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
Computer Info Science: Database & Programming Computer Info Science: Database & Programming--Technology Skill Sets: CISP 430

The students from CISP401(Java) seem to behind the students from CISP400(C++) at the beginning of the semester.  By the end of the semester, the CISP401 students are compatible with CISP400 students.

11/16/2017 view
Accounting Accounting--Diversity ACCT 160, ACCT 161, ACCT 162, ACCT 301, ACCT 311

Accounting continues to serve a diverse group of students.  Emphasis on valuing all people must continue in all classes.

11/08/2017 view
Accounting Accounting--Ethics ACCT 160, ACCT 161, ACCT 162, ACCT 301, ACCT 311

Ethics is critical in accounting.  Students must be reminded that ethical decision making is critical in accounting and business in general.

11/08/2017 view
Nutrition and Foods Nutrition and Foods--Research NUTRI 300, NUTRI 303, NUTRI 310, NUTRI 322, NUTRI 331, NUTRI 340, NUTRI 350, NUTRI 360, NUTRI 370

Overall Program Assessment Summary (of 2014-2015):

Please also see Dept. of Nutrition and Foods Retreat summary of 2015 and Program SWOT Analysis

Several methods were implemented spring 2015 semester in NUTRI 300 and other courses to encourage retention and student success.  NUTRI 300 is the course that we offer the most number of sections per semester.  As a result, a change in NUTRI 300 (positive or negative) can heavily influence the overall success rate/achievement of the SLOs.  The overall effect made in NUTRI 300 did not significantly change/increase the success of PSLO 1, 2, and 3 (although % did improve slightly).  A new textbook (Visualizing Nutrition-WileyPlus) was adopted Fall 2013 (from Discovering Nutrition).  We approach our 3rd year utilizing this textbook (2nd edition) but plan to adopt a different textbook (Contemporary Nutrition, McGraw-Hill) Fall 2016 since an overwhelming increase in student achieving the SLO was not observed.  In addition, a few of the faculty expressed interest in implement the SmartBook (individualized online assessment of textbook content) with Contemporary Nutrition.

PSLO 4 and 5 are only measured in NUTRI 370 and we obtain our highest success in these PSLO’s.  Our lowest PSLO is seen with PSLO #1 Demonstrate independent learning and effective communication skills (72.5%).  This PSLO is measured in every NUTRI course.  The lower percentage is not a surprise since student retention and commitment to the courses have been challenging.  We identified certain two major obstacles for student success:

a.  Purposely choosing not to attend class and not complete coursework

b.  Unprepared for college work


Our assessment shows that students who actively participate (by attending/logging to class...

Update on the Action Items from the Summer 2016 Retreat:

1.  Host the annual Welcome Reception to develop the sense of community for the students (to encourage persistence and success).

Update:  The Welcome Reception held Spring 2016 for NUTRI students was successful.  Unfortunately, it was more time consuming and required more resources than we have.  Wassmer applied for another CRC Foundation grant but was not awarded the grant (since it was for a similar function).  Instead, we emphasized the TOP meeting as a unique way of interacting with students on a regular basis (every Wednesday at noon).  The TOP meeting is highly attended (averaging 25-35 students) each week.  Kudos goes to Timaree Hagenburger for all her work with TOP.  For more information and meeting/topic schedule, go to item completed.

2.  Continue to participate in the NE corner Task Force to establish the sustainable garden (with outdoor kitchen and food processing area).

Update:  Wassmer served on the Task Force. The College has approved the sustainable garden.  Funding from COB and other grants will help establish this learning lab.  The first HORT 313 Sustainable Agriculture course will be offered Spring 2018.  (At this time, HORT 313 will only be offered spring semester.)  The Task Force has completed its mission and has been dissolved; Action item completed.

3.  Obtain the equipment and make modifications to the current PHARM lab (Winn Center) into a multipurpose kitchen lab for NUTRI 331.

Update:  After several conversations and meetings with Administration, it was determined that the best solution is to relocate NUTRI 331 to the Culinary Kitchen/Cooking Lab (shared...

09/28/2017 view
Sandbox --My New PSLO SBX 100



09/28/2017 view
Sandbox --Win the World Series SBX 100



07/31/2017 view
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...

The faculty members each concluded that no changes are necessary in the course material, instructional planning and methods of instruction or evaluation in terms of teaching and assessing the students' abilities in listening skills.  For an online format of a course, Communication Theory, it has been noted that there is a challenge of having an online class exercise that provides a rich experience for listening and analyzing the discourse of the participants (students) during a simulation that is intended to have assessment by direct observation for the faculty member.  The faculty member is considering technology or avenues on the learning management system that could "record" the discussion of the participants in audio and visual (video) so that students' abilities in listening skills could be easier assessed.  Yet this may be a matter of waiting for efficient and affordable technology to become available that could be easily compatable with a learning management delivery system.

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. 

Each of the four faculty members concluded that little change is necessary as the challenges that some students face are the typical areas of speech organizational designs, providing a clear preview, transitions, and accurate, complete source documentation.  The teaching methods in terms of lecture material and perhaps additional instructional material (readings, clearer examples, etc.) are hopeful to provide the necessary resources to help students improve in these areas of speech organization in oral communication.

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.

We assumed, incorrectly, that because our students were making graphs correctly in the introductory classes, that they would retain these skills in subsequent courses.  They did not.  As such, we will now make it a point to review the basics of graphs in our more advanced courses.

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 

I will research and explore ways to introduce more problem solving techniques and opportunities in the course curricula.

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.

This is fine-tuning of concepts, mostly as presented in the geology lecture classes.  

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.

I will look into different texts, to find one whose associated lab manual incorporates a larger number of direct practice questions.

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 and Statistics Mathematics and Statistics--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. 

Consider providing information in a variety of formats.

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.

Have students list their top 5 schools as early as possible to make sure that the entrance requirements are met.

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. 

Based on my assessment, I do not see any changes that are needed. 

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. 

The basis for these group/design studies is working, but could be aided by bringing in more practicing engineers to interface with the students. Students could be broken up into groups of 3-5 and placed with an engineer from industry who would volunteer their time for half an hour or so. That engineer could then pose real-life problems to the students and walk them through what a real engineering meeting is like, the decisions that have to be made in a professional context, and the ethical and safety framework that envelops these decisions. 

05/06/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--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. 

In order to increase enrollments, a summer session for children is added for the first time in Summer 2017.

05/04/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--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.

Currently a grant for a new playground is being pursued.  The old playground has become a safety hazard and can no longer be used by the children.  Other resources will need to be identified to replace it if the grant is not awarded.

05/04/2017 view