"iiJsi:�

f f ��,tihg;·��sJLmffiJtlY}"iI1mi !tiE"iIDlJ=.gJ;m�llv��i� fit'WJI�.Y.iffrn�aJi�e1.s1Ni 1�\'ti&,1.Jfu'r:��1?.mF:.O.rm111y�1&;�£�I'iSi!t!f'Ltli'littiff:t WJ!il!iJio�il&'Omlrtti:JY!.1 �1((E�S{QW1!fEt[GJtf.��i4 �i1��¥ElbPli"�Xbin!1f'.i/\'[{i flf-t;fi�\11i:�t:l�'tt:j,J'i;'{E.SSOY.1JJiJfQfj)i_��

)1r1�:-?{1};::·r�n�v�

77 82 77 82

73 70 73 70

66 63 66 63

80 75 80 75

80 80 80 80

75 54 75 54

84 79 84 79

63 60 63 60

89 78 89 78

90 74 90 74

64 59 64 59

86 67 86 67

92 87 92 87

76 29 76 29

illlnra - I -- I I I :tual Percentag_e

70 70 70 70

n c;n 0 50

78.21428571 78.21428571 68.35714286 68.35714286

mchmark Achieved? Yes I No I Yes No

(-) �....__.,.,

Ill s: 0 :.:; (,) Q)

( ' / ,_,

College Algebra

i: =�=-

1 MAT.110 01 17

2 MATll0 02 20

3 MAT110 03 20

4 MAT110 04 18

5 MAT110 05 14

6 MAT110 06 22

7 MAT110 07 22

8 MAT-li0 let 11

9 MAT110 21 9

10 MAT110 210 22

11 MAT 110 33 11

Total MAT 110 Traditional 186

( ... ) '-./

( ) '�-···"'

FDTC Associate in Science Degree

MATH (Traditional): Program Student Learning Outcome: Forecast outcomes

using appropriate mathematical techniques

,� ... t�J.�--.:l,1?;,;.,.·;;p,t�;li'it,1w,,-r:i11?�·�\f;f"W5''.'(""'"'�',<lSt"�"',f.;tJ1i:N"'1''?-i'"""ilf.ll"'];l1Sl'li"'""'.';(�;>t;'t"<;<"'G''"'.'q1·[r,;i/l''i?fiI1>!,7RWif,g',i�� ... 1'/l:,1._,;-*1111:•'!(;�,.1ili'l'J\\lt�n''""�''"t·.,1;,?,(,I ::��,,��&�·.�ti�.c�"¾fr�r��?i.: ... �.ITO!tt��·t�gs:r�JJ!filg§.n,� ... Q,.i'"'l.�.n;�J.,_,�,g .. fil1�.�:.&-��\'tl;':_�t:�r��i:��izr.t;�tt��;��·�i.'J�,ug�o,.(,2!:&;1�

15 88.2% 18 90.0% 17 85.0%

16 88.9% 12 85.7% 20 90.9% 19 86.4% 9 81.8% 8 88.9% 20 90.9% 11 100.0%

165 88m7%

Goal is 90.0%

Number of sections 11

Number of sections that met goal 4

Percent that met goal 36.4%

Ill C 0

:;:: (,) (1)

(/)

/' .. \., __ ./

College Algebra

() ( ') "---·


MATH (Online): Program Student Learning Outcome: Forecast outcomes using

appropriate mathematical techniques -

i ,;�'.o_�{,�:/:�\t1:Sjt:i{��:�dti:it:�:;(/l%:t>{,{t,,;,;�}};\;{�;}ti!Xf0tF?i,/C(?F)'.}\\-:::;/, /:_' '··tCi� .f?' f.f:tl-'i!f \il. -.·,.,,-o ..•.• , ., - ·" . ,, ,, .• '··'' •, .. . , , .... ,7

0 Course Course Course ,ttJIS:S�( .• �- -�'1�i��er.)iifig .. 0ut<fo'.'rii"e:'::JStutle'r1tS¾Wfii:1h�,;,�si�\t6W'fi''61a\�l4lf'ffg.i',�;1,:i'.Ifi!{�

