Chabot College Program Review Report Check one: ___ SLO Portion of Upcoming ’16-­‐’17 Program Review (Submitted May 2015 in Preparation for Oct 2015) X Revision to ’15-­‐’16 Program Review (Originally Submitted Oct 2014) ___ Revision to ’14-­‐’15 Program Review (Originally Submitted Oct 2013) Submitted on 3-­‐24-­‐2015 Contact: Ken Williams Economics 1 Appendix B: “Closing the Loop” Course-­‐Level Assessment Reflections. Course Economics 2 Semester assessment data gathered Spring 2014 Number of sections offered in the semester 2 Number of sections assessed 2 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” discussion 1: Ken Williams Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Demonstrate a good understanding of the
fundamental terms and concepts, beginning with
definitions and culminating with the ability to
interpret and apply quantitative information (e.g.
formulas) and graphs to "real world" economic
issues, problems, and events. Critical analysis,
applying the above material, is the ultimate
objective. (CLO) 2: Demonstrate an understanding of
macroeconomics principles by answering both
qualitative and quantitative problems presented to
the students on a daily basis. (CLO) 3: Demonstrate an ability to evaluate and
reframe the interaction that takes place among the
major economic variables on the national level,
such as inflation, overall employment, growth and
international trade. (CLO) 4: N/A Defined Target Scores* (CLO Goal) 70% of students will achieve scores of 2 or higher 70% of students will achieve scores of 2 or higher 70% of students will achieve scores of 2 or higher Actual Scores** (eLumen data) 92% of students achieved scores of 2 or higher 87% of students achieved scores of 2 or higher 90% of students achieved scores of 2 or higher « If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle? 2 PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS A. COURSE-­‐LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? Current scores exceeded my target goal by 22%. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? It appears that my emphasis on “office hours in the classroom”, i.e. face-­‐to-­‐face discussions with students is an improvement over the commonly used lecture format. Students respond with vigor with passion. I really do believe that education is not the filling of a pail, but is instead the lighting of a fire. B. COURSE-­‐LEVEL OUTCOME (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? Current scores exceeded my target goal by 17%. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The daily testing and quizzing as practice for learning quantitative systems seems to be working well in exceeding my expectations. I find that the students respond well to systems wherein they are shown how they can be successful. It is not enough to say “you are wrong”, it is far more important to show them how to be right. Students are given algorithms and strategies on problem solving at which over time they become very proficient. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 1. How do your current scores match with your above target for student success in this course level outcome? Current scores exceeded my target goal by 20%. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? It is my observation that the vast majority of Chabot students come from middle-­‐class working families. As a consequence, especially in comparison to the children of wealthy 3 families, Chabot students find it challenging to embrace the idea of Macroeconomic phenomena. The Chabot students think about their job, their family, and their future. In an effort to get Chabot students to think about Macroeconomic concepts, I have had to increase the required reading in the Wall Street Journal. As a result, with the greatly expanded daily reading requirement, there appears to be a greater appreciation for and understanding of Macroeconomic topics. D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 1. How do your current scores match with your above target for student success in this course level outcome? 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 4 PART III: COURSE REFLECTIONS AND FUTURE PLANS 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? . The following reflections were included in my previous submission (submitted in March 2013): “The data gained from eLumen is far too “gross” an instrument. My daily quizzes and in class grading is a far more refined tool for evaluating and monitoring classroom learning. All theories are tested and problems of understanding are remediated immediately, and continue unabated until all student questions are answered”. In my last submission, I proposed by way of summary, committing 15-­‐20 minutes analyzing the financial news in the Wall Street Journal, and tying those topics to the academic theories the students had been exposed to in the textbook. This practice has proved very popular, and appears to be yielding very good results, above and beyond my target scores. 2. Based on the current assessment and reflections, 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? As a result of what has to be a relatively high degree of success, as measured by a high percentage of my students getting a C or better, and given my 37 years of teaching experience, I feel that I should continue on using the system that I have developed over the past three years. I will continue to modify my teaching based upon both the needs and interests of each class. Parenthetically, I have the wonderful opportunity to alter and adjust my lectures based on the continually evolving and changing patterns of our economic system. Tutors would help students in a non-­‐threatening way to understand basic micro-­‐ and macroeconomic principles. Historically, I have had a very difficult time to get students to tutor for Economics because the tutoring pay is low, compared to what they could earn in the free market. 3. What is the nature of the planned actions (please check all that apply)? ! Curricular ✸ Pedagogical ! Resource based ! Change to CLO or rubric ✸Change to assessment methods ✸Other: Tutors 5 Appendix C: Program Learning Outcomes Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: Economics • PLO #1: Students should be able to assess the world around them in
terms of media, print, and television, and be able to make practical
assessments of microeconomics in relationship to themselves.
•
PLO #2: Students should be able to recall the conceptual facts of the
text, with an appreciation for the special caveat that everything they
learn is informationally incomplete, and therefore is the equivalent of a
lie, not morally, but factually. What questions or investigations arose as a result of these reflections or discussions? Based upon my very strong beliefs that there is no absolute truth, I want my
students to develop very enhanced critical thinking skills, especially if the
source if television and/or print media.
CLO #3 addresses both PLOs.
What program-­‐level strengths have the assessment reflections revealed? Upon completion of my course, I have very strong anecdotal evidence I have
erased all belief systems, no matter how sacrosanct. I find some comfort in
this educational process, because I do believe that one’s education and
learning should be a continually evolving process, subject to a continuing
refinement. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Based upon my preliminary success and positive student reaction, I plan to
continue on with the same pattern of teaching and assessing I have
established over the last three years. 6