Archived Assessment Report
| Program | Electrical Trades Certificate with Concentration |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 5. Students will utilize in class labs and trainers to simulate real world situations common in the electrical field. Students are required to work together with others from diverse backgrounds in group settings in order to complete class projects. | Students are being prepared to effectively work together to accomplish shared goals. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 5. Students will utilize in class labs and trainers to simulate real world situations common in the electrical field. Students are required to work together with others from diverse backgrounds in group settings in order to complete class projects. | Brightspace grades. Direct and traditional assessment based on data from existing and historical student completion rates. | ELTR 2020, ELTR 2030 | Student completion rates are linked to relatively high rate of community success (job placement) after completion of the course. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 5. Students will utilize in class labs and trainers to simulate real world situations common in the electrical field. Students are required to work together with others from diverse backgrounds in group settings in order to complete class projects. | 100% of students that participated in the collaborative projects completed the course. | The results support the idea that collaborative projects that are implemented in class have a positive impact on students learning and completion rates. | This shows that the goal of creating community is supported and reinforced through the use of collaborative lab projects. |
| 5. Students will utilize in class labs and trainers to simulate real world situations common in the electrical field. Students are required to work together with others from diverse backgrounds in group settings in order to complete class projects. | |
|---|---|
| Describe the change that was implemented. | Unfortunately, it is not clear at this point if the department is going to make the necessary changes to improve outcomes for all electrical trade students. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | The changes would require a change in assessment approach, as they are not currently implemented by all instructors in all electrical trade courses. |
| What data motivated the change? | The collaborative initiatives have demonstrated a positive impact of student success in and out of the program but are only being implemented at the course level and not as a program wide initiative. |
| Hypothesis about the effect the change will have? | These changes are only so effective when not supported by CNM at large. Without continued support the potential benefits of widespread collaboration in electrical lab projects will see limited impact as only students who go on to complete the third term are benefiting. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 5. Students will utilize in class labs and trainers to simulate real world situations common in the electrical field. Students are required to work together with others from diverse backgrounds in group settings in order to complete class projects. | Similar as before, student completion rates for third term students participating in the collaborative initiative for lab projects. | ELTR 2030 Industrial power distribution. |
| 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. Students will utilize in class labs and trainers to simulate real world situations common in the electrical field. Students are required to work together with others from diverse backgrounds in group settings in order to complete class projects. | Through the use of collaborative training simulations of real-world situations common in the electrical field, students are exposed to the benefits of working together with others from diverse backgrounds in group settings during the completion of class projects. Students routinely report the collaborative lab projects as integral to their understanding of new and complex problems. | How can other course sections within the electrical program benefit from collaborative lab projects? How can this process be implemented in more than one section of the electrical trades program? |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Student success was demonstrated through the high completion numbers for all students participating in newly implemented collaborative initiatives.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
Widespread implementation of collaborative projects has not been adopted by all electrical trade faculty members.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Collaborative work projects foster a sense of belonging and community. Through the implementation of collaborative projects, students are introduced to the benefits of collaboration in regard to practicing community.
Describe any external factors affecting the program or affecting assessment of the program.
The lack of any consensus and support within the electrical trade program in general is a huge barrier to widespread implementation of any beneficial changes to the status quo.