James A. Rhodes State College
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Special FeaturesSince 2002 Rhodes State has implemented many changes to fully document the extent of student learning at the College and to enhance our curricula and teaching learning process. Among the changes were the addition of Special Features that included the establishment of the following: |
First-Year Experience Program |
| Outcome: The First-Year Experience Program (FYEP) is designed to support the academic success and progress of entering students. The FYEP consists of Student Development Education 101, (SDE-101) and additional course/activity-related requirements. SDE-101 is a general College requirement taken as part of all program/majors. Delivered in both on-line and in-class formats, the course contains helpful instruction about study skills, time management, Rhodes State policies and procedures, and student learning outcomes assessment – students understand and use College-wide assessment to assess their own work. [Note: The additional First-Year Experience Program activities are being developed and incorporated into the College as part of its 2006-2009 Strategic Plan.] |
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Linked Learning |
| Outcome: Curricular learning communities are classes that are linked or clustered during a term, often they are around an interdisciplinary theme, and they enroll a common cohort of students. A number of strategies can be used to develop learning communities but all are intended to restructure the students’ time, credit, and learning experiences to build community among the students and their teachers, and among the teachers and other disciplines. |
| Results: Evaluation of linked learning classes at Rhodes State College have demonstrated that students who are involved in linked learning opportunities are retained at a higher rate than those students who do not participate in such opportunities. Results show that the retention gap is stronger one term after students are engaged in a linked learning experience, and the gap narrows as students progress through their career. This may indicate that early identification with a cohort strengthens the support system of the school enabling student success. |
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E-Portfolio |
| Outcome: All students enrolled in designated courses will submit writing samples to Rhodes State’s electronic portfolio database. A minimum of six writing assignments are designated for each academic major in the following courses: (a) SDE-101 (Diversity Awareness); (b) COM- 111; (c) PSY-101, PSY-122, or SOC-101; (d) a paper written in a course early in the student’s technical program; (d) a paper written in a course late in the student’s technical program; and (f) a self growth awareness essay addressing cultural diversity while taking the capstone course experience. The self-growth awareness essay is submitted before the completion of the capstone course and all other portfolio submissions are course assignments. These collection of papers are designed to enhance the self-reflection of students as learners as well as their understanding of the level of their performance in writing, diversity awareness and critical thinking. |
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Capstone Course |
| Outcome: Completed at the end of the of the student’s educational experience, the capstone course is a culminating experience designed to assess student learning. Students have the opportunity to demonstrate the application of their program technical skills with the College General Education core skills and abilities. There are several elements to the capstone course. The first is the technical component which consists of a technical project featuring a written and oral assignment. A psychomotor skill demonstration is also part of the technical component. The second element is the final electronic portfolio writing assignment providing an opportunity to share views on diversity. The third is the taking of the Collegiate Assessment of Academic Proficiency (CAAP). |
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Developmental Education |
| Outcome: The “open door” policy at Rhodes State College provides access to students with a wide range of academic preparation, but to prevent its becoming a “revolving door,” a comprehensive and effective developmental program is necessary. Developmental Education is intended to bridge the gap between the performance abilities of some entering students and the minimal performance standards generally expected of students pursuing college level work, and ultimately of college graduates entering the workplace. Developmental Education encompasses remedial work in areas where the student’s mastery is insufficient, but it is not limited to that role. In addition, Developmental Education also describes course work designed to provide a broadening foundation of knowledge, learning skills and behaviors essential to the successful progression through higher education and into the workforce. This multi-focal basis of Developmental Education requires a college-wide philosophy of Developmental Education and the articulation of its various goals. |