Course Assessment Summary

Program/Department Course What did you learn from your outcomes assessment? Curricular/programmatic changes College-wide implications of your assessment project. Assessment reported
Welding WELD 100

I assessed the WELD 100 Introduction to Welding course on project completion rates.  In-order for students to be able to complete assigned welding projects, they must be able to complete the following:

a. Purchase Personal Protective Equipment like safety glasses, welding gloves, protective welding jacket, boots and proper clothing

b. Purchase metal for projects like ASTM A36 mild steel flat bar 4" x 1/4" x 5' length.

c. Pass a written safety test, pass a hands on safety exam and show up to class for laboratory

I have changed the WELD 100 course by creating new blueprints for the projects so that students save monies on purchasing materials.  The new blueprints are easier to read allowing the students to complete the assignment with less confusion and frustration. 

None that I am aware of, just my personal time performing and writing the evaluation.

03/23/2017 view
History HIST 371

Students who sign up for this class often times have "gaps" in their historical understanding of basic concepts and events in the context of the United States. This is a critical shortcoming that was addressed by placing texts on reserve that cover major themes of US history: the revolutionary period, the Constitution, industrialization and capitalism, to name a few. It is critical to have these basic understandings when studying the historical developments in Latin America, which mirrored the processes in the United States, especially in the formation of the early republics. Lecturing and making connections sometimes is not enough. Students want to read further on the topics; it helps them come to a fuller understanding of the connectedness of the histories in the Americas. 

None at this time. 

03/22/2017 view
Anthropology ANTH 301

Students struggle to articulate theoretical concepts from the lecture course (ANTH 300) with physical evidence presented in lab, particularly if the students have taken the lecture in a previous semester and/or at a different college. Student performance is especially improved with active participation in open lab hours outside of class.

None

03/21/2017 view
Kinesiology and Athletics TMACT 333

The students enjoy this Team Activity Course.  Most take this course for the love of the game of volleyball and improve their fitness. The social and team aspect of the class meets our course goals.  Each student has the opportunity to improve from their incoming level of play.  Those who have had exposure to the game of volleyball are able to fine-tune their skill and learn more in depth game strategy. At the start of the class we start with technical work and as the semester progresses we further work on offensive and defensive strategies.

none

02/24/2017 view
Building Inspection Technology BIT 141

Assessment methods are effective. 

Lynn Palmer, faculty discipline expert, and the dean sat down to discuss student learning in the courses he teaches which include assessing learning in this course, BIT 141. We discussed the results of this assessment within the larger scope of the BIT program. The following resources were identified as needs which have departmental or college-wide implications:

1) a budget to provide students with props for hands on learning activities

2) one full-time faculty member to oversee the program and ensure student-centered scheduling (adjunct faculty typically only available at night which dictates offerings and times of offerings)

3) creative scheduling to improve access for working students and incumbent workers. A Friday night/Saturday 4-week schedule paired with 3 other courses scheduled in like manner would fast-track completion.

4) additional FTE to support a full-time faculty member plus adjunct specialists so the program can be completed in 2 years. 

5) department adoption of free online resources as the "textbook" such as Title 24 California Building Code. 

 

02/17/2017 view
Building Inspection Technology BIT 140

Assessment methods are effective. Will continue to revise teaching methods and course syllabus to improve student learning. Will continue to pursue professional development to engage students.

Lynn Palmer, faculty discipline expert, and the dean sat down to discuss student learning in the courses he teaches which include assessing learning in this course, BIT 140. We discussed the results of this assessment within the larger scope of the BIT program. The following resources were identified as needs which have departmental or college-wide implications:

1) a budget to provide students with props for hands on learning activities

2) one full-time faculty member to oversee the program and ensure student-centered scheduling (adjunct faculty typically only available at night which dictates offerings and times of offerings)

3) creative scheduling to improve access for working students and incumbent workers. A Friday night/Saturday 4-week schedule paired with 3 other courses scheduled in like manner would fast-track completion.

4) additional FTE to support a full-time faculty member plus adjunct specialists so the program can be completed in 2 years. 

5) department adoption of free online resources as the "textbook" such as Title 24 California Building Code. 

02/17/2017 view
Building Inspection Technology BIT 106

Assessment methods are effective. Will continue to revise teaching methods and course syllabus to improve student learning. Will continue to engage in professional development to engage students.

Lynn Palmer, faculty discipline expert, and the dean sat down to discuss student learning in the courses he teaches which include assessing learning in this course, BIT 106. We discussed the results of this assessment within the larger scope of the BIT program. The following resources were identified as needs which have departmental or college-wide implications:

1) a budget to provide students with props for hands on learning activities

2) one full-time faculty member to oversee the program and ensure student-centered scheduling (adjunct faculty typically only available at night which dictates offerings and times of offerings)

3) creative scheduling to improve access for working students and incumbent workers. A Friday night/Saturday 4-week schedule paired with 3 other courses scheduled in like manner would fast-track completion.

