BROCHURE FOR SUBMITTING ACE/PROFESSIONAL/CERTIFICATED TRAINING

Transcription

1 School of Business BROCHURE FOR SUBMITTING ACE/PROFESSIONAL/CERTIFICATED TRAINING For more information, please contact the Assessment Center. (909) The Assessment Center is open on Tuesdays, Wednesdays, and Thursdays. 9/1/2014

2 University of Redlands School of Business STATEMENT REGARDING CHANGES The School of Business, University of Redlands, reserves the right to modify, delete, or supplement the terms, provisions, or policies set forth or referred to in this Guide. Such right shall include, but shall not be limited to, modification, additions, and deletions regarding sections of this Brochure, inclusive of the Overview, Section I, and Section II. Application for admission and registration as a student at the School of Business acknowledge notice and acceptance of the School of Business, University of Redlands reservation of rights set forth above /1/2014 Page 2

3 OVERVIEW The primary purposes of this brochure are (1) to assist you in identifying what ACE (American Council on Education)/Professional/Certificated learning might be eligible for college credit; (2) to provide a structure and process within which professional learning can be described and analyzed; and (3) to assist you in formalizing this process through the submission of professional training documentation. Successful completion of this process will allow the certification of academic credit for college-level learning that has taken place outside of the formal institutional environment. Students transferring maximum units into the University of Redlands cannot utilize the assessment process. Additionally, students must be currently in the application process, enrolled in an undergraduate degree program, or within the 4-year degree-completion deadline in order to access the assessment process. Please note: The University does not assess prior learning beyond graduation requirements. Similarly, the documents of students needing only specific general education credits to complete degree requirements cannot be assessed unless those assessed credits will fulfill one s remaining general education obligations. CREDIT CATEGORIES/CREDIT LIMITS Credit to be applied toward graduation is classified as either earned credit or certified credit. Earned credit is credit earned through traditional classroom endeavors within any regionally accredited post-secondary school or through examinations sponsored and graded by either University of Redlands faculty or the College Board (CLEP and Advanced Placement). Certified credit refers to assessed learning drawn from military, professional, or certificated courses evaluated by the American Council on Education (ACE) and/or the faculty of the University of Redlands or credit awarded for experiential learning essays. This definition of certified credit is based on the extra-institutional nature of the learning. No more than 30 units of certified credit may be applied to the degree, and this includes any certified experiential learning units transferred here from other institutions. Credit coming from the assessment process must correspond to course offerings found in the University catalog. Credit for specific learning content will be applied toward your degree only once. Credit for courses awarded through the assessment process may not duplicate previously transferred courses or the courses you will complete as part of your core program curriculum. Entry of credit awarded for ACE/Professional/Certificated Training will not be included on your University of Redlands transcript until the Registrar determines that all other graduation requirements have been completed successfully at the University and that all appropriate fees have been paid. 9/1/2014 Page 3

4 TRAINING EVALUATION TIMELINE Your training information is usually reviewed within two to three weeks after your submission of complete training documentation to the Assessment Center. You will receive written notification about the result of your evaluation as soon as possible. If additional information is required to complete your assessment, you will be asked to submit the information that is needed. When you have assembled all of your documents, you may submit them as attachments to Original documents may be requested if clarification is needed. Upon your initial submission of prior learning documentation, an electronic file will be created for you here in the Assessment Center. Additional training submissions may be sent to the Assessment Center as long as you are in good standing and actively pursuing completion of your degree. SUBMITTING DOCUMENTATION This brochure describes all of the documents required for assessment and the format in which you need to submit the information to be evaluated. ASSESSMENT FORMS AND INFORMATION Please visit the Assessment Center s web page for additional information about our program and to access the Statement of Learning Outcomes form needed for assessment of training as described in Section II of this brochure. Find us at Please contact the Assessment Center with any questions or concerns. assessmentcenter@redlands.edu (909) The Assessment Center is open on Tuesdays, Wednesdays, and Thursdays. 9/1/2014 Page 4

