Archived Assessment Report
| Program | Architectural Engineering Drafting Technology AAS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final 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. |
| 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. | |
|---|---|
| Describe the change that was implemented. | Learning Outcome is incorrect. This course provides students the ability to visit actual offices and begin discussions about finding employment; creating a resume and a first protfolio. There is no simulation going on in this class. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes the approach will not be based on if students enjoy the class but rather on if they succeed in landing a related job upon graduation from the program |
| What data motivated the change? | It was because our exit interviews revealed a lack of commitment to finding work that this class was invented. Graduates were nervous and confused about how to carry the skills into a job interview. |
| Hypothesis about the effect the change will have? | The thinking is that if we can show them where the skills land, they will be less scared to jump. So far it seems to be working, most if not every student leaves CNM and finds employment with one of the firms we have toured during this class. The class has been so successful that students from other degreees are taking it. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 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. | Office visits and creation of resume, cover letter, and portfolio | ARDR 1104 |
| 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 |
|---|---|---|---|
| 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. | Only 1 stududent did not meet a satisfactory level of completion. Some students were not able to meet all requirements. All students completed a resume, portfolio and cover letter, showing signs of improvement with each submission |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
The larger change was the focus by teaching faculty to persist in demanding that students submit all the assignments
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
We will continue to teach this cirriculum in full faith that we have the support of our professional community and CNM.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
The Community defined here is our professional community. The students were able to practice employment skills by engaging with their community and exhibiting professional demeanor; focus, intention, reliability, through promt and courteous behaviour and attendance. They also were able to demonstrate targeted connection by conversations with employers and the creation of the resume, cover letter, and portfolio.
Describe any external factors affecting the program or affecting assessment of the program.
The job market is tightening as the economy slows down, I believe we will see this have larger effects in the future in two ways that have manifest traditionally. 1) students tend to enroll when firms hire less 2)firms hire less during this time for the same reason.