Chabot College
Program Review Report
Check one:
_X_ SLO Portion of Upcoming ’16-’17
Program Review
(Submitted May 2015 in Preparation for Oct 2015)
___ Revision to ’15-’16 Program Review
(Originally Submitted Oct 2014)
___ Revision to ’14-’15 Program Review
(Originally Submitted Oct 2013)
Submitted on 5/4/2015
Contact: Don Plondke
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Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 1
Spring 2014
7
4
57%
Spring 2015
Don Plondke, Jane Dignon, Maryam
Younessi, Matt De Verdi
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: CRITICALLY DIFFERENTIATE REGIONAL SIMILARITIES AND
CONTRASTS IN CLIMATE TYPES, LANDFORM STYLES, AND BIOMES
(CLO) 2: ASSESS THE USEFULNESS OF THE TECHNOLOGIES OF
GEOGRAPHIC INFORMATION SYSTEMS AND REMOTE SENSING IN
OBSERVING AND MODELING PHYSICAL PROCESSES
(CLO) 3: IDENTIFY TECHNIQUES IN OBSERVATION THAT COULD BE
USED TO RECOGNIZE AND/OR CLASSIFY A ROADSIDE LANDFORM
Defined Target
Scores*
(CLO Goal)
70% lvl 3-4
“competent” or
“accomplished”
Actual Scores**
(eLumen data)
75% lvl 3-4
>77% lvl 2 or
higher;
50% lvl 3-4,
75% lvl 2 or
higher
62% lvl 3-4,
77% lvl 2 or higher
50% lvl 2 or
higher
77% lvl 2-4
75% lvl 3-4
74% lvl 3-4,
~80% lvl 2 or
higher
AND ROCKTYPE
(CLO) 4: DESCRIBE THE INDIVIDUAL’S ROLE IN HIS/HER NATURAL
ENVIRONMENT
 If more CLOs are listed for the course, add another row to the table.
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* 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?
3
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?
Scores exceed target.
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?
This is an introductory natural science course and large proportion of students have some
deficiencies in English language preparation, affecting comprehension of scientific
vocabulary. Students need to spend more time with text book and its abundant online
resources.
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?
Scores exceed targets.
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?
Frequent presentation of GIS and remote sensing applications examples increases
students awareness of, and appreciation for, the significance of these technologies in
today’s geographic research and environmental monitoring
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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?
Scores exceed target.
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?
About 78% of students indicated that their observational skills showed improvement.
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?
Scores slightly below target, but 1 percentage point.
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?
New editions of textbooks that have expanded sections on human-induced environmental
change, as well as human mitigation and adaptation to changes may be helpful in elevating
students’ awareness of their role in the natural environment. Though difficult to quantify,
instructors see a growing sense of concern for environmental stewardship in students who
complete this course.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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?
Some instructors in Geography 1 have added field trip activities to increase student
interaction with ecosystems and the physical realities of our region (e.g. earthquake
hazard). In fall, 2014 we successfully launched our first section of this course fully online,
increasing accessibility to students and drawing upon online learning resources.
We reinstated a 7th section of Geography 1 to the fall semester schedule and, in summer
2014, for the first time, offered 3 sections of the course.
Alternative textbooks were used in some semesters by one or more faculty, diverting from
using the long-established text we’ve used for several years, Elemental Geosystems by R.W.
Christopherson. We also implemented for student use portions of publishers’ digital and
online learning resources (e.g. MasteringGeography by Pearson, WileyPLUS).
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?
strengths: Our course structure emphasizes the human-environment interactions with
deliberate attempt made to show the role of individuals and modern society in modifying
natural systems. Our instructors use in the classroom many excellent images from a diverse
set of available resources to illustrate earth processes. Faculty use up-to-date examples and
data to emphasize the ever-advancing technologies in geography.
proposed actions: We plan to increase accessibility of the course through online delivery
and summer scheduling. We are also acquiring more teaching and learning resources
through our program review process (e.g. new maps, rock & mineral sets, updated printers,
publisher and in-house online resources).