5 SECTION I: ACE-EVALUATED TRAINING During your adult life, there is a strong possibility that you have completed various courses or programs of study that do not appear on a college transcript. This type of military, professional, or certificated learning may constitute an integral part of your background and is, therefore, useful in your self-assessment process. Section I of this brochure provides you with the opportunity to present for evaluation evidence of military and professional/certificated training evaluated by the American Council on Education (ACE). By definition, these courses involve classroom activity taken through the military, your company, or in pursuit of personal interests. Prior approval is not required for items submitted in Section I as it is if you are planning to transfer additional credits from other colleges. Please note that there is no pre-evaluation of items for Section I. In other words, we cannot evaluate a course for possible credit in this section until all of the appropriate documentation has been received. ACE-EVALUATED CREDIT: MILITARY/PROFESSIONAL As a standard reference for recognizing non-college-sponsored courses, the American Council on Education's Guide to the Evaluation of Educational Experiences in the Armed Services and the National Guide to Educational Credit for Training Programs are used in determining university credit awards in Section I. Those courses that have been evaluated by ACE carry credit recommendations; if they can be equated to University of Redlands' courses and do not duplicate otherwise transcripted courses, they will be credited accordingly. Undoubtedly, there are many excellent courses offered by the military; however, if the specific branch of the armed services has not requested a course evaluation by ACE, it will not appear in the ACE Guide or on your Joint Services Transcript (JST) and, therefore, cannot be considered for credit in this section. The only exception is military basic training, when up to four credits of physical education activity credit will be awarded as long as you have not already received any of the maximum four lower-division PE credits as part of the admissionreview process When a professional course or program has been evaluated by ACE, the ACE recommendation will take precedence over any other evaluations. When a student's military or professional course is included in the ACE publications, the Assessment Center must ensure the following in order to award credit: (1) the ACE credit recommendation is for baccalaureate level credit (rather than vocational credit or graduate-level credit); (2) an equivalent University of Redlands' course exists for the recommended subject area; and (3) University of Redlands' course awards for such recommendations do not duplicate other credit to be applied toward the degree Many public and private organizations have not requested ACE evaluations for every course they provide to employees. Those courses will not appear in the ACE guides and, therefore, cannot be considered for credit by the Assessment Center under Section I. 9/1/2014 Page 5

6 An ACE recommendation is not a guarantee that credit will be awarded because of the variables involved for each student; nevertheless, you are encouraged to provide documentation of all military courses and other professional courses that may have been evaluated by the American Council on Education. Courses not evaluated by ACE may be submitted for assessment in Section II. ARE MY CIVILIAN COURSES EVALUATED BY ACE? Check the web site to see if the name of the company providing your training is listed as an organization that has utilized the College Credit Recommendation Service. CREDIT helps adults obtain academic credit for formal courses and examinations taken outside of college and university degree programs. Click on the alphabet boxes that would spell your company name. If your company is listed, you are encouraged to submit a certificate of completion, with signature, for that course. ACE-Evaluated Military Courses DOCUMENTATION Include in this section an OFFICIAL copy of your JST transcript (formerly a SMART or AARTS transcript) or a DD 214 or DD295 form. Community College of the Air Force transcripts should not be submitted in this section, but rather submitted to the Registrar s Office for evaluation with other transcripts from accredited colleges. Most veterans and active-duty military personnel will have likely submitted their JST transcripts at the time of their application to the University. If these documents were not reviewed at the time of your admission and you are tied to the Army, Coast Guard, Marines, or the Navy, please ask the Assessment Center to order an official JST for you. There are o fees for this request. Professional/Certificated Courses Evaluated by the American Council on Education (ACE) Documentation for ACE courses must be signed by a primary source, indicating that person s position within the company, in the form of a letter, certificate, or official training record that indicates the company name. If the American Council on Education has evaluated a course you have taken, chances are good that you were awarded a certificate of completion or that the sponsoring organization has record of your attendance. If this is not the case, you may obtain an official record of your completion from the American Council on Education (ACE) CREDIT Transcript Service. The Transcript Service offers individuals a permanent, computerized record of all courses evaluated by the CREDIT program. For more information you may contact 9/1/2014 Page 6