() \'···:· '. '· :'.�,,,, s!),'.',·�:r,',•. ;;'ii',;'1/.½,:;f ''.''�51J;l,),'J.:'\j�i,.'.{,�,\,i_il·:l,§' .'f';f;f<'!{\i.!it''J,i ,:,,; i,,,,•,,t .. , 'S d::.: ,; <i' ·,· . ·�,,.,.cc,, ,:•

Suffix Section Section Size i�r!Jf��"-PTT\,Hm�Y�'11'.t�J!_l'YIT,1�R.�ta-:f?.,li�'�1fti�,l'.11-v.iit�iitY.!'l\1/{:ifi1/''!1�,:·\'/})j(:;,,

11 MAT 110 58

21 MAT 110 59

31 MAT 110 157

Total I MAT 110 Traditional

10

8

14

32

.,';.'.;X'-� ;.· ,. '_ ��- 'i'.'':'?·'.s.·:(

�' �··-'.;:�:�·�t-��::}:�?:(:,�r·,>:�'·:::;.'.,'.'.�X�S: D'?/;.:::,L:�_ .. X:1Lt::�:;:;�':H 7 70.0% 7 87.5% 14 100.0%

28 87.5% Goal is 90.0%


Number of sections that met goal 1 Percent that met goal 33.3%

/

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Cl) s: 0

:;:; 0 a,

College Algebra

i: =�=re 1 MAT110 64 15

2 MAT 110 61 14 3 MAT li0 105 7 4 MAT 110 82 20

Total! MAT 110 Traditional 56

... �, ( ) , ........... ··


MATH (Dual Enrollment): Program Student Learning Outcome: Forecast

outcomes using appropriate mathematical techniques

(--) .. __ .....

lfwitti�f�lt�1"t�;zf,;f.,i1t't1ifi{�#�:'.i�i'Ntsci1

m·mat1tie�tr�t"dffi�'e'11t��1�eitcs:cMfi,,1�fi�'t��\r,i�t,i;i�,@f.iilftli�1�1'\/fi:f�f&�Nt�fi�1? , ·-:, t.�'.h ..-ttf.:. .,tl'1�� iu.,'fitr-.�,\1,�."",-.r)1o11''-ff;';;�I'•_ ·- ,i;,_ ___ ,. __ ,.,1.,..,.,.,.__, __ �,.lk:;.,�:,..- __,_i.;.,_.,.�_,_,.._,..., _ _,�):-.•.. i_.,,_.,'ib�i ..... � .... �.-�.�_,_._.,.l,,'.1; , ,Ji�-' t,l"-�-'1 .. -ft:U '.:.�J""'-lj� ,j}J· -::;�.o-h,"',),i;.\14i� .. 1 fl�•.,.�,--��h-•.·�· ,,.. M/,�t1,)

14 93.3% 12 85.7% 7 100.0%

18 90.0%

51 91.1% Goal is 90.0%

Number of sections 4 Number of sections that met goal 3


fl)s:::0:.:;c.,Q)(/)

I ,

\__ __ /

Probabilty &

. Statistics

(-',) , . ..._ .... ··

C)


MATH (Traditional): Program Student Learning Outcome: Forecast outcomes using

appropriate mathematical techniques

'o : �,.;,_j';;·,·.1'.; ,:;':,'.-·:'.'..:;c,, '');;l(:.· ,,;;�:,J,:,._;.,- >'\�:-.: ;· :, �; l,,.·,_ H: .- :; :r\}· ,.::·:1/>'<·.· · : .. :,···:; ,\,_1::;/:··,:,,·.·'-.-'· .,:,,;,:.,./; :,;;/::;;''.;L{,�;;)�:-�(,;'.,.£•t1!i>-'·,�l, ;/- :J�;;s,�d�:,_;,:,,,.:-::• ··-·i: 'c6urse,:sfod�nf't.:tri:irntfi' ·?.ou·tc:orne:t.ts1:oaitnts,wiimfe:abtEhtoim6'cte1t�1ir.e�11;w,or:1c(a • · · 1ic�tiontwi1:tt·'!:lJ{) �t\,

8 �;;,: �:�:� Se��;i,e i��5f �?,��¥�f rY:��t��i��(��[�i�l�:tW��lfi*��'.1:};�;��;;��1�?�ij��}�)�(l!�':�2�t�1!��; 1 MAT 120 01 21 19 90.5%2 MAT120 02 23 22 95.7%3 MAT 120 03 24 22 91.7%4 MAT120 21 20 15 75.2%5 MAT 120 6wc 5 2 40.0%

