Instructional Program Assessments Summary

Program/Department PSLO/PSAO Course(s) assessed What did you learn from your outcomes assessment? Briefly describe the changes you will make based on your assessment. College-wide implications of your assessment project Assessment Reported
Communication Studies Communication Studies--Listening Skills COMM 301, COMM 311, COMM 325, COMM 331, COMM 361, COMM 363, COMM 480

Based on the course assessments of the four faculty members in regards to this PSLO on "Listening Skills," there is a general consensus that student feedback to other students and/or to the instructor of the course, in terms of comments of another student's speech presentation or group discussion (face to face or online), is helpful to students because of the "focused effort" toward listening that class assignments and exercises bring to one's attention about listening skills.  It is typical in a communication course to have small group discussion (face to face or online within a discussion board or chat room) that provides a discussion topic or scenario (case study, simulation, etc.) that involves diverse settings and people and has a venue for communicative interactions.  This allows a context of communication that is a direct observation by the faculty member to determine the student's ability to consider multiple perspectives while communicating and responding to other communicators.  The consensus is that a high majority of students, as much as 90% of students in these courses, are proficient in listening skills (in terms of indicating comprehension of spoken messages, as well as being able to analyze information critically, and to provide feedback that displays a consideration of multiple perspecitves toward the communication context, messages and interpretations of meaning.  The exam results in the communication courses assessed also indicate that students can identify and/or explain the stages in a listening process, the obstacles to listening, types of listening, and components of effective listening strategies (such as active listening, DESC, paraphrasing, etc.).  In the online format of a course in Communication Theory, Ellen Arden-Ogle noted the challenge of having an online class exercise that provides a rich enough field or experience for listening and analyzing the discourse of the participants (students) in a real-time during a simulation that is...

05/31/2017 view
Communication Studies Communication Studies--Oral Communication COMM 301, COMM 311, COMM 321, COMM 331, COMM 361, COMM 363, COMM 480

Per the direct observation by each of the faculty members of students presenting an average of five speeches through out a semester, there was a general consensus that students' performances in oral communication progressively got better with each presentation as the semester went along.  In terms of successfully earning a grade of "C" or better for a course in oral communication, a large majority of students, approximately 85%, were proficient in oral communication skills by the end of the term of a course in oral communication.  At about that same percentage, students wrote in reflective writing assignments or some type of assessment for self-reporting that they learned and/or refined in coping skills to deal with speech anxiety (communication apprehension), which agrees with the assessments of the faculty members.  The typical challenges among students that earned less than an "A" grade on speech presentations and/or group discussion to public formats continues to be that challenged students did lack a clear thesis statement (preview) in their speech or comments being presented, and similarly lacked transitions to connect points within oral presentations.  In presentations that required source documentation with a bibliographical format (MLA, APA, etc.) and/or verbal source citations, challenged students did not provide an accurate format of source documentation.  In one assessment of exam results in a course, it was noted that 30% of the students did not have a clear understanding and/or recall of different types of language usage, such as aliteration, antithesis, parallelism, etc. 

05/31/2017 view
Physics/Astronomy Physics/Astronomy--Use appropriate tabular and/or graphical methods PHYS 360, PHYS 380, PHYS 411, PHYS 421, PHYS 431

We evaluated the quality of student-produced graphs.  In lower division physics courses, proper graphs should have data on the correct axes (vertical vs horizontal), titles, axis labes with units, and best-fit lines including coefficients of regression.  We decided major errors included missing best-fit lines or graphing data on the incorrect axes, whereas minor errors included missing labels, units or titles.  Graphing is generally taught in the first semesters or our sequences, PHYS 350, 370 and 411.

The introductory course in Spring 2017, PHYS 411, performed relatively well.  75% of students produced graphs with no errors, 20% had minor errors and only 6% major errors.

More advanced courses fared considerably worse.  PHYS 360, 380, 421 and 431 produced graphs with no errors only 56% of the time.  36% had minor errors and 8% had major errors.

05/16/2017 view
Geology Geology--Problem solving GEOL 300, GEOL 301, GEOL 305, GEOL 306, GEOL 310, GEOL 311, GEOL 330

A need to have more varied problem solving 

05/16/2017 view
Geology Geology--Geologic dimensions of time/space GEOL 300, GEOL 301, GEOL 305, GEOL 306, GEOL 310, GEOL 311, GEOL 330

Not all students have a clear understanding of key principals of geologic time.  In general, time and focus needs to be better built in to the courses, especially the lecture courses and GEOL 311, Historical Geology Lab, to be better able to explain and work with students on the concept and context of geologic time.  Some of this has been taking place in the current academic year, 2016-17.  Some key concepts that we are looking for is understanding of Earth's age (~4.6 billion years), uniformitarianism/actualism, relative age dating, numerical age dating, and the geologic time scale.