7 SUPPLEMENTS During your progress towards degree completion, you may submit additional military/professional/certificated learning to your portfolio. Additions to the portfolio will be reviewed as quickly as possible, and you will be notified in writing of the evaluation outcome. Original documents may be requested at any time to verify the electronic documents you submit. Please keep a copy of all of the material you send to the Assessment Center. CREDIT AWARDED IN THIS SECTION MAY OR MAY NOT MEET GENERAL EDUCATION REQUIREMENTS. 9/1/2014 Page 7

8 SECTION II: PROFESSIONAL/CERTIFICATED TRAINING In addition to the training submitted in the previous section, you may have professional/certificated training that has not been evaluated by the American Council on Education. Section II allows you to present evidence of this training to the University for evaluation. By definition, these courses involve classroom activity taken through your company or an outside agency. Because we value the dynamic learning environment of the classroom, we apply different standards to the assessment of on-line courses. We do not consider self-paced computer learning for credit. Prior approval is not required for items submitted in Section II. Please note that we cannot evaluate a course for possible credit in this section until all of the appropriate documentation has been received. There is no pre-evaluation of items for Section II. This section should include all formal courses you wish evaluated such as seminars or workshops from non-accredited institutions, public or professional agencies, or employers. (Remember, ACE-evaluated courses are to be submitted in Section I.) The purpose of this section is to provide enough information to make it possible for the University to determine whether your learning from a professional or certificated course is equivalent to the learning from a college/university course. DOCUMENTATION The following four elements must be included for each course submitted for assessment. 1. Verification of completion of the course This may be presented as a signed certificate of completion or in a letter on letterhead from a primary source such as the agency sponsoring the course, the instructor, or your training or human resources officer. A personnel/training record that includes the company name and is signed by a company official is also acceptable. 2. Verification of the number of class hours This must be from a primary source and may be presented in a pre-printed brochure, program schedule, training transcript, or course outline if the hours are indicated. Lecture and laboratory hours should be shown separately. Courses of more than 40 hours must have a breakdown by hours of course content. Verification of the number of days is not acceptable in place of verification of hours. A listing of inclusive dates on a certificate does not necessarily reflect class hours. If your certificate awards CEUs, we accept them as verification of instructional hours according to the ratio of one CEU equating to 10 clock hours of instruction. 3. An official outline of the course The outline is a preprinted, thorough course description, syllabus, or curriculum plan. This could be in the form of the event 9/1/2014 Page 8

9 program, the brochure used to promote the training, and agenda, or the table of contents of a workbook used in the training. This enables faculty evaluators to evaluate the content and level of the course. The course description (syllabus) should include as much of the following as possible: a. Specific course content b. The number of hours spent on 1) each topic covered 2) any outside reading or preparation time 3) the format for the course (e.g., time spent in lectures, group discussion, individual presentations, films) c. Goals of the course d. Criteria for passing the course (e.g., examinations, participation, research papers) 4. A statement of learning outcomes For each course, you must write a one-to-two page statement explaining the learning you acquired from the course and how you have applied the learning. (See the STATEMENT OF LEARNING OUTCOMES form (also known as a SOLO form) at This statement must be a minimum of one full page in length. The purpose of this requirement is to have you demonstrate what you have learned and what you can do as a result of this learning. Each person brings a unique background of learning and experience to a course; this influences what is learned and the significance attached to it. It is possible for two persons to attend the same course and have a different set of learning outcomes. For these reasons, you must state, as specifically as possible, what you learned from the course. (For example, I learned to be a better supervisor is too general. You need to state what you know and can do as a result of the course.) Because we are interested in your integration of learning and experience, you must also explain how, when, and where you have applied the skills and knowledge acquired from the course. Be sure to include descriptions of any outside preparation or reading required. Sample SOLO forms are provided at the end of this brochure for your review. EVALUATION Properly documented courses which (1) do not duplicate courses on transcript or the core program, (2) are judged by the faculty evaluators to have college-level content, and (3) can be equated to University of Redlands catalog courses will be awarded credit on the basis of course content and length. This means that, while course hours are considered, the extent of the course content is also considered; this could result in the acceptance of a portion of the total number of hours. It is also possible that several courses on the same general topic may be combined for credit under one University course by the evaluator; however, verification of completion, course hours, a statement of learning outcomes, and a course outline are still required for each course. Faculty evaluators will equate forty (40) documented hours of course-related activity to one unit of academic credit. Twenty (20) of the forty (40) hours shall be classroom seat/contact time. You are responsible for demonstrating the learning achieved in 9/1/2014 Page 9