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:_________________________________________________________________
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Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 1L
FALL 2014
1
1
100%
SPRING 2015
Don Plondke
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: identify improved skills in observing the world
(CLO) 2: critically differentiate regional similarities and
contrasts in climate types, landform styles, and biomes
(CLO) 3: articulate spatial interactions between
atmosphere, ocean, and land surface
Defined Target
Scores*
(CLO Goal)
80% scoring
level 3-4
Actual Scores**
(eLumen data)
46% scored lvl 3-4
80% scored lvl 2
or above
75-80% scoring
level 3-4
24% scored lvl 3-4
63% scored lvl 2
or above
50% scoring
level 3-4
90% scored lvl 3-4
50% scoring
88% scored lvl 3-4
level 3-4
90% scored lvl 2
technologies in observing physical processes and human
adaptation to the natural environment
&
or above
75% scoring
level 2 or above
 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?
(CLO) 4: evaluate the usefulness and value of emerging
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
This computer lab-based course is designed to enable student success through completion
of a series of week-to-week exercises applying principles of physical geography. Experience
with this exercise-based pedagogy using internet and on-screen tutorial modules has led
us to expect about 80% of students to achieve a learning outcome level of 3 or 4
(“competent” or “accomplished”). Although 80% achieved level 2, only about half of those
achieved level 3-4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Weekly use of maps, interactive tutorials or website, and digital remotely sensed images is
a good pedagogical approach to improving student skills in observing the world and
analyzing relationships between physical features. This CLO was assessed primarily from
student’s reading of topographic maps. The students would likely benefit from more
hands-on experience interpreting maps.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
Scores were below expectations.
4. 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 climate classification exercise used, for the most part, to assess this outcome, is
challenging. It does take considerable experience working with maps and data to
understand the numerous factors that determine classification of regional climates,
physiographic regions, and biomes.
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C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
Scores significantly surpassed expectations.
4. 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 tutorials and exercises are directed toward specific sets of processes or regimes of the
physical environment; e.g. plate tectonics, soils, weather maps, topographic maps. Not all
can fairly assess whether or not the student can see the interrelationships between the
major spheres of the earth system. Perhaps the CLO is too broadly stated when compared
to the objectives of the exercises.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
Scores significantly exceeded targets.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Technologies of remote sensing, GIS, and GPS are essential tools in modern geography.
Students benefit from frequent exposure to the uses of these technologies in monitoring
the environment. The remote sensing tutorial used to assess this CLO is taken from online
resources of the Canadian Centre for Remote Sensing. Its use has proven successful in
familiarizing students with the components of remote sensing systems. More time could
be allocated in the lab to exposing students to the technological breakthroughs in earth
systems monitoring.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We have implemented the use of recently discovered new internet resources to
upgrade/update some of our exercises, particularly those for earth-sun relationships;
minerals, rocks, and soils; biomes (vegetation regimes related to climate).
5. 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?
strengths: The exercise-based approach to teaching the application of physical geography
concepts uses contemporary technologies including the internet, remotely sensed image
data, and GIS. This computer lab approach has been largely successful in achieving high
rates of student success in the course. The students' engagement with satellite imagery,
maps, and animated tutorials on student workstations develops their observational skills. It
is most helpful when students work with each other in the interpretation of mapped
information. For some lab exercises, faculty have updated online resources that provide
better information or more up-to-date data.
proposed actions:
1. Diversify the remote sensing applications lab exercises using online resources.
2. Add a GPS exercise.
3. The assessments used to measure the CLOs are more focused on particular topics in
physical geography (tectonic plates, topographic maps, weather maps, etc.) than the
broadly stated learning outcomes . We may want to consider re-writing the outcomes to
tailor them more directly to the categories of exercises we typically assign the students.
6. 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:_________________________________________________________________
10
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 2
SPRING 2015
1
1
100%
SPRING 2015
Don Plondke, Maryam Younessi
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: list and/or classify the visible components
of the cultural landscape
(CLO) 2: identify significant patterns in the spatial
Defined Target
Scores*
(CLO Goal)
60% lvl 3-4
Actual Scores**
(eLumen data)
81% lvl 3-4
60% lvl 3-4
51% lvl 3-4
70% lvl 3-4
83% lvl 3-4
organization of society, including interactions
between humans, their cultural attributes, and
nature
(CLO) 3: explain the relationship of sustainable
environments to changing patterns of population,
food production, increasing urbanization, and
human-induced environmental change
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
11
* 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?
