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
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 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 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 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 Technology Architectural Design Technology--Realm C: Integrated Architectural Solutions 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
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 Technology 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

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