10 the remaining twenty (20) hours through the Statement of Learning Outcomes form with nonclassroom course-related activities. For our purpose, the term college-level refers to activity involving the learning of theories, concepts, or principles with some broad applicability and for which an equivalent University course exists. Courses involving highly technical, remedial, or vocational training are not considered to be college-level courses, and there are no University equivalents for this type of activity. Examples of such non-college-level training include welding, interior decorating, defensive driving, and speed reading. You are encouraged to submit as much professional/certificated learning in this section as can be properly documented, keeping in mind that your job is to provide the necessary information, not to attempt to evaluate that information in any way. Evaluation is the job of the faculty evaluators at the University. To award credit for these courses, the Assessment Center must ensure the following: 1) an equivalent University of Redlands course exists for the recommended subject area 2) University of Redlands course awards for such recommendations do not duplicate other credit to be applied toward the degree SUPPLEMENTS During your progress towards degree completion, you may submit additional military/professional/certificated learning to your portfolio. Additions to the portfolio will be reviewed as quickly as possible, and you will be notified in writing of the evaluation outcome. The Assessment Center will request more comprehensive Statements of Learning Outcomes or other documentation if needed to complete the assessment of your professional training. You will be notified in writing of the evaluation outcome. Please submit your documents as attachments to: Original documents may be requested at any time to verify the electronic documents you submit. Please keep a copy of all of the material you send to the Assessment Center. CREDIT AWARDED IN THIS SECTION MAY OR MAY NOT MEET GENERAL EDUCATION REQUIREMENTS. 9/1/2014 Page 10

11 SAMPLES of STATEMENT OF LEARNING OUTCOMES FORMS Following are samples of seven Statement of Learning Outcomes Forms. These were written by School of Business students and are provided here with the written permission of the student authors. These students are happy to share their SOLO forms to provide you with models of what you need to submit for consideration of assessed credit for your professional training or transcripted coursework. As you review these SOLO form samples, please keep in mind the purpose of these statements: You are to describe (1) what you learned in a particular class or training course and (2) how you use that learning in your current life. You will notice that the samples are written using college-level composition and are presented free of typographical errors. If you are informed that you can submit a SOLO form for consideration of assessed credit, you may access the SOLO form on the University s website by clicking on this link: Please address any assessment questions to: Portfolio Analyst and Program Support Specialist assessmentcenter@redlands.edu (909) The Assessment Center is open on Tuesdays, Wednesdays, and Thursdays. 9/1/2014 Page 11