05/15/2017 view
Chemistry Chemistry--Demonstrate Content Knowledge CHEM 309

A large majority of class members correctly solved chemistry problems that used math together with chemistry principles, to calculate quantities of matter from chemical reactions, and amounts to measure out in order to make a sample  of a specified composition. These problems included several kinds of solution concentrations that Allied Health students typically find difficult, such as parts-per-million and equivalents. These results suggest that the Allied Health track of our program is strong in teaching the appropriate level of quantitative problem solving.

A majority of students also demonstrated knowledge of the structures of biologically-active substances such as proteins. They were able to write a correct amino acid structure, complete an organic chemistry reaction of two amino acids linking into a dipeptide, and write the hydrolysis reaction of a tripeptide. Despite most class members being able to perform these tasks correctly, there was still a significant number who could not. In my observation, the currently-used lab manual  leans heavily on open-ended questions whose wording is sometimes ambiguous. The students who had difficulty with the above tasks would have benefited from a manual whose questions were direct and more clearly worded, with the analysis portion of the experiment prompting the student to write more structures and reactions.

05/11/2017 view
Health Care Information Technology Health Care Information Technology--Environment HCIT 100, HCIT 140, HCIT 162, HCIT 164

Overall students are meeting the Program SLOs.

05/11/2017 view
Health Care Information Technology Health Care Information Technology--Environment HCIT 100, HCIT 140, HCIT 162, HCIT 164

Overall students are meeting the Program Student Learning Outcomes.

05/11/2017 view
Mathematics Mathematics--Quantitative Reasoning MATH 400, MATH 401, MATH 420

The quantitative reasoning student learning outcome is being met by our students.

05/10/2017 view
Art/Art History Art/Art History--Conceptual Framework ART 300, ART 304, ART 320, ART 327, ART 370, ART 372, ART 394, ART 402, ARTH 303, ARTH 309, ARTH 311

The majority of our students are able to acquire analytical skills and a conceptual framework for the future. Students can analyze and describe a work of art.  We have noticed that students are making the connection between the thisng they are learning in one class and apply them to other classes.  There is an interconnection between what the students are learning in class and what they are experiencing with art in public places. 

05/10/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Athletics) Citizenship SPORT 300, SPORT 312, SPORT 317, SPORT 351, SPORT 352, SPORT 365, SPORT 406

By participating on an athletic team, a student-athlete must be organized and on time, be in communication with their professors, complete grade checks and SEP's on a regular basis.  Some athletes participated in community clinics and fundraising events for needy organizations.

05/08/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Athletics) Competitive skills SPORT 300, SPORT 312, SPORT 317, SPORT 351, SPORT 352, SPORT 365, SPORT 406

Five of the nine athletic teams participated in post-season play. 

05/08/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Athletics) Relational skills SPORT 300, SPORT 312, SPORT 317, SPORT 351, SPORT 352, SPORT 365, SPORT 406

100% of the student-athletes stated that they think they are a better teammate and a more coachable athlete than when they arrived.

05/08/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Athletics) Critical thinking SPORT 300, SPORT 312, SPORT 317, SPORT 351, SPORT 352, SPORT 365, SPORT 406

96% of the student-athletes feel that they are prepared athletically to compete at the next level. 

05/08/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Athletics) Transfer SPORT 300, SPORT 312, SPORT 317, SPORT 351, SPORT 352, SPORT 365, SPORT 406

92% of the athletes stated that they are better prepared academically to successfully transfer to a 4-year university.

05/08/2017 view
Engineering Engineering--Communication ENGR 312, ENGR 412

P-SLO 6: Communication was assessed by observing students in ENGR 312: Graphics and ENGR 412: Properties of Materials. In ENGR 312, students end the course with a final design project. For this project, they design multiple three-dimensional objects that they assemble together in Solidworks, culminating in a final report and a final presentation to the class. The report that students submit has a writeup component describing their problem being solved and the method by which they solved it, in addition to drawings and renderings showing their final design. The final presentation is an opportunity for the student to show their final project to the class. In ENGR 412, students are more advanced in their engineering education by this point and give approximately 10 minute current event presentations in front of the class on a new/current materials science related issue and pose questions and critiques if appropriate. I have learned from the ENGR 312 course that since there are no pre-requisities for the course, for a lot of the students it's the first time they are really communicating with their professor and with other students. This is nerve-racking and difficult, and therefore giving them multiple avenues to communicate (report, short presentation, 1-on-1 discussion) seems to work best since individual students typically respond to at least one of those methods whereas they might not respond to the others. For ENGR 412, students have really embraced the current events as it shows immediate relevance of the course material to the real world. Students generally communicate well and are responsive to constructive criticism on their presentations because I make it clear how communication is the #1 skill that an engineer must possess in a job setting. 

