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Big Sandy Community and Technical College (BSCTC) functions as part of the Kentucky Community and Technical College System
(KCTCS) and as such adheres to the standards and principles set forth in the requirements for the attainment of a degree or
credential. BSCTC offers degrees in the Associate of Arts (AA), Associate of Science (AS), and Associate of
Applied Science (AAS) as well as certificates and
diplomas [1].
General Education courses provide a core for AA, AS, AAS degrees, certificates and
diplomas [2].
Within this core BSCTC has identified and embraced four general education competencies as stated in the
BSCTC catalog [3]:
1) Communicate Effectively
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Read and listen with comprehension.
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Speak and write clearly using standard English.
- Interact cooperatively with others using both verbal and non-verbal means.
- Demonstrate information processing through basic computer skills.
2) Think Critically
- Make connections in learning across the disciplines and make logical conclusions.
- Demonstrate problem solving through interpreting, analyzing, summarizing, and/or integrating a variety of materials.
- Use mathematics to organize, analyze, and synthesize data to solve a problem.
3) Learn Independently
- Use appropriate search strategies and resources to find, evaluate, and use information.
- Make choices based upon awareness of ethics and differing perspectives/ideas.
- Apply learning in academic, personal, and public situations.
4) Examine Relationships in Diverse and Complex Environments
- Recognize the relationship of the individual to human heritage and culture.
- Demonstrate an awareness of the relationship of the individual to the biological and physical environment.
- Develop an awareness of self as an individual member of a multicultural global community.
The general education core for the AA and AS degrees is outlined in
KCTCS Catalog [4].
This core is comprised of Writing/Accessing Information (ENG 101 and ENG 102), Oral Communication (including Basic Public
Speaking and Introduction to Interpersonal Communication), Mathematics, Science, Social Interaction (including political
science, psychology, sociology, or economics), Heritage/ Humanities (including history, literature, art, religious
studies, and philosophy), and Computer Literacy. The general education core competencies enable students to develop their
own values, pursue goals, and contribute to the political, moral, social, and cultural enrichment of society. Competencies
are integrated throughout the general education program. Course syllabi outline objectives, minimum learning outcomes,
assessment, and evaluation methods.
The AA and AS Degrees provide a foundation designed to transfer into a Baccalaureate Degree at a four-year
institution [5].
The AA degree requires the completion of six credit hours more in heritage/humanities or social interaction than does the
AS degree. The AS degree requires six credit hours more in science or mathematics than does the
AA degree [6].
The General Education Student Learning Outcomes/Competencies are contained within the AA and AS Degree requirements.
Through the Kentucky General Education Block Transfer Policy, students who have completed a general education program of
forty-eight semester credit hours, which includes the thirty-three credit hour core and additional institutional-specific
general education courses (fifteen semester credit hours) with a cumulative GPA of 2.0 or higher are granted "general
education certified" status. Students who have completed the thirty-three credit hour core or only some areas of the
core can be certified only in the core or an
area-by-area basis [7].
BSCTC utilizes a series of assessment approaches to demonstrate student achievement of general education competencies;
A) individual general education course strategies - including; course syllabi specified course competency compliance,
ACT CAAP skills testing and pre-post course assessments, B) library skills testing, C) graduating student exit surveys,
and D) Community College Survey of Student Engagement (CCSSE).
Every general education course offered by BSCTC identifies the general education competencies and illustrates how that
competency will be achieved in that specific course as mandated in the "BSCTC Syllabus Information Instructions"
[8]
Approved Course Competencies have become an integral part of our assessment and institutional effectiveness programs.
All syllabi must identify for students the competencies related to the specific course content, options, programs, and/or
general education areas. For technical programs, options, and courses, the competencies have been defined at the System
level, and are available from Program Coordinators and Associate Deans. The syllabus should reflect how a student is
expected to meet the requisite competencies for a specific course and how the student will be evaluated. Instructors
utilize a variety of course specific assessment measures to determine competency in coursework, lecture, labs, and clinical
activity [9].
Additional to course specific general education competency measures is the use of the Collegiate Assessment of Academic
Proficiency (CAAP) examinations. BSCTC began the phasing in process of the CAAP testing in Spring 2006. For this first
implementation the focus was on writing
essay and skills [10]
and science [11].
In writing, students performed an average of 9% better than their normative group on punctuation but moderately and
substantially less successful on basic grammar (averaged 15% lower), sentence structure & style (averaged 5% lower)
and writing strategy (averaged 8% lower) when compared to their normative group. The discipline is examining improvement
measures as part of the AA annual plan. In Science, students performed moderately and substantially more successful on
analysis, generalization, and understanding of knowledge and skill in science when compared to their normative group.
The CAAP examination for mathematics and critical thinking will be administered by BSCTC to further measure general
education competency achievement.
Two core disciplines are adding the additional assessment of a course specific "Pre-Course and Post-Course Measure.
" Communication [12]
and History [13]
disciplines are administering a Pre-Post Test in their core courses; COM 181 Basic Public Speaking, COM 252
Introduction to Interpersonal Communication, HIS 108 History of the US through 1865, and HIS 109 History of the US Since
1865.