12 STATEMENT OF LEARNING OUTCOMES (Computer printed or typed; double-spaced; minimum one full page) Name: Student ID#: Type your comprehensive Statement of Learning Outcomes in the space below. (You have as much space as you need.) On April 6th, 2009, I attended the Accugenix technical seminar presented by their Vice President of Business Development. It was titled, An Update on Microbial Identification and Characterization Using Molecular Techniques. Accugenix is a service laboratory specializing in genotypic-based bacterial and fungal identification for pharmaceutical manufacturers. My employer has been a customer of Accugenix for the past three years. Accugenix freely shares its information pertaining to its handling of the microbial samples and its process within the lab. Two years ago, we purchased a genetic analyzer, and started performing microbial identification in-house. We still look to Accugenix for help with microbial IDs that are not in our database library. Because Accugenix has been in the DNA microbial identification business since 1998, they have a much more extensive database library and can report an ID for a DNA sequence that we do not have. Accugenix has now decided it can help other companies like ours and has created a new service called AccuBLAST. We will run an ID on our genetic analyzer; if we don t have a match in our library, we can send our e-files to Accugenix and they will usually have a match in their library. I learned about the detailed process involved in phylogenetic tree analysis, which will help me to better analyze our sample data. This is an extremely useful tool for us. The presenter also discussed the difference in fungal identification using Ribosomal Internal Transcribed Spacer (ITS) DNA Sequences, a new fungal ID service Accugenix now has. The ITS will replace the D2 DNA sequencing method for identification of fungal 9/1/2014 Page 12

13 samples. We learned the difference between the two methods by analyzing some case studies. This was a very informative seminar which will help me in the running of our microbial identification lab at work. It is critically important for me to stay current with the technology of my discipline. Working with Accugenix s training programs enables me to have confidence in the work I am doing for my company and our end-users. I can also apply this importance in the currency of technology to my role as a consumer in the marketplace, when I research the reliability and validity of advertisements and consumer studies. 9/1/2014 Page 13

14 STATEMENT OF LEARNING OUTCOMES (Computer printed or typed; double-spaced; minimum one full page) Name: Student ID#: Type your comprehensive Statement of Learning Outcomes in the space below. (You have as much space as you need.) The Crystal Reports training classes that I took have helped me in my job every day since I finished them. The classes lasted a total of five days. The information I learned each day expanded on the ideas I had already learned. By the end of the week, I was able to put together complex reports using database systems. Crystal Reports is a program that uses databases to create reports for business. The training course began with information and practice creating and linking databases. This took most of the first day as it is essential to understand how to create reports properly. The subject of databases is vast enough to spend years studying it. The instructor for this class focused on databases that use ODBC, Excel, or Access because these are the main types of databases that are used. Linking databases properly is critical to producing a report. Databases or tables must link on a unique identifier. A unique identifier is a field that contains information unique to each piece of data in a particular field. For instance, an order number for a company is unique to each order but the item number used in the order may be used for several orders. Whenever two tables are linked together, they must link on the unique identifiers. These will usually be listed at the top of the tables. Once we were comfortable with databases and linking, we moved on to the basics of the program. Similar to all Microsoft programs, Crystal Reports has toolbars and menus that are used to accomplish different tasks. The second day of instruction was spent familiarizing ourselves 9/1/2014 Page 14

15 with the multitude of options and tools that are available as well as creating basic formulas. Crystal Reports uses a variation of the Visual Basic computer language. Having worked with Visual Basic before, I had a general understanding of formulas before beginning this class. Formulas are one of the main components of report building. We spent a majority of the remaining time learning different formulas and the basics of formula building. Crystal Reports is helpful and has a Formula Wizard that attempts to help the user create proper formulas. While in the class I was not able to fully understand all of the concepts, but I was given sufficient information to allow me to start working on reports for my company. Through practical application I have gained much more knowledge about how Crystal Reports works. I have learned something new about the Crystal Reports program every time I have created a new report. The last day of the class was spent practicing report building under direct guidance from the instructor. We would work individually for approximately an hour and each receive one-on-one help for any questions we ran into or any problems the instructor found with our report. The Crystal Reports training classes that I took have helped me in my job every day since I finished them. Since then I have spent the majority of my time at work creating new reports for our company. The main report that I have built took over six months and incorporates our main customer's planning schedule. Every day they send over an Excel copy of their schedule for our use. I have incorporated their schedule with our database to create a report that tracks all of our orders for this customer. Because the customer does not have a unique identifier that links with our database I had to use subreports to create this planning report. This was not covered in depth during my training, and I had to use the outside help of a consultant to teach me what I had not already learned. 9/1/2014 Page 15

