Chabot College
Program Review Report
2015 -2016
English
Year 3 of
Program Review Cycle
Submitted on 10/24/14
Contact: Theresa Jean Puckett & Stephen
Woodhams
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
English 1A
Fall 2013
33
9
28%
Spring 2014
8
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to
support ideas.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 65% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 75% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
The English faculty will continue to review our pedagogical approaches in English 1A to ensure a
high level of success for students. By offering various professional development opportunities,
such as the Language Arts Conference at Asilomar we hope to expand our expertise to continue to
serve our students. A sub-committee of English Faculty is also exploring the idea of extending the
2
length of our English 1A course from 75 minutes to 90 minutes, so we can have more time to
better serve our students.
What is the nature of the planned actions?
XCurricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student can organize a paper so that it is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 65% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 75% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
3
The English faculty will meet throughout the academic year to “norm” essays together. This will
enable us to create more cohesion in helping students perform well on their essays. We will also
develop new strategies to incorporate resources such as WRAC activities and tutors in our
classrooms.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student demonstrates sentence-level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 65% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 70% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
4
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
The English faculty will continue to hold brown bag lunches to discuss ways to support grammar
instruction. We have increased our dialogue with our ESL department to better serve our students
with second language needs. Finally, we hope to align the English and ESL assessment tests so
students enroll in the class that best suits them.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
5
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
6
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
English 4
Fall 2013
19
7
37%
Spring 2014
7
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to
support ideas.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 75% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 85% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 4 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
The English faculty will continue to review our pedagogical approaches in English 4 to ensure a
high level of success for students. By participating in professional development opportunities like
the Language Arts Conference at Asilomar and the Bay Area Writing Projects we will bring in new
techniques to better serve our students.
7
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student can organize a paper so that it is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 65% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 80% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 4 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
The English faculty will spend time as a department reviewing essays from English 4 together to
ensure we are all have similar expectations of our students. We will develop new ways to
8
incorporate the writing resources Chabot offers in our classes.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student demonstrates sentence-level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 65% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 80% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 4 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
9
Many of our English Faculty have expertise in supporting grammar needs within a transfer level
course. We will hold “Teacher Tawks” where instructors will have an opportunity to share and
learn techniques to support our students grammar needs in the English 4 classroom.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
10
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
11
“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
English 7
Fall 2013
9
6
66%
Fall 2014
Michael Langdon and Theresa
Puckett
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to
support ideas.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 70% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 83% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Utilizing the text when writing can be a huge challenge to many students. Yet actively reading and
comprehending texts is central to developing critical thinking skills. All of our courses integrate
reading, writing, and thinking, and this CLO speaks directly to one of the core philosophies of our
pedagogy. The data makes it clear that the majority of our students are doing well when it comes
to reading comprehension, critical thinking, and responding to a topic.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students. The emphasis on reading, writing,
12
and thinking at all levels of our course sequence (starting in 101A/102 and progressing through 1A
and eventually 4/7) seems a clear programmatic strength as students – while still developing as
readers, writers, and thinkers – enter English 7 already possessing some of these skills and
continue to develop and refine these skills in the class.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
While English 7 is one of our two “higher level” courses, a course that emphasizes critical thinking,
many students still struggle with understanding the reading and responding to topics. The English
department will continue to work together across our curriculum to teach reading, writing, and
thinking as integrated skills. Sharing assignments and classroom experiences can help us continue
to serve our students.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student can organize a paper so that it is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 70% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 81% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
13
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Writing an essay that is well organized and clear can be challenging, even at this level. While
students in English 7, in general, are starting to grasp these concepts, it is something that
instructors continue to work on in class. The high level of success indicates that students are doing
well when it comes to this challenge.
What course-level and programmatic strengths have the assessment reflections revealed?
As previously stated, students enter English 7 having already demonstrated a basic understanding
of unity and coherence. It seems clear that English 1A is preparing them for English 7 and that
English 7 continues to help them develop skills related to organization in their writing.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Getting students to see writing beyond the limitations of the 5-paragraph essay is an ongoing
discussion amongst English faculty. We will continue to share and develop teaching strategies to
help students write clear and coherent essays.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student demonstrates sentence-level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 70% of the class scored 3 or higher on the CLO’s, that would indicate success.
14
How do your current scores match with your above definition of success?
Over 78% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 7 are performing well at the sentence level across sections. Our curriculum
emphasizes writing from the top down, yet as educators we are aware that our students do need
support with their sentence-level fluency and grammar, even in our transfer-level courses. This is
a specific challenge for instructors as individual student needs are so varied.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students, and instructors are meeting
students’ needs in supporting them with sentence-level fluency. Teaching proofreading strategies
and working one-on-one with students on their sentence-level errors seems especially effective as
does guiding students to support classes such as English 115 and English 107 (now rewritten as
English 149F).
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue having discussions about how to address sentence-level fluency and grammar in
our courses. Being proactive about identifying students who might benefit from our new
“Proofreading and Editing for College Writing” course and/or English 115 might be one action to
take.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
15
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
Other: ______
16
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
English 11
Fall 2013
One
One
One hundred percent
Spring 2014
TJ Puckett, Steve Woodhams,
Course SLO Outcome (SLO) 1:
Outcome:
Student should be able to revise original poetry.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
75% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
91% of students scored either a 3 or a 4 on their ability to revise original poetry.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Often students enter a creative writing workshop thinking that having written something enough.
Focusing on revision as a component of writing teaches students the importance of listening to
and interpreting the criticism they receive in workshop. This emphasizes writing as an ongoing
process rather than a final product.
What course-level and programmatic strengths have the assessment reflections revealed?
The majority of students handle the intimidating task of revision, drawing on student and
instructor critiques as well as their own personal reflection on their creative work. Students
17
consider the importance of process over product when writing.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Revision can be a huge challenge to teach as it requires students to be objective with their own
work. Given how successful our students have done with revision, it seems clear that emphasizing
revision as a part of the writing process should be a component of English 11. Having students
submit a portfolio of work that contains both early drafts and revised drafts of work would be one
way to engage students with revision.
What is the nature of the planned actions?

