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
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--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.

New staff are currently being hired for the CDC as some retire.  Additional substitute teachers and part-time staff may be needed to maintain appropriate ratios.

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

Teachers need time outside of the classroom to comply with Title 5 regulations and complete the Desired Results Developmental Profiles (DRDP) assessment.  Support with substitute teachers is necessary to maintain ratio of teachers to children in the classroom while permanent staff complete the assessments.

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

No changes are planned at this time, although parents request the opportunity to bring younger children to the Center and longer hours of operation.

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

Teacher support in CDC would benefit from professional development to keep up to date in current best practices.

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.  

 

Based on industry feedback students might need to know more than the skill sets for "typical computing environment" in the future.  Industry is also pushing us to be more relevant.  We hope some professional development, changes in curriculum and additional new equipment and supplies will meet their needs.

 

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.  

The college needs to update the software it uses for its labs. It needs to be more relevant with what is used in the workplace.

05/03/2017 view
Physics/Astronomy Physics/Astronomy--Successfully complete and transfer to a four-year university ASTR 300, ASTR 400, PHYS 310, PHYS 350, PHYS 360, PHYS 370, PHYS 380, PHYS 411, PHYS 421, PHYS 431

PSLO 1 includes "Successfully complete and transfer all core and general education requirements in physics or astronomy to a four-year university to satisfy lower-division program requirements."  Using ASSIST, we checked articulation agreements in physics and astronomy with several nearby CSU's and UC's.  The results follow:

CSUS:  All CRC astronomy and physics courses directly articulate with courses at CSUS.

UCD:  All CRC physics sequences directly articulate with sequences at UCD.  CRC's PHYS 310 course directly articulates with UCD's PHYS 10.  CRC's astronomy courses do not articulate at UCD, although they still transfer for GE credit.  UCD has chosen to split the introductory astronomy material into two courses - one that covers the solar system, and another that covers stars, galaxies and the universe.

UCB:  CRC's ASTR 300 and 400 together articulate with ASTR 10 at UCB.  All physics sequences articulate with UCB's sequences.  PHYS 310, though acceptable for IGETC, does not directly articulate with a course at UCB.

CSU Chico:  All CRC Physics sequences directly articulate with CSU Chico's sequences.  ASTR 300 and 400 together articulate with GEOS 105 at Chico.

SFSU:  All CRC physics courses except PHYS 310 have course-to-course articulation at SFSU.  ASTR 300 and 400, though acceptable for CSUGE, do not directly articulate.

CSUEB:  All CRC physics sequences directly articulate with sequences at CSU East Bay.  CRC's ASTR courses articulate directly with astronomy courses at CSUEB.

CSU Sonoma:  There is no course articulation between CRC and Sonoma State University in astronomy or physics.

Overall, CRC's astronomy and physics courses thoroughly articulate with nearby CSU's and UC's.  We must research whether the lack of articulation with Sonoma State University is just an oversight (lack of requests) or due to a significant difference in curricular requirements.

04/26/2017 view
Geography Geography--Geographic Tools and Techniques GEOG 353

Assessment was also conducted in Geog 335.

We are working on modifying our GIS certificate requirements. this should allow students to complete the certificate in a more expidited manner. The material previously covered in the GPS class will be added to the GIS class when reviewing data collection methods. I beleive that the same material will be able to be covered.

We have also changed our class format for Geog 335 to being one 3-unit class, rather than the previous 3 individual classes. Scheduling (number of hours with students each week) have thus changed slightly too and has taken some need to adjust the lecture and lab scheduling.

It is simply a process of sdjusting the schedule to accomodate the new times that are provided.  The final term project will probably be simplified, however this semester a significant midterm assignment was assigned which helped teach many of the same principles.

03/22/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Kinesiology) Comprehend, demonstrate and articulate the complexities of Kinesiology FITNS 352, KINES 300, PACT 310, TMACT 330

90% of students in our AAT degree, found that the activity electives offered are too restrictive. Some are not appropirate for their academic or career goals. 

30% of students couldn't register in Kines 300 due to lack of availablity. 

We will change this SLO. We will make changes in the degree requirement so the offerings are not so limited. We will offer Kines 300 each semester and offer it online.  We need to acquire more class room space for our enhanced degree program.