4) additional FTE to support a full-time faculty member plus adjunct specialists so the program can be completed in 2 years. 

5) department adoption of free online resources as the "textbook" such as Title 24 California Building Code. 

02/17/2017 view
Building Inspection Technology BIT 100

Will make instructional changes and try new methods of instruction to improve outcomes. Will revise course syllabus and continue to engage in professional development to improve student learning. 

Lynn Palmer, faculty discipline expert, and the dean sat down to discuss student learning in the courses he teaches which include assessing learning in this course, BIT 100. We discussed the results of this assessment within the larger scope of the BIT program. The following resources were identified as needs which have departmental or college-wide implications:

1) a budget to provide students with props for hands on learning activities

2) one full-time faculty member to oversee the program and ensure student-centered scheduling (adjunct faculty typically only available at night which dictates offerings and times of offerings)

3) creative scheduling to improve access for working students and incumbent workers. A Friday night/Saturday 4-week schedule paired with 3 other courses scheduled in like manner would fast-track completion.

4) additional FTE to support a full-time faculty member plus adjunct specialists so the program can be completed in 2 years. 

5) department adoption of free online resources as the "textbook" such as Title 24 California Building Code. 

02/17/2017 view
Welding WELD 120

The WELD 120 cap stone course needs to be offered in every spring semester, specifically the second eight weeks of the semester to allow students to prepare for the certification process.  

 

I propose that WELD 110, advanced welding be offered in the second eight weeks of the Fall Semester to allow WELD 111, advanced pipe welding to be offered in the first eight weeks of the Spring Semester.  The implementation of this schedule will increase student certification completion rates, hence increase graduate hiring rates within the Sacramento area.

I will need to plan to schedule welding courses to promote student success.

02/14/2017 view
Welding WELD 100

The implementation of the course material and arrangement of course content (modules) allows greater flexibility for the eight week schedule.

Include a list of items for the capital outlay budget.

02/14/2017 view
Art/Art History ARTH 309

ARTH 309 is a popular class but offers some challenges to students. It is the second of the three ARTH Survey classes (303-309-311.) First it presupposes that students know a big part of the material from ARTH 303, Ancient Art because the Renaissance is the rebirth of the Classical art and learning of the Ancient Greeks and Romans, which is taught in 303. Second, ARTH 309 includes some complex material on religious developments in Europe, which sometimes our diverse student population has difficulty comprehending. Thus the juxtaposition between the pagan, Mythological topics of art versus the pious Christian artistic expressions of the European people from the 14th -17th  century remains often unclear to our students.

It needs to be noted that  students who first take ARTH 303 and then enroll in ARTH 309 do not have any difficulty  understanding the material as described in the first challenge.

There are no college-wide implications

01/22/2017 view
Art/Art History ARTH 303

ARTH 303 is the first of the three Survey classes and is the study of the art and architecture of Ancient civilizations such as Ancient Egypt, Mesopotamia (Iraq), Minoan, Greek , Roman and so on. For some students this is the first class in which they are confronted with Ancient Art and they are not used to differentiate between original art objects that exist in museums or in situ and the multitude of imagery of  art replications that exist on the internet. In particular, in the first class essays and also in the group paper which they present in class around the 5th-6th week of the semester, they often use Art images, which are not of real-and- extant- ancient Artworks or structures; instead students are drawn by the more colorful drawings and replicas or reconstructions of art, posted on the internet by art-aficionados and wish-to-be artists and use those -false- images to analyze the real art. Afterall, a colorful or a  'new' image of a statue looks much better to these students than one that is missing its head, even if it is the last one that happens to be the original art object!

 

There are no college-wide implications

01/22/2017 view
English as a Second Language ESLW 30

The methods and materials for this course have been adequate. Students find the material dry and the contexts are not particularly rich with language building opportunities.

01/06/2017 view
English as a Second Language ESLW 20

This was the first time I've taught this course, and the first time the shapes grammar based materials have been used as the primary text for any course. The initial success may have been unique to this group. The overall success in achieving the SLOs will need to be compared to the outcomes to be observed in future semesters. Observations do suggest that there is an opportunity to accelerate acquisition of English nouns.

01/06/2017 view
English as a Second Language ESLR 40

Although students were given a detailed independent learning assignment, only a few of them paid attention to it. Their work was done in one or two marathon sessions rather than completed systematically over time as assigned. It appears that they use the scheduled 'due dates' rather than a time management plan to guide their independent learning activities, thus focusing on 'getting it done' rather than on 'learning from the practice'. 

