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
Kinesiology and Athletics 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 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 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 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 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 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 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 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 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 ECE 300, ECE 320, ECE 321, ECE 350, ECE 356, 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 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, ECE 455, 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 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
Biology Biology--Demonstrate ability to responsibly apply biological knowledge to individual, community, and global problems. BIOL 342, BIOL 400, BIOL 410, BIOL 420, BIOL 430, BIOL 431

>70% of Biology 410 students could satisfactorily explain the global problems associated with climate change.

74% of Biology 400 students could adequately explain how human action affects climate change.

75% of Biology 420 students were able to describe how climate change may affect animal distribution.

The majority of Biology 430 and 431 students are able to recognize populations that are at an increased risk for contracting various diseases.

The majority of Biology 342 students were able to apply infectious disease principles to UN Millennium Goals.

 

 

We will continue to revise and improve grading rubrics, assessment tools, and instructional methods.  We will continue to review scientific literature to remain current in community and global issues that can be tied to existing curriculum.

01/13/2017 view
Geography Geography--Communication GEOG 300, GEOG 302, GEOG 310

PSLO6 assesses student's ability to "communicate geographic information effectively in oral, written, and graphic form."   Students' ability to communicate geographic information in oral, written, and graphic form was assessed in three classes (GEOG300, GEOG302, and GEOG310) through a combination of class discussions, homework exam essays, map interpretation, written term papers, and term research projects involving Powerpoint.  The majority of students were able to communicate, at least satisfactorily, using these modes of communication.  Some students demonstrated a need for additional training in English composition and grammar, which is beyond the scope of teaching in these particular classes.  Because the majority of students could communicate, at least satisfactorily, it is not deemed necessary to put an English composition advisory or prerequisite on these classes at this time.  This is, however, something that may need to be revisited in the future.

12/23/2016 view
Geography Geography--Cultural Diversity GEOG 310

Diversity education is woven throughout this class's curriculum given the subject matter.  Students participated in class discussions, assigned readings, homework, exam essays, and a family migration term paper assignment -- all of which involved various aspects of cultural diversity (e.g. identifying methods of cultural diffusion, examining the geographies of language, religion, ethnicity, race, development, etc.).  The majority of students in this class demonstrated progression in knowledge on these topics based on a combination of direct observation (classroom discussions) as well as homework, exam and term paper grades.

12/23/2016 view
Early Childhood Education/Family and Consumer Science ECE 404, ECE 430

We are in the process of assessing all the PSLOs to incorporate the required Teacher Competnecies. We started the dialog and will continue to work on the changes in the Spring and Fall 2017. We are currently waiting for more specific changes to the Child Development Permit. 

12/14/2016 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
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
Automotive Mechanics Technology Automotive Mechanics Technology--Professionalism AMT 130, AMT 131, AMT 140, AMT 300, AMT 301, AMT 303, AMT 304, AMT 306, AMT 310, AMT 314, AMT 316, AMT 320, AMT 321, AMT 322, AMT 324, AMT 326, AMT 330, AMT 332, AMT 334, AMT 340, AMT 370, AMT 371, AMT 372, AMT 374, AMT 375, AMT 376

In all of our classes, we reinforce professionalism through lab and classroom work as it relates to the automotive industry.

12/12/2016 view
Automotive Mechanics Technology Automotive Mechanics Technology--Diagnosis Competency AMT 130, AMT 131, AMT 140, AMT 303, AMT 304, AMT 306, AMT 310, AMT 314, AMT 316, AMT 320, AMT 321, AMT 322, AMT 324, AMT 326, AMT 330, AMT 332, AMT 334, AMT 340, AMT 370, AMT 371, AMT 372, AMT 374, AMT 375, AMT 376

Students learn problem-solving skills through diagnosis of authomotive systems.

12/12/2016 view
Diagnostic Medical Sonography Diagnostic Medical Sonography--Scope SONOG 250

Observation by both college faculty and clinical preceptors at the medial facilites have confirmed the students are aware and abiding by the DMS scope of practice.  Also used exam questions to assess  the students understanding of restrictions of scope and the consequences of violating regulations, policy and protocol.

12/08/2016 view
Building Inspection Technology Building Inspection Technology--Ensure that the program is consistent with the college SLO’s BIT 100, BIT 101, BIT 104, BIT 106, BIT 120, BIT 130, BIT 150

Throughout our courses we ensure that the program is consistent with the college SLO’s and is providing the students and community with a valuable and meaningful service.

We are always working to be sure that our courses remain consistent with the college SLO's as we prepare our students for the world of work.

12/07/2016 view
Building Inspection Technology Building Inspection Technology--Apply specific and measurable career and/or workforce learning objectives BIT 101, BIT 130

The number of students seeking ICC certification was unusually low this semester.  Certification is required for building inspectors and plans examiners.  Most jurisdictions will not grant an interview if the applicant does not posses at least one certification.  I strongly encourage students to consider this course as preparation for a certification exam.  I have had classes where over 65% of the students earned certifications.  

I have contacted the Sacramento Valley Association of Building Officials to consider scholarships for students wishing to take the certification exam.  The cost for the exam is $200.

Continue to promote certification while working with other organizations to provide scholarship opportunities. 

12/07/2016 view
Building Inspection Technology Building Inspection Technology--Develop skills and competencies BIT 101, BIT 130

The development of building inspectors, plans examiners and permit technicians may be enhanced by providing on-site inspections to reinforce skills that are introduced in the class room. 

Provide on-site training so that the students are able to see the actual process of inspection and to practice inspection skills in a real world atmosphere rather than hypothetically in a class room. 

12/07/2016 view
Building Inspection Technology Building Inspection Technology--Analyze a set of construction drawings to determine completeness/code compliance BIT 101, BIT 130

I learned that the students are better able to analyze a set of construction drawings for completeness and code compliance as a result of attending the class.  The students have generally shown an understnading of how to approach and review plans for compliance.

I use plans and hypothetical examples in my class exercises.  It may be helpful to utilize plans to a greater degree in both classesd that are being evaluated. 

12/07/2016 view

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