Total MAT 110 Traditional 93 80 86.1%

Goal is 90.0%Number of sections 5

Number of sections that met goal 3Percent that met goal 60.0%

th C: 0

(

\_ __ ... )

Probabilty &

Statistics

i= =�=re

11 MAT 120 54 21 MAT 120 58

Total I MAT 110 Traditional

8

14

22

(.-,\---�)


( .. ... ,,) ·,. __ .,,/



',H· "11',,\'. ,..., -:,. ,,,-,. •,,i,s'"'I, ............. ,,·., ...._\ .-,;,• �t•'�-- ,.,,-. • :r .·>·-�"'"<':'o··,'.•1•':'· ,:-·,10·, .. •,,'.�,r.-t,P\.•l' _._,,;-:,.,..,.--,.,,.,, •.• ·�--·-., .. , ,.,, '•" ---rJ. ·•· ,._, _ _..__ ---.._, • �-"'- ,.j.,, • ,,.. . ...,_,_.,��go1�t1jtf�:J 5 62.5% 13 93.3%

18 82.1%

Goal is 90.0% Number of sections 2



rn i::

0 +:. (.) Q)

(-·-,., ..,.,•'

Probabilty &

Statistics

i = =�=-1 MAT120 61 9

2 MAT 120 65 14

3 MAT 120 66 8

4 MAT120 902 15

Total MAT 110 Traditional 46

/----\ \__/


t,)



f_:,:J;i,'.{.��1�r��)(�;f�,��1\)rj;',i,�]'ii;(·ic��r��AtfV.�s··,:1tL'�W,,��rq��:�4;,.�r,613·N�'·:.:,.;..',J.j?,t£···';'j,11';f•;.:\\�·:.:;.i�;.; .. :;t�:;,G"' !:_�i;<·1r1;�t:.-;11�

-��{'i�

_-.:-t1z��m;�.'.c?·( .. \,;,,1_

W�!�i\:,1�·�J:�?'?n--c-·,�t�:ti<.JC\l..t

·J-((1�_i·Z:":"i,� ��-B��;ij!:�t[ll�)t{;l�l\C�r:-:11;N;.lrl�i\�·::r,r.��:fit .. J!ffimJ.�ts!�-1-.�:�:it�.��.D'lf:!.gTHtW.i!!.tg?;j�Y,��.J t.-:�g,._J��1.t;�r#,".;-'��:�{i'ri�tr)'i�-::W..r4��1�sjl��\ltl�).;s, .. :�fi�.m;;�D ... :1\�/:�\�1:

9 100.0%

14 100.0%

6 75.0%

14 93.3%

43 93.5% Goal is 90.0%




Florence-Darlington Technical College AA/AS Programs

Assessment-Systematic Evaluation Plan

Course Category: IZl Traditional D Hybrid/Blended D Online D Web Facilitated D Ouat'Enrollment D DL

General Education Learning Outcome: Written Communications: Students will construct a composition that is clear, well-organized, informative,

grammatically correct, and free of spelling errors.

Course Course Student Learning Number Outcome

Write a well-organized, well-

ENGlOl developed essay in standard English.

Demonstrate knowledge of the basic writing process: selecting a topic, gathering information (including electronic information retrieval), determining a thesis, organizing main and secondary points, developing ideas using evidence, drawing conclusions, editing, and revising.

SEP(Data Collection Y2) 9-2016

Assessment Benchmark

Method Final Exam 70%

-·

..

Final Exam 70%

Actual Level of Action Plan Time Interval Achievement

68.8% As instructors One semester familiarize themselves with a new textbook and companion application, instructors should be better prepared to use the material in engaging students. A mid-semester natural disaster disrupted instruction for weeks.

68.8% As instructors One semester familiarize themselves with a new textbook and companion application, instructors should be better prepared to use the material in engaging students. A mid-semester natural disaster disrupted instruction for weeks.

( r

'-·---�

r-,,

( ) Florence-Darlingto'n-·Technical College

ANAS Program Assessment-Systematic Evaluation Plan

Course Category: D Traditional D Hybrid/Blended IZI Online D Web Facilitated D Dual Enrollment D DL

( ___ =)

General Education Learning Outcome: Written Communications: Students will construct a composition that is clear, well-organized, informative,

grammatically correct, and free of spelling errors.