01/06/2017 view
English as a Second Language ESLP 50

Although SLO achievement is explicitly listed as criteria for course success, students who "did all the work, tried hard, and attended class" didn't understand why they didn't get 'A' grades. I am going to add a progress chart where students will self-assess and I will confirm or counter their perception with an evaluative statement.

01/06/2017 view
Anthropology ANTH 301

I learned that students are proficient (and in some cases more than proficient) in meeting the student learning outcomes for this course. I have also learned that outcomes for SLO#2 have improved this semester since I split up the lab class on the appendicular skeleton to two lab classes, one covering the upper appendicular and the other covering the lower appendicular. I believe this enabled student to improve because it gave them more time to analyze the materials and more time to ask questions associated with the materials.

12/21/2016 view
Mathematics and Statistics STAT 300

Students struggled while trying to distinguish among the random variables, which led them to be confused as to which test/formula to apply.

Free and libre statistical software (R) will be installed in multiple locations, both on main campus and in Elk Grove Center, to facilitate student access.

12/16/2016 view
Veterinary Technology VT 122

The students would benefit from more hands-in, practical life experience BEFORE enrolling for this class.

12/16/2016 view
Political Science POLS 318

Students displayed a strong understanding of the area's culture, history and politics, as well as an understanding how global, economic and social factors influence the region.

12/15/2016 view
Early Childhood Education/Family and Consumer Science ECE 424

Overall, I feel the students did very well. The text book is very clear and relevant to each of the SLO’s. Assignments were mixed between individual and group and all were carried out exceptionally well. Assignments included ongoing reflections for each chapter, an interview of a mentor on an advocacy issue they are passionate about with subsequent further research on that issue, and a culminating group presentation extending upon a particular topic presented within a chapter of their choice. I incorporated a great deal of weekly in-class activities and role-playing, which provided for some rich experiences for acting in the role of a mentor/mentee relationship. This is something I think I will build upon and incorporate assignments to. Making the shift from teacher to director/mentor is a challenge, so the more “hands-on” experience students have practicing the new role they are learning about, mentoring/leadership, the stronger and more confident they will feel in that role.

12/15/2016 view
Mathematics and Statistics MATH 400

SLO1: Three questions were examined.  The average score among these was 62%; however, two averaged significantly lower than the third (averages of 42%, 47%, and 98%).  The higher average problem was obviously too easy (simple ratio of polynomials), while the students likely needed more time to think on the other two (ratio of transcendentals with chain rule requiring l'Hospital's Rule, and a difference of a polynomial and radical requiring conjugates).

SLO3: Three questions were examined. The average score among these was 66.5%.  The question requiring logarithmic differentiation averaged 60%, the question requiring the Product and Quotient Rules on polynomials and transcendentals averaged 86%, and the question requiring the actual limit definition of the derivative (involving absolute values) averaged 55%.

SLO5: Six questions were examined. The average score among these was 67.8%.  The variation on averages among these was minor with the exception of the Riemann sum question, which averaged 84%.

12/15/2016 view
Early Childhood Education/Family and Consumer Science ECE 343

Students are exceeding expectations and at this time there is no need to make changes to the SLOs for this course

12/14/2016 view
Mathematics and Statistics MATH 335

I was surprised by the number of students who seemed underprepared at beginning of the class.  I was curious where and when some of them had taken their prerequisite classes and how some others were assessed into this class.  I was honestly worried at the beginning of the semester how I would be able to accomplish all the SLOs of this class when many of the students don't have or don't remember their prerequisites.   I encouraged the class to seek supplemental instructional help from the S.I.  leader I requested for this class, but hardly any student went.  Then I heard some instructors were able to get their students to go to S.I. sessions by offering extra credit, then I followed the examples to motivate students to go to S.I. sessions and get helped.  Gradually more and more students went to S.I. sessions and formed a bond with the S.I. leader or with themselves and the class then started to improve in terms of attitude, work ethics and Math skills.  Through weekly online homework, weekly paper assignments, quizzes, and 5 tests, the students reviewed and strengthened in their algebra skills, learned Trigonometric topics, and were assessed frequently.  Finally, the class meets all SLOs expectations and exceeds some SLOs expectations.  

12/14/2016 view
Engineering ENGR 412

The students were well-prepared on most of the topics in the class, with the exception of phase diagrams and dislocation theory. I also learned that they need more background in computer programming.  There is an over-reliance on Excel in the class, so this is part of what I will consider going forward.

12/14/2016 view

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