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
English as a Second Language English as a Second Language--ESL Listening/Speaking - Oral Communication ESLL 20, ESLL 30, ESLL 310, ESLL 320, ESLL 40, ESLL 50

Students who successfully complete the highest level of the listening and speaking sequence demonstrate an improved ability to independently apply skills learned to their own oral communication.

Need to further the development  the awareness of individual trouble spots and the ability to self correct.

11/02/2016 view
English as a Second Language English as a Second Language--ESL Listening/Speaking - Diversity and Pluralism ESLL 20, ESLL 30, ESLL 310, ESLL 320, ESLL 40, ESLL 50

It is difficult to directly assess how well students have enhanced ability to contribute to a diverse democratic society with a pluralistic perspective of the world through the completion of the ESL listening and speaking course sequence.

The department needs to re-examine this PSLO.

11/02/2016 view
English as a Second Language English as a Second Language--ESL Listening/Speaking - Contextual Speech ESLL 20, ESLL 30, ESLL 310, ESLL 320, ESLL 40, ESLL 50

Upon completion of the highest level of the listening and speaking sequence, studnets are able to use a variety of interactive speaking/listening and presentation strategies effectively.  Students are also able to utilize a variety of presentation software applications.  

Consider creating additional opportunities beyond the sheltered environment of the ESL classroom.

11/02/2016 view
English as a Second Language English as a Second Language--ESL Listening/Speaking - Central Meaning ESLL 20, ESLL 30, ESLL 310, ESLL 320, ESLL 40, ESLL 50

Upon successful completion of the highest levels of the listening and speaking sequence, students are generally able to identify central meaning in conceptually and linguistically challenging spoken discourse.  

The department needs to increase the use of longer discourse with an academic focus at the lower levels of the listening/speaking sequence.   The department needs to develop additonal resources beyond those supplied by the text publishers so that students are more prepared for the academic listening necessary for degree/transfer courses.  The department also neds to work with the counseling department to help students understand how important these skills are for future college course work.  We need to "rebrand" listening and speaking as a necessary skill and not just a set of conversation courses.

11/02/2016 view
English as a Second Language English as a Second Language--ESL Listening/Speaking - Impromptu Speech ESLL 20, ESLL 30, ESLL 310, ESLL 320, ESLL 40, ESLL 50, ESLP 310, ESLP 50

Upon completion of the highest levels of the listening/speaking and pronunciation course sequences, most students are capable of producing lengthy, unrehearsed examples of intelligible connected speech on familiar topics.  However, most instructors evaluate students based on performances that are rehearsed.  

The impromptu speech SLO appears as both a Listening/Speaking SLO and a Pronunciation SLO.  The department should consider revising these to create one SLO.  They alos need to determine whether or not the SLO or assessments need to be revised to more accurately reflect the use of both rehearsed and impromptu speech.

11/02/2016 view
English as a Second Language English as a Second Language--ESL Pronunciation - Impromptu Speech ESLL 20, ESLL 30, ESLL 310, ESLL 320, ESLL 40, ESLL 50, ESLP 310, ESLP 50

Upon completion of the highest levels of the listening/speaking and pronunciation course sequences, most students are capable of producing lengthy, unrehearsed examples of intelligible connected speech on familiar topics.  However, most instructors evaluate students based on performances that are rehearsed.  

The department needs to examine this SLO to determine if the SLO  or methods of assessment need to be revised. 

11/02/2016 view
English as a Second Language English as a Second Language--ESL Listening/Speaking - Competency ESLL 20, ESLL 30, ESLL 310, ESLL 320, ESLL 40, ESLL 50, ESLP 310, ESLP 50

In general, students who complete the ESL Listening and Speaking sequence of courses are able to function in most listening and speaking situations where English is the primary language.  Students who complete the highest level are able to listen to lectures on academic topics, take notes, participate in class discussions related to the lecture, and give academic presentations uisng available technology.  However,  many students struggle to participate effectively on unfamilar/unrehearsed topics.  Some students continue to struggle with pronunciation issues related to fossilzation and first language interference.

The department will continue to strengthen the use of lecture and note-taking in the lower levels by introducing longer, more academic topics at the lower lecels so that upon completeion of the  course sequence, students are more comfortable and able to perform in content courses in degree/transfer courses.  We have developed additional supplemental courses to address specific pronunciation concerns.

11/02/2016 view
Political Science Political Science--Critical evaluation POLS 301, POLS 302, POLS 304, POLS 310, POLS 311, POLS 312, POLS 313, POLS 314, POLS 315, POLS 317, POLS 318, POLS 320, POLS 324, POLS 380

We do a good job communicating to our students the need  to develop critical thinking and analytical skills.

11/02/2016 view
Political Science Political Science--Development of Civilizations POLS 301, POLS 302, POLS 304, POLS 310, POLS 311, POLS 312, POLS 313, POLS 314, POLS 315, POLS 317, POLS 318, POLS 320, POLS 324, POLS 380

Political science is part of the development of every civilization in one way or another and we are successful in being sure our students see this throughout each course.

11/02/2016 view
Political Science Political Science--Conceptual Problem Solving POLS 301, POLS 302, POLS 304, POLS 310, POLS 311, POLS 312, POLS 313, POLS 314, POLS 315, POLS 317, POLS 318, POLS 320, POLS 324, POLS 380

Understanding the concepts of problem solving is essential to understanding the political process, and we feel we do well ensuring their development of this skill.

11/02/2016 view
Political Science Political Science--Political Processes POLS 301, POLS 302, POLS 304, POLS 310, POLS 311, POLS 312, POLS 313, POLS 314, POLS 315, POLS 317, POLS 318, POLS 320, POLS 324, POLS 380

Political processes are at the core of all of the courses we teach. We do a good job ensuring that our students understand this.

11/02/2016 view
Political Science Political Science--Historical Development Analysis POLS 301, POLS 302, POLS 304, POLS 310, POLS 311, POLS 312, POLS 313, POLS 314, POLS 315, POLS 317, POLS 318, POLS 320, POLS 324, POLS 380

We feel it is vital for students to be able to perform historical development analysis and we focus on this at some point in every course.

11/02/2016 view
Political Science Political Science--Ethical reasoning POLS 301, POLS 302, POLS 304, POLS 310, POLS 311, POLS 312, POLS 313, POLS 314, POLS 315, POLS 317, POLS 318, POLS 320, POLS 324, POLS 380

Ethical reasoning skills are a significant part of every course we teach and it is a priority to our department that students develop this.

11/02/2016 view
Political Science Political Science--Identify important questions, points, interpretations and opinions POLS 301, POLS 302, POLS 304, POLS 310, POLS 311, POLS 312, POLS 313, POLS 314, POLS 315, POLS 317, POLS 318, POLS 320, POLS 324, POLS 380

We do a good job Identifying important questions, points, interpretations and opinions in all of our courses and when we don't, we work to improve in this area.

11/02/2016 view
Construction Construction-- Analysis of Sustainability CONST 102, CONST 130, CONST 131, CONST 160, CONST 161

Students come to us with a varying degree of awarenss of sustainability in the built environment. We inject topics of sustainabilty into all of our construction courses, and assess student learning through open dialogue, essay questions, and observing their changes in perception about buildings, the resources they need, and the energy they consume during the operating life of the building.

 

Our students leave with a much richer understanding of sustainability in the built environment.

The only changes planned are to examine the thematic block CONST 140's Green building topics- There will likely be a consolidation of green building classes into two or three courses- one fucusing on green building, one on energy efficiency, and one on renewable energy systems.

10/31/2016 view
Construction Construction--Building principles CONST 130, CONST 131, CONST 160

Students are exiting the program with suffiecient levels of awarness of building principles.

10/31/2016 view
Construction Construction--Safety CONST 102, CONST 103, CONST 130, CONST 131

Students exiting the program have a solid understanding of the hazards associated with the field of Construction. Most of the students have spent many hours on jobsites, in addition to the many hours we have trained in our Construction program lab.

We are considering how to include the OSHA 10 hour certification component (CONST 103, 1 unit) infused in our CONST 102 class- which has over 10 hour s of entry level safety in it as well. It is yet to be determined if we will leave them seperate. or explore combining the two.

Possible combination or "Dual enrollment" exploration

10/31/2016 view
Construction Construction--Analysis of building materials CONST 130, CONST 131

Students demonstrate a proficiency in recognizing and describing typical building assemblies in common residential construction. We see a strong command of lumber and engineered wood products, as well as a good entry level understanding of concrete, insulation, and other interior and exterior finishes.

We will continue to explore building materials and assemblies as appropriate, based on designated topics descibed in course descriptions.

10/31/2016 view
Construction Construction--Tools CONST 102, CONST 130, CONST 131

Students come away form the program with a firm foundation of knowledge of, and proficiency using hand and power tools. We are about to launch a significant overhaul of the program, and one of the key curriculum pieces will be to ensure adequate hand and power tool familiarization and competency in the entry level courses, and ensuring adequate time in the higher level courses, without requiring too much duplication of tool competency demonstration.

Changes proposed are not based on current assessment, but rather falling enrollment numbers. Our current assessment and curriculum cycles are indicating high levels of tool competency.

10/31/2016 view
Construction Construction--Career options and goals CONST 102, CONST 130, CONST 131

Students gain a comprehensive understanding of the careeres in Construction, as well as a good glimpse of local labor market conditions.

No changes proposed at this time.

10/31/2016 view
Construction Construction--Energy Saving Modeling CONST 163

This assessment indicated that there is a need for this specific training in the region, and should be more broadly advertised across industry partners in the utility and energy sectors. Currently we were using a "Free Student version" of the energy modeling software. For future course offerings, we should be mindful of how we aquire student versions. We also utilized the Northeast Technical building laptop cart, for students to use during class time.

None at this time.

10/31/2016 view
Construction Construction--Occupant Safety and Health CONST 160, CONST 161

This assessment required the observation of student performance in a real "Lab" house, to observe students' comprehension of diagnostic testing results of home, as well as to asign the correct  prescriptive measures that aligh nation standards for indoor air quality and combustion safety.

Further assessment would require carefull thought to balancing adequate lab time at appropriate time when students should understand the theory and content being discussed.

10/31/2016 view
Construction Construction--Building Performance Testing CONST 160, CONST 161

We determined that rigourous coursework and early assessment gave us better indications of who was getting it, and who needed additional help, and allowed us the additional time later in the class to work individually with those who were not at the  level of proficiency needed to pass.

6 unit course to 3 unit course,  and 4 unit course to 3 units

10/31/2016 view
Architectural Design Tech Architectural Design Tech--Communication ADT 300, ADT 302

A presentation of a final portfolio is a great way to see what the student has learned as both a tool for communication and as a work product.  Some minor revisions to the outcomes will be developed so that porfolio requirements are more explicitly spelled out.

Minor change to student outcomes and list of requirements for final portfolio.

10/31/2016 view
Human Services Human Services--Counseling Strategies HSER 300, HSER 302, HSER 340, HSER 360, HSER 362

We are doing a good job teaching and utilizing counseling strategies in our courses.

10/18/2016 view

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