16 Now that I have completed this report I have a very large understanding of Crystal Reports. I use this program every day and am continually creating new reports to help my company track efficiency, order processing, job costing, and other areas of concern that we did not previously have the ability to track. 9/1/2014 Page 16

17 STATEMENT OF LEARNING OUTCOMES (Computer printed or typed; double-spaced; minimum one full page) Name: Student ID#: Type your comprehensive Statement of Learning Outcomes in the space below. (You have as much space as you need.) I enrolled in the Human Resources Development and Training Techniques Course as a Gateway into a new area of expertise. As the Director of Human Resources for a small transportation company, I wanted to utilize the tuition reimbursement program to enhance my success at work. In the course I was able to learn - and begin to put into practice - how to plan, implement, and evaluate a training and development program tailored to the requirements of a specific organization and its personnel department. It s one thing to be a human resources specialist, but it's also important to have a strategic perspective about your work. That perspective allows you not only to measure the performance of training and development in your organization, but also to make sure it connects with and supports the organization's overall strategy. From that course I was given insight on the progress of training and development from the 1950s to present day. I am able now to understand why it is important for the training and development department to work with the organization's strategic perspective as well as its individual goals and objectives. The course itself identified various human resources activities as they relate to training and development and prepared me for administering them to my peers and management team. I am now able to describe training and development requirements from the viewpoint of an organization's functional specializations and hierarchical structure. 9/1/2014 Page 17

18 The monetary costs involved in training and development are easy to measure, monitor, and document, however the benefits of that training can be difficult or even impossible to quantify. Most companies summarize their overall performance in terms of dollars in an annual report, or perhaps a UPH or cost per carton. But, as we know, these intangible contributions play a significant role in value creation. It can be a major challenge to make these contributions tangible and include them in an organization's strategic considerations. I have benefited undoubtedly by engaging in this course. Through constant knowledge and refreshing of my skills, I have been able to play a part in the training and development of countless associates and members of management. Personally implementing safety programs as well as managing progressive reward incentives have been some of the benefits of this course. I have continued my education by enrolling in similar developmental courses in the Human Resources field. My enrollment in the School of Business is only one stop on my search for knowledge and skills that are constantly changing and evolving as each of us do as individuals. 9/1/2014 Page 18

19 STATEMENT OF LEARNING OUTCOMES (Computer printed or typed; double-spaced; minimum one full page) Name: Student ID#: Type your comprehensive Statement of Learning Outcomes in the space below. (You have as much space as you need.) Introduction of Electrical Technology was a one-semester, threecredit course given at Pasadena City College that provided basic concepts and principles of electricity, Ohms Law, transformer theory, parallel vs. series wiring circuits, and alternate energy sources. The background from this course has been especially important for me personally. For instance, the information from the course helped when I re-wired the garage of my first home. When I sold that home, the buyer commented that the modernized wiring system had been a major selling point. Once again, in 2009, I ve just completed re-wiring my entire house (built in 1942) with the installation of a new 200-amp main service panel and an additional 100-amp panel for handling electrical distribution of voltages throughout my home. This saved me several thousand dollars by not having to hire an electrician to do the job. I secured a permit with the county to install both electrical panels and circuitry, which were inspected and approved. I now have a properly designed and grounded electrical system. During the semester I also studied transformer theory, which was especially interesting. The electrical energy obtained in the generation process has to be transported to the end user by electric conductors without large resistive power losses in the distribution process. A key part of the strategy involves using transformers to increase the voltage to hundreds of thousands of volts to minimize loss due to heat in 9/1/2014 Page 19