12
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceeded expectations
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Some essential concepts classified as part of the idea of 'cultural landscape’ are difficult for
first-time geography students to grasp. Sometimes the textbook’s definitions do not align
with those of the instructor or with other ‘mainstream’ thinking in human geography. It is
important to achieve some common understanding in the class of essential terminology.
Perhaps a course glossary that can be modified for each class would be helpful.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
Scores about 10 percentage points below expectations
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Some essential concepts related to the theme of 'spatial organization' in geography are
elusive for first-time geography students. A leading example of this problem is students'
observation and interpretation of spatial distributions when looking at maps or graphics.
Based on review of questions used to assess this outcome, students show greater strength
in learning geographic facts than in grasping the meaning of new geographic vocabulary.
13
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceeded the target
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
In one semester, it is difficult to cover all of the subfields of human geography that are
included in the content of textbooks. Because of the current relevance of climate change
and human-induced environmental change issues, more course time probably should be
allocated to the topic of human geography’s perspectives on sustainability issues.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
6. 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.
14
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The instructor implemented Reading Apprenticeship strategies to encourage more active
student engagement with the course textbook and basic geographic literature. More
frequent use of these classroom techniques has been implemented as a result of the
instructor’s involvement in Basic Skills assessment.
Since the previous assessment cycle, we have added a third course-level outcome for
Geography 2, to assess student progress in visualizing the relationships between population
trends, environmental change, and sustainability.
8. 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?
strengths: The instructor has implemented Reading Apprenticeship strategies to encourage
students to extract more course content directly from textual material and to self-evaluate
their reading skills and strategies.
proposed actions: Continue to experiment with techniques to help improve students’ level
of comprehension of geography texts and their willingness to refer to the texts. Devote
more classroom time and assignments to developing students’ metacognitive skills and
critical analysis of text material. Experiment by changing the primary textbook semester-bysemester in order to evaluate, if possible, the comparative level of student engagement.
Assign more supplemental reading material and, when appropriate, online resources.
Present more examples of concentration and pattern in geographic distributions. Students
need to devote more time viewing geographic landscapes through images, maps, and realworld observations.
9. 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:_________________________________________________________________
15
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 3
Fall 2013
1
1
100%
Spring 2015
Don Plondke
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: describe how contrasting geographic and
Defined Target
Scores*
(CLO Goal)
70% lvl 3-4
economic conditions influence the spatial distribution of
specialized economic activities and the availability of
resources
Actual Scores**
(eLumen data)
33% lvl 3-4
66% lvl 2 or higher
(CLO) 2: identify geographic factors contributing to the
widening gap in economic wealth and power between
more developed and developing countries, and how
regional disparities are represented by core-periphery
relationships
60% lvl 3-4
23% lvl 3-4
58% lvl 2 or higher
(CLO) 3: discuss major location theories for primary,
60% lvl 3-4
36% lvl 3-4
68% lvl 2 or higher
secondary and tertiary sectors of the economy, and how
globalizing technologies and information systems have
modified traditional locational patterns
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
16
* 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?
17
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
Scores fall significantly below the target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Regional specialization of economic activity and the modern world’s dependency on
international trade are essential knowledge from the scope of economic geography. It is
hoped that achievement levels would be highest for this outcome. A review of assessment
results revealed that some students lacked fundamental knowledge of the capitalist
economic system and the operations of free markets which initially made it challenging to
illustrate the reasons for regional specialization and the growing importance of
international exchange.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
Scores fall significantly below the target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students recognize and show concern for the economic disparities that exist between
countries and among regions within countries, but are often unfamiliar with the historical
reasons for sharp contrasts in levels of economic development around the world. Essential
to understanding why the disparities exist, for example, is awareness of the limitations of
the physical environment, cultural adaptation to available resources, and the impact of
colonialism and political power. The historical background may merit more time in
explaining uneven development.