Course Course Student Learning Number Outcome

Write a well-organized, well-ENG 101 developed essay in standard

English.

Demonstrate knowledge of the basic writing process: selecting a topic, gathering information (including electronic information retrieval), determining a thesis, organizing main and secondary points, developing ideas using evidence, drawing conclusions, editing, and revising.

SEP(Data Collection V2) 9-2016

Assessment Method Final Exam

Final Exam

Benchmark Actual Level of Action Plan Time Interval Achievement

70% 78.21% As instructors One semester familiarize themselves with a new textbook and companion application, instructors should be better prepared to use the material in engaging students.

70% 78.21% As instructors One semester familiarize themselves with a new textbook and companion application, instructors should be better prepared to use the material in engaging students.

(__ __ )(--�') � ,

Florence-Darlington Technical College AAASProgram


Course Category: _ igi Traditional D Hybrid/Blended D Online D Web Facilitated D Dual Enrollment D DL

Program Student Learning Outcome: Forecast outcomes using appropriate mathematical techniques.

Course Course Student Number Learning Outcome

MATll0 Students will be able to model a real application with a regression function then make a prediction with it.

MAT120 Students will be able to model a real application with a regression function then make a prediction with it.

SEP(Data Collection V2) 9-2016 Fall 2020

Assessment Benchmark Actual Level of Method Achievement

Summative- 90% of students The percent was Comprehensive will answer the 88.7% Final Exam question(s) on

the final exam pertaining to the outcome

Summative- 90% of students The percent was Comprehensive will answer the 86.1% Final Exam question(s) on

the final exam pertaining to the outcome

Action Plan

The shortfall could be due to the hurricane that disrupted classes this semester and because the department made the measurement from all exams and not just the exams of the students who passed the course with a grade of C or better.

The shortfall could be due to the hurricane that disrupted classes this semester and because the department made the measurement from all exams and not just the exams of the students who passed the course with a grade of C or better.

/-\ \ } ···-. . . . /

Time Interval

Measured in Fall 2016 Fall 2020


'·----·· /-') \., .,·

Florence-Darlington-Technical College AAASProgram


Course Category: 0 Traditional O Hybrid/Blended IZI Online O Web Facilitated O Dual Enrollment O DL


Course Course Student Number Learnin2 Outcome

MATll0 Students will be able to model a real application with a regression function then make a prediction with it.



Assessment Method

Summative-Comprehensive Final Exam


Benchmark Actual Level of Action Plan Achievement

90% of students The percent was The shortfall could be due to will answer the 87.5% the hurricane that disrupted question(s) on classes this semester and the final exam because the department pertaining to the made the measurement from outcome

all exams and not just the

exams of the students who passed the course with a grade of C or better.

90% of students The percent was The shortfall could be due to will answer the 82.1% the hurricane that disrupted question(s) on classes this semester and the final exam because the department pertaining to the made the measurement from outcome all exams and not just the

exams of the students who

passed the course with a grade of C or better.

_ ..........

. \

'. )

Time Interval



/---- \\__)

/"--, ( .l'--.. /

Florence-Darlington Technical College AAASProgram


Course Category: D Traditional D Hybrid/Blended D Online D Web Facilitated IZI Dual Enrollment D DL


Course Course Student Number Learning Outcome MATll0 Students will be able to

model a real application with a regression function then make a prediction with it.



Assessment Method



Benchmark Actual Level of Action Plan Achievement

90% of students The percent was The goal was achieved. will answer the 91.1% Better results could be question(s) on achieved if the hurricane did the final exam not disrupt classes this pertaining to the semester and because the outcome department made the

measurement from all exams and not just the exams of the students who passed the course with a grade of C or better.

90% of students The percent was The goal was achieved. will answer the 93.5% Better results could be question(s) on achieved if the hurricane did the final exam not disrupt classes this pertaining to the semester and because the outcome department made the

measurement from all exams and not just the exams of the students who passed the course with a grade of C or better.