X




Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: __________Pedagogical_________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student will identify and manipulate source materials for creative writing journal.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
65% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
68% of the class scored either 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
The creative writing journal aims to introduce students to the necessary discipline it takes to
become a writer. This is a difficult task for many students to complete, as it requires them to be
responsible on an ongoing basis for their writing. The journal gives the student of creative writing
regular and consistent writing practice. The writing exercises and assignments they complete in
their journals prepare them for larger creative writing process such as a completed short story or
18
a portfolio of poems. More important, it focuses on writing as an ongoing process more than
writing as a finished product.
What course-level and programmatic strengths have the assessment reflections revealed?
One of the core goals in the Introduction to Creative Writing course is to inspire students to take
risks and to practice the necessarily discipline required of all writers. The journal requirement
accomplishes both of these things while simultaneously giving students the freedom to explore
themselves as writers. The majority of students complete the journal requirement that indicates
this assessment has been achieved.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Students benefit from ongoing writing practice that emphasizes process over finished product.
This is exactly the type of writing that takes place in a journal. To increase student success in this
area, instructors teaching English 11 might offer students a series of writing exercises throughout
the semester that they can complete in their journals, exercises that students can work on both in
class and out of class.
What is the nature of the planned actions?

X




Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _____________
Course-Level Outcome (CLO) 3:
Outcome:
The student shows familiarity with the structure and elements of fiction
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
75% of the class scored either 3 or 4.
19
How do your current scores match with your above definition of success?
91% of the class scored either 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
The course introduces students to the core elements of fiction. Prior to the course, most students
possess a foundational knowledge that stems from their experience with literature, film, and
television.
What course-level and programmatic strengths have the assessment reflections revealed?
This course empowers students to understand and develop their voices as fiction writers beyond
their prior knowledge/experience. The course formalizes this knowledge successfully for the
majority of students.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We are doing well with introducing students to the elements of fiction writing. Assignments that
focus on individual elements of craft are challenging and effective in teaching the fundamentals of
craft. We will continue developing exercises for students around the elements of fiction writing.
What is the nature of the planned actions?