02/24/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Kinesiology) Understand motivational techniques ADAPT 300, ADAPT 332, ADAPT 336, FITNS 301, FITNS 306, FITNS 320, FITNS 323, FITNS 331, FITNS 352, FITNS 355, FITNS 380, FITNS 381, FITNS 390, FITNS 406, FITNS 440, FITNS 441, FITNS 442, FITNS 444, KINES 300, KINES 301, PACT 310, PACT 390, TMACT 300, TMACT 301, TMACT 302, TMACT 303, TMACT 320, TMACT 321, TMACT 330, TMACT 331, TMACT 333

90% of all students created smart goals related to fitness which can be re-assessed through out the course and continued use of fitness endeavors.

80% of all students were able to compare and contrast pre and post assessment scores related to body composition, body measurements and cardiac output.

We need to purchase heart rate monitor group system. This is new technology related to our discipline.

We need to purchase body compostiion analysis machine, scales and other instruments and supplies to enhance this teaching and learning environment for our students, as the need arises. 

Improve maintence checks of facilites to ensure a safe and healthy learning environment for all of our students.

02/24/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Health) Health Management HEED 300, HEED 350, KINES 301

We have gathered information as feedback from students that have helped us assess that we are teaching them how to avoid behaviors that are detrimental to their health, fitness, and overall wellness.  For example they are now much more aware of the amount of sugar in their food and what high levels of sugar does to the human body and the impact it has on our societies health care costs. 

02/24/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Kinesiology) Understand biomechanical movement ADAPT 300, ADAPT 332, ADAPT 336, FITNS 301, FITNS 306, FITNS 320, FITNS 323, FITNS 331, FITNS 352, FITNS 355, FITNS 380, FITNS 381, FITNS 390, FITNS 406, FITNS 440, FITNS 441, FITNS 442, FITNS 444, KINES 300, KINES 301, PACT 310, PACT 390, TMACT 300, TMACT 301, TMACT 302, TMACT 303, TMACT 320, TMACT 321, TMACT 330, TMACT 331, TMACT 333

95% of all students were able to demonstrate and apply proper mechanics, techniques and efficiency in instructed movement(s).

02/24/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Kinesiology) Utilize knowledge for a personalized fitness program ADAPT 300, ADAPT 336, FITNS 306, FITNS 320, FITNS 331, FITNS 352, FITNS 390, FITNS 406, FITNS 444, PACT 310, TMACT 301, TMACT 303, TMACT 320

90% of all students were able to design a workout followed by implementing resistive work and flexibility exercises. 

02/24/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Health) Motivational Techniques HEED 300, HEED 350, KINES 301

The most powerful form of motivation we found was through video's and guest speakers. We found that the students were able to take away real life examples from the videos and guest speakers that would make a larger impact on their lives than just reading out of the textbook or listening to lectures. 

02/24/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Kinesiology) Validity of fitness and health information ADAPT 300, ADAPT 336, FITNS 301, FITNS 306, FITNS 331, FITNS 352, FITNS 380, FITNS 381, FITNS 444, TMACT 320, TMACT 321

70% of all students were able to demonstrate an understanding of achieving their target heart rate zone and increase their intensity to proper fitness levels while exercising.

We would like to purchase heart rate monitors, body composition analysis machines, scales, and any other new technologies related to fitness and health. Group heart rate system to individualize fitness levels appropriate for each student. This technology will help establish better assesment of student's fitness levels. 

Increase maintenence checks and frequency of monitoring of equipment and supplies to ensure student access to clean and safe equpment and facilities.

02/24/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Health) Self-directed learning skills HEED 300, HEED 350, KINES 301

We learned that through our instruction and observations students have learned new techniques on how to prevent disease through healthy lifestyle choices, and how to continue to assess their health levels throughout their lifetime and make any changes needed to continue to create a healthy lifestyle. 

02/24/2017 view
Kinesiology and Athletics Kinesiology and Athletics--(Health) Validity HEED 300, HEED 350, KINES 301

We learned that through our instruction throughout the semester that the students are learning and understanding how to asses their health and wellness though means such as target heart rate, nutrition assessment, and body composition (body fat testing, posture testing). 

To be able to asses more accurately the current health levels of each student we will need Pedometers, and body fat testers. 

