Course Description
This course introduces students to the principles and methodology of assessing college level learning acquired outside the traditional classroom. Students analyze personal learning in terms of adult learning theory. They identify, articulate and document personal learning outcomes and relate that to the learning outcomes of courses. The course promotes skill development in organizing information, writing, analyzing and critical thinking through readings, class discussion and written assignments. Students complete a prior learning portfolio challenging one course applicable to the student's degree, which may be submitted for assessment. A grade of “C” or better in this course is required for anyone seeking portfolio credit.
Prerequisite
- ENG 101: English Composition 1
Student Learning Outcomes (SLOs)
Through completion of course assignments and participation in class discussions, students will be able to:
- Distinguish between learning experience and learning outcomes.
- Analyze their personal learning experience in terms of adult learning theory.
- Identify and document their personal learning outcomes.
- Summarize learning outcomes components for college courses.
- Identify college courses with learning outcomes components that potentially match their personal learning outcomes.
- Present a completed prior learning portfolio to challenge one course.
General Education Outcomes (GEOs)
Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussion Questions (Weeks 1-7) | 20% |
Writing Assignments (Weeks 1-7) | 35% |
Quizzes (Weeks 1, 6 & 8) | 10% |
First Draft of Complete Portfolio (Week 8) | 35% |
Total | 100% |
Required Text
- All materials for the course are available on the class site. Please see the class site for all reading assignments.
Recommended Resources
A good desktop reference for grammar, punctuation, etc. Any handbook that you already have that includes the current APA and MLA reference formats will do. Recommend the one used in Charter Oak's IDS101: Cornerstone Seminar:
- Rosa, A., & Eschholz, P. The Writer’s Brief Handbook. 7th ed. New York: Pearson, Longman, 2010. ISBN-10: 0-205-74407-9 or ISBN-13: 978-0-205-74407-7
- A college level dictionary
Course Schedule
| Week | SLOs | Readings and Exercises | Assignment(s) |
|---|---|---|---|
1 | 1, 2 | Implicit Learning |
|
2 | 1, 2 | Distinguishing Experience from Learning |
|
3 | 1-4 | Identifying College Level Knowledge |
|
4 | 1-5 | Knowledge Components |
|
5 | 1-3 | Critical Thinking Skills |
|
6 | 1-3 | Writing the Narrative and Citing Sources |
|
7 | 1-3 | Writing Week |
|
8 | 5 | Compiling Your Portfolio |
|
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.