Archived Assessment Report
| Program | Architectural Engineering Drafting Technology AAS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 5. 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. | What key professional behaviors and teamwork skills must students develop to successfully engage in an architectural and engineering office simulation? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 5. 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. | Reflection project and evaluation | ARDR 1104 | Students experience the real work culture and are excited to enter the workforce |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 5. 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. | 100 percent of students d enjoyed the experience of visiting a local firm. | results support hypothetical analysis | Student enjoy the opportunity to visit industry and hearing from experts in the field. The presentation was provided by a CNM ARDR grad. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.