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
Human Services Human Services--Interpersonal skills HSER 302, HSER 360, HSER 364

We do an excellent job providing our students with an understanding of interpersonal skills and interactions. Course work gives them ample opportunities to use these skills and prepares them for jobs. Many students are being hired in these areas, indicating we are preparing them well for the world of work.

10/12/2016 view
Human Services Human Services--Self Evaluation HSER 302, HSER 360

We do an excellent job preparing students to evaluate and assess their values and attitudes as they apply to ethical decision-making.

10/12/2016 view
Human Services Human Services--Professional Code knowledge HSER 340

We are doing a good job appraising and applying knowledge of the California Professional Codes of Ethics for Drub and Alcohol counselors. 

10/12/2016 view
Human Services Human Services--Community Resources HSER 340, HSER 342

Continually engage students in projects to help them identify and connect with community resources.

10/12/2016 view
Human Services Human Services--Essential Counseling Skills HSER 340

Students have a strong understanding of the 12 essential counseling skills as they apply to chemical dependency and recovery,

10/12/2016 view
Human Services Human Services--Evaluation of Chemical Program HSER 340, HSER 341, HSER 342, HSER 360

Our continual state renewal indicates we are doing a good job meeting the requirements for state certification.

10/12/2016 view
Human Services Human Services--Chemical Dependency Program HSER 340, HSER 341, HSER 342

We are adequately meeting state qualifications and students are completing and registering for state certification.

10/12/2016 view
Human Services Human Services--Cultural sensitivity and Self Awareness HSER 300, HSER 302, HSER 340, HSER 341, HSER 342, HSER 350, HSER 360, HSER 362, HSER 364

We do an excellent job promoting cultural sensitivity and self-awareness.

10/12/2016 view
Communication Studies Communication Studies--Diversity and responsibility COMM 301, COMM 311, COMM 321, COMM 325, COMM 331, COMM 341, COMM 361, COMM 363

Overall, students are proficient in assessing individual responsibility and one's ability to influence ethical, effective, and appropriate communication among diverse settings and people.  Assessments included direct observation of students'  observations, outlooks, understandings in terms of awareness and open-mindedness, and contributions within peer, group and class discussion, whether face-to-face or in discussion board formats online.  Assessments also included students' completion of feedback worksheets while observing presentations, which included a component of the students' considerations of how ethical a speaker was in presenting a speech, panel discussion and/or a debate case set of arguments.  Assessments included the students' abilities to express and/or demonstrate awareness and open-mindedness in terms of considering multiple perspectives among people and settings in relation to interactions and transactions of ideas and messages.  Based on the assessments among and within the many different courses, the consensus among the four faculty members is that the students are proficient in recognizing one's individual responsibility to be ethical and expressing an importance to influence effective and appropriate communication among diverse settings and people.  

No changes are needed based on the assessments in Spring 2016.

09/28/2016 view
Communication Studies Communication Studies--Analytical and critical thinking COMM 301, COMM 311, COMM 325, COMM 331

Overall, in the courses that were assessed, most of the students were proficient in critical thinking skills in terms of identifying theoretical frameworks that describe problem-solving and mediating conflict approaches and strategies and applying the theoretical frameworks accurately to the case studies, issues in projects, citing sources in presentations or debate cases, or situations provided in item analysis (exams or discussion board question prompts).  Minor adjustments in lecture were noted that would help students improve in their critical thinking skills. The following are observations noted by faculty members based on their assessments:  1) Lecture material can better emphasize the importance of using "primary sources" instead of secondary sources (such as research databases used...i.e. Ebsco-host; ERIC; etc.) to optimze source citation and credibility with an audience; 2) lecture material can emphasize the importance of qualifying a source in order to optimize the impression of credibility to the source by an audience; and 3) lecture can emphasize the warrant of an argument (the bridge that links the data and grounds to a claim) because students seem to struggle in identifying a warrant or "criteria for decision rule" in a debate case or persuasive argument.  These are all minor adjustments that can continue to be made in refining lecture material so that the students better understand or refine the critical thinking skills in these areas.

Overall, in the courses that were assessed, most of the students were proficient in critical thinking skills in terms of identifying theoretical frameworks that describe problem-solving and mediating conflict approaches and strategies and applying the theoretical frameworks accurately to the case studies, issues in projects, citing sources in presentations or debate cases, or situations provided in item analysis (exams or discussion board question prompts).  Minor adjustments in lecture were noted that would help students improve in their critical thinking skills. The following are observations noted by faculty members based on their assessments:  1) Lecture material can better emphasize the importance of using "primary sources" instead of secondary sources (such as research databases used...i.e. Ebsco-host; ERIC; etc.) to optimze source citation and credibility with an audience; 2) lecture material can emphasize the importance of qualifying a source in order to optimize the impression of credibility to the source by an audience; and 3) lecture can emphasize the warrant of an argument (the bridge that links the data and grounds to a claim) because students seem to struggle in identifying a warrant or "criteria for decision rule" in a debate case or persuasive argument.  These are all minor adjustments that can continue to be made in refining lecture material so that the students better understand or refine the critical thinking skills in these areas.

09/28/2016 view
Architectural Design Tech Architectural Design Tech--Personal Responsibility and Professionalism ADT 310

Some students are not prepared for the rigor of college level work.  Simple things such as showing up early or on time is often a missed skill set.  Teaching concepts about the requirements of the course that are preparing them for work are critical to the students success beyond the classroom.  Although some students consistently show up late, the majority of students are on time and ready to work when class begins.  

Make professionalism and personal responsibility a larger part of the course outline and make clear the expectations required in the course.

09/26/2016 view
Sociology Sociology--Theoretical Perspectives SOC 321

The primary orientation of the course is social conflict theory.

09/14/2016 view
Sociology Sociology--Theoretical Perspectives SOC 310

The primary orientation of the course is structural functionalism and social exchange theory.

09/14/2016 view
Sociology Sociology--Relationships SOC 321

Inter-ethnic relationships are viewed from both the micro and macro levels of analysis.

09/14/2016 view
Sociology Sociology--Relationships SOC 310

Intimate relationships are a primary component of the curriculum in this course.

09/14/2016 view
Sociology Sociology--Sociological Ascriptions SOC 321

The content is well covered in text, films, and lecture.

09/14/2016 view
Sociology Sociology--Sociological Ascriptions SOC 310

social ascritions are critical in the marriage and family curriculum.

09/14/2016 view
Sociology Sociology--Social Movements SOC 321

The inter-group dynamics of social movements related to race and ethicity are well covered.

09/14/2016 view
Sociology Sociology--Social Structures SOC 321

Various social sructures are viewed in the context of racial and ethnic relations.

09/14/2016 view
Sociology Sociology--Social Structures SOC 310

The primary focus is on the family as a primary social stucture.

09/14/2016 view
Sociology Sociology--Critical Thinking SOC 321

Critical thinking is an important aspect of the course.

none

09/14/2016 view
Business, Economics, Finance, Management, Marketing, Real Estate Business, Economics, Finance, Management, Marketing, Real Estate--Professionalism BUS 100, BUS 215, BUS 300, BUS 310, BUS 320, BUS 330, BUS 340, ECON 100, ECON 302, ECON 304, MKT 300, MKT 312

Professionalism as demonstrated by students were measured through the presentations of writing and oral materials, as well as working collaboratively with fellow students on group projects.  Exams and quizzes were also used as part of the assessment, specifically requiring students to demonstrate how they arrive at the final answers.

08/23/2016 view
Business, Economics, Finance, Management, Marketing, Real Estate Business, Economics, Finance, Management, Marketing, Real Estate--Skills/Knowledge BUS 215, BUS 300, BUS 330, BUS 340, ECON 100, ECON 302, ECON 304, MKT 300, MKT 312

In assessing the student's skills/knowledge on the subject matter, the final exam, as well the mid-terms and quizzes, were an aqeduate tool to use.  By and large, the final exams are cummulative,so it was useful to assess the student's grasp of the information gained throughout the semester.

08/23/2016 view
Architectural Design Tech Architectural Design Tech--Critical Thinking and Problem Solving ADT 300, ADT 302, ADT 310, ADT 314, ADT 317, ADT 319

Design projects have been very useful in developing critical thinking and problem solving in students.  The level of final project submittals via portfolio and final exams show a positive improvement in student learning with regards to taking a problem and creating a creative solution.  Some changes in the project type and methodology of instruction need to be ammended so that the levels of difficulty in problems increase as the student progresses throught the degree path coursework. 

The ADT programs are being revise to develop an increasing level of complexity in project types as the student moves through the curriculum.  The revised course numbering and project types in each course will be aligned to better prepare the student for the problem sets .  In addition, a better alignment with construction, construction management and welding will be done for student learning.

08/19/2016 view
Journalism/Film and Media Studies Journalism/Film and Media Studies--FMS: Research Projects FMS 305

With no prerequisites, FMS 305 is an introductory course in the discipline of Film Studies.  Approximately 85 percent of students satisified the research project requirement within the program.  The performance of the remaining students suffered (which is to say they failed in this assessment) primarily because they did not submit the assignment.  But a few (3 persent) did not succeed because they had a limited understanding of academic integrity despite admonitions regardingt plagiarism in the syllabus, assignments, and classroom instruction.

Couses in FMS (excluding 489 which has separate entrance requirements) need to carry at least an advisory of English 301, College Writing, which may signify to potential students that basic writng skills are expected in these courses.

08/19/2016 view

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