Los Angeles Valley College
Student Learning Outcomes Assessment Report
Courses and Programs
Discipline:
Geography
Program/Course:
Geography 9
SLO Representative: D. Gauthier
Department: Earth Science
Semester/Year: Spring 2013
Department Chair: J. Hams
I. Student Learning Outcome Assessed
Demonstrate the ability to analyze data from diverse sources and create a
presentation using GIS (or PowerPoint) that reflects comprehension of human
impacts on some specific aspect of the environment.
II. Description of Assessment Method
Students were able to choose from three possible projects: A small group
presentation describing a biome and relevant human impacts/changes, a
paper focused on a particular biome and a single environmental challenge, or
a paper focused on an single species or organism describing how its
habitat/range have been impacted by human or natural changes.
III. Description of Sampling Methodology
a. One section offered, in the evening, one was assessed.
a. Describe the assessment tool (e.g., student
essay, performance, etc.)
b. Describe how the data was analyzed (rubric
elements, etc.). Attach rubric if applicable.
*** Please keep all data for at least 3 years.
a. Course Sections - How many sections of this
course were offered?
b. One full-time faculty member taught and participated in the assessment.
If there were more than one section offered –
i) State if the sections were offered in the
c. 48 students enrolled. 44 completed final assessment.
morning /afternoon /evening/ online.
ii) How many sections were assessed?
iii) Describe how these sections represent the d. All students still enrolled were assessed.
diversity of students represented in the
course.
b. Faculty - How many faculty (part-time and
full-time) taught this course? How many
faculty participated in the SLO assessment
process?
c. Students - How many students in total were
enrolled? How many students were
assessed?
d. Sampling (If this course offered more than
one section, at least 1/3 of the total # of
students must be assessed) - How was the
sampling process conducted? (e.g., chose
every 3rd student from roster)
IV. Collaborative Review
a. Describe the norming process and how interrater reliability was achieved (if applicable).
V. Assessment Results
Not applicable.
In general, students were successful in analyzing and presenting their data
a. Describe the relevant findings according to
and the salient points I was looking for regardless of the format they chose.
the criteria set by the assessment tool. (e.g.,
Only about 10% of the class was deficient, around 50 % were adequate and
report results according to rubric evaluation
40% were proficient on all three of the areas evaluated. The same evaluative
criteria)
criteria were used regardless of student choice of project type. A majority of
students opted for the group project. Four completed papers. Prior learning
including basic ecology concepts and terms contributed to student success.
Group work was successful and only two students were singled out by their
peers for failing to complete the tasks assigned to them by the group.
VI. How Results were Used for
a. I haven’t decided whether or not to use the group format because it was an
Course/Program Improvement
evening class and students found it challenging (but not impossible) to arrange
a. Describe how the results are going to be used meeting times. I did allow students to meet in the room before class and
for the improvement of teaching, learning, or
encouraged them to find times to meet in the LARC. I was pleased overall
institutional effectiveness based on the data
with the level of integration of materials/content of the presentations. Each
assessed.
person took on a particular aspect of the biome and had 3-5 minutes to make
b. List any additional resources necessary to
their points. I found that other students began to ask questions of the groups
implement the improvement plan.
and I was pleased with that although we began to feel the time crunch.
c. How do your assessment findings contribute
to the achievement of your Program SLO’s?
b. The lack of any GIS is a continuous challenge and this would enhance
(To access the program SLO’s nearly all of our courses because it is an essential skill and tool for geography.
http://lavc.edu/slo/programassessment.html/
We are frustrated by the failure of the college to cover this relatively small
and/or contact your Department Chair for the
expense (around $2000. /year). We were getting some support from the CTE
Program Alignment Grid).
Dean in previous years but our certificate program was not prospering due to
d. Describe how results will be shared with
others in the discipline/area.
VII. Comparison to last SLOAC Cycle
Results (if this is the first time the course
was assessed, leave this section blank)
many other factors.
c. The assessment findings contribute to program SLO’s for reasoning and
communication skills and global awareness. The assessments highlight
student abilities to communicate, connect environmental change and the
human role in that change, as well as the global aspects of the environment.
d. Results will be shared with members of the discipline committee and the
department.
Not applicable.
a. Please state the improvement plan that was
included in the report from the previous
SLOAC cycle.
b. What changes were implemented from the
previous SLOAC cycle’s improvement plan?
What changes, if any, were made that were
not included in the improvement plan? What
changes, if any, were made to the
assessment process?
c. How are the results from this SLOAC cycle
similar to or different from the results from the
previous cycle?
Insert Rubric or Assessment Tools below: next page
Course Learning Outcomes
Assessment Rubric – Geog. 9
PROFICIENT
ADEQUATE
DEFICIENT
Demonstrates above average
understanding of terms and
conventions used in the study of
the environment; clearly
understands aspects of change
fostered by humans and response
of natural world.
Demonstrates an adequate
understanding terms and
conventions, with minor or
insignificant errors; has an
adequate appreciation of the role
of humans and the response of
natural world.
Demonstrates little understanding
or comprehension of the terms
and conventions; includes
significant errors, non-scientific
explanations or misconceptions of
human impacts.
Demonstrates a clear
understanding of biomes and
human impacts unique to those
biomes; accurately describes the
spatial aspects of human
modification of the global
environment.
Demonstrates a basic
understanding of biomes and
phenomena related to human
impacts ; describes spatial aspects
of human modifications with only
minor or insignificant errors.
Demonstrates little understanding
of the concept of concepts and
geographic aspects of biomes;
some description of changes and
impact of globalization, though
with significant errors and
incomplete or inaccurate
understanding
Demonstrates unambiguous
understanding of human impacts
and offers correct explanations/
interpretations of significant
aspects of human role in
environmental change; uses
written/film/slide analysis or
presentations to accurately
express biome characteristics and
important role of humans in global
change
Shows a basic understanding of
human role in changes to biomes;
adequately interprets or explains
the role of humans, though does
not provide relevant details in
explanation or significant
elaboration. Captures some of the
important aspects of
environmental change through
written/film/slide analysis but with
some errors.
Shows little understanding of
biome change and natural
responses to human modificaton;
inability to interpret or explain
relevant details or information;
may include significant errors or
inaccuracies. Failure to use
written/film/slide analysis to
capture or express the important
role of humans; serious errors in
presentation or analysis;
Humans and Earth’s Ecosystems
Understanding of terms and
conventions in study of
ecosystems, biomes and human
impacts
Description of biomes and role of
humans in modifying the global
environment
Explanation/interpretation/analysis
of global environmental change
and the role of humans in
transformation