18
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
Scores fall significantly below the target, but achievement levels were generally higher for
this outcome than for the first two.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students fared better in grasping the principles of location theory and were often able to
express how modern society’s innovations in technology and communication have
modified the economic landscape and complicated the geographies of economic activity.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
8. 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.
19
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This assessment was compiled in Fall 2013 which was the first and only offering of this
course in many years at Chabot. Teaching the course was somewhat of an experiment,
reflecting a faculty desire to keep the course active.
11. 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?
strengths: The course content did emphasize the influence of modern trends in society that
have impacted the classical models of economic geography that seek to explain locational
patterns. Accelerated globalization of the economy and awareness of human-induced
environmental change invite new perspectives on patterns of economic behavior in space.
proposed action: This course, Geography 3 (Economic Geography) is an elective in
Geography’s program and in only 2 other programs: Anthropology and International Studies.
It has not been a “core” course in our curricula. Unless more faculty are hired for our
programs, it seems unlikely that this course will be scheduled in the next few years.
A case could be made for adding a prerequisite to this course, either Economics 1 or
Economics 2.
When this course is offered again, a suitable textbook and/or supplemental text resources
needs to be selected that supports the particular instructor’s objectives and adequately
covers contemporary thought and research in economic geography. In the Fall 2013
offering, supplemental reading resources were used, in part, because no affordable
textbook seemed appropriate for an introductory course on this topic.
12. 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:_________________________________________________________________
20
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 5
Fall 2014
1
1
100%
Spring 2015
Don Plondke
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: Identify significant spatial relationships and
patterns in society including interactions between humans
and their natural environment
(CLO) 2: Critically discuss in greater detail and illustrate,
with examples, cultural similarities and contrasts in a
diversifying world
(CLO) 3: Describe the prominent characteristics of major
world regions in terms of relative locations, places, and
cultures
Defined Target
Scores*
(CLO Goal)
30% score lvl 34
70% score lvl 2
or higher
30% score lvl 34
70% score lvl 2
or higher
30% score lvl 34
70% score lvl 2
or higher
Actual Scores**
(eLumen data)
38% scored lvl 3-4
62% scored lvl 2
or higher
32% scored lvl 3-4
59% scored lvl 2
or higher
35% scored lvl 3-4
62% scored lvl 2
or higher
(CLO) 4:
 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?
21
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
Scores generally met targets. The target scores were estimated based on a normal
distribution.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO 1 is difficult to assess and probably too general a statement to serve as a learning
outcome. We will plan to rewrite this outcome to be more explicit. Students grasp regional
differences in cultural traditions and attitudes, but often not the influence of these
differences on the visible landscape.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
Scores were a little lower than expectations. Only 59% attained an achievement level of 2
or higher.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
About 40% of students demonstrated only a "beginning" level of achievement or no
measurable achievement for this CLO. Faculty would like to see achievement increase
among students in identifying the characteristics of globalization and the responses to it
that vary across cultures.
Among the students entering the course, there is a wide spectrum of difference in life
experience with both world and U.S. regions. Their familiarity with regions beyond the Bay
Area has an influence on the rate at which they can visualize and articulate cultural and
environmental differences among regions of the world.
For clarification, edit this CLO. Replace "....diversifying" with "...globalizing and culturally
diversifying".
22
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this course
level outcome?
Scores nearly met the targets.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Our target achievement scores for this outcome need to be elevated. At the end of the
course, students should be able to identify the major attributes of the physical and cultural
landscape of each studied region.
A large proportion of students have inadequate experience reading and interpreting maps.
Students’ lack of basic knowledge of world locations and 20th century world history upon
entering the course slows down the process of teaching how physical environments,
cultural geographies, and geopolitics are changing.
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course
level outcome?
10. 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.
23
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
During some semesters, student groups have been assigned a particular world region to
research and present to the class in a seminar-type format. This assignment has provided a
means of promoting greater depth of inquiry into environmental and social problems in
certain parts of the world. Also, these student groups that devote more time to focused
study on a specific region benefit from participation by those students that have insightful
knowledge of the region derived from personal history or family ties.
In the online spring semester offering of Geography 5, material from previous semesters’
student presentations has been incorporated into the course content. Often these
presentations offer new and unique perspectives on the geographic issues of the regions
taken from the very diverse sets of resources that the students sometime have.
