CENTRAL NEW MEXICO COMMUNITY COLLEGE ASSESSMENT REPORT Due to SAAC by September 30

Transcription

1 CENTRAL NEW MEXICO COMMUNITY COLLEGE ASSESSMENT REPORT Due to SAAC by September 30 PART 1: CONTACT & PROGRAM IDENTIFICATION Report Year and Contact Information: FALL 2015 SPRING 2016 Phyllis Cece Academic Year Contact Person Phone Number Subject of this Assessment Report: Program: Architectural/Engineering Drafting Tech. Gen Ed Area: Discipline Area: X Certificate AA AS X AAS Applicable to: AA/AS AAS PART 2: EVIDENCE OF ACHIEVEMENT OF PROGRAM OUTCOMES Summary of Program Success in Achieving Desired Outcomes: Minimum student achievement targets (average of 3 out of 4 or better) have been met for the Professional Practice program exit competency currently being evaluated as part of the ARDR assessment cycle. A score is assigned by a faculty member to each ARDR program exit competency sub-category based upon the performance of each student in their portfolio and exit interview. The sum of each sub-category is calculated and the average is reported. Description and Evaluation of Recent Changes Made in Support of Student Learning: All ARDR courses employ Professional Practice skills. However, it is in the labs where the dominant use of office simulation techniques take place. Students practice standard A/E office procedures and regularly participate in teamwork settings under the guidance of a registered architect. Projects designed to replicate real world scenarios become progressively more complex throughout the program in order to train students to independently assess and employ best practice methods necessary for successful employment. Assessment Report Page 1 of 5 Last Revised 04/2014

2 PART 3: REPORT ON RECENT ASSESSMENT OF STUDENT LEARNING PROCESSES Learning Outcome(s)/Exit Competencies Assessed: To add rows: right click in cell below and select Insert, Insert Rows Above Professional Practice: Student will have the ability to participate in an architectural/engineering professional office simulation, exhibit workplace behavior, and work in a team environment. Teamwork - Exchange & assimilation of ideas Feedback Conflict resolution Classes/Cohorts Assessed: ARDR 1 st through 5 th term classes. Measurement Tool(s) Used: Enter X s for type of tool Initial Achievement Target or Expectation: To add rows: right click in cell below and select Insert, Insert Rows Above Internal External Direct Exit interview x x Indirect Exit Interview = an average of 3 or better out of 4 (75% or better) in each of the exit competency sub-categories. Comprehensive x x Comprehensive Student Drawing Portfolio (includes Architectural, Structural, & MEP discipline drafting) = an average of 3 or better out of 4 (75% or better) in each of the exit competency sub-categories. Assessment Report Page 2 of 5 Last Revised 04/2014

3 Assessment Results/Findings: Average scores in each subcategory consist of the following: Professional Practice: Teamwork - Exchange & assimilation of ideas = 3.3 Feedback = 3.2 Conflict resolution = 3.1 Portfolio: Consists of at least one major computer aided drafted drawing project from each ARDR term s lab (there is a major lab required in each of the five ARDR terms) Exit Interview: Exit Interview simulates a real job interview. Students are asked to prepare by reviewing their portfolio projects and being ready to discuss and defend their work They are required to bring their resume and portfolio to the interview. Multiple questions related to the program exit competency sub-categories under review are asked Assessment: Students are scored on the accuracy and completeness of their answers in interview and the quality of their portfolio drawings Assessment score is a range of 1 through 4: 1-2 = minimal recall of proper terminology and processes; incomplete and/or improperly prepared drawings in portfolio 2-3 = more comprehensive recall of terminology and a rudimentary understanding of processes; portfolio is complete but some drawings are not entirely portfolio ready 3-4 = comprehensive recall of terminology, exhibits a basic understanding of processes and an entry level ability to independently apply best practice methodologies; portfolio is complete and mostly all drawings are portfolio ready Analysis and Interpretation of Assessment Results/Findings: The minimum student achievement targets of 75% or better for each subcategory have been met. However, individual students falling below the target rate in any of the subcategories often find it difficult to compete in the job market. Therefore, the main challenge continues to be finding sufficient ways to guide each student towards successful employment despite their vastly different abilities, rates of learning, and levels of motivation. Assessment Report Page 3 of 5 Last Revised 04/2014

4 Action Plan in Support of Student Learning: Office simulation is key to Professional Practice success. It is predominantly in the lab setting where exposure to common practices found in A/E offices prepares a student for employment. Guided practice and teamwork participation serves to build good habits and establish best practice procedures. Students are advised throughout the program of the importance of independent competency to employment success. All students, especially those that struggle and require significant additional assistance, are consistently reminded of the need for considerable outside the class practice to ensure that information is truly understood and that basic skills are easily replicated. Recommendations, Proposals, and/or Funding Requests: ARDR faculty recommends the continuation of the lab format in course design. Students, especially those with the lowest scores, require the labs time commitment to guided and repetitive practice to develop reasonable entry-level employment skills. PART 4: EMBEDDED OUTCOMES Critical Thinking and Life Skills/Teamwork Development within Programs: a) Please describe how Critical Thinking assessment is embedded within your program assessment. b) Please describe how Life Skills/Teamwork assessment is embedded within your program assessment. a) Students in ARDR labs work on producing building construction documents. This tests their ability to apply the knowledge they are acquiring in their corequisite software and materials and methods classes. They must be able to determine how the building will be constructed and what processes to take to communicate that in drafted form. (see ARDR student learning outcome #4) b) All ARDR Labs are designed as workplace office simulations. Students are expected to work on projects in a similar fashion to that found in typical architectural/engineering offices. Collaboration is an integral part of construction document preparation in a/e offices and similar teamwork methods are employed in all the ARDR labs. (see ARDR student learning outcome #5) Assessment Report Page 4 of 5 Last Revised 04/2014

5 PART 5: ASSESSMENT CYCLE PLAN (Copy and paste from original plan if unchanged) Student Learning Outcomes/Exit Competencies: When Measured: Where Measured: How Measured: 1. Computer Aided Drafting: Student will use software with entry level proficiency to create, edit, share, and output construction documentation. Fall 2016; Spring Construction Drawings: Student will be able to produce fundamental architectural/engineering drawings for use in construction. Fall 2017; Spring Material and Methods: Student will demonstrate a working knowledge of the terms and designations for typical construction materials, an understanding of their source, processing, and installation as part of building systems. Fall 2018; Spring Problem Solving: Student will demonstrate a systematic approach to problem solving in the professional architectural/engineering environment. Fall 2019; Spring Professional Practice: Student will have the ability to participate in an architectural/engineering professional office simulation, exhibit workplace behavior, and work in a team environment. Fall 2015; Spring 2016 Assessment Report Page 5 of 5 Last Revised 04/2014