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
Photography Photography--Career options PHOTO 273, PHOTO 275, PHOTO 350, PHOTO 364

We do an excellent job introducing our students to career options in certain courses.

The primary way we need to make changes in this area is by keeping abreast of technological changes in the professional photo world.

11/14/2016 view
Photography Photography--Career options PHOTO 273, PHOTO 275, PHOTO 350, PHOTO 364

We do an excellent job introducing our students to career options in certain courses.

The primary way we need to make changes in this area is by keeping abreast of technological changes in the professional photo world.

11/14/2016 view
Photography Photography--Using various photographic tools PHOTO 260, PHOTO 271, PHOTO 272, PHOTO 273, PHOTO 275, PHOTO 277, PHOTO 301, PHOTO 302, PHOTO 310, PHOTO 312, PHOTO 320, PHOTO 350, PHOTO 360, PHOTO 364, PHOTO 365, PHOTO 370, PHOTO 372, PHOTO 390, PHOTO 392, PHOTO 400, PHOTO 410

We do a great job exposing our students to the methods required for using a variety of photographic tools. The challenge here is the fact that this is an ever-change field in terms of technological developments. Passing along these new methods and operations often requires new equipment and/or software, network interfaces, and professional development for faculty and staff. 

The field of photography is not static. It is only always going to change and it requires us to change with it, both in terms of what we teach and how we teach it, but what equipment and software we use, how this is utilized by the college in terms of Instructional Technology, and the ongoing Professional Development required of staff and faculty.

11/10/2016 view
Photography Photography--Lighting techniques PHOTO 260, PHOTO 271, PHOTO 272, PHOTO 273, PHOTO 275, PHOTO 277, PHOTO 301, PHOTO 302, PHOTO 310, PHOTO 312, PHOTO 320, PHOTO 340, PHOTO 350, PHOTO 360, PHOTO 364, PHOTO 365, PHOTO 370, PHOTO 372, PHOTO 390, PHOTO 392, PHOTO 400, PHOTO 410, PHOTO 420

Lighting is a core element of photography and photographic education.  Technology also presents benefits and challenges in terms of teaching photography and utilizing available equipment. We do our best to remain up to date in terms of technology, but we can always do more.

We will continue to work on remaining up to date in technology, equipment, and professional development.

11/10/2016 view
Photography Photography--Technical and aesthetic expertise PHOTO 260, PHOTO 271, PHOTO 272, PHOTO 273, PHOTO 275, PHOTO 277, PHOTO 301, PHOTO 302, PHOTO 310, PHOTO 312, PHOTO 320, PHOTO 340, PHOTO 350, PHOTO 360, PHOTO 364, PHOTO 365, PHOTO 370, PHOTO 372, PHOTO 390, PHOTO 392, PHOTO 400, PHOTO 410, PHOTO 420

It is vital for us to provide our students with opportunities to develop their technical and aesthetic expertise. We include this in all of our courses and use the focus of each course to expand each student's level of understanding and expertise.

11/10/2016 view
Human Career Development Human Career Development--Work/Life Management Skills HCD 132, HCD 310

Work/Life Management Skills is an integral aspect of student success.  We present this to students in a variety of exercises to demonstrate the importance of skill development.

11/09/2016 view
Human Career Development Human Career Development--Human Potential Development HCD 132, HCD 310

Human Potential Development is an important aspect of self awareness, educational and career development planning skills, and self-advocacy and efficacy skills.  We make sure to provide ample opportunities for students to develop these skills.

11/09/2016 view
Human Career Development Human Career Development--Student Self-Reliance HCD 132, HCD 310

Student Self Reliance is a part of all the Human Career Development courses as we prepare students for real world experiences.

11/09/2016 view
Human Career Development Human Career Development--Academic and Career Goal Setting/Planning HCD 132, HCD 310

Academic and Career Goal Setting and Planning are essential to Student Success, so it is a priority to those of us who teach these courses to emphasize these skills.

11/09/2016 view
Human Career Development Human Career Development--Personal and Time Management Skills HCD 310

We focus on Personal and Time Management Skills as a significant part of Student Success, although we always adapt our methods and materials, we do a good job of teaching these concepts.

11/09/2016 view
Computer Info Science: Networking & Security Computer Info Science: Networking & Security--Ethics and Citizenship CISN 300, CISN 302, CISN 490, CISS 300, CISS 310, CISS 320, CISS 350, CISS 360

Ethics is covered in almost every class we teach.  It is espeically important to these programs given the senstive nature of data.  We have discussed this topic with our industry partners and they feel an ethics course is not needed at this time.

11/07/2016 view
Computer Info Science: Networking & Security Computer Info Science: Networking & Security--Self-reliant learning CISN 300, CISN 302, CISN 306, CISN 490, CISS 310

We offer a lot of our courses in different modalities (online, hybrid and on-ground).  We are very sensitive to the needs of our students.  We have noticed no significant difference between students in either modality as to their success in the class. 

11/07/2016 view
Computer Info Science: Networking & Security Computer Info Science: Networking & Security--Skill Development CISN 300, CISN 302, CISN 303, CISN 306, CISN 308, CISN 320, CISN 330, CISS 310, CISS 320, CISS 330

We are meeting the needs of our industry partners with our certification courses.  Continue on-going meetings with our industry partners.

11/07/2016 view
Computer Info Science: Networking & Security Computer Info Science: Networking & Security--Modes of Inquiry CISN 300, CISN 302, CISN 306, CISN 490, CISS 310

More ways to assess this program SLO are needed to provide proper feedback.

First discussion with our industry partners is needed here.  Next, curriculum and other changes may need to be made.

