Common Learning Outcomes (CORE)

CORE (Common Outcomes Required in Education) is Clark State Community College's philosophy of general education, the general body of common knowledge, concepts, and attitudes essential to functioning effectively in a complex, diverse and changing world. The common CORE supports learners in their journey toward life-long fulfillment.

Upon completion of an associate degree from Clark State Community College, a graduate will be able to:

  • Write clearly and accurately in a variety of contexts and formats.
  • Speak clearly and accurately in a variety of contexts and formats.
  • Work effectively in teams.
  • Use critical thinking and problem solving to draw logical conclusions.
  • Articulate issues or concepts from diverse perspectives.

The Faculty, under the leadership of the college-wide Assessment Committee has established criteria and tools (rubrics) by which the CORE is assessed. Links to the rubrics, rubrics criteria and some training examples for the common learning outcomes are linked below.

Faculty are currently reviewing and revising the CORE outcomes.

Reports on Assessment and Achievement of CORE:
Student achievement of CORE outcomes is measured across the curriculum and reported in the program assessment reports. All programs are required to assess and report on designated CORE outcomes on a college-wide established three year schedule.

Examples of Teaching/Learning Assignments, Projects, Methods

  • Over the past few years, the Arts and Sciences program have added a capstone course, a speech lab, honors courses, an additional college preparatory writing course and have made English I and II prerequisites for most of the concept courses offered in the program. Overall, writing skills continue to improve as a result of these changes.
  • In the Interpersonal Communications course, students interview someone in a career field they are considering as a major and give oral reports to the class.
  • Students peer edit rough drafts in English composition courses.
  • Students place themselves in a position of being a minority for 45 minutes (they are not permitted to use race) for the “Be in the Minority” assignment in the Racial and Cultural Minorities sociology course.
  • In the Comparing Cultures sociology course students are assigned to:
    • Portray in writing and in a class presentation one aspect of the Unites States from a recent immigrants perspective in the group assignment “Nacirema”.
    • Create a first person journal of their experience as an Ethnographer in a non-westernized, under-developed country, covering key components of the selected country as if they lived among the people for an extended period of time.
  • Medical laboratory program uses case study assignments and discussion forums to enhance critical thinking and teamwork skills.
  • Office Administration program students create a professional growth plan that is evaluated using both the Writing Rubric and the Critical Thinking Rubric. This project forces students to set professional goals and to evaluate progress toward those goals at the end of the term. The plan consists of 12 sections. Each section focuses on a critical thinking question related to a chapter in the text. The topics range from legal and ethical violations in written documents to customer service to multicultural business practices and more.
  • In the Registered Nursing program use of clinical simulations facilitates critical thinking.
  • The service learning project in the Registered Nursing program assists student to achieve CORE outcomes related to teaming and speaking.
  • The “Ethnic Potluck” in the Practical Nursing program’s Nutrition class contributes to achievement of the CORE Diverse Perspectives outcome
  • An Practical Nursing program course includes a well-elderly assignment that involves interviewing an individual over the age of 65 and talking with them about safety or grief, loss and coping. The assignment includes writing a two paged paper which is evaluated using the college’s writing rubric and must include documentation of the elders “life history”, a summary of the visit and appropriate nursing diagnosis. This assignment assists students with their verbal and non-verbal communication skills
  • In the Technical Theatre program,
    • Students give an oral presentation on either an advanced lighting concept/topic or on their own creation/design which is presented in the Kuss Auditorium
    • Students create five sound effects without using recorded media that are then presented and justified in class.
  • In the Theatre Arts Performance program
    • Students write performance critiques, construct their Actor Homework (beat analysis, character biography, given circumstances) based on the script/scene they will present.
    • Shared Inquiry is used to discuss scripts with the intent that students will think critically and for themselves.
    • Students present a researched play and playwright and create and submit a research casebook/study guide for high school audiences.

Evidence of CORE Achievement

  • The students CAAP writing test mean score of 3.5 compares quite favorably to the national mean of 3.0
  • The students’ CAAP critical thinking test mean score was 63.9 which is above the national mean of 60.9
  • Agencies that hire Social Services program graduates comment on how well they document in the clinical files, meeting standards set forth by the Ohio Department of Mental Health. This is essential to the employing agency because reimbursement of service is contingent upon providing well written documentation.
  • The benchmarks for the writing and speaking general education outcomes, which is that 80% of the students will obtain a score of 4 or better on a scale of 1-5 on the writing and speaking rubrics, are consistently met by Social Services program students in their courses.
  • Co-op supervisors’ evaluations of students at the mid-point of the Agriculture and Horticulture program indicate that the established benchmark for locating current information in solving technical and critical thinking problems is achieved.
  • The Early Childhood Education students’ oral communication, written communication and critical thinking skills consistently improve as they progress through the program as measured by faculty developed rubrics.
  • In April of 2008, a Clark State nursing student won first place in the Ohio Council of Associate Degree Nurse Education Administrators writing contest.

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