!,, --,)

'-·-····

Time Interval



Florence-Darlington Technical College Assessment-Systematic Evaluation Plan Detailed Report

Course Name: ENG 101

Faculty: Russell Joye

Semester(s) Reported: Fall 2016

[Arts and Sciences]

Course Category: igj Traditional D Hybrid/Blended D Online D Web Facilitated D Dual Enrollment D DL

Program Student Learning Outcome: Written Communications: Students will construct a composition that is: clear, well-organized, informative, grammatically correct, and free of spelling errors.

Course Student Learning Outcome: Write a well-organized, well-developed essay in standard English.

Analysis of Results:

Strength in student performances: Overall, students demonstrate the ability to correctly punctuate sentence endings and use complex and compound sentence structures for variety.

Weaknesses in student performances: Many students still demonstrate a deficiency in conjugating verbs. Awkward sentence structures are also problematic, and sentence-level errors should be more infrequent.

Recommended Action(s): ... , Instructors should spend a greater portion of the semester in reviewing verbs and sentence structures. For some classes, this instruction currently seems to extend through no more than a few class meetings.

When· Action will be implemented: Spring2017

D t C a a omnanson:

Measurement Instrument

Final Exam

Essay 1

SEP(Summary)V2 9-2016

2016 Summer- Startup Benchmark 70% 60%

2016 20 20_ Fall

Benchmark Benchmark Benchmark 70% 68.89%

74%

(-,,) \.,�_ .. /

**Note Benchmark based on National Pass rate of boards.

Impact of Changes Implemented As a Result of Previous Assessment Cycle:

SEP(Summary)VZ

9-2016

,,,--__

! ./

/'\· \ ) , _ __,,





[Arts and Sciences]

Course Category: 0 Traditional O Hybrid/Blended jgJ Online O Web Facilitated O Dual Enrollment O DL

Program Student Learning Outcome: Written Communications: Students will construct a composition that is: clear, well-organized, info1mative, grammatically correct, and free of spelling errors.

Course Student Learning Outcome: Write a well-organized, well-developed essay in standard English.


Strength in student performances: Overall, students demonstrate the ability to avoid sentence-level errors, to conjugate verbs, and to punctuate sentence endings.

Weaknesses in student performances: Many students still misplace commas or commit errors with homophones. Awkward sentence structures are also problematic.

Recommended Action(s): Instructors should spend a portion oftime every week covering grammar or spelling.

When Action will be implemented: Spring2017

D t C a a omoanson:

Measurement Instrument

Final Exam

Essay 1

SEP(Summary)VZ 9-2016


2016 20 Fall Benchmark Benchmark 70% 78.21%

· 68.35%

20_

Benchmark

(_,--....

\ i

······�----

,-

\,J

I **Note Benchmark based on National Pass rate of boards.


SEP(Summary)V2

9-2016

r�--)·, .___,,,/

()

I '

'J





[Arts and Sciences]

Course Category: � Traditional D Hybrid/Blended D Online D Web Facilitated D Dual

Enrollment D DL

Program Student Learning Outcome: Written Communications: Students will construct a composition that is: clear, well-organized, informative, grammatically correct, and free of spelling errors.

Course Student Learning Outcome: Demonstrate knowledge of the basic writing process: selecting a topic, gathering information (including electronic information retrieval), determining a thesis, organizing main and secondary points, developing ideas using evidence, drawing conclusions, editing, and revising.


Strength in student performances: Overall, students demonstrate a familiarity with the basic organization required for effective communication. The five paragraph model is a popular pattern.

Weaknesses in student performances: Some students display a lack of understanding in paragraph-level organization and paragraph ordering. A few students lacked appropriate conclusions from their organization of ideas.

Recommended Action(s): Instructors should emphasize the roles of paragraphs to students and demonstrate them through essay patterns other than the five-paragraph model.

When Action will be implemented: Spring 2017

D C ata omnanson:

Measurement Instrument Exam

Essay 1

SEP(Summary)V2

9-2016


2016 20 20 Fall Benchmark Benchmark Benchmark 70% 68.89%

74%

,�, (

\ \ ·-�.�-·-

i -....

' I \. _____ ,/

I I I



SEP(Summary)V2

9-2016

I

,-,

/ \ .

)





[Arts and Sciences]

Course Category: D Traditional D Hybrid/Blended � Online D Web Facilitated D DualEnrollment D DL

Program Student Learning Outcome: Written Communications: Students will construct a compositionthat is: clear, well-organized, informative, grammatically correct, and free of spelling errors.