X




Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: __________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
20
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
21
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
Eng 13
Fall 2013
One
One
One hundred percent
Spring 2014
Clara McLean, Ben Hollander
Course-Level Outcome (CLO) 1:
Outcome:
The student should be able to write in traditional and modern forms
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
55% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
78 % of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Being able to identify how modern forms of poetry emerged from traditional forms is a key way
for new writers to start to develop their own style and voice as poets. Our students are mostly
achieving that commendable goal.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are challenged by the demands and rigors of form but with practice in a workshop
setting, most are able to achieve this learning outcome.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to assess this student learning outcome, making adjustments as necessary.
22
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
__________Pedagogical________________________________________________________________
_____
Course-Level Outcome (CLO) 2:
Outcome:
The student should know the function(s) of tropes, images, symbols, diction, and syntax in poetry
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
55% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
100% of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Language is at the foundation of poetry and guiding students to work specifically with these
elements of craft in a workshop setting challenges them to identify and adopt these elements in
their own work.
What course-level and programmatic strengths have the assessment reflections revealed?
All students are competent by the end of the semester with identifying the function of key tropes
and figures. This shows that we are successfully teaching our students the elements of poetic
language.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to assess this student learning outcome, making adjustments as necessary.
23
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________Pedagogical____________________________________________________________
_____
Course-Level Outcome (CLO) 3:
Outcome: The student should be able to revise original poetry
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
60% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
85% of the students scored 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Learning to revise their work teaches students the importance of listening to and interpreting the
criticism they receive in workshop. This emphasizes writing in the workshop setting as an ongoing
process rather than a final product.
What course-level and programmatic strengths have the assessment reflections revealed?
The majority of students handle the complex task of revision, drawing on student and instructor
critiques as well as their own personal reflection on their creative work.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
24
We will continue to assess this student learning outcome, making adjustments as necessary.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______Pedagogical___________________________________________________________________
_____
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
25
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
26
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
Eng 19
Fall 2013
One
One
One hundred percent
Spring 2014
Stephen Woodhams, TJ Puckett
Course-Level Outcome (CLO) 1:
Outcome:
Student can perform basic editing, typesetting, proofreading and layout procedures
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
90% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
100 % of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
The hands-on nature of this class plays to many of the students’ strengths, enabling them to build
fundamental skills assembling the literary magazine.
What course-level and programmatic strengths have the assessment reflections revealed?
The class size and working relationship the students have with the instructor seem to promote
learning, group process and accountability.
The process of putting together the magazine involves a number of skills and aptitudes that
students learn first by demonstration and then by doing. Depending on the group of students this
class tends to achieve its objects by producing a product through a collaborative learning
experience.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to assess this student learning outcome, making adjustments as necessary.
27
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: __________Pedagogical_____________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: ______________Pedagogical_________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome: T
28
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______Pedagogical________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
29
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
30
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
English 20
Spring 2013
One
One
100%
Spring 2014
McLean
Course-Level Outcome (CLO) 1:
Outcome: Acquire effective attitudes and strategies for reading, analyzing, discussing and writing
about Shakespeare's Plays.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
60% of the class scored 3s and another 29% scored 4, so 90% of the class is at minimum
competent, with many surpassing.
How do your current scores match with your above definition of success?
This course is rigorous as well as inspiring; many students are surprised at how accessible
Shakespeare’s themes and motifs are, since he is concerned with human nature. I am pleased, but
not surprised, by this showing of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
The class is full, which shows the interest and need for it. As above, students appear to enjoy the
works and also discover that, though they have to work for it, Shakespeare continues to offer
provocative, contemporary insights no matter how diverse the classroom, no matter how many
centuries since the writing.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are engaged in all or programmatic goals in this course: proficient, active reading,
analytical writing, and critical thinking, all of which contribute to one of our department core
values: the creation of meaning as derived from all of the above.
31
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to offer this valuable and popular course, and to collaborate as faculty for ways
to sustain and evolve the course.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:Produces coherent, effectively supported formal essay, which is based on a thorough
understanding of the assigned text and an understanding of the purposes of literary criticism.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
78% of the class scored at 3 and 4.
How do your current scores match with your above definition of success?
With widely varying experience in writing literary analysis, the course shows high passing rates;
some writers are highly accomplished and some are new to this form.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
A number of short responses to Shakespeare’s plays prepare students for the longer writing
project; various literary critics are introduced to the class, providing examples and ideas for
students; use, to help them interpret and appreciate the works.
What course-level and programmatic strengths have the assessment reflections revealed?
We use writing as an assessment for the incorporation of reading, analysis, and critical thinking;
we also value the process, and emphasize this to students throughout, increasing their ownership.
32
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to challenge students’ ability to write critical analyses while at the same time
supporting them with ways to do so. Our continued collaboration within the department remains
a valuable tool.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:Students create, organize and present a multi-media collaborative group project which
enhances audience's appreciation/understanding of Shakespeare's plays
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
86% of the class scored 3 and 4.
How do your current scores match with your above definition of success?
Over the course of the semester, students presented four assignments. Two of these were with a
group, and were among the most fun, engaging, and challenging class periods.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Since Shakespeare of course lends itself to the stage, and to enactment, group presentations are a
natural to the course. Students enjoy acting out scenes, finding and presenting resources about
the Elizabethan era, and interacting on a number of levels with the material and each other.
33
What course-level and programmatic strengths have the assessment reflections revealed?
The classroom is a very dynamic one; not only does the fact of drama encourage interaction and
critical thinking, the discussions about the reading are equally lively, due to the complexity of
ideas in the works.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Continued collaboration, as above, and flexibility in continually meeting students where they are.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
34
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
35
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
English 21
One
One
One
100 %
Spring, 2014
Barbara Worthington
Carmen Johnston
Course-Level Outcome (CLO) 1:
Outcome:Analyze literacy works in relation to their historical and cultural contexts with particular
attention to identifying unstated premises and hidden assumption
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
75% would score either 3 or 4.
How do your current scores match with your above definition of success?
76% of the class scored 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
English 21 is a transfer-level elective course that highlights key aspects of the African American
literary experience. The course attracts students from various disciplines and cultural backgrounds.
Most have little knowledge of black culture; therefore, instructors must provide adequate context
to help students understand and appreciate the various social and historical elements embedded in
each text. Transfer-level English classes are recommended but not required. This often represents a
challenge for students who struggle with basic essay writing skills. Also the class as a whole is very
diverse; however, the students worked collaboratively using group projects to examine subtle and
often less obvious aspects of the text using various forms of media, supplemental literary analysis
from related texts, the students’ own fore knowledge, and instructor’s lectures.
What course-level and programmatic strengths have the assessment reflections revealed?
36
The English 21 instructor must provide adequate background information for each literary period,
usually in for form of a short lecture; however, group discussions continue to provide an
opportunity for students to connect and create new questions regarding the assigned texts.
Collaborative conversations help to make the class more inclusive, especially when discussing
culturally sensitive reading material. Also, we have been realistic about the way this generation of
students interpret and approach information. I presented relevant literary concepts using more
video and on-line sources. The English 21 instructors will continue to examine methods for creating
a comfortable, exciting classroom environment that invites rich discussion, yet adequately covers
the course material.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Many students who are enrolled in English 21 are also enrolled in classes or participate in learning
communities that discuss similar themes covered in this course. We have managed to extend the
English 21 experience by inviting our students to attend campus events sponsored by other classes
or organizations on campus to help expand their knowledge of African American culture in general
and ultimately explore African American Literature on a broader scale by participating in Black
History month events, community events related to African American History, and possible class
field trips. The goal is to help all students who attend the class to gain a deeper understanding of
and appreciation for the African American experience.
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Demonstrate knowledge of the structures of the works studied and analyze them in terms of such
literary components as plot, character, tone, style and figurative uses of language
37
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
75% would score either 3 or 4
How do your current scores match with your above definition of success?
64% scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Most English 21 students lack previous exposure to key literary components at the beginning of the
semester. I continue to explore creative and effective methods for teaching specific literary terms
in a relatively short period of time. Most students eventually grasp the concept, but struggle with
ways to incorporate some components into their own essays. We are focusing on ways to improve
in this area by having more specific discussions around each text’s genre, literary period, and
purpose.
What course-level and programmatic strengths have the assessment reflections revealed?
The primary goal and challenge for the English 21 instructors related to relevance. When the
students understood why the place and time a story took place impacted the author’s purpose, the
piece often became more relevant for the class as a whole.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Identifying literary elements are a key part of the group projects. After analyzing several pieces for
the various elements, students are familiar with the parts of a literary piece and are better able to
identify and include style, tone, figurative language, etc. in presentations.
What is the nature of the planned actions?





Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
38

Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student can identify contributions of African American writers
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
75% with a score of 3 or 4 would indicate success.
How do your current scores match with your above definition of success?
47.1% scored a 3 and 14.7%
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students improved significantly in this area. I encouraged the students to move beyond the class
readings and identify African American writers from other classes and the media. We continued to
use an era-based approach, but students began to develop an appreciation for the contemporary
black writers and draw parallels between themes from past literary eras and appreciate the
readings but often require a deeper understanding of the historical complexities of the African
American experience, especially compared to issues in today’s society.
What course-level and programmatic strengths have the assessment reflections revealed?
More scaffolding and background information.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Additional readings and discussions
39
What is the nature of the planned actions?






