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
Building Inspection Technology Building Inspection Technology--Interpret the model building codes BIT 101, BIT 130

I learned that through the quizzes, exams, take home exercises and class exercises that the students were successful interpreting model code.

12/07/2016 view
Anthropology Anthropology--Test Taking Skills ANTH 300, ANTH 301, ANTH 310, ANTH 331, ANTH 334

We learned that students are proficient (and in some cases more than proficient) in meeting most of the program student learning outcomes for this topic in all of the courses assessed. However, student outcomes were at novice levels when assessing the following areas of PSLO 3

·         Analyze the logic of multiple choice questions and choose the correct response from related items

·         Demonstrate specific content knowledge of various cultures and societies related to their systems of kinship, economics, politics, religion, linguistics, gender and subsistence.

Thus, improvement is needed in these areas.

We will discuss these findings at the next department meeting and come to a consensus on what to do about improving outcomes for this portion of PSLO# 3. 

12/02/2016 view
Anthropology Anthropology--Research Methods and Critical Evaluation of Sources ANTH 300, ANTH 301, ANTH 310, ANTH 331, ANTH 334

We learned that students are proficient (and in some cases more than proficient) in meeting the program student learning outcomes for this topic in all of the courses assessed. We also learned that although students are on average proficient in abilities of The PSLO #6, there is room for improvement in the following areas:

·         Ability to address a specific hypothesis by selecting appropriate data to research.

·         Analyze the logic of multiple choice questions and choose the correct response from related items

·         Ability to express clearly logical conclusion based on Anthropological data

We also learned that some components of the PSLO 6 are in need of revision, specifically about the internet and library. 

We also learned that some professors feel analyzing data with statistical models seems more appropriate for upper division classes than introductory ones. Some professors present models in class, but typically use them to illustrate a point rather than generate discussion and evaluation of them in classes at the introductory level.

In addition, the timing of the assessment prevented many professors to adequately assess this PSLO, since the majority of their assignments related to the PSLO are assessed at the end of the semester. 

PLSO 6 objective on internet and library research should be collapsed into one, to better reflect how research actually happens today.

We will discuss these findings at the next department meeting and come to a consensus on what to do about improving outcomes for this PSLO. 

12/02/2016 view
Anthropology Anthropology--Writing and Speaking Skills ANTH 300, ANTH 301, ANTH 310, ANTH 331, ANTH 334

We learned that students are proficient in meeting the program student learning outcomes for this topic in most of the courses assessed. Some professors did not have data on this PSLO because the related assignment is due at the end of the semester and has not yet been assessed. We also learned that a professor sees a need to insert a new bullet for this PSLO :" Answer questions posed about topics in anthropology through written response or by vocalizing answers to questions in-class." We also learned that although students performed on average well for this PSLO, some students struggled with basic writing skills. 

We will discuss the faculty recommendations and what to do at the next department meeting. 

12/02/2016 view
Anthropology Anthropology--Scientific Method ANTH 300, ANTH 301, ANTH 310, ANTH 331, ANTH 334

We learned that students are proficient (and in many cases more than proficient) in meeting the program student learning outcomes for this topic in all of the courses assessed.

Not applicable.

12/02/2016 view
Computer Info Science: Database & Programming Computer Info Science: Database & Programming--System Architecture and Data Models CISP 351, CISP 356

Students demonstrated a good understanding of the fundamentals of system architecture and database design data models.  

While students did know how to evaluate a given data model, they seemed to struggle with being able to evaluate various system architectures from a combined hardware and software perspective.

Students could explain the differences as to the individual components of a system but seemed to miss the bigger picture of understanding the system as one cohesive hardware and software unit. 

Add more focussed design projects in the course. By adding more learning opportnitnies via holistic database design projects would help students think through not just the database model solution but also the underlying system architecture as well.

 

11/29/2016 view
Sociology Sociology--Theoretical Perspectives SOC 300, SOC 301, SOC 305, SOC 341

Through class discussions, essays, exams, etc. we are able to assess students understanding of sociological theories and how to apply them to real life situations.

