Learning:
|
The intentional
process of acquiring knowledge, skills or attributes. The process
requires the engagement of the learner and leads to a demonstrable
change in the way the learner relates to his or her environment. |
Learning
Centered College: |
An institution in which every
individual feels responsible for student learning and seeks
to find the connection between his/her role at the college and
student learning. |
Learning
Outcome: |
The change in knowledge, skills,
or attributes that results from a learning activity. Learning
outcomes may be intended or unintended. |
Intended
Learning Outcome |
An expression of the faculty
member’s expectation of the knowledge, skill, or attribute
that the student is to learn. |
General
Attributes: |
Those abilities that Durham
Tech intends all its students to be able to demonstrate upon
graduation. They include the following abilities:
· The ability to communicate
clearly, effectively and respectfully both orally and in writing;
· The ability to recognize cultural differences among
peoples, to develop tolerance for differences, and to act
appropriately with individuals of varying cultures;
· The ability to contribute positively to the academic
and workplace environment by demonstrating expected behaviors
(e.g. integrity, demeanor, attendance, punctuality) and by
working with others to solve problems;
· The ability to learn how to learn and to possess
critical thinking and problem-solving skills necessary in
an ever-changing environment;
· The ability to recognize ethical dilemmas and to
identify possible solutions
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Technical
Skills: |
Abilities that are critical
for success in specific vocational, technical, or professional
occupations. Some technical skills may be common to several
programs offered by the college while others may be unique to
a single program. |
Assessment
of Learning Outcomes |
The process of determining the
extent to which a learner has mastered an intended learning
outcome. |
Program
Assessment |
The systematic collection, review,
and use of information about educational programs undertaken
for the purpose of improving student learning and development.
(In this context program assessment places emphasis on student
learning rather than on evaluation of curriculum or faculty.)
|
Competency: |
A specific affective, cognitive,
or psychomotor skill to be mastered |
Critical
Competency: |
Set of knowledge and/or skills
to be mastered |
Student Evaluation:
|
The process of quantifying the
skill level or mastery of an attribute of a learner (e.g. awarding
grades). |
Program
Evaluation: |
The systematic review of
program inputs (faculty, equipment) or processes (e.g. instructional
methods) to improve efficiency or effectiveness.
Key differences between “Assessment”
and “Evaluation”: Assessment begins with a determination
of the learner’s starting point prior to a learning
activity and thus is an attempt to determine the extent to
which learning (change) has taken place. Evaluation, meanwhile,
occurs at a particular point in time and does not necessarily
take into account change on the part of the learner. In other
words, Assessment is an attempt to identify what the learner
has learned, while evaluation is an attempt to discern what
the learner knows, without regard (necessarily) to when he
or she learned it. In addition, evaluation includes the assignment
of some value (e.g. grade) to the skill level of the learner.
|
Achieving
the Dream (ATD) |
Durham Technical Community College
is one of twenty-seven community colleges in five states chosen
to participate in Achieving the Dream: Community Colleges Count,
a new initiative designed to enhance the academic success of
low-income and minority students. Each college received a $50,000
investment grant to develop plans for addressing this challenge
and will be eligible for additional funding to implement their
plans up to $450,000. |
Quality
Enhancement Plan (QEP): |
SACS requires all colleges undergoing
reaffirmation visits to develop a Quality Enhancement Plan.
At Durham Tech we are focusing our QEP on students in Durham
Tech's credit programs. We expect the college's graduates to
demonstrate the ability to send and receive audience-specific
communications. As the sender, the student will generate communications
that have a clear purpose and are well organized, grammatically
correct, and specific to the audience and mode of communication.
As the receiver, the student will interpret and respond to communications
with regard to the sender, mode of delivery, and non-verbal
cues. In order to know where our students are with their written
and oral communication skills, gathering baseline data about
where they are today is critical. We already know from writing
placement test data that nearly 40 percent of our students are
not ready for college-level work when they arrive at Durham
Tech. |
Metacognition: |
This term means “thinking
about thinking.” Because Durham Tech strives to be a learning
college, every effort is made to “let students in on”
what we hope they will learn in the classroom and how the learning
environment will support their learning. Students should not
be “in the dark” about the expected learning outcomes
of a class. |
Retention: |
There are many reasons why students
drop classes or even just stop attending class. At Durham Tech
we are trying to increase student retention by understanding
the reasons that prevent some students from persisting in their
academic work. |
Syllabus: |
A faculty-developed document
outlining the course student learning outcomes, strategies for
meeting these outcomes, the outline of learning for the course,
and class/college policies pertaining to the class. A syllabus
is not only a contractual agreement between student and instructor
but a major communication tool. |
FERPA: |
The Family Educational Rights
and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part
99) is a Federal law that protects the privacy of student education
records. The law applies to all schools that receive funds under
an applicable program of the U.S. Department of Education. |
ADA: |
The Americans with Disabilities
Act gives civil rights protections to individuals with disabilities
similar to those provided to individuals on the basis of race,
color, sex, national origin, age, and religion. It guarantees
equal opportunity for individuals with disabilities in public
accommodations, employment, transportation, State and local
government services, and telecommunications. |
TLC: |
The Durham Tech Teaching-Learning
Center provides faculty development programs for all faculty.
Adjunct faculty are invited to attend at least two sessions
per semester for which they will receive a $50 stipend. |
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