General education at Daytona State College constitutes the academic preparation for participation in a pluralistic society and global community and is the basis for lifelong learning. It is a framework for the acquisition and use of broad bodies of knowledge and a foundation of intellectual, social, and ethical skills and behaviors. Through the general education curriculum, students will acquire the skills necessary for:
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 people in our society.
Identification of appropriate learning outcomes for each degree level. All academic programs, regardless of delivery mode (face-to-face or distance education) measure outcomes at the institutional, program, and course levels. 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, DSC faculty identify expected competencies for each institutional learning outcome within each degree level. These competencies indicate what students should be able to demonstrate if they are awarded a college-credit, vocational, applied technology, or apprenticeship certificate, an associate degree, or a baccalaureate degree (Academic Degree Profile). Faculty agreed that these outcomes would 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 certificates, associate of science, associate of arts, and bachelor's 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 Profile model required faculty to define what it takes for a student to earn a degree at each level. The result is a better alignment of institutional outcomes with program outcomes, reference points for accountability, and benchmarks for improving the quality of learning.
As faculty develop the academic degree profiles for each academic level, they discuss the inter-relationship of institutional, program, and course learning outcomes. Through these discussions, they develop a deeper understanding of institutional learning outcomes as the collective expression of the learning environment the college offers. They recognize the extent each academic program contributes to the overall achievement of students. DSC faculty make sure that program and course learning outcomes focus 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 maps its program and course outcomes to the institutional learning outcomes. This ensures that students attain the knowledge, skills, and abilities the college expects of its graduates.
(b) Associate of Science Degree and College Credit Certificate
Problem Solving and Decision-Making: