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
Theatre Arts Theatre Arts--Apply Sills Needed to Work in Theatre or Transfer Study in Theatre TA 420, TA 422, TA 424, TA 430, TAP 300, TAP 301, TAP 302, TAP 303, TAP 310, TAP 311, TAP 312, TAP 313, TAP 320, TAP 321, TAP 322, TAP 323, TAP 330, TAP 331, TAP 332, TAP 333, TAP 340, TAP 341, TAP 342, TAP 343, TAP 350, TAP 351, TAP 352, TAP 353, TAP 360, TAP 361, TAP 362, TAP 363, TAP 370, TAP 371, TAP 372, TAP 373

All of our courses that center on production work are doing an outstanding job of providing opportunities to apply skills needed to work in Theatre Arts or Transfer Study in Theatre Arts. Many of our students, after 2 or 3 consecutive semesters in production work, are finding work or opportunities for further study (internshis, apprenticeships). 

11/14/2016 view
Theatre Arts Theatre Arts--Critical Analysis TA 300, TA 350

In all of our non practical, general education courses that are more theoretical we are requiring play critiques. These critiques are demonstrating excellent ability to analyze and critique production work.

11/14/2016 view
Theatre Arts Theatre Arts--Working as an Ensemble TAP 300, TAP 301, TAP 302, TAP 303, TAP 310, TAP 311, TAP 312, TAP 313, TAP 320, TAP 321, TAP 322, TAP 323, TAP 330, TAP 331, TAP 332, TAP 333, TAP 340, TAP 341, TAP 342, TAP 343, TAP 350, TAP 351, TAP 352, TAP 353, TAP 360, TAP 361, TAP 362, TAP 363, TAP 370, TAP 371, TAP 372, TAP 373

Students in production are meeting the outcome of working as an Ensemble. Students and technical faculty are exceeding the hours provided by the courses in order to accomplish the work required. 

Department chair will seek to organize the TAP technical offerings. Currently we schedule multiple one unit sections of the course.  The students are on average spending about 100 hours in LAB during production.  We might consider organizing the sections into one 2 or 3 unit sections to allow students more flexibility in achieving course outcomes. Additionally, organized LAB sessions where students will learn all of the technical crew positions and duties will require a change in the syllabus and course calendar schedules.

11/14/2016 view
Photography Photography--Business goals PHOTO 272, PHOTO 275, PHOTO 350, PHOTO 364

We feel it is important to focus on business goals and strategies in these courses so that students can understand this side of the photography business.

11/14/2016 view
Photography Photography--Describe client and subject relationships PHOTO 260, PHOTO 275, PHOTO 340, PHOTO 350, PHOTO 364, PHOTO 370, PHOTO 372, PHOTO 390, PHOTO 392

The relationship between client, subject, and photographer is essential to all aspects of professional photography. We emphasize this and stress the skills necessary for success.

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--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

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