Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: Two
Program: History
Submitted on
Contact:
Rick Moniz, Mark Stephens, Michael
Thompson, Jane Wolford, Sherri
Yeager
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop).
A. Check One of the Following:
€
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.
€
Yes, CLO-CTL were completed for one or more courses during the current Year’s Program
Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and
include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing The
Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per
line. Add more rows as
needed.
This Year’s
Program Review
*CTL forms must be
included with this PR.
Last Year’s
Program Review
HIS 1, 2, 3, 4, 22, 28
HIS 8, 21
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
HIS 7, 12, 20, 27
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
History 22
Spring 2015
2
1
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
50%
Spring 2015
2: Jaime Flores (HIS 22
Instructor), Jane Wolford (HIS
Instructor)
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: SYNTHESIZE FACTUAL
INFORMATION AND HISTORICAL EVIDENCE
FROM A VARIETY OF SOURCES AND
IDENTIFY THE CONNECTIONS BETWEEN
THEM.
(CLO) 2: STUDENTS WILL DEMONSTRATE A BODY OF
KNOWLEDGE ABOUT AND CRITICAL UNDERSTANDING OF
ERAS, THEIR KEY EVENTS AND IDEAS, AND THE PROCESS OF
CHANGE OVER TIME.
Defined
Target
Scores*
(CLO Goal)
70% or more
students will
achieve a
grade of C
(competency)
or higher on
five in-class
exams and
peripheral
criteria (e. g.
in-class
participation)
70% or more
students will
achieve a
grade of C
(competency)
or higher on
five in-class
Actual Scores**
(eLumen data)
80% achieved
competency
level, 10%
above target
80% achieved
competency
level, 10%
above target
exams and
peripheral
criteria (e. g.
in-class
participation)
(CLO) 3: ANALYZE THE CAUSES AND CONSEQUENCES OF
POLITICAL, ECONOMIC AND SOCIAL CHANGE.
70% or more
students will
achieve a
grade of C
(competency)
or higher on
five in-class
exams and
peripheral
criteria (e. g.
in-class
participation)
80% achieved
competency
level, 10%
above target
(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?
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?
80% achieved competency level, 10% above 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?
Because HIS courses have no prerequisites at our college, it is not an easy task to
distinguish prepared from underprepared enrollees. As stated above, I
administer 5 exams over the course of the semester. I have found that—in over
46 years of teaching this course—it is also advisable to use video/DVD
documentaries and assign in-class readings from class handout materials. Thus
two valuable objectives are attained simultaneously: (1) I am better able to
observe/diagnose individual student’s capacities, deficiencies, and level of
effort; and (2) supplementary subject material (e. g. primary and secondary
sources, demographics, cultural factors, etc.) are employed to enhance students’
broadness of perspective.
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?
80% achieved competency level, 10% above 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?
Because HIS courses have no prerequisites at our college, it is not an easy task to
distinguish prepared from underprepared enrollees. As stated above, I
administer 5 exams over the course of the semester. I have found that—in over
46 years of teaching this course—it is also advisable to use video/DVD
documentaries and assign in-class readings from class handout materials. Thus
two valuable objectives are attained simultaneously: (1) I am better able to
observe/diagnose individual student’s capacities, deficiencies, and level of
effort; and (2) supplementary subject material (e. g. primary and secondary
sources, demographics, cultural factors, etc.) are employed to enhance students’
broadness of perspective.
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?
80% achieved competency level, 10% above 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?
Because HIS courses have no prerequisites at our college, it is not an easy task to
distinguish prepared from underprepared enrollees. As stated above, I
administer 5 exams over the course of the semester. I have found that—in over
46 years of teaching this course—it is also advisable to use video/DVD
documentaries and assign in-class readings from class handout materials. Thus
two valuable objectives are attained simultaneously: (1) I am better able to
observe/diagnose individual student’s capacities, deficiencies, and level of
effort; and (2) supplementary subject material (e. g. primary and secondary
sources, demographics, cultural factors, etc.) are employed to enhance students’
broadness of perspective.
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?
HIS 22 instructor did not participate in the previous assessment cycle.
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?
Over the years of my experience at Chabot College, and through innumerable
discussions with my counterparts in the academic community, I realize that there
exists a fairly universal consensus that the communication skills of many of our
students entering college are inadequate, a condition that requires remediation. We
as colleagues recommend our outstanding students to tutor in the Learning
Connection and success data indicates that tutoring interventions benefit both
tutors and tutees.
It is my belief that we must devote adequate time and resources to integrate
vocabulary skills with our class presentation, textbook assignments, and test
content. Otherwise, we cannot assume that students will keep pace with the
demands of higher education.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
Change to CLO or rubric
Change to assessment methods
Other:________________________________________________________________
_
Appendix B2: “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
History 28
Spring 2014
1
1
100%
Fall 2014
Jane Wolford (HIS 28
Instructor), Rick Moniz, Mark
Stephens, Michael Thompson,
Sherri Yeager
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: SYNTHESIZE FACTUAL
INFORMATION AND HISTORICAL EVIDENCE
Defined
Target
Scores*
(CLO Goal)
70% or more
students will
achieve a
passing grade
Actual Scores**
(eLumen data)
72% achieved
competency
level, 2% above
target
FROM A VARIETY OF SOURCES AND
(competency)
IDENTIFY THE CONNECTIONS BETWEEN
THEM.
(CLO) 2: STUDENTS WILL DEMONSTRATE A BODY OF
KNOWLEDGE ABOUT AND CRITICAL UNDERSTANDING OF
ERAS, THEIR KEY EVENTS AND IDEAS, AND THE PROCESS OF
CHANGE OVER TIME.
(CLO) 3: ANALYZE THE CAUSES AND CONSEQUENCES OF
POLITICAL, ECONOMIC AND SOCIAL CHANGE.
70% or more
students will
receive a
passing grade
(competency)
72% achieved
competency
level, 2% above
target
70% or more
students will
receive a
passing grade
(competency)
72% achieved
competency
level, 2% above
target
(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?
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?
72% achieved competency level, 2% above target
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?
History courses have no prerequisites so many underprepared students enroll
in our classes. History 28 is a supplemental instruction workshop open to all
students currently enrolled in History 27 to address basic skills needs. Success
data collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.History courses
have no prerequisites so many underprepared students enroll in our classes.
History 28 is a supplemental instruction workshop open to all students
currently enrolled in History 27 to address basic skills needs. Success data
collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.
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?
72% achieved competency level, 2% above target
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?
History courses have no prerequisites so many underprepared students enroll
in our classes. History 28 is a supplemental instruction workshop open to all
students currently enrolled in History 27 to address basic skills needs. Success
data collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.History courses
have no prerequisites so many underprepared students enroll in our classes.
History 28 is a supplemental instruction workshop open to all students
currently enrolled in History 27 to address basic skills needs. Success data
collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.
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?
72% achieved competency level, 2% above target
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?
History courses have no prerequisites so many underprepared students enroll
in our classes. History 28 is a supplemental instruction workshop open to all
students currently enrolled in History 27 to address basic skills needs. Success
data collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.History courses
have no prerequisites so many underprepared students enroll in our classes.
History 28 is a supplemental instruction workshop open to all students
currently enrolled in History 27 to address basic skills needs. Success data
collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.
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?
This course was not assessed in the previous assessment cycle.
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?
Over the years of my experience at Chabot College, and through innumerable
discussions with my counterparts in the academic community, I realize that there
exists a fairly universal consensus that the communication skills of many of our
students entering college are inadequate, a condition that requires remediation. We
as colleagues recommend our outstanding students to tutor in the Learning
Connection and success data indicates that tutoring interventions benefit both
tutors and tutees.
It is my belief that we must devote adequate time and resources to integrate
vocabulary skills with our class presentation, textbook assignments, and test
content. Otherwise, we cannot assume that students will keep pace with the
demands of higher education.
6. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
Change to CLO or rubric
Change to assessment methods
Other:________________________________________________________________
_
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
History 1
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Mark Stephens, Rick Moniz
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:
The students will demonstrate a body of
knowledge about and critical understanding of
historic eras, their key events, and process of
change over time
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
50% assessed at 3 82 assessed:
or 4
20 assessed at 4
22 assessed at 3
20 assessed at 2
12 assessed at 1
2 assessed at 0
6 assessed at NA
(CLO) 2:
Synthesize factual information and historical
evidence from a variety of source and identify the
connections between them.
50% assessed at 3 80 assessed:
or 4
21 assessed at 4
32 assessed at 3
17 assessed at 2
2 assessed at 1
8 assessed at NA
(CLO) 3:
ANALYZE THE CAUSES AND CONSEQUENCES OF POLITICAL,
ECONOMIC AND SOCIAL CHANGE.
50% assessed at 3 82 assessed:
or 4
24 assessed at 4
23 assessed at 3
18 assessed at 2
9 assessed at 1
4 assessed at 0
4 assessed at NA
(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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1.
COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in this course level
outcome?
This was a writing assignment, and the scores reflect that 51% scored average or
above. Given the difficulty, and coming at the end of the semester, this CLO
success rate is very acceptable, and means students over all are achieving desired
goals. While this assessment tells us nothing more than the other assessment
tools, such as testing, writing assignments etc., and indeed tracks exactly with the
grading success of the students in the class, it did take time and verify other data.
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 primary insight is that the techniques we have developed as a discipline to
track student success and learning outcomes work very well without SLO’s. This
exercise verified that the independent and professional methods the history
discipline works toward provide good assessment, and adequate indicators
when improvement is needed.
1.
COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in this course level
outcome?
They exceed the 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 a skill taught in many other history courses here, so the higher success
rate shows that.
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?
Exceed, but closer.
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 a broad CLO, and may need to be more focused.
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.
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?
We had already implemented changes to address writing in the classroom, emphasis on critical thinking, and
civic engagement in all courses in history. After using the meager time afforded after filling in all the SLO data,
on top of grading, etc., no significant or needed changes were noted during faculty discussions.
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?
The discipline has made significant strides in developing courses, related workshops, study groups, and
tutoring, all of which have helped students achieve these outcomes, and all of which would have been at a
much more mature stage of development and implementation if not for the distraction of SLO work.
Professional development time, discipline time, etc., to work on these programs have all been put on back
burner the last few semesters, so progress on meaningful initiatives has been retarded.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
History 2
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
2
Number of sections assessed
1
Percentage of sections assessed
50%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Mark Stephens, Rick Moniz, Jane
Wolford
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«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
Identify pivotal global historical events since
1600.
50% assessed at 3 41 assessed:
or 4
12assessed at 4
19 assessed at 3
5 assessed at 2
1 assessed at 1
2 assessed at 0
2 assessed at NA
(CLO) 2:
Synthesize factual information and historical
evidence from a variety of source and identify the
connections between them.
50% assessed at 3 43 assessed:
or 4
16 assessed at 4
13 assessed at 3
10 assessed at 2
4 assessed at 1
(CLO) 3:
ANALYZE THE CAUSES AND CONSEQUENCES OF POLITICAL,
ECONOMIC AND SOCIAL CHANGE.
50% assessed at 3 40 assessed:
or 4
9 assessed at 4
12 assessed at 3
8 assessed at 2
6 assessed at 1
1 assessed at 0
4 assessed at NA
(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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1.
COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in this course level
outcome?
There was a very high success rate for this CLO. While this assessment tells us
nothing more than the other assessment tools, such as testing, writing
assignments etc., and indeed tracks exactly with the grading success of the
students in the class, it did take time and verify other data.
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 primary insight is that the techniques we have developed as a discipline to
track student success and learning outcomes work very well without SLO’s. This
exercise verified that the independent and professional methods the history
discipline works toward provide good assessment, and adequate indicators
when improvement is needed.
1.
COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in this course level
outcome?
