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LA Valley College has defined an instructional program as a major education pathway that a student takes through the institution. We have three such pathways: the Foundational Program, the Career-Technical Education (CTE) Program, and the General Education (GE)/Transfer Program. The three programs have a few common goals, such as Communication Skills and Reasoning Skills, and a few that are unique to the program (e.g., Technical Skills for the CTE Program and Global Awareness for the GE/Transfer Program).
The Foundational Program includes those courses coded as being at the basic skills, pre-collegiate level. The goals focus on the improvement of communication skills, reasoning skills, and academic habits of mind. Students in this program may be seeking personal enrichment, the strengthening of skills relative to employment, or to progress to collegiate-level courses.
The outcomes are: 1) Communication Skills, 2) Reasoning Skills, and 3) Academic Habits of Mind.
Communication Skills: Students will have improved skills in reading and writing.
Reasoning Skills: Students will be able to ask appropriate questions and acquire, evaluate, and interpret information at a foundational level. Included in this are improved skills in mathematics.
Academic Habits of Mind: Students will develop academic habits of mind in order to become successful learners.
The CTE program includes disciplines that have a CTE TOP code. The primary emphasis of the program is for students to achieve their goals relative to employment and includes general skills in communication and reasoning , specific technical skills appropriate to the field of study, and an emphasis on demonstrating professional behavior.
The outcomes are: 1) Communication Skills, 2) Reasoning Skills, 3) Professional Behavior, and 4) Technical Skills.
Communication Skills: Students will be able to clearly communicate through writing, speaking, listening and reading.
Reasoning Skills: Students will be able to acquire, evaluate and interpret information. As a result, students will be able to solve problems relevant to their field of study.
Professional Behavior: Students will be able to demonstrate appropriate professional behavior (e.g., timeliness) and interpersonal skills (e.g., teamwork, leadership, cultural diversity).
General Education/Transfer outcomes represent skills and concepts students will learn upon completion of the general education requirements for a degree or transfer to a 4-year institution. These outcomes are broad based and cut across the curriculum bringing coherence and connection to the learning experience. Imbedded in these are the greater goals of critical thinking and life-long learning.
The outcomes are 1) Reasoning Skills, 2) Communication Skills, 3) Global Awareness, and 4) Social Responsibility and Personal Development.
Reasoning Skills: Students will be able to ask appropriate questions, collect accurate information, evaluate its quality, and reflectively and creatively analyze, synthesize and organize the information. As a result, students will be able to reason logically and come to reliable conclusions which will enable them to successfully navigate the world around them.
Communication Skills: Students will be able to clearly express, transmit, and interpret knowledge and ideas through writing, speaking, listening and reading.
Global Awareness: Students will be able to assess how the world has been and continues to be shaped by natural, social and cultural processes and evaluate how their own lives are impacted by these processes.
Social Responsibility and Personal Development: Students will be able to take responsibility for their own actions and well-being, make ethical decisions in complex situations, and participate actively in a diverse society.
Assessment of our three instructional programs (Foundational, CTE, and GE/Transfer) is coordinated at the college-level with the help of the major committees and disciplines most involved with each program.
The first grid below shows the alignment between the learning and achievement goals of the three programs. The remaining grids show for each program the goals, student learning and achievement outcomes, what evidence will be gathered and how it will be evaluated, how collaborative review and proposal of improvements will take place, and how results will be shared.
(*Outcomes partially based on SCANS competencies.)