14. 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?
strengths: Environmental problems specifically identified in particular world regions are
emphasized. An overview of globally applicable environmental change (e.g. climate change)
issues is also presented which the students respond to as a current topic of concern
worldwide.
In some semesters, the instructor has assigned students to research, and to make an oral
presentation on, a world region or country of their choice. This assignment has contributed
to the addition of meaningful course content and motivated students to examine particular
regions in greater depth.
proposed actions: re-write course learning outcomes, particularly #1 and #2, with more
emphasis on students’ acquisition of knowledge of major physical and cultural
characteristics of world regions. An outcome on the topic of globalization (CLO #2) could be
reworded to reflect the importance of students’ familiarity with features and trends of
globalizing processes in today’s world and the cultural responses to them. Perhaps more
emphasis in teaching should be placed on the relationships between world regions and how
they are changing in a globalizing world. For example, students should be aware of how
interactions have changed between East Asia and North America in the last century.
Use more map assignments to help students interpret patterns in the landscape that
illustrate cultural differences between world regions.
15. What is the nature of the planned actions (please check all that apply)?
24






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
25
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 8
Spring 2013
1
1
100%
Spring 2015
Don Plondke
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: Critically differentiate regional similarities and
contrasts in world climate types
(CLO) 2: Assess the usefulness of the technologies of
Geographic Information Systems and Remote Sensing in
observing climatic patterns and weather systems
(CLO) 3: Identify the major globally-applicable physical
processes affecting environmental change
(CLO) 4: Explain the global radiation balance and its
influence on patterns of global circulation in the
atmosphere
Defined Target
Scores*
(CLO Goal)
50% score 3-4
75% score 2 or
higher
50% score 3-4
75% score 2 or
higher
Actual Scores**
(eLumen data)
37% scored 3-4
63% scored 2 or
higher
34% scored 3-4
61% scored 2 or
higher
31% score 3-4
37% scored 3-4
70% score 2 or
61% scored 2 or
higher, based on higher
normal dist.
50% score 3-4
75% score 2 or
higher
37% scored 3-4
63% scored 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?
26
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course
level outcome?
Scores fell 10-12 percentage points below the targets
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Many students seem to not gain a basic understanding of climatic regions and their
locational relationships with respect to latitude and position on the landmasses. Earth-sun
and season relationships as they vary with latitude take significant time to cover.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course
level outcome?
Scores fell 14-16 percentage points below the targets
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Assessment of this outcome had a rather high level 0 (“no achievement”) score because
21% of the students missed the assessment or withdrew from the class.
The technologies used today in weather and climate observation, forecasting, and
modeling are integral to the study of atmospheric science. More and more exposure to
these technologies will increase students' appreciation of their usefulness and realize why
forecasting of both short-term weather and long-term climate change is improving in
accuracy.
27
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this course
level outcome?
Scores fell very close to the targets
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Assessment of this outcome had a rather high level 0 (“no achievement”) score because
21% of the students missed the assessment or withdrew from the class. Students appear
genuinely interested in the topic of environmental change, particularly with regard to
forecast changes for the 21st century that likely will result from global warming.
Sometimes the presentation of shocking data related to impacts from global warming and
other environmental trends drives home the major point that human activities that
contribute significantly to change in natural systems.
D. COURSE-LEVEL OUTCOME (CLO) 4:
11. How do your current scores match with your above target for student success in this course
level outcome?
Scores fell 12-13 percentage points below the targets
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO 4 was scored using the same assessment as used for CLO 1 because the 2 are closely
related with questions for each on the same test.
28
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Since these assessment data were collected, we have rewritten all the course learning
outcomes for Geography 8 to correspond more closely to the content and objectives of the
curricular model used in the course, effective Spring 2014: AMS Climate Studies.