They exceed the 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 a skill taught in many other history courses here, so the higher success
rate shows that.
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?
This one exceeded, but not by very much.
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?
Perhaps the lower rate of success was because this assessment had to be
administered during what would have normally been given to group time to
review for a test. Unmotivated students participating in seemingly unrelated
SLO exercises might account for the results. Will try to make more room during
valuable instruction time for such assessments.
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.
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?
We had already implemented changes to address writing in the classroom, emphasis on critical thinking, and
civic engagement in all courses in history. After using the meager time afforded after filling in all the SLO data,
on top of grading, etc., no significant or needed changes were noted during faculty discussions.
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?
The discipline has made significant strides in developing courses, related workshops, study groups, and
tutoring, all of which have helped students achieve these outcomes, and all of which would have been at a
much more mature stage of development and implementation if not for the distraction of SLO work.
Professional development time, discipline time, etc., to work on these programs have all been put on back
burner the last few semesters, so progress on meaningful initiatives has been retarded.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
History 3
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Mark Stephens, Michael Thompson,
Jane Wolford
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«)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Assess themes, changes in power arrangements,
and significance of events, decisions, movements,
and natural forces in the human past.
50% assessed at 3 31 assessed:
or 4
7assessed at 4
7 assessed at 3
11 assessed at 2
1 assessed at 1
3 assessed at 0
2 assessed at NA
(CLO) 2:
Identify the similarities and differences among
ancient civilizations as they developed in various
regions and time periods.
50% assessed at 3 31 assessed:
or 4
10 assessed at 4
11 assessed at 3
8 assessed at 2
1 assessed at 1
1 assessed at 0
(CLO) 3:
AT THE END OF THE COURSE THE STUDENT WILL BE ABLE TO
50% assessed at 3 28 assessed:
or 4
9 assessed at 4
12 assessed at 3
8 assessed at 2
6 assessed at 1
1 assessed at 0
4 assessed at NA
DEXCRIBE AND GIVE EXAMPLES FROM HISTORY OF CULTURAL
INTERACTIONS THAT INCLUDE ACCEPTANCE, BLENDING, AND
REJECTION, OF PRACTICES AND BELIEFS FROM CONTACT WITH
OTHER CULTURES.
(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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1.
COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in this course level
outcome?
This one came in below the target. The goal is too broad perhaps, and while it
may fit within CWLG’s, it is not very useful since it is so open-ended.
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 primary insight is that the techniques we have developed as a discipline to
track student success and learning outcomes work very well without SLO’s. This
exercise verified that the independent and professional methods the history
discipline works toward provide good assessment, and adequate indicators
when improvement is needed.
1.
COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in this course level
outcome?
They exceed the target. While this assessment tells us nothing more than the
other assessment tools, such as testing, writing assignments etc., and indeed
tracks exactly with the grading success of the students in the class, it did take
time and verify other data.
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 too closely tied to course outcomes from the course outline to be an
effectively divorced from normal assessment through grading other course
assignments.
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?
This one exceeded the 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 assessment was considered relatively easy by those students that had been
attending class regularly, as these themes were covered very well by the text
and lecture.
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.
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?
We had already implemented changes to address writing in the classroom, emphasis on critical thinking, and
civic engagement in all courses in history. After using the meager time afforded after filling in all the SLO data,
on top of grading, etc., no significant or needed changes were noted during faculty discussions.
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?
It is probably time to expand world history offerings, as they serve specialized needs such as nursing and
teaching pathways. The discipline has made significant strides in developing courses, related workshops,
study groups, and tutoring, all of which have helped students achieve these outcomes, and all of which
would have been at a much more mature stage of development and implementation if not for the distraction
of SLO work. Professional development time, discipline time, etc., to work on these programs have all been
put on back burner the last few semesters, so progress on meaningful initiatives has been retarded.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
History 4
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Mark Stephens, Michael
Thompson, Jane Wolford
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:
Compare and contrast various civilizations as they
developed.