Curricular
XPedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
40
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_______________________________________________________________________________
41
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
English 22
Fall 2013
1
1
100
Fall 2014
3
Course-Level Outcome (CLO) 1:
Outcome:
Demonstrate knowledge of the structure of the works studied and analyze them in terms of such
literary components as plot, character, tone, style and figurative uses of language
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLOS that would indicate success.
How do your current scores match with your above definition of success?
76% of the class achieved 3 or higher on the CLOs indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
The majority of students in English 22 well apply literary components to the texts.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are being met and instructors are meeting students’ needs. Examining
literary components enhances students’ experiences with the reading.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
English faculty will review and share pedagogical approaches in English 22 to reinforce effective
teaching strategies and assignments. Faculty will also work with instructors who teach English 4
often so we can pull successful strategies for literary analysis and apply it to the course.
42
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Demonstrate understanding of the particular contributions of the Mexican American/Latino writers
to American history and contemporary culture.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 65% of the class scored 3 or higher on the CLOS that would indicate success.
How do your current scores match with your above definition of success?
80% of the class achieved 3 or higher on the CLOs indicating a high level of success
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Exploring Latino literature enlivens cultural conversations and breathes life into history.
What course-level and programmatic strengths have the assessment reflections revealed?
The course validates the worth of thematic approaches to literature.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
English faculty will review and share pedagogical approaches in English 22 to reinforce effective
teaching strategies and assignments. We will also take advantage of professional development
opportunities from organizations like Puente to expand our knowledge of Mexican American/Latino
writers.
43
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Analyze literary works in relation to their historical and cultural contexts with particular attention
to identifying unstated premises and hidden assumptions.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLOS that would indicate success.
How do your current scores match with your above definition of success?
77% of the class achieved 3 or higher on the CLOs indicating a high level of success
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Examining context assists students in identifying and discussing hidden assumptions.
What course-level and programmatic strengths have the assessment reflections revealed?
Thematic approaches to studying literature add depth and context.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
English faculty will review and share pedagogical approaches in English 22 to reinforce effective
teaching strategies and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
44
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
45
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
English 25
Fall 2012
1
1
100%
Spring 2014
Carmen Johnston
Shoshanna Tenn
Course-Level Outcome (CLO) 1:
Outcome: Demonstrate knowledge of the structures of the works studied and analyze them in
terms of such literary components as plot, character, tone, style and figurative uses of language.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
Success consists of at least 75% of the class receiving a score of 3 or 4.
How do your current scores match with your above definition of success?
The current scores surpass the rate indicating success. 85% of the students received either a 3 or 4
for this outcome.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in this class receive an introduction to literary components and writing structures giving
them skills to succeed in their other classes. It would be great to strengthen this work so students
can further their knowledge in these areas.
What course-level and programmatic strengths have the assessment reflections revealed?
The assessment shows the power of Asian-American literature for our students. They are deeply
engaged and affected by the stories representing the often silenced voice of their culture and
community.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
46
We will continue to offer this course and support new instructors interested in teaching the class.
What is the nature of the planned actions?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome: Analyze literary works in relation to their historical and cultural contexts with particular
attention to identifying unstated premises and hidden assumptions
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
In this area, 60% of the students achieving a 4 in this outcome would represent success.
How do your current scores match with your above definition of success?
45% of the students have scored a 4, and 45% of the students scored a 3, which shows the success
of the outcome.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students did meet the goals to achieve success in this goal, however it would be wonderful if
more students were able to connect the literature to a historical and cultural context.
What course-level and programmatic strengths have the assessment reflections revealed?
The assessment reveals the need for more historical and cultural context.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
By having students complete historical projects connected to the literature and inviting guest
speakers to add cultural context, we hope to have more students achieve this outcome.
47
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome: Demonstrate understanding of the particular contributions of Asian-American writers to
American history and contemporary culture.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
50% of students receiving a 4 on this outcome would indicate success.
How do your current scores match with your above definition of success?
Our current scores are above the rate indicated for success (69%)
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students have a basic understanding of the contributions of Asian-American writers to American
history and culture, however this area could be strengthened.
What course-level and programmatic strengths have the assessment reflections revealed?
It shows the course does succeed in helping students make general connections from AsianAmerican literature to American history.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
As we continue to develop this course, we will bring more context to the discussion of
contributions of Asian-American writers to U.S. History. Through various projects, excursions and
guest speakers we should be able to achieve this goal.
48
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
49






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_______________________________________________________________________________
50
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
English 26
Not taught in 2013-2014
0
0
N/A
N/A
Shoshanna Tenn
Course-Level Outcome (CLO) 1:
Outcome:
Student can compare and contrast common themes that emerge in the literature and other forms
of art of immigrants and migrants
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
Class has not been offered since Spring 2012 – no data to analyze.
How do your current scores match with your above definition of success?
Class has not been offered since Spring 2012 – no data to analyze.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
N/A
What course-level and programmatic strengths have the assessment reflections revealed?
N/A
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
N/A – though we hope to have the FTEF to offer this course again soon.
What is the nature of the planned actions?
 Curricular
51





