Chabot College Program Review Report 2015 ‐2016 Sociology Year One of Program Review Cycle Submitted on October 24, 2014 Contact: Dr. Christina Mendoza Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. 1 Course SOCI 5 Semester assessment data gathered Spring 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” discussion Dr. Susan Tong and Dr. Mendoza 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: Defined Target Scores* (CLO Goal) 70% . Navigate the U.S. Census and interpret census data (CLO) 2: 70% scored above the defined score 70% 73% scored above the defined score Identify the key components of an empirical study (CLO) 4: 87% scored above the defined score 70% Propose a relationship between two variables (CLO) 3: Actual Scores** (eLumen data)  If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle? 2 PART II: COURSE‐ LEVEL OUTCOME REFLECTIONS A. COURSE‐LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? The students did well on this CLO outcome. The students were able to navigate the census and interpret the 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? This is a good exercise that students were interested in and was to useful to them. They had the opportunity to see how data is collected and interpreted, which is a skill important in studying sociology. 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? The score was on 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 fundamental skill required in sociology. These scores reflect the preliminary assessment of these variables. Later in the semester, students built upon this skill. Data analysis is necessary in upper division classes in sociology. In the future, to get a better idea as to how students perform on this assessment, we will single it out this learning outcome towards the end of the semester. 3 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? The scores for this outcome was slightly 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? The students did well on this assessment. Analyzing an empirical study is a difficult task and students had to acquire many important skills to complete this assignment. We were pleased with the outcome. D. COURSE‐LEVEL OUTCOME (CLO) 4: 1. How do your current scores match with your above target for student success in this course level outcome? 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 4 PART III: COURSE REFLECTIONS AND FUTURE PLANS 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? This is the first time this class is assessed. 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 content and the learning opportunities are appropriate for the outcomes that we are measuring. The course materials prepared to students to perform well on these assessments, so we are pleased with the structure of the course and the content students are learning. We plan to continue with the current structure and material of the course. 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:_________________________________________________________________ 5 Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. Course SOCI 4 Semester assessment data gathered Spring 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” discussion Dr. Tong; Dr. Mendoza 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: Analyze family patterns using the three
Actual Scores** (eLumen data) Defined Target Scores* (CLO Goal) 70% 74% 70% 88% 70% 100% theoretical perspectives- functionalism, conflict, and
symbolic interactionism (CLO) 2: Explain demographic trends that are impacting
families in the United States. (CLO) 3: Use culture as a tool to analyze the variety of
marriages and families (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? 6 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? The scores were slightly above the set 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? The students were asked to explain each of these theories in regards to different types of family patterns. Being able to understand these concepts and use them is one of the more challenging skills students learn in this class. In the future, it would be useful to integrate these concepts throughout the semester. 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? Explain demographic trends that are impacting families in the United States. 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? Students scored very well on this learning outcome and we are pleased with the results. We plan to continue teaching demographics using similar techniques in the future. 7 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? The student scored 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? This was based on a class discussion and everyone on the class was able to understand how culture related to family. The SLO is a good measure of an important course outcome. This concept is integrated throughout the course and at the end students had a good command of the concept. In the future we may want to require a higher level of analysis. 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? 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? E. COURSE‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 8 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? None, the students have scored well on these SLOs. 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? The students in this class are learning key sociological concepts that they can carry with them to other sociology classes. We plan to continue with the current pedagogy. 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:_________________________________________________________________ 9 Course SOCI 6 Semester assessment data gathered Spring 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Fall Faculty members involved in “Closing the Loop” discussion Dr. Christina Mendoza 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: Defined Target Scores* (CLO Goal) 70% Students will understand the social construction of gender (CLO) 2: 82% scored above the defined score 70% 82% scored above the defined score 70% 80% scored above the defined score Students will understand how institutions are gendered and shaped by gender (CLO) 3: Students will understand the social consequences to gender inequality (CLO) 4: Actual Scores** (eLumen data)  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? 10 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? The scores matched well. Eighty‐two percent of students scored above the 70% CLO goal. 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? Based on the data gathered, students grasped the concept of gender as a social construction. This SLO was examined using a paper on gender socialization and toys, where they had to visit a toy store, analyze the toys, and then apply the idea of gender as socially constructed. Students did well on this assignment. This concept is a core idea in this class and is taught throughout the semester. We plan to continue with the current pedagogy. 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? The scores matched well. Eighty‐two percent of students scored above the 70% CLO goal. 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? This SLO is also taught throughout the semester. To measure this learning outcome, students wrote a short paper analyzing social institutions from a gendered lens. The students did well on this paper. We are pleased at the results. 11 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? The scores matched well. Eighty percent of students scored above the 70% CLO goal. 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? Students also did well on this SLO. Students wrote a short paper analyzing the gendered inequalities in households by conducting informal interviews and then applying what they learned to the topic of gender inequality. This concept is also taught throughout the semester, so students have a good understanding of gender inequality when writing this assignment. 12 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? This is the first time this course is assessed. 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? This assessment reveals that that students in the class are learning the key concepts in the study of the sociology of gender. For this assessment, we used three short papers to measure student learning. This approach was informative since we could how students communicated these ideas in their essays. In the future, we plan to continue with the current structure and material of the course. 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:_________________________________________________________________ 13 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: Sociology  PLO #1: Compare and contrast social structures (such as families, race/ethnic groups, religions) using the sociological perspective.
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PLO #2: Use culture as a social construct to explain social phenomena.
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PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? These PLOs continue to be relevant. In every sociology class, students learn how to understand social phenomena using the sociological perspectives. In assessing the CLOS, the CLOs are linked well to the PLOs in the discipline and reflect the major topics students should be learning in this course. What program‐level strengths have the assessment reflections revealed? The assessments revealed that across our courses, students are learning the core concepts of Sociology. What actions has your discipline determined might be taken to enhance the learning of students completing your program? We are discussing sharing pedagogical techniques in the classroom to improve student understanding of societal structures. Our current approach in regards to content/pedagogy seem to be successful in enhancing student learning and success in the classroom. 14