20 the transmission wires. This is the rationale for transforming very high voltages for cross-country electric power distribution. For the future, the principles of alternate energy were explained. This included theories of solar collectors, wind mills, photovoltaic panels, and other concepts. I saw these concepts demonstrated in a visit to the Mojave Desert to view alternate energy sources. We first visited the solar generating facility east of Barstow, which had an array of solar panels directed upon a collector in the center. We also visited Hoover and Parker Dams along the Colorado River, viewing the turbines that operate the generators. The hydroelectric power generated power for cities in four adjoining states: California, Arizona, Nevada, and New Mexico. Such power dams are often considered to be conventional energy, but similar principles may be applied in tidal power, ocean current power, low-head hydroelectric power [small drop-offs], and even the transmission for other distant sources of power such as wind farms. Since taking this course I have a better understanding of the importance of upgrading electrical systems to operate efficiently and safely. I can trouble shoot my home electrical system should there be a problem. I believe that knowing about alternate energy systems is important with the available options s and how I as a consumer can best be served economically while conserving energy resources. 9/1/2014 Page 20

21 STATEMENT OF LEARNING OUTCOMES (Computer printed or typed; double-spaced; minimum one full page) Name: Student ID#: Type your comprehensive Statement of Learning Outcomes in the space below. (You have as much space as you need.) In the Law Room Illegal Discrimination course, I learned that discrimination can be merely the difference between things and favoring one thing over another. We can all discriminate when we choose one thing instead of another; therefore, discrimination is not always illegal. It is sometimes necessary and fair to discriminate. Employers discriminate when they choose to hire one person rather than another. It is perfectly legal for employers to discriminate between applicants and employees based on how well they perform. However, some types of discrimination are unfair and illegal and have damaging results. State and federal laws prohibit specific types of discrimination. Generally, these laws prohibit employers from making job decisions based on certain personal characteristics or protections. As a manager, it is important for me to understand these laws and to operate accordingly in my dealings with employees in order to protect myself and my employers from liability and bad faith. Discrimination can be deemed illegal if I treat employees differently based on what are commonly known as their protected characterisitcs. These characteristics are defined as race, color, religion, gender/sex (which includes pregnancy, childbirth, and related conditions), national origin, age (if over 40 years of age), and any mental and physical disabilities. In some states, employees may also be protected against discrimination based on veteran status, marital status, existing medical conditions, sexual orientation, political beliefs, and parental status. 9/1/2014 Page 21

22 There are two types of discrimination that I must avoid: intentional discrimination and harassment, known as disparate treatment, and discrimination that is proven by statistics, known as disparate impact. For example, I cannot intentionally treat someone differently based on their protected characteristics; this is called disparate treatment discrimination. This type of discrimination can often occur due to my personal prejudices or dislikes. Unfair treatment may be illegal even if I do not intend to be unkind. Any rule, policy, or practice that affects my subordinates or other employees differently based on their protected characteristics may result in illegal disparate impact discrimination. Generally this occurs when a rule or policy creates an unfair obstacle for some protected groups, but not for others. Discrimination can involve some getting or not getting hired, a raise, a promotion, disciplined, fired, and so on. Harassment is another form of discrimination. Harassment refers to situations where employees are unfairly abused, either physically or mentally, by behavior that they find offensive. If harassment occurs regularly, it is sometimes called a hostile environment. Anti-discrimination laws require that I must treat all employees the same. I also learned that employers are required to provide extra attention and assistance to some individuals based on their religious beliefs if those beliefs conflict with their job duties. This consideration also applies if employees have a qualifying mental or physical disability and need assistance to perform their job duties. The anti-discrimination laws include narrow exceptions that permit employers to discriminate for legitimate business reasons. This justification is referred to as a bona fide occupational qualification and only occurs rarely. I found this training program to be very helpful in assisting me to understand the large-scale impact of discrimination in the workplace 9/1/2014 Page 22

23 that my company must avoid. As a manager, I must represent my company and support their efforts in eliminating all forms of illegal discrimination. This training program also included eleven case studies and a 12-question multiple-choice quiz to ensure understanding of the course completion. 9/1/2014 Page 23