17. 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?
strengths: Animated graphics included in lecture presentations helps students grasp
processes—e.g. El Niño, Earth-Sun relationships, dynamics of storms. Weekly assignment to
collect current weather data (a "weather journal") through visual observation seemed to
engage the students and aid in teaching concepts such as seasonal temperature ranges,
cloud types, and precipitation measurement. Since the semester the assessment data was
compiled, faculty have incorporated the extensive resources of the Climate Studies course
designed by the American Meteorological Society (AMS). Chabot’s involvement in the AMS’s
Climate Diversity Project has enabled the instructor to restructure Geography 8 to align with
the week-to-week curriculum of the Climate Studies course. Using these resources,
Geography 8 has become a prototype course for permanent institutionalization of Climate
Studies at Chabot.
proposed actions: Continue to update students with data and forecasts reported by
international research groups who monitor changing environments. Reference current
world events and news sources that suggest the urgency of addressing the topic of
environmental change.
Add more animations, satellite images, and interactive tutorials from the rich resources of
The AMS Climate Studies course curriculum to illustrate atmospheric phenomena toward
the goal of raising the level of student engagement.
Encourage students through assignments and class activities to explore the vast resources
on the internet (particularly those available from NOAA, NASA, and the AMS), particularly
those that address the global concern about human influence on climate and environmental
change.
18. 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:_________________________________________________________________
29
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
GEOG 10
Not offered since last CLO
assessment
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
Spring 2015
Don Plondke, Mireille Giovanola
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: Assess how human activities, including the use of
energy and natural resources, affect the natural
environment, and how those activities have changed since
the period of the Industrial Revolution
Defined Target
Scores*
(CLO Goal)
See CTL
submitted in Fall
2012
Actual Scores**
(eLumen data)
(CLO) 2: Explain how the maintenance of biodiversity
influences the evolutionary process and enhances
ecosystem stability
(CLO) 3: Identify the major globally-applicable physical
processes affecting environmental change
(CLO) 4: List the most significant observed changes in the
atmosphere, ocean, and landmasses over the last 50 years
 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?
30
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
N/A – NOT OFFERED IN THIS ASSESSMENT CYCLE, BUT CONSIDERED ‘ACTIVE’
PART III: COURSE REFLECTIONS AND FUTURE PLANS
19. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes, but faculty want to keep the course active so that it can be offered in future
semesters as a trial ‘prototype’ course for Environmental Studies.
20. 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?
Geography 10 has not been offered since Spring 2012 when it was last assessed and
included in the last 3-year cycle. This “Closing-the-Loop” document serves to emphasize that
faculty want to keep this course active because it may be a possible prototype core course
for our new Environmental Studies A.A. program. The original development of this course,
Global Environmental Problems, was motivated in part by our vision of the Environmental
Studies cross-disciplinary program as it unfolded in the Social Sciences Division.
proposed actions: Faculty involved in the Environmental Studies program will reexamine the
potential of Geography 10 as a core introductory course in Environmental Studies that
addresses a broad range of topics. Geography 10’s course outline was developed based on
an ‘earth systems model’ of examining environmental processes and change. This approach
may be valuable as an introduction to the field of Environmental Studies.
It may take several semesters of teaching this course and assessing learning outcomes to
determine, with the insights of several faculty involved in the Environmental Studies
program, whether Geography 10 could serve as a ‘keystone’ course in the program.
21. 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:_________________________________________________________________
31
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 12
Spring 2013
1
1
100%
Spring 2015
Jane Dignon, Don Plondke
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 place-name recognition and
essential skills in interpreting and analyzing information
from California maps
(CLO) 2: Identify significant spatial relationships and
patterns in California society including interactions
between humans and their natural environment
(CLO) 3: Describe California’s contemporary diverse
population through analysis of historic sequence
occupance of Native American and subsequent immigrant
groups, especially in terms of California’s economic
development history
(CLO) 4:
32
Defined Target
Scores*
(CLO Goal)
30% scoring 3 or
4, and 70%
scoring 2 or
above, based on
an expected
normal
distribution
30% scoring 3 or
4, and 70%
scoring 2 or
above, based on
an expected
normal
distribution
30% scoring 3 or
4, and 70%
scoring 2 or
above, based on
an expected
normal
distribution
Actual Scores**
(eLumen data)
56% scored 3 or 4,
and 60% scored 2
or above
44% scored 3 or 4,
and 60% scored 2
or above
72% scored 3 or 4,
and 74% scored 2
or above
 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?
