Untitled Document

Editing Instructions:

Go to www.blinn.edu
Under Faculty and Staff, click Faculty Development
On the right, Click on Assessment Portal
If on campus, click on Campus Access. If off campus, click on Remote Access.

Click on Search Courses and log in.
Double click on the Search button.

You should see the list of all the courses.

Choose the course that you want to work on and click on Review summary. This page will give you the reviewer information. Print this form out.

Use the BACK arrow icon to go back to the list of courses and find your course. Select EDIT.
Go back through and make your corrections. Submit.

Go back to the Review Summary and Submit for Re-review.

MCS Definitions	Meets guidelines	Does not meet guidelines
Course Requirements: This section is intended to include any learning activities, industry standards, and/or senior institution transfer requirements that are fundamental to the course. All sections of the course, regardless of location or modality, must include these requirements.	Divisional or departmental standards/rules for articulation to senior institutions Example: writing a prescribed number of words in a class	Vague or unapproved standards/rules Not a requirement for articulation Typos or grammatical errors
Grading Scale:	Based on 100 point scale	Not based on 100 point scale
Grading System: The master course syllabus defines the broad parameters within which an instructor’s grading system for that specific course must fall. Student evaluations for all courses at the College must include at least four major grades. A comprehensive final exam constituting 10-30 percent of the student’s grade is required for all courses. The current college attendance policy also requires that the student’s final grade include at least ten percent for participation. Beyond these basic requirements, the faculty defines any other activities/assignments that are necessary to assure overall consistency in addressing the student learning outcomes for each specific course.	Describes the method in which grades are distributed. Must include the following: Comprehensive final with % of student grade At least 10% should be participation At least four major grades	Requirements of the College not met or partially met Typos or grammatical errors
Assessment: Multiple measures will be used to evaluate the student learning outcomes for each course. These measures may be content specific, attitudinal, or behavioral. The strategies designed to measure student learning outcomes may be developed by division/program faculty members or may include established institutional measures such as grade distribution, pre/post tests, and inter-institutional course tracking. Faculty members must identify the assessment strategies which will be used to assess all sections of all courses regardless of location or modality. The results of these assessment strategies will be provided to the faculty members so the information will be used for course/program improvement.	Each course must include two appropriate institutional measures	Does not include two institutional measures Inappropriate measures Typos or grammatical errors

MCS Definitions

Meets guidelines

Does not meet guidelines

Instructional Schedule: Each syllabus contains some indication of how the course material is distributed during the semester. The division faculty decides how specific this section should be to ensure that course instruction is appropriately consistent. For many courses, a general statement that provides minimal guidelines about course sequencing and emphasis suffices. In other situations, division faculty may choose to be more rigid about defining in the syllabus a schedule of topics and/or assignments.

At least a general statement of course sequencing and emphasis

Inadequate or no statement about sequencing or emphasis

Typos or grammatical errors

Materials: All appropriate textbooks and special course materials are listed and clearly identified as required. The information provided must be complete enough to also address instructional modality and location. Faculty is encouraged to use supplemental materials with the approval of the division chair.

All materials for Bryan and Brenham, Sealy, and Schulenburg divisions are designated

Incomplete list of materials

Typos or grammatical errors

Mission Statement

Blinn College exists for the primary purpose of serving educational needs of the people in its service area. Blinn College seeks to provide educational experiences and opportunities that will assist the student in developing intellectual curiosity, and social responsibility and skills and knowledge in support of a productive life. Underlying these basic goals is a strong commitment to instructional excellence through philosophical and financial support. The institution will be alert to the changing educational requirements of the region and endeavor to meet those needs. In order to accomplish the mission, the college has established the following objectives to provide:

Two years of accredited college level transfer courses in arts and sciences for those seeking associate degrees or intending to transfer to senior institutions.
Training to meet the changing needs of business and industry by preparing students in one-and two-year occupational courses leading directly to gainful employment.
Two-year technical -vocational programs leading to a degree or certification of proficiency which will enable the student to enter industry or business with a marketable skill.
A developmental program for inadequately prepared students offering a variety of courses designed to assist such students in achieving success in college level courses.
Counseling and guidance services to assist students in achieving their educational and career goals and to provide them with information pertaining to careers and employment opportunities.
Assistance to new and established businesses in the college's service area including updating and upgrading employee skills.
Continuing education for the adult citizens of the community in credit or noncredit courses to improve their technical, professional, cultural and social skills, and knowledge.
An early admissions program for qualified high school juniors and seniors.
Adult literacy and other basic skills programs for adults.
Educational programs through museum exhibits and activities that focus on the historical and cultural heritage of Texas.