 

N/A

11/29/2016 view
Sociology Sociology--Relationships SOC 300, SOC 301, SOC 341

Through class discussions, essays, exams, etc. we are able to assess students' level of understanding different societal relationships and their impacts.

 

N/A

11/29/2016 view
Sociology Sociology--Sociological Ascriptions SOC 300, SOC 341

Through class discussions, essays, exams, etc. we are able to assess students' level of comprehension of various relationships in society and their sociological impact.

 

N/A

11/29/2016 view
Sociology Sociology--Social Movements SOC 300, SOC 301, SOC 341

Through class discussions, essays, exams, videos clips, films, etc. we are able to assess students' understanding of social movements and how they contribute to society's development.

 

N/A

11/29/2016 view
Sociology Sociology--Social Structures SOC 300, SOC 301, SOC 341

Through class discussions, essays, exams, etc. we are able to assess students' level of comprehension of social structures in society.

N/A

11/29/2016 view
Sociology Sociology--Critical Thinking SOC 300, SOC 301, SOC 305, SOC 341

Through class discussions, exams, essays, etc. we are able to assess the level of critical thinking skills students have and/or develop throughout the semester.

N/A

11/29/2016 view
Computer Info Science: Database & Programming Computer Info Science: Database & Programming--Security Skill Sets: CISP 300

CISP 300 students have demonstrated the ability to authenticate users with username/password credential pairs. They have written programs that limit access to data files to only the parts of programs that require file access, instead of allowing every part of an app to have access to data files.

I will continue to embed good security practices, including limiting access to data to only the parts of a program that require the data, in the topics taught in CISP 300.

11/23/2016 view
Computer Info Science: Database & Programming Computer Info Science: Database & Programming--Technology Skill Sets: CISP 300, CISP 310, CISP 360, CISP 370

CISP students have successfully adapted to Windows 10. They are able to manipulate files, and transfer files between clients and servers.

CISP 310 and 360 students have been able to work with non-Microsoft software within a WIndows 10 environment.

11/23/2016 view
Computer Info Science: Database & Programming Computer Info Science: Database & Programming--Critical Thinking Skills: CISP 300, CISP 310, CISP 360

CISP students have been able to use basic concepts such as variables, loops, ifs, modules, and functions to build complex programming logic in CISP 300, 360, and 310.

They have been able to handle ambiguous situations, such as problem statements that are non-specific, by applying programming patterns and best practices to create programs that follow the rules of the programming language.

I observed this by providing ambiguous situations and modeling techniques to overcome these situations.

I'll continue to ask students to apply basic programming concepts as building blocks towards complicated programs. I'll assess their ability to do so, and attempt to uncover the limits of this approach.

11/23/2016 view
Architectural Design Technology ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

We strive to have a program that develops understanding, responsibility and ability to apply professional skills of the workplace.  This includes: attendance, promptness, integrity, tolerance, respect for the views of others, and contributions to our communities as a socially aware citizens.

11/22/2016 view
Architectural Design Technology Architectural Design Technology--Realm D: Professional Practice ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

Among the faculty who teach in the program, we work hard to develop strong connections to the workplace and professional organizations such as American Institute of Architects (AIA), Construction Specification Institute (CSI), Building Industry Association (BIA), etc. These connections can help our students with relevant coursework and projects, internships, and potential sources for employment.

We will continue to involve ourselves in relevant community partnerships to benefit our program and our students.

11/22/2016 view
Architectural Design Technology Architectural Design Technology--Realm B: Building Practices, Technical Skills and Knowledge ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

It is a major focus of our program to manage and create support systems that encourage retention and successful matriculation through the architecture design technology program.

We are always looking for improved ways to support our students so that they can succeed in our program.

11/22/2016 view
Architectural Design Technology ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

It is a primary goal of ours that we prepare the students who are interested to meet the requirements of the CRC transfer schools and enhance student ability to matriculate successfully through their programs.