02/24/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--Motivation ECE 322, ECE 420, ECE 422, ECE 424

The Early Childhood Education profession in California is experiencing a number of changes. The department is in an ongoing assessment of our PSLOs. Changes will continue to be made as we assess each PSLO and reflect the changes to our profession. 

02/21/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--Anti-bias curriculum ECE 300, ECE 312, ECE 314, ECE 320, ECE 321, ECE 322, ECE 326, ECE 330, ECE 331, ECE 342, ECE 343, ECE 350, ECE 356, ECE 365, ECE 402, ECE 404, ECE 415, ECE 420, ECE 422, ECE 424, ECE 430, FCS 324

The Early Childhood Education profession in California is experiencing a number of changes. The department is in an ongoing assessment of our PSLOs. Changes will continue to be made as we assess each PSLO and reflect the changes to our profession. 

02/21/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--Pedagogy ECE 300, ECE 312, ECE 314, ECE 320, ECE 321, ECE 322, ECE 326, ECE 330, ECE 331, ECE 342, ECE 343, ECE 350, ECE 356, ECE 365, ECE 402, ECE 404, ECE 415, ECE 420, ECE 422, ECE 424, ECE 430, FCS 324

The Early Childhood Education profession in California is experiencing a number of changes. The department is in an ongoing assessment of our PSLOs. Changes will continue to be made as we assess each PSLO and reflect the changes to our profession. 

02/21/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--Health ECE 300, ECE 312, ECE 314, ECE 320, ECE 321, ECE 322, ECE 330, ECE 331, ECE 350, ECE 356, ECE 402, ECE 404, ECE 415, ECE 420, ECE 422, ECE 424, FCS 324

The Early Childhood Education profession in California is experiencing a number of changes. The department is in an ongoing assessment of our PSLOs. Changes will continue to be made as we assess each PSLO and reflect the changes to our profession. 

02/21/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--Teaching expertise ECE 300, ECE 312, ECE 314, ECE 320, ECE 321, ECE 322, ECE 326, ECE 330, ECE 331, ECE 342, ECE 343, ECE 350, ECE 356, ECE 365, ECE 402, ECE 404, ECE 415, ECE 420, ECE 422, ECE 424, ECE 430, FCS 324

The Early Childhood Education profession in California is experiencing a number of changes. The department is in an ongoing assessment of our PSLOs. Changes will continue to be made as we assess each PSLO and reflect the changes to our profession. 

02/21/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--Assessment ECE 300, ECE 312, ECE 314, ECE 320, ECE 321, ECE 322, ECE 326, ECE 330, ECE 331, ECE 342, ECE 343, ECE 350, ECE 356, ECE 365, ECE 402, ECE 404, ECE 420, ECE 422, ECE 424, ECE 430, FCS 324

The Early Childhood Education profession in California is experiencing a number of changes. The department is in an ongoing assessment of our PSLOs. Changes will continue to be made as we assess each PSLO and reflect the changes to our profession. 

02/21/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--Relational Skills ECE 300, ECE 312, ECE 314, ECE 320, ECE 321, ECE 322, ECE 326, ECE 330, ECE 331, ECE 342, ECE 343, ECE 350, ECE 356, ECE 365, ECE 402, ECE 404, ECE 415, ECE 420, ECE 422, ECE 424, ECE 430, FCS 324

The Early Childhood Education profession in California is experiencing a number of changes. The department is in an ongoing assessment of our PSLOs. Changes will continue to be made as we assess each PSLO and reflect the changes to our profession. 

02/21/2017 view
Early Childhood Education/Family and Consumer Science Early Childhood Education/Family and Consumer Science--Diversity ECE 300, ECE 312, ECE 314, ECE 320, ECE 321, ECE 322, ECE 326, ECE 330, ECE 331, ECE 342, ECE 343, ECE 350, ECE 356, ECE 365, ECE 402, ECE 404, ECE 415, ECE 420, ECE 422, ECE 424, ECE 430, FCS 324

The Early Childhood Education profession in California is experiencing a number of changes. The department is in an ongoing assessment of our PSLOs. Changes will continue to be made as we assess each PSLO and reflect the changes to our profession. 

02/21/2017 view

Pages