Instructional Program Assessments Summary

Program/Departmentsort descending 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

Spanish: Include SLOs in syllabi; Develop a uniform assessment tool; Rosetta Stone, dictionaries, add computers for foreign lAÉ; More involvement of IAs in student learning process

08/17/2009 view
Sociology--Theoretical Perspectives

Spanish: Include SLOs in syllabi; Develop a uniform assessment tool; Rosetta Stone, dictionaries, add computers for foreign lAÉ; More involvement of IAs in student learning process

08/17/2009 view
Foreign Languages--Demonstrate increasing comprehension of language use

Spanish: include SLOs in syllabi; Develop a uniform assessment tool; Rosetta Stone, dictionaries, add computers for foreign lAÉ; More involvement of IAs in student learning process

08/17/2009 view
Foreign Languages--Utililize knowledge to produce the learned language

Spanish: Need more computer software in lab with activities for students to practice the languageÉ; Need tutors and Ias to be physically present in the lab to work with students; We need to add and change prerequisites to conversational courses.

01/25/2010 view
Foreign Languages--Acquire skills to transfer to a 4-year institution

Spanish: Students will work with partners and in small groups more; Students will use verbs throughout the semester.

09/06/2011 view
Foreign Languages--Utililize knowledge to produce the learned language

Spanish: Students will work with partners and in small groups more; Students will use verbs throughout the semester.

09/06/2011 view
Student Development--Leadership and Engagement

Move group development and project identification to fifth week in the semester.

06/21/2012 view
Accounting Accounting--General Accounting Theory and Practice

Students taking accounting courses are completing our courses proficient in general accounting theory and practice. We were pleased with the outcomes assessment.

At this point we do not anticipate any changes as students are proficient under the current circumstances.

02/11/2015 view
Accounting Accounting--Communication Skills ACCT 301, ACCT 311

Students met expectations.  We discussed various methods of teaching students account classification and where each goes on financial statements.

01/16/2016 view
Accounting Accounting--Technology Skills

We learned that the use of technology in our accounting classes continues to enhance the student experience.

No changes will be made.

02/12/2015 view
Accounting Accounting--General Accounting Theory and Practice

We learned that repetition and continuous review of the financial statements are essential for students to leave with this very important PSLO

None

02/12/2015 view
Accounting Accounting--General Accounting Theory and Practice

Consider changing the course sequence and test the results.

09/13/2011 view
Accounting Accounting--Ethics

Continue to engage students in discussions regatding ethics

09/13/2011 view
Accounting Accounting--Diversity 09/13/2011 view
Accounting Accounting--Analytical Skills

Continue to share success ful strategies with one another, especially those that motivate students to study effectively.

06/21/2012 view
Accounting Accounting--Analytical Skills ACCT 301, ACCT 311

The assessments done by all three full time faculty show that students have mastered the analytical skills in Accounting 301 and Accounting 311.

Continue to collaborate with department members at CRC and other Los Rios campuses.

01/14/2016 view
Accounting Accounting--Critical Thinking Skills

We found that this is an area that is particularly difficult for our students.

We will continue to discuss best teaching practices and ways to best promote student critical thinking and financial analysis.

11/12/2013 view
Accounting Accounting--Technology Skills

Most students were proficient using technology prior to taking accounting classes. All students were successful by the end of the semester.

No changes. Continue to require technology in accounting classes.

08/21/2014 view
Accounting Accounting--Critical Thinking Skills ACCT 301

Students continue to require practice in accounting concepts

NONE

01/16/2016 view
Agriculture/Agriculture Business/Animal Science Agriculture/Agriculture Business/Animal Science--Basic Skills

Continue to seek ways to alleviate the students perception that they cannot do math.

01/20/2012 view
Agriculture/Agriculture Business/Animal Science Agriculture/Agriculture Business/Animal Science--Technical Knowledge

Increase the time spent on job applications.

01/20/2012 view
Agriculture/Agriculture Business/Animal Science Agriculture/Agriculture Business/Animal Science--Technical Knowledge ANSC 300

Skill and drill on some topics are still the best way to present some topics. 

12/17/2015 view
Agriculture/Agriculture Business/Animal Science Agriculture/Agriculture Business/Animal Science--Transfer AGB 300, AGB 320, AGB 321, AGB 330, AGB 331, ANSC 300, ANSC 301, ANSC 302, ANSC 303, ANSC 304

We certainly work with our students to prepare for and engage in transfer activities, but if I don't track these students personally and know where they are transferring to it is almost impossible to measure.  We have a lot of students who, once they are transfer eligible, transfer without an AA or AS. Typically, if they have the AS, they will transfer.  We have had 10 students in the past 3 years receive their AS degrees and most likely transferred. I have two more transferring this spring to Chico.  We keep the courses current through the C-ID process and work with all the Agriculture Schools on articulation, this is an ongoing process.

 

We need to develop some kind of method for tracking students once they have left our program to ensure we are doing what we can to prepare them for transfer.

12/13/2016 view
Agriculture/Agriculture Business/Animal Science Agriculture/Agriculture Business/Animal Science--Technical Knowledge

The AGB 331 course was looking at cause and effect of marketing. Basic skills on presentations and how their presentation changed the perception of a product.

I plan on attending on marketing contests that will help provide different views to look at products and how people are influenced by them. In addition to looking at the way the products are assessed especially having students grade other students.

12/18/2013 view
Agriculture/Agriculture Business/Animal Science Agriculture/Agriculture Business/Animal Science--Communication AGB 300, AGB 330, ANSC 307

Yes we have incorporated several items related to teaching students professional communication skills into classes. One is a current event in AG Econ, presentations on Ag Policy and also forms of competition.  In Marketing we have presentations on various marketing plans and marketing orders.  In Ag Sales we have students perform group presentations and individual sales presentations and the AGB 300 students go through a mock interview. 

 

We will continue seeking new ways to teach this skill to our students.

12/13/2016 view

Pages