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  • A 493: Graduating Event For Support Area

    0.00 Credits
    Alverno College

    Prereq. 6 credits of studio art electives completed or concurrent - The student demonstrates aesthetic selectivity in the development of a best-work portfolio for presentation to art faculty and peers.
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  • AC 151: Initial Social Interaction Assessment

    0.00 Credits
    Alverno College

    Prereq. Concurrent registration in IN 125 or IN 130 or CM 107 or CM 110 - The student is introduced to the Task- Oriented Model in class and participates in a simulation of recommending a candidate for directorship of a governmental agency. This assessment identifies a baseline for the student in social interaction and aids her in setting immediate, specific goals based on where she is. After self-assessment and peer assessment, she participates in one-onone feedback with an assessor. Success in the assessment is based on the student's ability to view her performance accurately, demonstrated by reaching consensus with the assessor.
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  • AC 260: Mid- Program Assessment

    0.00 Credits
    Alverno College

    Prereq. Concurrent registration in LA 321 - This assessment is designed to help the student reflect on what and how she is learning in terms of Alverno's eight abilities at this point in her progress toward her degree. It requires her to analyze her past performances and set goals for future learning based on her own review of performances that she has completed, including criteria, self-assessments, feedback from instructors/assessors, and sometimes peer feedback. Her performance includes a letter, a speech, a small-group discussion, and a learner plan.
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  • AC 301: Mid- Program Portfolio Self- Assessment

    0.00 Credits
    Alverno College

    Prereq. Integrated Communication Level 3 and one Level 3 in Analysis, Problem Solving, Valuing, and Social Interaction - This assessment is designed to help the student reflect on what and how she is learning in terms of Alverno's eight abilities at this point in her progress toward her degree. It requires her to analyze her past performances and set goals for future learning based on her own review of performances that she has completed, including criteria, self-assessments, feedback from instructors/assessors, and sometimes peer feedback. Her performance includes a letter, a speech, a small group discussion, and a learner plan.
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  • AC 316: External Assessment

    0.00 Credits
    Alverno College

    Prereq. BSC 255; MGT 201; BSC 256 or MGT 250 completed or concurrent - For this assessment, students assume the simulated roles of UnitedWay committee members. Drawing on the quantitative and qualitative research strategies and modes of communication developed in earlier courses, they critically review a program evaluation and funding request from a UnitedWay agency. Each student completes the written portion of the assessment independently and then participates in a simulated committee meeting with other students to reach consensus on funding for the agency. This assessment focuses on the student's ability to make judgments about programs that deal with community issues. It emphasizes financial analysis and social scientific research skills as well as critical-thinking, interaction, and communication skills.
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  • AC 400: Management External Assessment

    0.00 Credits
    Alverno College

    Prereq. Concurrent registration in MGT 400 - In this in-basket exercise, the student assumes a management role and draws upon her previous course background and experience to deal with a variety of business problems. She works individually, responding to in-basket items in writing. Feedback focuses on the major outcomes of business and management study, and on how the student is uniquely moving toward their achievement.
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  • AC 416: External Assessment

    0.00 Credits
    Alverno College

    Prereq. CLD/POL 360, MGT 300, CLD/MGT 405, and CLD/POL/SOC 398 completed or concurrent - This assessment simulates the completion of an employment application process to a local government agency or community development agency. The student first submits her résumé,then completes a simulated pre-employment interview for a specific position within the agency. In addition to the interview, the student is asked to generate and possibly defend a list of strategies for a community or economic development initiative. The abilities of analysis, problem solving, and effective citizenship are emphasized.
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  • AC 475: Nursing Assessmentwith n 475

    0.00 Credits
    Alverno College

    Prereq. Concurrent with N 475 - ADV 299 INTERMEDIATE-LEVEL EVENT (0) Prereq. Analysis Level 2; Aesthetic Engagement Level 2; for nursing majors, concurrent registration in N 250; for education majors, Praxis I scores met; forWEC toWDC students, AC 260 - The Intermediate-level Event marks a significant point in a student's academic career. An intermediate-level student is ready to deepen her exploration of the perspectives and practices of her chosen discipline and is therefore assigned to a faculty advisor in her major department. The faculty advisor replaces the professional advisor who guided her through her beginninglevel studies. For most students, this transition is connected to her reaching a certain level in specific abilities. Her professional advisor directs her to register for this experience when she has demonstrated the appropriate abilities. During this midsemester event, she is formally assigned to her new faculty advisor, learns about the expectations of her major department, and participates in a celebration of this academic milestone.
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  • AE 210: Art Education Field Experience 1 Prereq

    1.00 Credits
    Alverno College

    A/IMD 193C; BSC 215; CM 156Q or CM 176Q; Praxis I scores met; PSY 110 completed or concurrent; concurrent registration in AE 222 -
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  • AE 222: Principles of Teaching Art

    2.00 Credits
    Alverno College

    Prereq. A/IMD 193C; BSC 215; CM 156Q or CM 176Q; Praxis I scores met; PSY 110 completed or concurrent; concurrent registration in AE 222 - The student preparing to teach art at the K-12 level examines and employs principles of instructional design. She is introduced to a variety of teaching/learning frameworks to guide her decision making. She draws upon frameworks from art and education, developing a problemsolving approach to instructional design.
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