As an additional method of assessment of general education competency achieved, BSCTC administers a library skills test
required of all ENG 101
Writing I students [14].
Results of the Comparison for Library Test indicate 92% of those completing the test could always or almost always use the
OPAC to locate information about a book, 86% could use the Library of Congress call number to locate a book, and 91%
could use internet databases to find journal
articles [15],
thus illustrating the ability to learn independently.
BSCTC also collects information from graduates through an exit survey. Students applying for graduation are asked to
evaluate their overall collegiate experience, the college instructional experience and evaluation of the educational
experiences [16].
The results presented below are from fall 2005 surveys. Consistently 80% - 90% of graduating students indicate the utility
of general education principles during his/her
educational experience [17].
SECTION 2: College Instructional Experience
SECTION 3: Evaluation of Educational Experiences
Beginning Spring 2007 BSCTC will begin participating in the annual Community College Survey of Student Engagement
(CCSSE )survey. This instrument will serve as a comparison for BSCTC to other similar institutions. The CCSSE
instrument establishes national norms for educational practices and performances of community and technical colleges by
asking questions that assess institutional practices and student behaviors that correlate highly with student learning
and retention. This tool provides evidence of college-level competencies within the general education core and reveals the
degree to which students feel they have attained those competencies. As a result, the survey instrument may be used as an
indicator of learning [18].
Below is a table indicating how each of the assessment measures connects with the general education competencies.
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General Education Competency
(This area contains statements reflecting general education core competencies.)
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Assessment Measures
(This section includes assessment measures and instruments utilized to evaluate competency attainment)
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Evidence of Competence
(This section demonstrates an evaluation of student attainment of competencies.)
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I Communicate Effectively
- Read and listen with comprehension.
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Speak and write clearly using standard English.
- Interact cooperatively with others using both verbal and non-verbal means.
- Demonstrate information processing through basic computer skills.
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- ACT CAAP Writing Skills Test [10]
- ACT CAAP Writing Essay Test [10]
- Course Syllabi [9]
- Pre-Post Testing in COM course [12]
- Graduate Exit Survey [17]
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The College administered the Collegiate Assessment of Academic Proficiency (CAAP) examination, a nationally
standardized test administered by ACT Assessment Services, for the first time in the spring of 2006 for ENG
Students performed an average of 9% better than their normative group on punctuation but moderately and
substantially less successful on basic grammar (averaged 15% lower), sentence structure & style
(averaged 5% lower) and writing strategy (averaged 8% lower) when compared to their normative group
All course syllabi must include general education competencies and expected learning outcomes and incorporate
assignments that address the teaching of them. The college uses a Syllabus Checklist to ensure that this takes place.
Each semester each faculty member must complete the checklist for each class taught, then submit the checklist along
with the syllabus for review and approval by the Associate Dean
COM 181 and COM 252 Pre-Post Test Comparisons
Graduate Exit Survey Results
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II Think Critically
- Make connections in learning across the disciplines and make logical conclusions.
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Demonstrate problem solving through interpreting, analyzing, summarizing, and/or integrating a
variety of materials.
- Use mathematics to organize, analyze, and synthesize data to solve a problem.
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Graduate Exit Survey [17]
Course Syllabi [9]
ACT CAAP Mathematics Test
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Graduate Exit Survey Results
All course syllabi must include general education competencies and expected learning outcomes and incorporate
assignments that address the teaching of them. The college uses a Syllabus Checklist to ensure that this takes place.
Each semester each faculty member must complete the checklist for each class taught, then submit the checklist along
with the syllabus for review and approval by the Associate Dean.
The College will administer the Collegiate Assessment of Academic Proficiency (CAAP) examination, a nationally
standardized test administered by ACT Assessment Services, for the first time in the spring of 2007 for Mathemathics.
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III Learn Independently
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Use appropriate search strategies and resources to find, evaluate, and use information.
- Make choices based upon awareness of ethics and differing perspectives/ideas.
- Apply learning in academic, personal, and public situations.
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Library Test [15]
Students will develop and perform basic search strategies and access information in a variety of formats, print and
non-print.
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Library Test Outcomes
Results of the Comparison for Library Test indicate 92% of those completing the test could always or almost
always use the OPAC to locate information about a book, 86% could use the Library of Congress call number to locate
a book, and 91% could use internet databases to find journal articles
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IV Examine Relationships in Diverse and Complex Environments
- Recognize the relationship of the individual to human heritage and culture.
- Demonstrate an awareness of the relationship of the individual to the biological and physical
environment.
- Develop an awareness of self as an individual member of a multicultural global community.
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HIS Course Pre-Post Test [13]
ACT CAAP Science Test [11]
Students will demonstrate an awareness of one's interaction with the biological/physical environment.
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HIS Pre-Post Test Comparisons
The College administered the Collegiate Assessment of Academic Proficiency (CAAP) examination, a nationally
standardized test administered by ACT Assessment Services, for the first time in the spring of 2006 for BIO.
Students performed moderately and substantially more successful on analysis, generalization, and understanding
of knowledge and skill in science when compared to their normative group
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