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Faculty Guidelines

General Education

General education at Daytona State College constitutes the academic preparation for participation in a diverse society and is the basis for lifelong learning. It is a framework for the acquisition and use of broad bodies of knowledge with an emphasis on:

  • Critical/Creative Thinking
  • Communication
  • Cultural Literacy
  • Information and Technical Literacy

General education requirements comprise an important part of the hours necessary for the associate of arts and associate of science degrees.

Daytona State College considers the knowledge, skills and attitudes cultivated by the general education curriculum vital for educated men and women in our society.

Academic Degree Profiles

The desired level of attainment of each institutional learning outcome varies depending on the level of the degree. Using The Degree Qualifications Profile developed by the Lumina Foundation as a model, the faculty at Daytona State College identified expected competencies for each learning outcome within each degree level. These competencies indicate what students should be able to demonstrate if they are awarded a vocational certificate, an associate of arts degree, an associate of science degree, or a baccalaureate. Faculty agreed that these outcomes will be met at different levels depending on the degree.

The academic degree profile provided the framework for aligning program outcomes with the institutional learning outcomes. The document provided reference points that indicated the incremental and cumulative nature of learning for vocational, associate of arts, associate of science and bachelor degree graduates. The outcomes emphasized the integration and application of learning. They were cumulative in nature, so it could be assumed that students advancing to a higher degree had achieved outcomes identified for lower-level degree programs. Using the Lumina Foundation’s academic degree qualifications profile model required the faculty to define what it took for a student to earn a degree at each level. The result was a better alignment of institutional outcomes with program outcomes, reference points for accountability, and benchmarks for improving the quality of learning.

As faculty developed the academic degree profiles for each academic level, and discussed the inter-relationship of institutional, program and course learning outcomes, they developed a deeper understanding of institutional learning outcomes as the collective expression of the learning environment the college offers to any enrolled student and began to recognize the extent each academic program contributes to the overall achievement of students. With this in mind, faculty made sure that program and course learning outcomes focused on the more particular skills, knowledge, and attitudes that students learn in programs and courses.

Using the Academic Degree Profile as a guide, each academic program mapped its program and course outcomes to the institutional learning outcomes to ensure that its students attain the knowledge, skills, and abilities the college expects of its graduates.

An academic degree profile provides:

  • A common vocabulary for sharing good practice
  • A foundation for better public understanding of what intuitions of higher education do
  • Reference points for accountability
  • Competencies that emphasize cumulative integration and application of learning
  • Benchmarks for improving the quality of learning
  • Reference points for benchmarks defining what it takes for a student to earn a degree at each level
  • Detailed expectations regarding the development of programs, courses, assignments and assessments
  • Reference points to articulate and better align institutional student learning outcomes with program/ department outcomes

Critical/Creative Thinking

(a) Vocational Certificate

  • Describes the scope and principal features of his/ her field of study, citing at least some of its core theories and practices.
  • Solves problems using critical thinking skills, creativity and innovation.
  • Participates in work-based learning experiences

(b) Associate of Science Degree and College Credit Certificate

Logical reasoning:

  • Describes how existing knowledge or practice is advanced, tested and revised.
  • Describes and examines a range of perspectives on key debates and their significance both within the field and in society.
  • Illustrates core concepts of the field while executing analytical, practical or creative tasks.
  • Describes the scope and principal features of his/her field of study, citing at least some of its core theories and practices, and offers a similar explication of at least one related field.

(c) Associate of Arts Degree

Logical reasoning:

  • Evaluate arguments for their logic, validity, relevance and strength.

  • Acquire and analyze information to determine its quality and utility.

Qualitative reasoning:

Incorporate personal experiences, human perceptions and human values.


(d) Bachelor’s Degree or Advanced Certificate

Logical reasoning:

  • Defines and explains the boundaries and major sub-fields, styles, and/or practices in the field.
  • Constructs a project related to a familiar but complex problem in his/her field of study by independently assembling, arranging and reformulating ideas, concepts, designs and/or techniques.
  • Evaluates, clarifies and frames a complex question or challenge, using perspectives and scholarship drawn from the student’s major field.

Communication

(a) Vocational Certificate

  • Illustrates contemporary terminology used in the field.
  • Generates products, reconstructions, data, or performances as appropriate to the field.
  • Uses oral and written communication skills in creating, expressing and interpreting information and ideas appropriate to field.
  • Demonstrates an ability to communicate effectively with the team.
  • Demonstrates leadership and teamwork skills needed to accomplish team goals appropriate to the field.