05/06/2017 view
Engineering Engineering--Professionalism and Ethics ENGR 412

P-SLO 5: Professionalism and Ethics was assessed mainly via in-class design and group work assigned to students in ENGR 412: Properties of Materials. Examples of such assignments were analysis of the new Bay Bridge and material failures that occurred and analysis of the space shuttle Challenger disaster. In both examples, I tested students ability to work together in groups with other engineering students, and to respond to me as their engineering manager in a professional manner. We also discussed the ethical implications of engineering decisions that they made with the worst result of an unethical decision being death of people. I learned that more than anything, the students appreciated these exercises and became further motivated in their studies as they felt the importance of their field and of their decisions. 

05/06/2017 view
Early Childhood Education/Family and Consumer Science/Child Development Center Early Childhood Education/Family and Consumer Science/Child Development Center--Enrollment ECE 320, ECE 321

The CDC will strive to stay fully enrolled in efforts to stay fiscally responsible.  Marketing to the greater CRC community, announcements to current parents, and sending flyers to local elementary schools for our school age program all contribute to our enrollments.   Added a winter intersession for children in January 2017,  but enrollments were insufficient for financial gain. 

05/04/2017 view
Early Childhood Education/Family and Consumer Science/Child Development Center Early Childhood Education/Family and Consumer Science/Child Development Center--Fiscal Responsibility and Planning ECE 320, ECE 321

Infrastructure and fiscal responsibility continues to be maintained by keeping the Center as fully enrolled as possible with children, as well as by prudent spending.

Stakeholders in the CDC include parents, staff, and ECE faculty.  Regular parent meetings are held to ascertain the needs of the families in consideration for areas of growth.  Regular meetings are also held with ECE faculty particularly in regard to the role of the CDC as a Practicum site for students.

Existing resources are always a consideration, and grants have been awarded and are continuing to be pursued in support of the needs of the Center.

05/04/2017 view
Early Childhood Education/Family and Consumer Science/Child Development Center Early Childhood Education/Family and Consumer Science/Child Development Center--Staffing Levels ECE 320, ECE 321

Staff in the CDC must complete 105 hours of professional development every two years to maintain their permit.  Staff to child ratios must also be maintained in the CDC to meet regulations.  Supervisor must balance time off for PD and training with the needs of the Center.

05/04/2017 view
Early Childhood Education/Family and Consumer Science/Child Development Center Early Childhood Education/Family and Consumer Science/Child Development Center--Title 22 and Title 5 Compliance ECE 420, ECE 422

All teachers in the CDC are responsible for maintaining compliance with Title 22 and Title 5 Compliance.  We have not had any negative audit findings in annual external audits for Title 22.  We are scheduled to have a Title 5 audit next year.

05/04/2017 view
Early Childhood Education/Family and Consumer Science/Child Development Center Early Childhood Education/Family and Consumer Science/Child Development Center--Quality Care and Education ECE 320, ECE 321

CDC teachers directly observe children in the Center and assess their development.  Children's activities and environments are developed in direct response to observations, in order to provide high quality and appropriate educational opportunities based on the children's developmental needs and interests.

05/04/2017 view
Early Childhood Education/Family and Consumer Science/Child Development Center Early Childhood Education/Family and Consumer Science/Child Development Center--Practicum ECE 320, ECE 321

The Child Development Center has continued to provide Practicum opportunities for students involved in the ECE program and will continue to work closely with ECE faculty in the future.

05/04/2017 view
Health Care Information Technology Health Care Information Technology--Environment HCIT 100, HCIT 140, HCIT 162, HCIT 164

Overall students are meeting this program student learning outcome.  

 

05/03/2017 view
Health Care Information Technology Health Care Information Technology--Information Technology HCIT 132, HCIT 142, HCIT 144

Overall students are meeting this program student learning outcome.  

05/03/2017 view

Pages