24 STATEMENT OF LEARNING OUTCOMES (Computer printed or typed; double-spaced; minimum one full page) Name: Student ID#: Type your comprehensive Statement of Learning Outcomes in the space below. (You have as much space as you need.) Pediatric First Aid and CPR Training meets the guidelines recommended by the American Medical Association. This course is designed for those with a duty to respond to a first aid emergency. The course contained information on how to manage illness and injuries in a child in the first few minutes until professional help arrives. The workbook provided has also been used as a reference in the event of an emergency situation. There are six modules: First Aid Basics, Medical Emergencies, Injury Emergencies, Environmental Emergencies, an optional First Aid Module, and an optional adult CPR & AED Module to meet regulations for Childcare Centers. I did not opt for the Adult Module, as I was previously certified and was not going into childcare. Individuals involved in childcare who have a duty to respond to a first aid emergency were the intended audience of this course because of job responsibilities or regulatory requirements, such as childcare workers, teachers, foster care workers, camp counselors, youth organizations, and coaches for children's sports organizations, as well as babysitters and parents or grandparents. I opted to attend this course because I was interested in teaching Sunday School, and it was a required course in order to participate as a volunteer. I was fortunate never to need the skills that were taught; however, I have continued to re-certify because I have a two-year-old child at home and hope that I never have to utilize my skills there, either. The course taught prevention of injuries, identification and treatment of common age-related injuries in children and infants, and hands-on CPR and obstructed airway management 9/1/2014 Page 24

25 training. At the end of the course, each student was given a CPR card and certificate. In learning the Pediatric CPR Training or Adult CPR Training, a person need not have a medical background. It has been seen that children respond better to CPR treatments than the adults. Hence, a child who is facing breathing problems because of a cardiac problem needs to be given immediate CPR treatment. One needs to remember that every single second counts in saving the life of a person who has faced heart attack, child or adult. As is evident from the available statistics, cardiac problems are not restricted to the older generation any longer. Young professionals are becoming its prey due to the increasing workload and fast paced life they lead. Even teenagers are not spared from its reach. All parents should be required to learn the CPR techniques for saving the life of their children in an event of a cardiac problem. I now possess these life-saving skills and will be able to use them if it should ever become necessary. 9/1/2014 Page 25

26 STATEMENT OF LEARNING OUTCOMES (Computer printed or typed; double-spaced; minimum one full page) Name: Student ID#: Type your comprehensive Statement of Learning Outcomes in the space below. (You have as much space as you need.) I took the Survey of Radiologic Technology course with the expectation of acquiring a basic knowledge to prepare me for my new role as Recruitment Assistant. I also knew it would be of great benefit for me to be proactive and take the course to gain this foundation in the field of imaging, helping to build my confidence as I entered this new career area. At the time, I was offered an opportunity to assist the imaging recruiter with recruitment efforts for the department. Because of my limited knowledge in the field, I knew I would experience some challenges. I knew that by taking advantage of this course, it would be beneficial for my own development. I wanted to understand the technical and patient care responsibilities of a Radiology Technologist. I learned about the history of imaging and the various imaging devices used. In addition, I had the opportunity to volunteer hours at Arrowhead Regional Medical Center, which provided me with the opportunity to observe the technologists working in the radiology department. Volunteering also gave me a clearer perspective of the patient contact and the level of interaction between the team and doctors. After completion of this course, I was able to use what I had learned to apply it within the responsibilities of my job position. Since I am responsible for proactive and responsive recruitment consultative services, it was beneficial for me to take this course. I became proficient when evaluating resumes; as a result, I was able to make a better assessment of the applicants. Taking the course also gave me 9/1/2014 Page 26

27 confidence be effective in conducting productive interviews. It also enhanced my ability to engage in technical conversations with the applicants. I believed it was important for me to be able to comprehend and visualize what the applicant described in his/her role pertaining to experience, responsibilities, and duties. As a former Recruitment Assistant, and now as a Recruiter, it is imperative for me to sell the candidates on working for my institution and to be able to communicate my assessment of the candidates clearly to my supervisors. I believe that in order for me to be a successful recruiter, I need to expand my knowledge and continually educate myself in the field for which I am recruiting. Taking the course Survey of Radiologic Technology gave me an advantage to be more knowledgeable in the medical imaging field and to have the confidence to thrive in my recruitment role. 9/1/2014 Page 27