(b) Associate of Science Degree and College Credit Certificate

  • Presents substantially error-free prose in both argumentative and narrative forms to general and specialized audiences.
  • Generates substantially error-free products, reconstructions, data, service delivery, exhibits or performances as appropriate to the field.
  • Illustrates contemporary terminology used in the field

(c) Associate of Arts Degree

  • Demonstrate reading comprehension and active listening.
  • Demonstrate effective interpersonal communication.
  • Demonstrate effective public communication in semi-formal and formal settings.
  • Writes coherent, clear and purposeful in relation to an appropriately targeted audience.
  • Writes a focused, developed, organized, coherent, unified and correct

(d) Bachelor’s Degree or Advanced Certificate

  • Defines and properly uses the principle specialized terms used in the field, both historical and contemporaneous.
  • Presents a project, paper, exhibit or performance, or other appropriate demonstration that links knowledge and/or skills acquired in work, community and/or research activities with knowledge acquired in one or more disciplines; explains in writing or another medium how those elements were combined in the product to shape its intended meaning or findings; and employs appropriate citations to demonstrate the relationship of the product to literature in its field.

Cultural Literacy

(a) Vocational Certificate

  • Describes his or her own cultural background and an understanding of cultural differences as they apply to the field.
  • Describes the importance of professional ethics and legal responsibilities as they apply to the field.

(b) Associate of Science Degree and College Credit Certificate

  • Describes how knowledge from different cultural perspectives would affect his or her interpretations of prominent problems in politics, society, the arts and/or global relations.
  • Describes his or her own civic and cultural background, including its origins and development, assumptions and predisposition.
  • Describes diverse positions, historical and contemporary, on selected democratic values or practices, and presents his or her own position on a specific problem where one or more of these values or practices are involved.
  • Takes an active role in a community context (work, service, co-curricular activities, etc.), and examines the civic issues encountered and the insights gained from the community experience.

(c) Associate of Arts Degree

  • Develops knowledge of, respect for, and sensitivity towards individuals of diverse ethnicity, age, gender, sexual orientation, and religious affiliations as well as towards those individuals with diverse abilities and from diverse socio-economic classes.
  • Develops an awareness of populations and countries worldwide.
  • Demonstrates social responsibility.
  • Demonstrates ethical values of good citizenship.
  • Demonstrates aesthetic values and artistic endeavors across diverse cultures.
  • Recognizes variations of human behavior.
  • Develops interdependence between culture and the environment.

(d) Bachelor’s Degree or Advanced Certificate 

  • Describes knowledge from different cultural perspectives would related to his or her academic field.
  • Explains diverse positions, including those of different cultural, economic and geographic interests, on an issue, and evaluates the issue in light of both those interests and evidence drawn from journalism and scholarship.
  • Collaborates with others in developing and implementing an approach to a civic issue, evaluates the strengths and weaknesses of the process and, where applicable, the result.

Information & Technical Literacy

(a) Vocational Certificate

  • Uses information technology tools.
  • Demonstrates proficiency using technology appropriate to field

(b) Associate of Science Degree and College Credit Certificate

  • Identifies, categorizes, evaluates and cites multiple information resources necessary to engage in projects, papers or performance in his or her program.
  • Locates, gathers and organizes evidence on an assigned research topic addressing a course-related question or a question of practice in a work or community setting; offers and examines competing hypotheses in answering the question.

(c) Associate of Arts Degree

  • Finds and evaluates relevant resources and data.
  • Uses appropriate technologies to conduct and/or present inquiry and research.
  • Cites and documents resources appropriately.
  • Demonstrates ethical use of information, social media, or networking.
  • Demonstrates the ability to navigate within a digital environment.

(d) Bachelor’s Degree or Advanced Certificate

  • Demonstrates fluency in the use of tools, technologies and methods common to the field.
  • Constructs a summative project, paper, performance or practice-based performance that draws on current research, scholarship and/or techniques in the field.
  • Incorporates multiple information resources presented in different media and/or different languages, in projects, papers or performances, with citations in forms appropriate to those resources, and evaluates the reliability and comparative worth of competing information resources.
  • Explains current information resources through the execution of projects, papers or performances; accesses those resources with appropriate delimiting terms and syntax; and describes the strategies by which he/she identified and searched for those resources.