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
Building Inspection Technology BIT 154

Course content and curriculum is good the way it is.

04/03/2017 view
Building Inspection Technology BIT 121

Exisiting curriculum meeting students needs.

04/03/2017 view
Building Inspection Technology BIT 120

Existing course content seemed to be effective.

04/03/2017 view
Welding WELD 290

The WELD 290 class is a student project fabrication course, intended to prepare students to plan, estimate labor costs, material costs and design projects.  The course focuses around the plasma cam system, and with the machine operating correctly the course is now successful for plasma cutting projects.  The plasma cam was repaired during the summer of 2016, locating a computer glitch that would cause the program to stop functioning.  As of today, the students design a project and cut the item out on the plasma cam table without any major issues.

The WELD 290 class is headed in the right direction.

I need to create equipment list for the COB process.

03/23/2017 view
Welding WELD 160

The WELD 160 course is an introductory course designed to train the Ford Asset students and general students how to perform basic welding skills.  The WELD 160 in the past has focused on several basic welding processing common to the Automotive Fabrication Industry.  I have created new blueprints for the WELD 100 and WELD 160 to reduce cost of laboratory materials to increase enrollement and a high pass rate.  I have found that the new blueprints and lecture material creates less stress, confusion and frustration for the students.

The evaluation process requires more personal time to reflect upon changes to the WELD 160 course.

03/23/2017 view
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

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