The beautiful grounds of Aiken Technical College

General Education

Aiken Technical College is required by SACS to determine core general education outcomes for all programs and to assess the extent to which graduates attain these learning outcomes. Aiken Technical College endorses and promotes the following core general education outcomes for all degree and diploma students.

Graduates will be able to:

  • Demonstrate effective speaking, reading, and writing skills.
  • Solve problems using the critical thinking steps to identify, collect, analyze, develop and evaluate information.
  • Demonstrate quantitative skills and analysis appropriate to their area of study.
  • Understand contemporary social values and develop an appreciation for cultural diversity.
  • Comprehend appropriate technology commensurate with their area of specialization.

To assess the extent to which our students attain these learning outcomes, the college uses several methods. First, general education faculty have identified to what level each general education course at the College introduces (I), develops (D), or demonstrates mastery (M) of each core outcome. To assess the accomplishment of graduates, assignments are selected from general education courses which teach the learning outcomes at a Mastery (M) level, and the achievement of the students on those assignments is assessed. Further, questions on the Community College Survey of Student Engagement (CCSSE), administered each spring, have been correlated to ATC’s core learning outcomes. Also, the college has administered the Measure of Academic Proficiency and Progress (MAPP), a standardized test developed by the Educational Testing Service, to students in program capstone courses and upper level general education courses. These results are collected into an annual General Education Assessment report for the College, and are analyzed by faculty and staff to find ways to improve student success.

Course Assessment

Programs are also expected to determine learning outcomes for all courses (and publish them in the syllabi), assess the student attainment of course learning outcomes, and again, use the assessment results to improve programs, courses, instruction, and student learning.

Course learning outcomes should be results-oriented statements that identify what successful students should know, think, and do/apply at the end of their course. Course learning outcomes are subcomponents of and are linked to the program learning outcomes.

Classroom Assessment Techniques

Classroom Assessment Techniques (CATS) are in-class strategies that are used as a learning check. They answer questions such as: What do students know? What are they confused about? CATS can be used frequently during a course to help both instructors and students identify progress in achievement of learning. Example CATS include one-minute papers, muddiest point assessments, quick quizzes, or quick performance applications, all used to determine progress and corrective action to improve student learning

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Room
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Room
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