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_____________________________________________N/A__________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student should demonstrate familiarity with forces that pull immigrants to the United States and
that push them from their home locations.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
N/A
How do your current scores match with your above definition of success?
N/A
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
N/A
What course-level and programmatic strengths have the assessment reflections revealed?
N/A
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
N/A
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
52
 Change to assessment methods
 Other: _______no changes needed________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student should critically evaluate the political, social, historical, and cultural backdrops against
which the literature unfolds.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
N/A
How do your current scores match with your above definition of success?
N/A
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
N/A
What course-level and programmatic strengths have the assessment reflections revealed?
N/A
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
N/A
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _____________N/A______________________________________________________________
53
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
English 31
Spring 2014
One
One
One hundred percent
Fall 2014
Michael Langdon
Course-Level Outcome (CLO) 1:
Outcome:
Student demonstrates ability to analyze class texts in terms of such literary components as plot,
character, tone, style, narrative voice, and figurative language.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
65% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
71.4 % of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in this class receive an introduction to literary terms in order to help them analyze the
literary qualities of the texts they are studying. In addition to helping students understand the
works they are reading for this class, students can apply this terminology to works of literature
they read for other classes and for personal enrichment. This type of analysis strengthens their
ability to think critically about other topics as well.
What course-level and programmatic strengths have the assessment reflections revealed?
Students enjoy literary analysis when they are doing it with works of literature that they find
meaningful—literature that is relevant to their lived experience. Reading and analyzing this kind
of literature enriches their lives and strengthens critical thinking skills that they need for other
courses they are taking.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will work together to strategize additional sources to help students further their
54
understanding of literary terms. By sharing successful techniques used in courses such as English 4
we will better support our students.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
__________Pedagogical________________________________________________________________
_____
Course-Level Outcome (CLO) 2:
Outcome: Student recognizes the diversity of the works while comparing their treatment of
common themes.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
65% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
71.4 % of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Themes are central to the work that students are doing in this class—in particular identifying the
themes that are common in gay and lesbian literature and comparing and contrasting different
treatments of these themes. These are themes that are relevant to the lives of most students in
the class—even those who are non-LGBT. Reflecting on the development of these themes in the
literature helps students reflect on their own experience.
What course-level and programmatic strengths have the assessment reflections revealed?
This course is personally meaningful to the students who take it. Additionally, identifying themes,
comparing and contrasting the treatment of similar themes in different works of literature, and
discussing the treatment of a theme in a particular piece of literature are critical thinking skills
that students are able to bring to other classes and to other areas of their lives.
55
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will develop additional strategies to help students analyze themes and connect them to their
lives. We will also continue researching a diversity of texts written by Gay and Lesbian writers.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________Pedagogical____________________________________________________________
_____
Course-Level Outcome (CLO) 3:
Outcome: Students will analyze works of Gay and Lesbian literature in relation to their historical
and/or contexts, and with particular attention to the thematic meaning(s) imparted to readers.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
60% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
66% of the class scored either a 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Gay and lesbian history is a topic that interests the students who sign up for this course. Many
say that they have had few opportunities to study this topic before, and they are excited to learn
more about it. Placing gay and lesbian literature in its historical context helps them better
understand both the literature and the history.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are leaving the classes with a greatly enhanced understanding of the struggles and
oppression that LGBT people have faced historically, and they also have a stronger understanding
56
of the historical moment they are living through. Studying this literature in its historical context
strengthens students’ critical thinking skills in ways that will be useful to them in other college
courses and in the work world.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will participate in professional development opportunities to enhance our understanding of
Gay/Lesbian History. By gaining resources and insights from organizations like Facing History we
will be able to further assist our students.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______Pedagogical___________________________________________________________________
_____
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
57
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
58
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
English 32
Fall 2013
1
1
100%
Fall 2014
Clara McLean
Stephanie Zappa
Course-Level Outcome (CLO) 1:
Outcome: Read and appreciate the diversity of the literature while identifying some common
themes
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
99% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
The course is doing very well at inspiring students to appreciate the diversity of U.S. women’s
literature, and at helping them find commonalities between diverse texts and authors.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
This class provides a broad survey of U.S. women writers and makes this body of work accessible
to students who may or may not have a background in English literature courses.
What course-level and programmatic strengths have the assessment reflections revealed?
Our elective courses are highly successful at engaging students in careful reading and critical
thinking, and at inspiring passion in the creation of meaning.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Instructors of this course will continue to meet and converse to share ideas on readings and
59
assignments that inspire our students.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
__________Curricular__________________________________________________________________
___
Course-Level Outcome (CLO) 2:
Outcome: Demonstrate familiarity with the structure and literary devices of the works studied
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
77% of the class scored either a 3 or a 4
How do your current scores match with your above definition of success?
Our scores exceed this definition of success, and is doing very well at familiarizing students with the
concepts and elements of literary analysis.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Courses such as this one, which engage students with literary material in the context of unifying
identity issues and movements, help students discover that literature is not arcane and removed
from social and political realities, but is integral to struggle and change. Students come to
celebrate the power of poetry while learning to analyze and interpret it.
What course-level and programmatic strengths have the assessment reflections revealed?
Our emphasis on challenging our students with complex and inspiring texts is in evidence in this
course.
60
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to choose a wide variety of literary genres and styles to feature in this course.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______Curricular_____________________________________________________________________
___
Course-Level Outcome (CLO) 3:
Outcome: Demonstrate familiarity with the self-expressed perspectives of the represented groups
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
86% of the class scored either a 3 or a 4
How do your current scores match with your above definition of success?
We are exceeding our expectations in making students aware of the issues that women writers
contend with as writers and as women in a patriarchal world.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
English 32 not only introduces students to literature and literary analysis, but also to women’s
historical and current struggles and the issues that unite women across time and space
What course-level and programmatic strengths have the assessment reflections revealed?
We are excelling at incorporating critical thinking and social and political awareness into English
studies
61
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to integrate nonfiction texts and historical and current information on women’s
issues into the teaching of this course.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_____Curricular_______________________________________________________________________
___
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
62
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
63
64
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
Eng.48
Fall 2013
1
1
100%
Spring 2014
Ben Hollander, Irene Plunkett
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 student should be able to evaluate the relationships between
film and literary representations of the Nazi Holocaust
(CLO) 2:
The student should be able to evaluate and analyze the role
which poetry from different times and cultures assumes in
coming to terms with the Nazi Holocaust
(CLO) 3:
The student should be able to recognize different genres and
styles in Holocaust Literature and their similarities with and
differences from other "topical" writing.
Defined Target
Scores*
(CLO Goal)
60% of students
will score 3 or
higher.
Actual Scores**
(eLumen data)
80% of students
scored 3 or
higher.
60% of students
will score 3 or
higher.
80% of students
scored 3 or
higher.
60% of students
will score 3 or
higher.
80% of students
scored 3 or
higher.
(CLO) 4:
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?
65
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 current scores exceeded the target for student success, as over 75 per cent of the
class scored either 3 or 4.
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?
We have discovered that students learn the material more effectively when they are
offered chances to compare and contrast film and literary representations of the
Holocaust, rather than having them focus exclusively on texts.
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 current scores exceeded the target for student success, as over 75 per cent of the
class scored either 3 or 4.
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?
We have discovered that the choice of poetry is crucial to students connecting with the
material of the Nazi Holocaust. As such, we have used poetry from survivors of different
global genocides, in order to represent the diversity of the students in the classroom.
66
67
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 current scores exceeded the target for student success, as over 75 per cent of the class
scored either 3 or 4.
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?
We have discovered more uses of topical “war” literature to contrast with instances of
Holocaust literature. As such, students are being exposed to multiple ways of
interpreting both these kinds of literatures, in terms of style and content.
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.
68
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 absorbed into the curriculum more of a variety or film and literary representations,
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?
We believe that more students will be drawn to this course the more we connect it to their
immediate cultures and experiences. This means that we have learned to broaden the meaning
of the course so that it includes repesentations of geneocides of peoples not directly linked to
the Nazi Holocaust.
3. What is the nature of the planned actions (please check all that apply)?
X
Curricular
X Pedagogical