Course Student Learning Outcome: Demonstrate knowledge of the basic writing process: selecting a topic, gathering information (including electronic information retrieval), determining a thesis, organizing main and secondary points, developing ideas using evidence, drawing conclusions, editing, and revising.


Strength in student performances: Overall, students demonstrate a familiarity with the basic organization required for effective communication. The five paragraph model is a popular pattern.

(--

") Weaknesses in student performances: . ......__,,, Some students display a lack of understanding in paragraph ordering for increased effectiveness.

Transitions between paragraphs should be improved.

Recommended Action(s): Instructors should train students to recognize effective transitions. More emphasis should be given to demonstrating essay writing in other than the five-paragraph model.

When Action will be implemented: Spring 2017

D t C aa omnarison:

Measu rement Instrument Exam

Essay 1

SEP(Summary)V2

9-2016

2016

Summe r- Startup Benchmark 70% 60%

2016 20 20

Fall Benchmark Benchmark Benchmark 70% 78.21%

68.36%

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SEP{Summary)V2

9-2016

I


Course Name: MAT 110

Faculty: Bob Indrihovic


[Associate in Arts/Science]

Course Category: jg] Traditional D Hybrid/Blended D Online jg] Web Facilitated D Dual

Enrollment D DL

Program Student Learning Outcome: Forecast outcomes using appropriate mathematical techniques

Course Student Learning Outcome: Students will be able to model a real world application with a regression function then make a prediction with it.


Strength in student performances: 88.7% were able to answer the question(s) on the comprehensive final exam pertaining to this.

r--� Weaknesses in student performances: 11.3% were not able to answer the question(s) on the comprehensive final exam r ,

\ __ ) pertaining to this.

Recommended Action(s): The shortfall could be due to the hurricane that disrupted classes this semester and because the department made the measurement from all exams and not just the exams of the students who passed the course with a grade of C or better.

When Action will be implemented: In the next three-year cycle

SEP(Summary)VZ 9�2016

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D t C a a omoarison:

2016 20_ 20_ Sprinl!- Startup

Measurement Benchmark Benchmark Benchmark Instrument 90%

88. 7% of students

Comprehensive answered the

Final Exam question(s) on thecomprehensive finalexam pertaining toregression.


Impact of Changes Implemented As a Result of Previous Assessment Cycle: This was a start-up cycle

SEP(Summary)V2

9-2016

20

Benchmark

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Faculty: Bob lndrihovic



Course Category: D Traditional D Hybrid/Blended !&I Online D Web Facilitated D Dual Enrollment D DL





Weaknesses in student performances: 12.5% were not able to answer the question(s) on the comprehensive final exam pertaining to this.



SEP(Summary)V2 9-2016

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D ata C omnar1son:

2016 20 20

Sprine- Startup Measurement Benchmark Benchmark Benchmark Instrument 90%

87 .5% of students

Comprehensive answered the question(s) on the

Final Exam comprehensive final exam pertaining to re_gression.



SEP(Summary}V2

9-2016

20

Benchmark





[Associate il!_Arts/Science]

Course Category: D Traditional D Hybrid/Blended D Online D Web Facilitated !8l Dual

Enrollment D DL





(---� Weaknesses in student performances: 8.9% were not able to answer the question(s) on the comprehensive final exam

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Recommended Action(s): The goal was achieved. Better results would have been achieved if the hurricane did not disrupt classes this semester. Also, the department measured all exams and not just the exams of the students who passed the course with a C or better.


SEP(Summary)V2. 9-2016

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D t C a a omnarison: 2016 20 20_ Sprine- Startup


91.1% of students

Comprehensive answered the

Final Exam question(s) on the comprehensive final exam pertaining to regression.



SEP(Summary)V2

9-2016

20_

Benchmark

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Course Category: igj Traditional D Hybrid/Blended D Online D Web Facilitated D Dual

Enrollment O DL




Strength in student performances: 86. l % were able to answer the question(s) on the comprehensive final exam pertaining to this.

Weaknesses in student performances: 13.9% were not able to answer the question(s) on the comprehensive final exam pertaining to this .



SEP(Summary)V2

9-2016

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D t C a a omnarison: 2016 20 20_ Sprin2- Startup


86.1 % of students

Comprehensive \answered the question(s) on the

Final Exam comprehensive final exam pertaining to regression.



