ࡱ> SVR bjbj Jff. $PTR\$&&&&&&$O!$JJ4_PPPv$P$PPPǯ7XPu0P&&P&PPJJ& X P: Course Prefix, Number, and Title: ELM120 Low Voltage Systems Section Number(s): 1001 Department: CTE-Electrical Instructor: Kevin Seipp Academic Year: 2020 Semester: Fall (2019) Is this a GenEd class? Yes___ No_X__ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Apply industry safe practices. Assessment Measure: No safety infractions while in the GBC EST lab. Criterion for achievement: Safe use of lab equipment at all times. Proper use of PPE while in the lab.Results: All students were made aware of GBCs safety and lab policy. Each student was made to sign the policy before they were allowed entry into the lab. There were no injuries in the EST lab. Criterion Met: Yes1. Results Analysis: All students adhered to the GBC EST lab policy for safety. 2. Action Plan: None needed. Outcome #2: Apply codes, standards, and regulations. Assessment Measure: Perform lab work to the industry standards and regulations as if the student were in a real world environment. Criterion for achievement: Graded assignments based upon code criteria for an inspection.Results: Students were held to the NEC and other code sources for low voltage cabling. Students performed their work in accordance with all codes and laws pertaining to the applicable work. Criterion Met: Yes1. Results Analysis: Use of the NEC and other codes throughout the EST program has proved beneficial for students when performing work both in the lab and the workplace. 2. Action Plan: None needed. Outcome #3: Terminate structured cabling systems.Assessment Measure: Successfully terminate cables in a punch board and pass a continuity test. Criterion for achievement: 100% passing continuity. Aesthetically pleasing in accordance with the NEC.Results: Students were given multiple opportunities to perform this lab to completion to achieve the desired result of 100% passing continuity. All students were able to achieve this goal. Criterion Met: Yes1. Results Analysis: All students performed the lab correctly with the desired outcome. Giving students the opportunity to work on the lab over a period of time ensured their success. 2. Action Plan: None needed. Outcome #4: Terminate media, connectors, and devices.Assessment Measure: Terminate different connectors across different types of media, and have a passing result on the connection tester. Criterion for achievement: Terminate the connector correctly. Get a PASS result from various testers.Results: Some students struggled while others had no trouble with this concept. Eventually all students were able to successfully complete this learning outcome. Criterion Met: Yes1. Results Analysis: This outcome takes time to achieve for some students. Practice is the best learning tool for this outcome. I feel that students were given adequate time to practice, and ultimately achieve the desired outcome. 2. Action Plan: None needed. Outcome #5: Understand signal characteristics.Assessment Measure: Identify different signals based upon varying characteristics. Criterion for achievement: Ability to identify and troubleshoot different signals based upon visual and audible characteristics as well as the way the signals interacted with the cabling system. 70% quiz score.Results: The use of many different testers became difficult for some students. Over time with the use of the testers and experimenting with the signals, students were able to complet the objective. Criterion Met: Yes1. Results Analysis: Upgrading some of the equipment used in this learning outcome will make it easier to achieve. Todd Dykstra has been working to source and purchase new equipment. 2. Action Plan: Purchase new equipment (in progress). Outcome #6: Understand grounding and bonding.Assessment Measure: Differentiation of the two types of connections as they relate to low voltage systems. Criterion for achievement: Be able to identify different types of connection for different systems and how they would affect the ability of the system to operate as intended. 70% quiz score.Results: Students had been exposed to these terms and connections previously, so this outcome was relatively easy to achieve. This area is very crucial for all electrical systems to work optimally, so the review is great to have. Criterion Met: Yes1. Results Analysis: Overall, students performed well with this outcome due to the nature of the material being covered previously in other courses. 