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
50% assessed 42 assessed:
at 3 or 4
9 assessed at 4
9 assessed at 3
18 assessed at
2
4 assessed at 1
2 assessed at
NA
(CLO) 2:
Trace themes over time within a civilization,
including cultural interaction, gender politics,
environment, religion, and the arts.
50% assessed 37 assessed:
at 3 or 4
14 assessed at
4
15 assessed at
3
3 assessed at 2
1 assessed at 1
4 assessed at
NA
(CLO) 3:
UPON COMPLETION OF THE COURSE THE STUDENT WILL BE
50% assessed 41 assessed:
at 3 or 4
14 assessed at
4
17 assessed at
3
8 assessed at 2
2 assessed at
NA
ABLE TO EXPLAIN THE IMPACT AND IMPORTANCE OF SPEEDY
COMMUNICATION ON CULTURES IN THE MODERN WORLD.
(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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in
this course level outcome?
This one came in below the target. This was administered the
two weeks of class to see how they would do.
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?
Students were not settled in and used to the assessment
techniques, plus this early in the process many students who
need special services offered by DSPS had not been identified
yet, so no accommodations were made.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in
this course level outcome?
They exceed the target. While this assessment tells us nothing
more than the other assessment tools, such as testing, writing
assignments etc., and indeed tracks exactly with the grading
success of the students in the class, it did take time to and
verified other data.
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 too closely tied to course outcomes from the course
outline to be an effectively divorced from normal assessment
through grading other course assignments.
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?
This one far exceeded the target as this proved to be a very
high caliber of students, mostly from nursing programs.
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 primary insight is that the techniques we have developed
as a discipline to track student success and learning outcomes
work very well without SLO’s. This exercise verified that the
independent and professional methods the history discipline
works toward provide good assessment, and adequate
indicators when improvement is needed.
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.
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?
We had already implemented changes to address writing in the classroom, emphasis
on critical thinking, and civic engagement in all courses in history. After using the
meager time afforded after filling in all the SLO data, on top of grading, etc., no
significant or needed changes were noted during faculty discussions.
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?
It is probably time to expand world history offerings, as they serve specialized needs
such as nursing and teaching pathways. The discipline has made significant strides in
developing courses, related workshops, study groups, and tutoring, all of which have
helped students achieve these outcomes, and all of which would have been at a much
more mature stage of development and implementation if not for the distraction of
SLO work. Professional development time, discipline time, etc., to work on these
programs have all been put on back burner the last few semesters, so progress on
meaningful initiatives has been retarded.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c
Other:_________________________________________________________________
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: History
●
PLO #1: Synthesize factual information and historical evidence from a variety of
sources and identify the connections between them.
●
PLO #2: The students will demonstrate a body of knowledge about and critical
understanding of historical eras, their key events and ideas, and the process of
change over time.
●
PLO #3: Analyze the causes and consequences of political, economic and social
change
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
The historians discussed how we might change our survey periodization to make
HIS 8 more manageable for instructors and more meaningful for students. While
we are not pleased with our overall success rates in the low 60th percentile, we
understand that over 80% of our History students are basic skills students. The
historians are proposing a pilot under “New Initiatives” to add an additional hour
to our survey courses to devote to basic skills development. Our HIS 28
supplemental instruction workshop has been offered for over five years with
great success. See “New Initiatives” for more information.
What program-level strengths have the assessment reflections revealed?
Among program strengths is our commitment to tracking academic performance
of individual students (even with enrollments capped at 44 x 5 classes) and
intervening early. We continue to struggle with how to best serve the many needs
of our diverse student population. Mental health, learning disabilities, poverty;
the list seems to grow bigger each year. Our faculty are integral to many collegewide student success and equity efforts, including the Daraja learning
community, Learning Connection, Veterans Resource Center, GNST 115 facultystudent tutorial, formation of Ethnic Studies discipline within AHSS Division,
Reading Apprenticeship and Habits of Mind FIGs and others.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
See “New Initiatives”
Program: _____
● PLO #1:
●
PLO #2:
●
PLO #3:
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?