11/07/2016 view
History History--Critical evaluation HIST 301, HIST 302, HIST 307, HIST 308, HIST 312, HIST 313, HIST 314, HIST 320, HIST 321, HIST 331, HIST 344, HIST 360, HIST 365, HIST 371, HIST 373, HIST 380

We want students to be able to demonstrate the ability to critically evaluate analyses and interpretations (including significant historical or contemporary analyses and interpretations) of arts, ideas, skills (including language) and/or institutions. Given this, we focus in every class on presenting concepts and developments that will allow them to participate in critical thinking and analysis. We can always do this better, but we feel we do this well at this point.

11/07/2016 view
History History--Development of Civilizations HIST 301, HIST 302, HIST 307, HIST 308, HIST 312, HIST 313, HIST 314, HIST 320, HIST 321, HIST 331, HIST 344, HIST 360, HIST 365, HIST 371, HIST 373, HIST 380

Our interest is that students will be able to articulate the development of and relationships between different civilizations, cultural traditions, ideas and/or institutions through the application of non-empirical, analytical reasoning. We feel we do a good job assuring this in our courses.

11/07/2016 view
History History--Conceptual Problem Solving HIST 301, HIST 302, HIST 307, HIST 308, HIST 312, HIST 313, HIST 314, HIST 320, HIST 321, HIST 331, HIST 344, HIST 360, HIST 365, HIST 371, HIST 373, HIST 380

It is vital to our faculty that students examine the possible causes and suggest solutions to introductory problems of a conceptual nature using methods of historians and political scientists. We focus on this in every class at every level and it is a basic part of what we do in our courses. The result, for the most part, is students who can do something essential with the material they are learning and not simply memorize facts and figures.

11/07/2016 view
History History--Political Processes HIST 301, HIST 302, HIST 307, HIST 308, HIST 312, HIST 313, HIST 314, HIST 320, HIST 321, HIST 331, HIST 344, HIST 360, HIST 365, HIST 371, HIST 373, HIST 380

It is not possible to get a clear perspective of historical developments without understanding political processes. So much of history is tied to the political climate and policies of particular regions that the crossover in subjects is common. It is vital that history faculty emphasize this relationship in their courses, and the CRC history department does this very well.

11/07/2016 view
History History--Historical Development Analysis HIST 301, HIST 302, HIST 307, HIST 308, HIST 312, HIST 313, HIST 314, HIST 320, HIST 321, HIST 331, HIST 344, HIST 360, HIST 365, HIST 371, HIST 373, HIST 380

One of the major aspects of understanding history is being able to analyze historical developments. This goes beyond simply understanding names and dates, but truly grasping the evolution of ideas and developments. This is a key part of each of our courses and we design our course materials and lectures to be sure that students grasp these relationships.

11/07/2016 view
History History--Ethical reasoning HIST 301, HIST 302, HIST 307, HIST 308, HIST 312, HIST 313, HIST 314, HIST 320, HIST 321, HIST 331, HIST 344, HIST 360, HIST 365, HIST 371, HIST 373, HIST 380

Ethical reasoning is at the core of understanding history and its impact upon human beings and social and political institutions. We strive to engage students in ethical reasoning in each course and push ourselves to be sure this is part of what we do at all levels.

11/07/2016 view
History History--Identify important questions, points, interpretations and opinions HIST 301, HIST 302, HIST 307, HIST 308, HIST 312, HIST 313, HIST 314, HIST 320, HIST 321, HIST 331, HIST 344, HIST 360, HIST 365, HIST 371, HIST 373, HIST 380

It is a priority of the members of our department to help students learn to identify important questions, points, interpretations and opinions. We infuse these skills into all courses at all levels.

11/07/2016 view
Computer Info Science: Database & Programming Computer Info Science: Database & Programming--Programming Skill Sets: CISP 370, CISP 400, CISP 401, CISP 402, CISP 405, CISP 430

When a student has a programming experience before coming to a programming course usually it will help them tremendous in learning a new programming language or newer advancing programming skills.  It does not matter the previous experience is in structure, objective, decorative, extension and etc. programming languages.  It could be the programming experience help them learn a new language or skills easier, or the experienced students had learning experience in a programming language so they could position themselves better or expect some challenges in learning new language.

11/04/2016 view
English as a Second Language English as a Second Language--ESL Reading - Diversity and Pluralism ESLR 20, ESLR 30, ESLR 310, ESLR 320, ESLR 40, ESLR 50

Other than direct observation, it is difficult to assess how well students have become more prepared to contribute to a diverse democratic society with a pluralistic perspective of the world.

The department needs to revise/reconsider this PSLO.

11/04/2016 view
English as a Second Language English as a Second Language--ESL Reading - Vocabulary ESLR 20, ESLR 30, ESLR 310, ESLR 320, ESLR 40, ESLR 50

Upon successful completion of the highest level course in the reading sequence, most students are capable of employing appropriate vocabulary building strategies.  Students who enter at the higher end of the sequence, may have gaps in their vocabulary building strategies.  

The ESL department should develop and offer 2-unit vocabulary building courses to support students with this skill development.

11/04/2016 view
English as a Second Language English as a Second Language--ESL Reading - Contextual Reading ESLR 20, ESLR 30, ESLR 310, ESLR 320, ESLR 40, ESLR 50

Upon successful completion of the highest level courses in the reading sequence, students are able to vary reading strategies based on purpose.  However, students continue to struggle with reading full length books.

Assign longer readings at the lower levels leading to more book length works.  Redesign reading activites/assignments to address reading strategies for book length works. 

11/04/2016 view

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