SEP(Summary)VZ

9-2016

20_

Benchmark






Course Category: 0 Traditional O Hybrid/Blended fg] Online O Web Facilitated D Dual

Enrollment D DL




Strength in student performances: 82.1 % were able to answer the question(s) on the comprehensive final exam pertaining to this.

Weaknesses in student performances: 17.9% were not able to answer the question(s) on the comprehensive final exam

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SEP(Summary)V2

9-2016

----

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D t C a a omnanson:

2016 20 20_ Sprine;- Startup


82.1 % of students

Comprehensive \answered the




SEP(Summary)V2

9-2016

20

Benchmark

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Course Category: D Traditional D Hybrid/Blended D Online D Web Facilitated lgj Dual

Enrollment D DL





Weaknesses in student performances: 6.5% were not able to answer the question(s) on the comprehensive final exam

r·, pertaining to this. { ) .. ..___j

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Recommended Action(s): The goal was achieved. Better results would have been achieved if the hurricane did not disrupt classes this semester. Also, the department measured all exams and not just the exams of the students who passed the course with a C or better.


SEP(Sl!mmary)V2 9-2016

( \ .. ____ ,,,/

D t C a a omvarison:

2016 20_ 20 Svrine:- Startup


93.5% of students

Comprehensive \answered the




SEP(Summary)V2

9-2016

20_

Benchmark

DEPARTMENT/PROGRAM

Associate in Science

Note: These two

finished the 2015-2016

cycle. Planning Stage

and Results are in the

intranet/lE System.

Outcome I Program Outcomes I categories

· � Forecast outcomes using appropriate mathematical techniques.

� Demonstrate college level writing proficiency

� Demonstrate critical thinking skills

� Articulate the historical significance of an event

� Apply the scientific method to a problem

� Construct and deliver a persuasive speech

6

5

3

4

5

6

Curriculum H .11 SLO' b M d' When will SLO's be Who will ow w1 s e easure . Reporting

Mapping Measured? Measure SLO's

At least 90% of AA and AS students will be

MAT 110 and MAT lable to answer questions on the final exam that require them to model a real

120 application with a regression function then make a prediction with it.

ENG 101 faculty give AA and AS students pre-and post-assessment grammar test.

Fall and Spring 2016-2017 Susan Haley Bob lndrihovic, Charles Taylor

ENG 101 At least seventy percent (70%) will score jFall and Spring 2016-2017 80% or better on the post-assessment

Marjory Hall Bob lndrihovic, Charles Taylor

PSY 201

HIS 101, HIS 102, HIS 201, and HIS 202

which will count for 10% of their grade.

At least seventy percent (70%) of AA and AS graduates will demonstrate critical thinking skills on the final exam of a Psychology course.

A rubric will assess an in-class writing assignment on a scale of Oto 10. At least seventy perc_ent (70%) of AA and AS students will demonstrate that they can articulate the significance of a historical event by scoring 8 or above.

At least seventy percent (70%) of AA and BIO 101, PHS 101,

IAS students will successfully complete an

PHY 201, and CHM experiment requiring the use of the 110 scientific method to achieve a correct

conclusion.

SPC 205

A rubric will assess speeches on a scale from Oto 100. At least seventy percent (70%) of AA and AS students in the cohort will demonstrate proficient speech delivery by scoring 80 or above.

i=�il and Sprii,:g 20:1i-2ois Chris Thomas Bob lndrihovic, Charles Taylor

Fan �tidSprlri� i6i201s : ,. l:nag�e s;:::;:;· I ��:r:::�:��·

;;:(te::w··· :• · ,:5;:t"Ytr·:.:::rii:f \, Fai)'ari?}iifing 20185iCJ19 ,,. \!Charles Taylor

f{f:. <·>.,:; 'f; f-'''·' ' (fi

Bob lndrihovic, Charles Taylor

l'it y_ \.! i>·'.;'.{ ·, ,;'. · .<:'/,:J;, Bob lndrihovic ?:1,1::

ah�ft?f9t1:i�°,}l ·,::•·AHattie Pinckney lcharles Taylor'

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Documents

Associate in Science Student Learning Outcomes Fall 2016 · Associate in Science Degree Program -Course Student Learning Outcomes COURSE OUTCOMES Reguired Courses -12 hours ... well-developed