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
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 - 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 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
English as a Second Language English as a Second Language--ESL Reading - Comprehension ESLR 20, ESLR 30, ESLR 310, ESLR 320, ESLR 40, ESLR 50

 

Demonstrate the ability to function in most reading situations where English is the primary language.

Upon successful completion of the highest level of the reading course sequence, students are able to function in most reading situations where English is the primary language.  However, students continue to be challenged by more lengthy reading assignments especially book length works.

The department needs to consider increasing the length of readings required in the lower level reading courses and consider adding one or more books to the higher level courses so students are better prepared to meet the demands of the courses in the English Department.

11/04/2016 view
Computer Info Science: Core, Applications & Web Computer Info Science: Core, Applications & Web--Technology Skill Sets CISC 302, CISC 310, CISC 360, CISW 350

We learned that CISC 310 students are better able to make decisions about buying a computer.

Note: While this Assessment category does not necessarily apply to many of the Web & Apps classes, there are a few hardware-related items that we cover:

  • Scanners
  • Mouse proficiency
  • In CISC 310 and CISC 360, students work with computer hardware
11/04/2016 view
Computer Info Science: Database & Programming Computer Info Science: Database & Programming--Communication Skills: CISP 400, CISP 401, CISP 430

A good communication skill is an essential part of skills set that a good programmer should have.  In our courses we provide opportunities for students to communicate with each other through group projects, discussion web sites, email, presentation, and etc... We can see the first generation of immigration shows less active at this category than those who grow up in here.  It is not because just only their language barrier but also their cultures.  The language and culture adjustments have been taking places when they immigrate to the United Stated, and it could take a little bit for them to get to a comfortable or fluent level.

11/04/2016 view
Computer Info Science: Core, Applications & Web Computer Info Science: Core, Applications & Web--Information Competency CISC 302, CISC 305, CISC 306, CISW 300, CISW 350, CISW 400, CISW 410

Students are able to locate and utilize online information resources, as needed.

11/04/2016 view
Computer Info Science: Core, Applications & Web Computer Info Science: Core, Applications & Web--Ethics CISA 305, CISC 305, CISW 300

Based on in-class discussions it is evident that many students seem to be unaware of some of the ethical issues relating to technology ownership and legal limitations, for example:

  • Clip art
  • Copying music on the internet
  • MLA 
  • Internet copyright issues
11/04/2016 view
Computer Info Science: Networking & Security Computer Info Science: Networking & Security--Complex Issue Analysis CISN 300, CISN 302, CISN 306, CISN 490, CISS 310

We need to develop more ways to meet the critical verbal, written, and quantitative skills needed by students in our program.  

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

11/04/2016 view
Computer Info Science: Networking & Security Computer Info Science: Networking & Security--Security CISS 310, CISS 350

This is covered in two courses in particular.  Students go to the SANS website and review sample security policies there.  

N/A

11/04/2016 view
Computer Info Science: Networking & Security Computer Info Science: Networking & Security--Computing Environment CISN 300, CISN 302, CISN 306, CISN 490, CISS 310

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.

11/04/2016 view
Computer Info Science: Database & Programming Computer Info Science: Database & Programming--Diversity: CISP 440

We have more Asian students in the CISP440 (discrete math) course than other ethnics.  Although the discrete math tends to be easier to Asian students than others but all ethics students tend to learn well at the beginning and find more challenges toward to the end of the course.

11/04/2016 view
Social Science Social Science--Marginalization SOCSC 300

Course and program are being discontinued.

Curriculum development is occurring in other areas.

11/03/2016 view
Social Science Social Science--Ethnic Groups SOCSC 300

Course and program are being discontinued.

Curriculum development is occurring in other areas.

11/03/2016 view

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