Resource based

Change to CLO or rubric

Change to assessment methods

Other:_________________________________________________________________
69
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
English 101A
Fall 2013
10
6
60%
Spring 2014
Land, McLean, Magallon
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text as
support.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% scored either 3 or 4, the outcome would be met.
How do your current scores match with your above definition of success?
48.0% scored a 4 and 32.0% scored a 3 on the rubric so 80% of students are succeeding.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
As a department, our techniques for teaching critical thinking, comprehension of reading, and use
of textual support to defend an argument are strong.
What course-level and programmatic strengths have the assessment reflections revealed?
The readings are engaging, the students are responding analytically and developing as writers.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Continue Teacher TAWK and collaborative lesson planning.
What is the nature of the planned actions?
X Curricular
X Pedagogical
70




Change to CLO or rubric
Resource based
Change to assessment methods
Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Students can organize a paper that is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% of students score a 3 or 4 it would indicate success.
How do your current scores match with your above definition of success?
30% of students scored a 3 and 41.3% scored a 4. 71.3% of students scored a 3 or higher.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students are learning to organize papers based on the methods implemented in our English classes.
What course-level and programmatic strengths have the assessment reflections revealed?
Collaborative discussions have maintained consistency in teaching methods throughout the
department.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue our pedagogical focus on peer to peer training.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
71
Outcome:
Student demonstrates sentence level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
A score of 50% in either 3 or 4 indicates success.
How do your current scores match with your above definition of success?
35.6% scored a 3, and 37.6% scored a 4, for a total of 73.2% meeting the aforementioned goal.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Proofreading authentic work continues to be the best way to support students’ acquisition of strong
proofreading skills. Students who take advantage of the WRAC resources are developing their
proofreading strengths so we will continue to train WRAC tutors in effective proofreading strategies.
What course-level and programmatic strengths have the assessment reflections revealed?
We will continue to teach proofreading skills and augment instruction by offering sections of
English 115 to students to support their acquisition of proofreading skills.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Continue discussions of strategies for effective proofreading.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
72
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
English 102/101B
Fall 2013
7 -101B &31 -102
12
26%*
Spring 2014
Land, McLean, Magallon
*In E-lumen, only 26% of our Basic Skills courses are recorded as assessed for two reasons:
1. E-lumen was not accessible for a large part of the 2013-2014 academic year. For this reason, the college decided to
switch to Curricunet’s modules for data collection and program review.
2. The second reason is more systemic: part-time faculty members teach 2/3 of English composition courses. Part-time
facultyare not officially compensated for assessing students via E-lumen. While the sample set may seem small, the fact
that the data mirrors both past CLO outcomes and course success rates suggests that the percentages are indeed
representative. Furthermore, all of our composition course outlines are aligned to the student learning outcomes so a
passing grade in composition courses would reflect CLO success.
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text as
support.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% scored either 3 or 4, the outcome would be met.
How do your current scores match with your above definition of success?
38% scored a 4 and 38% scored a 3 on the rubric so 77% of students are succeeding.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
As a department, our techniques for teaching critical thinking, comprehension of reading, and use of
textual support to defend an argument are strong and working well for our Basic Skills students.
What course-level and programmatic strengths have the assessment reflections revealed?
The readings are engaging, the students are responding analytically and developing as writers.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Continue Teacher TAWK and collaborative lesson planning to refine our practice.
73
What is the nature of the planned actions?
X Curricular
X Pedagogical




Change to CLO or rubric
Resource based
Change to assessment methods
Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Students can organize a paper that is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% of students score a 3 or 4 it would indicate success.
How do your current scores match with your above definition of success?
49% of students scored a 3 and 25.1% scored a 4. Approximately 74% of students met our
departmental goals.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students are learning to organize papers based on the methods implemented in our English classes.
What course-level and programmatic strengths have the assessment reflections revealed?
Collaborative discussions have maintained consistency in teaching methods throughout the
department.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue our pedagogical focus on peer to peer training.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
74
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student demonstrates sentence level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
A score of 50% in either 3 or 4 indicates success.
How do your current scores match with your above definition of success?
72% of students met the aforementioned goal.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Proofreading authentic work continues to be the best way to support students’ acquisition of strong
proofreading skills. Students who take advantage of the WRAC resources are developing their
proofreading strengths so we will continue to train WRAC tutors in effective proofreading strategies.
What course-level and programmatic strengths have the assessment reflections revealed?
We will continue to teach proofreading skills and augment instruction by offering sections of English
115 to students to support their acquisition of proofreading skills.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Continue discussions of strategies for effective proofreading and refer appropriate students to
WRAC English115 tutorial, English 149 (formerly English 107), andthe newly developed ESL writing
workshop model.
What is the nature of the planned actions?

X


Curricular
Pedagogical
Resource based
Change to CLO or rubric
75
 Change to assessment methods
 Other: _______________________________________________________________________________
76
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
English 102
Fall 2013
31
16
+50%
Spring 2014
Six
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text as
support.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% scored either 3 or 4, the outcome would be met.
How do your current scores match with your above definition of success?
38% scored a 4 and 38% scored a 3 on the rubric so 77% of students are succeeding.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
As a department, our techniques for teaching critical thinking, comprehension of reading, and use
of textual support to defend an argument are strong.
What course-level and programmatic strengths have the assessment reflections revealed?
The readings are engaging, the students are responding analytically and developing as writers.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Continue Teacher TAWK and collaborative lesson planning.
What is the nature of the planned actions?
X Curricular
X Pedagogical
77