33
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this course
level outcome?
Scores met expectations based on a normal distribution. 44% scored below level 2,
reflecting mostly that map assignments used for assessment were not submitted by
several students.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Enrollment in this course was consistently high semester after semester through Spring
2013, revealing its popularity and our faculty member’s pertinence of teaching California
geography at Chabot. California map assignments are very useful for realizing this learning
outcome.
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceeded expectations based on a normal distribution
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Student success rates have exceeded expectations likely due to encouragement by the
instructor for students to do active field investigations and visits to accessible California
sites during the semester. The field trip sites illustrate the important and interesting spatial
patterns in California history and contemporary society.
34
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceeded expectations based on a normal distribution
14. 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 historical geography approach in teaching California's cultural and economic
development appears effective, based on the success rates. California is one of the best
regional examples of the cultural impress of successive populations who settle the
landscape, and the growing cultural diversity among the population.
D. COURSE-LEVEL OUTCOME (CLO) 4:
13. How do your current scores match with your above target for student success in this course
level outcome?
14. 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.
35
PART III: COURSE REFLECTIONS AND FUTURE PLANS
22. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Our devoted and long-standing Instructor for this course, Myron Gershenson, tragically
passed away during the semester of CLO assessment. So, a new instructor has been assigned
to teach this course and we have lacked sufficient faculty resources to offer it every
semester as we had done prior to 2013.
23. 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?
strengths: The instructor exposes students to many thematic maps of California. Geography
12 has been an exemplary course in teaching students map-reading skills.
The instructor strived to keep data about California's demographics, economy, and cultural
development up-to-date so that students were aware of current trends in California's
geography. Our late devoted instructor used a comprehensive historical approach that
illuminated for students the complex natural and cultural landscapes of California.
proposed actions: Due to tragic loss of our long-time instructor of this course, Myron
Gershenson, we need to hire a new adjunct instructor with strong qualifications for teaching
this course, and a willingness to maintain regularly updated data on California spatial
distributions.
Continue to acquire up-to-date demographic and economic data and illustrative examples of
changing patterns in California from government agencies and other reliable sources.
24. 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:_________________________________________________________________
36
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 20
fall 2014
1
1
100%
spring 2015
Don Plondke
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 competent level of proficiency in
techniques of spatial overlay of themes, design and
production of map layouts, and analysis of geocoded
database information
Defined Target
Scores*
(CLO Goal)
65% scoring lvl
3-4
(“competentaccomplished”)
Actual Scores**
(eLumen data)
77% scored 3-4
(CLO) 2: Recognize spatial relationships between
different types of map features: points, lines, polygons,
symbols, legends, and scales; evaluate and express the
geographic underpinning of GIS, as opposed to other
graphical approaches to mapping and locating
phenomena
65% scoring lvl
3-4
79% scored 3-4
(CLO) 3: Identify appropriate uses of major GIS display
and data-type components: data frames, tables, layouts,
charts; manipulate them productively, and use a
spreadsheet to prepare and format data
75-80% scoring
lvl 3-4
79% scored 3-4
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
37
* 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?
38
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1:
15. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceeded target.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This outcome is related to a set of fairly advanced GIS skills (the spatial intersection of
multi-thematic data).
Many students do not consistently practice “quality control” in the GIS output of maps,
graphics, and metadata. Without good documentation of their data sources and
procedures in completing a small project, and inclusion of legends, their GIS products are
not necessarily useful to the end user.
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceeded target.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Communication with students has indicated that they frequently do not develop a
satisfactory level of understanding and familiarity with the terminology and definitions of
GIS components. While the exercises give students practice in using the functiona l tools
and data types of GIS, the "hands-on" pedagogical strategy does not necessarily assure
students' grasp of definitions, vocabulary, and data modeling of GIS.
39
C. COURSE-LEVEL OUTCOME (CLO) 3:
15. How do your current scores match with your above target for student success in this course
level outcome?
Scores met the target range.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students who persist in completing the exercises are nearly always able to attain a
competent level of proficiency in using basic GIS functions.
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course
level outcome?
16. 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.
