Program Review – Closing the Loop Form
Course Level Student Learning Outcomes
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
SOCI 3
Spring 2011
2
2
100%
Fall 2012
Dr. Christina Mendoza
Dr. Susan Tong
Course-Level Outcome (CLO) 1:
Outcome: Students are expected to present and defend the concept of race as a
social construction.
In the context of the course as a whole, what scores for your CLOs would
indicate success for you? (Example: 75% of the class scored either 3 or 4.)
We decided that if the class scored 60% or higher this would indicate the minimum
satisfactory achievement for this CLO.
How do your current scores match with your above definition of success?
Our scores did match the above definition of success. For both sections, students
significantly surpassed our minimum satisfactory level of achievement.
Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We were pleased with the results and we learned that the students had a good
understanding of the concept.
What course-level and programmatic strengths have the assessment
reflections revealed?
The assessment revealed that the students were learning what we thought were the
most important points to take from this class. It also revealed that students who were
enrolled in face-to-face classes had an advantage over online classes in that the
instructor could describe exactly what was expected of them and answer questions that
the class had when the assignment was handed out. Online students don’t have the
advantage of face-to-face faculty and this was what we considered the difference
between the two sections.
What actions has your discipline determined might be taken as a result of
your reflections, discussions, and insights?
We plan to continue our current content/pedagogical approach.
What is the nature of the planned actions?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome: Students are expected to distinguish between cultural assimilation
(acculturation), structural assimilation, and pluralism across different cultures.
In the context of the course as a whole, what scores for your CLOs would
indicate success for you? (Example: 75% of the class scored either 3 or 4.)
We decided that if the class scored 70% or higher this would indicate the minimum
satisfactory achievement for this CLO.
How do your current scores match with your above definition of success?
For both sections, students met our minimum satisfactory level of achievement.
Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We were pleased with the results and we learned that the students had a good
understanding of the concept.
What course-level and programmatic strengths have the assessment
reflections revealed?
It provided evidence that students in this course are learning the important course
concepts.
What actions has your discipline determined might be taken as a result of
your reflections, discussions, and insights?
For online courses, students would benefit from more content/application of the
important course concepts.
What is the nature of the planned actions?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome: Students are expected to compare and contrast the concepts of race
and ethnicity, illustrating various contemporary arguments on these as evolving
concepts.
In the context of the course as a whole, what scores for your CLOs would
indicate success for you? (Example: 75% of the class scored either 3 or 4.)
We decided that if the class scored 60% or higher this would indicate the minimum
satisfactory achievement for this CLO.
How do your current scores match with your above definition of success?
For both sections, students met our minimum satisfactory level of achievement.
Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
For online classes, students would benefit from more content/application of the
important core concepts.
What course-level and programmatic strengths have the assessment
reflections revealed?
It provided evidence that students in this course are learning the important course
concepts.
What actions has your discipline determined might be taken as a result of
your reflections, discussions, and insights?
We plan to continue our current content/pedagogical approach.
What is the nature of the planned actions?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would
indicate success for you? (Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment
reflections revealed?
What actions has your discipline determined might be taken as a result of
your reflections, discussions, and insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________