Although we are always adjusting and adapating what we're doing, this is a core focus of our program for students who wish to transfer.  Many of our students do not.

11/22/2016 view
Architectural Design Technology ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

We hope that our students develop a professional attitude and desire for life-long learning and we promote this on all levels in all courses, but it is difficult to measure.

As we move forward in our program and make requisite changes, potential outcomes such as this one may become embedded in other, more concrete outcomes since this is difficult to measure.

11/22/2016 view
Architectural Design Technology ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

We want students to develop the values of professional ethics as it relates to professional practice in the fields of architecture, engineering, construction and related industries.  This includes an understanding of appropriate business practices, digital integrity and piracy, cultural diversity in the workplace, etc. We hope we are instilling this throughout our courses, conversations, speakers, and other activities, but it is not easy to measure. 

As we move forward in our program and make requisite changes, potential outcomes such as this one may become embedded in other, more concrete outcomes since this is difficult to measure.

11/22/2016 view
Architectural Design Technology ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

When our students complete our program, we would like them to be able to work in an office environment utilizing interpersonal skills.  This includes the skills and abilities to be a successful team member and work in a self directed way to accomplish project related tasks. While this is the ideal, we are still developing ways to encourage this and promote this. Partly because much of the work is done on computers (one station per group), and partly because students are focused on their own skill development, it is difficult to get them to work in groups. 

We are emphasizing this in many ways, including getting them to work with students from other programs, including architecture and building, so that they might better understand the importance of working in groups.  We are also working on the development of a central server location, which would bring them together a bit more. This is something we can always do better since it is a necessary part of the professional world.

11/22/2016 view
Architectural Design Technology Architectural Design Technology--Realm C: Integrated Architectural Solutions ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

It is our goal that when they complete our program, our students will have the the necessary digital communication skills to convey ideas, designs, construction plans and engineering concepts as it relates to the workplace.  Digital communication includes writing, digital documentation, computer modeling, digital fabrication and presentation, and public speaking. We do a good job in most of these areas, although we are working toward a greater emphasis on digital fabrication, including staying abreast of industry, software, and other technical developments.

We are always looking for new ways to present concepts and skills in this ever-changing technical environment.

11/22/2016 view
Architectural Design Technology Architectural Design Technology--Realm A: Critical Thinking and Representation ADT 300, ADT 302, ADT 304, ADT 310, ADT 314, ADT 317, ADT 319

We stress the development and application of critical thinking skill and problem solving skills in all of our courses. Since we have a lab environment in our courses, we are able to demonstrate how to apply these skills using digital tools.

11/22/2016 view
Health Care Information Technology Health Care Information Technology--Health Care Information Technology HCIT 132, HCIT 142, HCIT 144

To fulfill PSLO 3, students need be able to design electronic health records (EHRs) to facilitate the workflow in a small physician's office. Although the students learn the skills needed to accomplish these tasks, additional time is needed by students in HCIT classes to test their designs so that the views in the EHR software work properly.

The current EHR software (the Veterans' Affairs Vista) is dated as a result of some of the recent changes that have occurred as a part of the Affordable Care Act (ACA) of 2009. One of these changes is that the billing codes have changed from International Classification of Disease codes (9th edition to 10th edition) standards. This change affects how medicines are ordered by nurses and doctors in the EHR software.

The current EHR software lacks the security features that have been implemented as a part of the ACA.

It is recommended that the HCIT program adopt EHR software that supports the recent changes which have occurred as a result of the Afforadable Care Act. As the ACA changes, changes will be required of the HCIT curriculum in order for the college to stay current as a trainer of those who will work in the health care field.

Health care security is an area which needs further improvement because it is a weakness which has been recognized by health care employers. Adding a class to the HCIT program which specializes in health care security would help students become more conscious of the need for maintaining secure patient records and more aware of the steps they can take to provide patients with that kind of security.

11/21/2016 view

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