2. Action Plan: None needed.  Notes: None. I have reviewed this report: _________________________________________________ ____________________________________________________ Department Chair Dean Date________________ Date_______________ ________________________________________________ Vice President of Academic Affairs and Student Services Date_______________     GBC Class/Course Assessment Report Revised 4/17 !(;=>QUVaqr}  # 3 󷮥{rh55CJaJh|5CJaJhC=5CJaJh75hHc5CJaJh75h5CJaJhJ 5CJaJhl5CJaJhlhJ 5CJaJh.>ehl5CJaJhl5CJaJh|5CJaJh{J5CJaJhJ 5CJaJhJ hJ 5CJaJ+>Vr   / $$Ifa$gd# 1$7$8$H$gd     - . / 0 E a {  A L Z [ Ź}r}jjjjjjbjh~CJaJhPuCJaJhJ CJ\]aJh )hPu6CJ\]aJh )hPuCJ\]aJhPuCJ\]aJhPuCJaJhlhPu5CJaJhlhl5CJaJh.>ehl5CJaJh )hPuCJaJh )hPu5CJ\aJhPu5CJ\aJh.ehCJaJ%/ 0 [ wn $IfgdC= $IfgdlA $Ifgd0ukd$$Ifl\@ P($6 x\ 64 layt[            . : ] ^ _ { | r "׻׻׻⏏hPuhPuB*CJaJphh:5CJaJh% Vh% V5CJaJh:CJaJh% Vh% VCJaJh6CJ\aJhCJaJhPuhPuCJaJhPuCJaJhlhlCJaJh.>ehlCJaJ6           ^ _ ww $Ifgd% V $IfgdC=ukd$$Ifl\@ P($6 x\ 64 layt _ KLMwww $IfgdC=ukd$$Ifl\@ P($6 x\ 64 layt $Ifgd% V "*JKLMb,-7Y"<lhPuCJaJhlhPuCJaJhr5CJaJh% Vh% V5CJaJhPuhPuCJaJhrCJaJh% Vh% VCJaJhPuhB*CJaJphhB*CJaJphhPuB*CJaJphh6B*CJaJph.M-w $IfgdPuukd$$Ifl\@ P($6 x\ 64 layt $Ifgd% V OYZ_`a{}qrCWXYhjvwxyѾɝɝيhPuCJaJh.>eh% VCJaJhlCJaJh.>ehlCJaJh_hPu5CJ\aJh_5CJ\aJh_CJaJh% VCJaJhPuhPuCJaJh6B*CJaJphhPuhPuB*CJaJph6`aXYwxy8wukd($$Ifl\@ P($6 x\ 64 layt $Ifgdl $IfgdPu 789SUv}  FGHWXY[\hr'EFGHYefghsuvںhMCJaJh6B*CJaJphhB*CJaJphhPuhPuB*CJaJphhPuCJaJh.>ehPuCJaJhK5CJaJhzhz5CJaJhzhzCJaJhPuhPuCJaJhKCJaJhzCJaJ389GH\FGHfghwukd$$Ifl\@ P($6 x\ 64 layt $Ifgdz $IfgdPu Vj0Zbmz| VWXgihCJaJh6B*CJaJphhPuhPuB*CJaJphhPuCJaJhlCJaJh.>ehlCJaJhMhPu5CJ\aJhM5CJ\aJhzCJaJhPuhPuCJaJhMCJaJ8WX,-wukd.$$Ifl\@ P($6 x\ 64 layt $Ifgdl $IfgdPu $%*+,-GIUh2dnohCJaJh5CJaJhC=5CJaJh*_;5CJaJh5CJaJh)hPuCJaJhlCJaJh.>ehlCJaJhHhPu5CJ\aJhH5CJ\aJhCJaJhPuhPuCJaJhHCJaJ2-wuuuuukd$$Ifl\@ P($6 x\ 64 layt $Ifgdl $IfgdPu Nmno -./0123456789:oսh.>䴳PP5C66F9䴳5䴳䴳)䴳䴳5/䴳=䴳<Nmngdh-.0134679:$a$gdJ 1$7$8$H$gd) 1$7$8$H$gdgdhhCJaJh6hW=hJ hJ CJaJCP1h0:pl= /!"#$% P DpB 0P1h0:pl= /!"#$% Dp$$If!vh#v #v#vx#v\ :V l65 55x5\ / / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ /  4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ /  / 4ytx   2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666 OJQJ^J_HmH nH sH tH L`L Normal$CJOJQJ^J_HaJmH sH tH DA D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List dod Default1$7$8$H$-B*CJOJQJ^J_HaJmH phsH tH 44 Header  H$B/B  Header CharCJOJQJ^JaJ4 @"4 Footer  H$B/1B  Footer CharCJOJQJ^JaJHBH  Balloon TextCJOJQJ^JaJN/QN Balloon Text CharCJOJQJ^JaJZYbZ Hc Document Map-D M CJOJQJ^JaJB' qB 7Comment ReferenceCJaJ<< 7 Comment TextCJaJF/F 7Comment Text Char OJQJ^J@j@ 7Comment Subject5\R/R 7Comment Subject Char5OJQJ\^JPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vj\{cp/IDg6wZ0s=Dĵw %;r,qlEآyDQ"Q,=c8B,!gxMD&铁M./SAe^QשF½|SˌDإbj|E7C<bʼNpr8fnߧFrI.{1fVԅ$21(t}kJV1/ ÚQL×07#]fVIhcMZ6/Hߏ bW`Gv Ts'BCt!LQ#JxݴyJ] C:= ċ(tRQ;^e1/-/A_Y)^6(p[_&N}njzb\->;nVb*.7p]M|MMM# ud9c47=iV7̪~㦓ødfÕ 5j z'^9J{rJЃ3Ax| FU9…i3Q/B)LʾRPx)04N O'> agYeHj*kblC=hPW!alfpX OAXl:XVZbr Zy4Sw3?WӊhPxzSq]y 0J0EJ  [ "!$/ _ M8- "#@ @H 0(  0(  B S  ?QUry.0134679:>VqLR&0 @  .0134679:3333333UUU..01134679:J\UUU..01134679:>?J\j\ J bHc&75+f`6JX!rT% )#4 "575-7Y9F9*_;W=g>2y>TB-eDpFBGH%H{J|pMw0P% V5/Z];[.>eJew\eqgklSl@*sPu)xbky|5Mlz7iuQ|"f06~4M0C=#lAOPD?>:)'uK -.6|-7+_lP }.eF,h5#>0[K6%K]ge.0@UUUU@UnknownG.[x Times New Roman5Symbol3. .[x Arial7..{$ Calibri5. .[`)TahomaC.,.{$ Calibri LightA$BCambria Math"hI` u *u *!x4##;QHP  $P2!xxH' 6TMCC Program and Discipline Assessment Report TemplateComplete and submit your assessment report to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment activities in your program or discipline./Student Learning Outcomes and Assessment (SLOA)Shaelee M. Seipp Oh+'0  (4 T ` lx8TMCC Program and Discipline Assessment Report TemplateComplete and submit your assessment report to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment activities in your program or discipline.0Student Learning Outcomes and Assessment (SLOA)NormalShaelee M. Seipp11Microsoft Office Word@xA@`7@`I7u ՜.+,0\ px  ; Pam Hawkins$Truckee Meadows Community College* # 7TMCC Program and Discipline Assessment Report Template Title  !"#$%'()*+,-/0123456789:;<=>?@ACDEFGHIKLMNOPQTUXRoot Entry Fǯ7W@Data &1Table.&WordDocument JSummaryInformation(BDocumentSummaryInformation8JMsoDataStoreǯ7ǯ7W0PCAX4YM==2ǯ7ǯ7Item  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q