page 48
The General Education Division supports instructional divisions and programs by providing
program-specific and transferable classes in mathematics, English, communications, social
and science.
Another important measure of EITC’s success is the high employment rate of its graduates.
In FY 14, overall training-related placement was at 76.23%. Positive placement was 95.07%.
The Placement Rates for Fiscal Year 2015 will be available in the team room. This
information is collected and reported by the Career Placement Office.
2.C.2 Learning Outcomes
Program learning outcomes are listed in the catalog under each program of study
. Course outcomes are published on syllabi, which are
provided to students through hard copies or on Blackboard (or both). Copies of syllabi and
Outcomes Assessment are kept by year/semester/division on the shared “O” drive.
2.C.3 Awarding of Credit and Degrees
Credit and degrees, wherever offered and however delivered, are based on documented
student achievement. Transfer coursework is transcripted based on equivalency and
reviewed by program managers and the general education division manager (if the course is
for general education credit). Grades are based upon learning outcomes, student
performance, and industry standards. Standards for grading are listed on page 11 of the
catalog. Ongoing grades are entered in the Blackboard Course Management System, which
students are encouraged to access frequently and midterm/final grades.
2.C.4 Degree Programs
Associate of Applied Science (AAS) degrees demonstrate a coherent design with appropriate
breadth and depth. General requirements for this degree are set by the Idaho State Board
of Education (SBOE) in their Policies and Procedures Manual,
and must
include the following:
A minimum of 60 semester credits
A minimum of 15 general education credits
Demonstrated mastery of specific competencies drawn from requirements of
Program descriptions in the catalog include an easy to follow scope and sequence of
courses organized on a semester-by-semester basis.
2.C.5 Faculty and Curriculum Development
Faculty members have authority and responsibilities in all areas of curriculum design,
development, implementation, evaluation, and revision.
Curriculum change can be incremental, as in adding materials or changing a text or can be
programmatic, such as adding a new course or deleting one that is no longer needed. With
programmatic changes, a process is followed, which requires input and approval from the
1...,39,40,41,42,43,44,45,46,47,48 50,51,52,53,54,55,56,57,58,59,...106
Powered by FlippingBook