40
PART III: COURSE REFLECTIONS AND FUTURE PLANS
25. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Students have been given supplemental reading assignments in GIS and handouts to
highlight essential concepts and terminology, and to clarify what are appropriate uses of the
components of GIS.
New exercises have been developed to give students more practice in merging thematic
datasets and performing some numerical analysis on spatially intersected themes.
Essentially, new exercises and new steps in some existing exercises challenged to a
somewhat higher degree the students’ awareness of GIS capabilities and gave them more
experience in solving analytical problems.
Added additional video tutorials from the internet that explain GIS concepts and
demonstrate areas of practical application of the technology.
26. 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?
strengths: The week-by-week exercise-based approach to developing the student’s
growing skill set in GIS software use appears to be producing high rates of student success.
Experience in the classroom has revealed that hands-on GIS training promotes development
of useful and, hopefully, marketable skills, more so than do alternative approaches that
emphasize GIS theory and lecture-based examination of GIS components and applications.
Revised exercises will be necessary because the GIS software has been upgraded in our
computer laboratory to ArcGIS 10.3. Heretofore, we have been using version 9.3 for several
years.
We have set as our number one priority to reinstate funding for our GIS laboratory
administrator and instructional assistant who is essential in maintaining the operational
quality of software and hardware in the lab.
27. 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:_________________________________________________________________
41
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
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
GEOG 21
fall 2013
1
1
100%
spring 2015
Don Plondke
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
Defined Target
Scores*
(CLO Goal)
75% scoring 3-4
50% scored 4
(CLO) 2: define and produce cell-based grid datasets
of georeferenced data and use spatial analysis
operators to query, retrieve, and classify continuous
data.
60%
50% scored 4
(CLO) 3: formulate geoprocessing and spatial
intersection analysis functions appropriate in specific
applications; perform and evaluate the results of such
processes (such as buffering, overlay, reclassification,
address matching, and statistical analysis).
60%
50% scored 4
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: define and identify appropriate uses of major
Actual Scores**
(eLumen data)
GIS display formats and data types, and demonstrate
within a specific GIS interface (e.g. ArcMap™) how to
manipulate them productively.
(CLO) 4:
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 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?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Q. COURSE-LEVEL OUTCOME (CLO) 1:
17. How do your current scores match with your above target for student success in this course
level outcome?
GEOG 21 is a very low enrollment class because this is a GIS software training course at
level 2 of a 3-level sequence. 2 out of 4 students registered at census succeeded. 2 of the 4
dropped the course before the ‘W’ date.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Techniques for doing spatial analysis in GIS are more sophisticated and complex than in
the GEOG 20 class, so expectations for success are a little lower. But CLO 1 focuses on basic
“literacy” in GIS and understanding of how GIS tools are used. Persistent students should
excel in this learning outcome.
R. COURSE-LEVEL OUTCOME (CLO) 2:
17. How do your current scores match with your above target for student success in this course
level outcome?
Small sample size due to low enrollment. The 2 students who did complete the class
exceeded minimum expectations in manipulating and presenting continuous raster-based
data.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
More exposure to digital elevation models and satellite imagery would help in
understanding the usefulness of raster-based data.
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C. COURSE-LEVEL OUTCOME (CLO) 3:
17. How do your current scores match with your above target for student success in this course
level outcome?
Small sample size due to low enrollment. The 2 students who did complete the class
exceeded minimum expectations in georeferencing data and using spatial intersection
operators.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Assisting students in learning the functionality of spatial intersection operations and
managing dissimilar datasets requires a considerable amount of time spent 1-on-1 with the
student, so a small class size is highly desirable.
D. COURSE-LEVEL OUTCOME (CLO) 4:
17. How do your current scores match with your above target for student success in this course
level outcome?
18. 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.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
28. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
None. This is the first learning outcomes assessment of this course.
29. 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?
The week-by-week GIS exercises build up the students proficiency in using the software’s
tools and introduce them to new skillsets. Active participation in each class session is likely
the key to success in the course and steady progress in using GIS techniques.
We would like to encourage more students who successfully complete GEOG 20 to enroll in
GEOG 21. But, offering this second-level course depends on acquisition of funding for the
computer lab administrator and addition of faculty.
30. 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:_________________________________________________________________
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