Change to CLO or rubric
Resource based
Change to assessment methods
Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Students can organize a paper that is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% of students score a 3 or 4 it would indicate success.
How do your current scores match with your above definition of success?
49% of students scored either a 3 and 25.1% scored a 4. Approximately 74% of students scored a 3
or higher.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students are learning to organize papers based on the methods implemented in our English classes.
What course-level and programmatic strengths have the assessment reflections revealed?
Collaborative discussions have maintained consistency in teaching methods throughout the
department.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue our pedagogical focus on peer to peer training.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
78
Course-Level Outcome (CLO) 3:
Outcome:
Student demonstrates sentence level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
A score of 50% in either 3 or 4 indicates success.
How do your current scores match with your above definition of success?
72% of students met the aforementioned goal.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Proofreading authentic work continues to be the best way to support students’ acquisition of strong
proofreading skills. Students who take advantage of the WRAC resources are developing their
proofreading strengths so we will continue to train WRAC tutors in effective proofreading strategies.
What course-level and programmatic strengths have the assessment reflections revealed?
We will continue to teach proofreading skills and augment instruction by offering sections of
English 115 to students to support their acquisition of proofreading skills.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Continue discussions of strategies for effective proofreading.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
79
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
English 107
Spring 2014
2
1
50%
Spring 2014
Michael Langdon
Course-Level Outcome (CLO) 1:
Outcome:
Identify parts of speech and their function and placement within a sentence
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
60% @ score 2 or higher
How do your current scores match with your above definition of success?
62% @ score 2 or higher
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Identifying parts of speech is helpful to students who are trying to understand the errors in their
writing. The language used for dissecting sentences is abstract and difficult for many students.
This numbers are better than expected.
What course-level and programmatic strengths have the assessment reflections revealed?
The value of this comprehensive review of grammatical terms is that it helps students understand
the usage errors in their own writing, but it has little value in and of itself.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We have decided to replace English 107 with a new experimental course in which students will
focus more on proofreading their own work. In this new course, students will have to be
simultaneously enrolled in a writing course so that they can apply what they are learning in the
course to their own writing.
80
What is the nature of the planned actions?






XXCurricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Combine elements to create simple, compound, complex, and compound/complex sentences
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
60% scoring 2 and above
How do your current scores match with your above definition of success?
62% scoring 2 and above
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students’ ability to write compound, complex, and compound-complex sentences will improve
their ability to express their ideas in writing. Knowing how to use these forms correctly may lead
to fewer sentence-boundary errors (such as fragments, run-ons, and comma splices).
What course-level and programmatic strengths have the assessment reflections revealed?
Mastering these types of sentence-structure will enable students to improve their writing skills
and express their ideas with more ease. These skills will improve their performance in other
courses they are taking at Chabot.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We have decided to replace English 107 with a new experimental course in which students will
focus more on proofreading their own work. In this new course, students will have to be
simultaneously enrolled in a writing course so that they can apply what they are learning in the
course to their own writing.
81
What is the nature of the planned actions?






XXCurricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Demonstrate ability to effectively proofread own writing
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
60% scoring 2 and above
How do your current scores match with your above definition of success?
63% scoring 2 and above
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Applying what they have learned about grammar to their own writing is the most important part
of this course. The course has little value if students only understand grammar in the abstract but
can’t proofread their own papers.
What course-level and programmatic strengths have the assessment reflections revealed?
When students are better able to proofread their own work, they will perform better in all of
their classes, not only in English but in other disciplines as well.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We have decided to replace English 107 with a new experimental course in which students will
focus more on proofreading their own work. In this new course, students will have to be
simultaneously enrolled in a writing course so that they can apply what they are learning in the
82
course to their own writing.
What is the nature of the planned actions?






XXCurricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
83
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
84
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
English 45
Spring 2013
1
1
100%
Spring 2014
Plunkett
Course-Level Outcome (CLO) 1:
Outcome: The student should be able to recognize the cultural and historical influence on the
works studied.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
75.9% of the class scored 3 or 4
How do your current scores match with your above definition of success?
This meets our definition of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
That the majority of the students were able to achieve the CLOs for English 45.
What course-level and programmatic strengths have the assessment reflections revealed?
The degree of student achievement indicates that an elective course such as English 45 provides
cultural insight into the novel and short story while exploring particular themes or periods as
reflected in works of fiction.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Recommend that English 45 be offered twice each semester.
Introduce additional projects that emphasize student involvement in critical analysis of literary
85
works.
Recommend ongoing dialogue among instructors concerning texts and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome: The student shows an appreciation of the diversity of literature while identifying
common themes and topics.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
80% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
75.9% of the class scored 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
That the majority of the students are able to achieve the CLOs for English 45.
What course-level and programmatic strengths have the assessment reflections revealed?
The students show an appreciation for the diversity of literature while identifying common
themes and topics.
86
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Recommend that English 45 be offered twice each semester.
Introduce additional projects that emphasize student involvement in critical analysis of literary
works.
Recommend ongoing dialogue among instructors concerning texts and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome: Students should demonstrate familiarity with the structure and elements of fiction,
such as metaphor, plot, and point of view.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
80% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
72.4% of the class scored 3 oer 4.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
That the majority of the students are able to achieve the CLOs for English 45.
What course-level and programmatic strengths have the assessment reflections revealed?
The students have become familiar with the structure and elements of fiction, such as metaphor,
plot, and point of view.
87
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Recommend that English 45 be offered twice each semester.
Introduce additional projects that emphasize student involvement in critical analysis of literary
works.
Recommend ongoing dialogue among instructors concerning texts and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
88
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
Eng 115/GNST 115
Fall 2014
three
three
One hundred percent
Spring 2015
Homeira Foth, TJ Puckett
Course-Level Outcome (CLO) 1:
Outcome: Student will apply pre-writing methods to generate ideas
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
75% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
80% got either a 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Although the percentage is higher (5%) than we expected, we still think that we can improve ways
to work with students on their pre-writing skills. We have discussed ways in which we can come
up with effective strategies to help them with brainstorming and outlining in the brief tutorial
one-on-ones with the students.
What course-level and programmatic strengths have the assessment reflections revealed?
The 80% success rate reflects the value in and the need for one-on-one faculty/ student tutorials.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We are in the process of creating a group to work on strategies to increase the enrollment in the
115s and make the 115s more accessible to all disciplines.
What is the nature of the planned actions?
 Curricular
 Pedagogical XX
 Resource based
 Change to CLO or rubric
89
 Change to assessment methods
 Other:
__________Pedagogical____________________________________________________________
_________
Course-Level Outcome (CLO) 2:
Outcome:
Student will demonstrate ability to proofread effectively
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
75% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
80% got either a 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Although the percentage is higher (5%) than we expected, we still think that we can improve ways
to work with students on their proofreading skills. We do not believe that the teacher should just
edit the student paper; we have discussed the importance of helping the student learn how to
identify patterns of error and how to self –edit their writing.
What course-level and programmatic strengths have the assessment reflections revealed?
The 80% success rate reflects the value in and the need for one-on-one faculty/ student tutorials.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We are in the process of creating a group to work on strategies to increase the enrollment in the
115s and make the 115s more accessible to all disciplines
What is the nature of the planned actions?
 Curricular
 Pedagogical
90




Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________Pedagogical________________________________________________________
_________
Course-Level Outcome (CLO) 3:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______Pedagogical_______________________________________________________________
_________
Course-Level Outcome (CLO) 4:
Outcome:
91
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
92
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
SERV 85
Spring 2013
1
1
100%
Spring 2014
Clara McLean, Stephanie Zappa
Course-Level Outcome (CLO) 1:
Outcome:
Student should be able to work with a diverse community population
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
79% of class scored either a 3 or a 4
How do your current scores match with your above definition of success?
79% of class scored either a 3 or a 4, so we are doing very well
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
SERV 85 gives students an opportunity to work with a diverse community population
What course-level and programmatic strengths have the assessment reflections revealed?
The course, which is one-of-a-kind at Chabot, helps students get a foothold in volunteering in the
East Bay’s diverse multicultural community
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to offer SERV 85 each semester
What is the nature of the planned actions?
 Curricular
xPedagogical
93




Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student shall be able to build a personal network of community contacts and describe the work
of local organizations and/or school programs
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
70% of class scored either a 3 or a 4
How do your current scores match with your above definition of success?
85% of class scored either a 3 or a 4, so we are doing very well
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in SERV 85 are introduced to community organizations and programs through their
volunteering
What course-level and programmatic strengths have the assessment reflections revealed?
SERV 85 is one-of-a- kind at Chabot. If connects students to the community in ways that may help
them with career goals and with being an active citizen in their communities.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to offer SERV 85 each semester
What is the nature of the planned actions?
 Curricular
94
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student should be able to discuss the importance of volunteerism and civic responsibility
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
70% of class scored either a 3 or a 4
How do your current scores match with your above definition of success?
92% of class scored either a 3 or a 4, so we are doing very well
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in SERV 85 are encouraged to reflect on the importance of volunteerism and civic
responsibility in their reflection assignments for the course
What course-level and programmatic strengths have the assessment reflections revealed?
SERV 85 does not merely send students out to volunteer, but encourages students to think
critically about their volunteer activities and relate them to the “big picture” through many
reflection activities
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to integrate active reflection into the SERV 85 course
95
What is the nature of the planned actions?
 Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
Student should be able to relate their volunteer experience to their own classes and course of
study at Chabot
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
70% of class scored either a 3 or a 4
How do your current scores match with your above definition of success?
90% of class scored either a 3 or a 4, so we are meeting our goals
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in SERV 85 are encouraged to connect what they are doing in the community to their
larger educational and professional goals
What course-level and programmatic strengths have the assessment reflections revealed?
SERV 85 incorporates reflection well into its curriculum, and provides a variety of activities
through which students can connect current volunteering to future goals
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
We will continue to offer a wide variety of volunteer placements in SERV 85 so that students can
be paired with opportunities that fit with their goals
96
What is the nature of the planned actions?
 Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
97
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
English 10
Fall 2014
1
1
100%
Fall 2014
Stephanie Zappa and Carmen
Johnston
Course-Level Outcome (CLO) 1:
Outcome:
Student can demonstrate understanding and use of a variety of teaching skills to facilitate class and
group discussion.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 70% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
100%
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Because this course has only enrolled one student reflecting on the course is statistically unsound
and meaningless.
What course-level and programmatic strengths have the assessment reflections revealed?
n/a
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
n/a.
98
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student can create and deliver selected lessons for classroom use.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 70% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
100% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Because this course has only enrolled one student reflecting on the course is statistically unsound
and meaningless.
What course-level and programmatic strengths have the assessment reflections revealed?
n/a
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
n/a
What is the nature of the planned actions?
 Curricular
 Pedagogical
99




Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student responds appropriately to student work.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 70% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
100% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Because this course has only enrolled one student reflecting on the course is statistically unsound
and meaningless.
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?
n/a
What is the nature of the planned actions?
100






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
 Curricular
101





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: ______
102
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
English 70
Fall 2014
1
1
100%
Spring 2015
Monique Williams
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
(CLO) 1: Students will write business and/or technical
reports that are clearly organized, with clear and accurate
content, with only one or two mechanical errors.
(CLO) 2: Correct interpretation of data or information,
and will include appropriate terms that are explained or
defined as needed for the intended audience.
(CLO) 3: Formulate a controlling idea to focus their
writing and to support each point with adequate and
varied evidence.
65% of the class
scored 3 or 4
Actual Scores**
(data from
eLumen or your
own tracking)
88.3%
65% of the class
scored 3 or 4
88.2%
65% of the class
scored 3 or 4
88.3%
(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 (or your
own) data collected in this assessment cycle?
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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?
My current scores 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?
Most of the students enrolled in the course incorporate technical writing into their daily
lives. Because of this, the majority of my students were already familiar with creating
technical reports. Student’s grammar issues were quickly remedied by discussing their
work during office hours, providing weekly assignments to help them practice their
writing, and if needed recommending they enroll into and ESL or Grammar course.
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?
My current scores 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?
The student’s experience in their fields as well as the need for them to learn terminology
in the courses dedicated to their fields helped the students gather the language needed
to create clear and professional reports. However, their ability to interpret data and
information presented to them was a bit more labored. Once they applied the
information or data to their field, it became easier to develop this skill.
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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?
My current scores 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?
The class was comprised of individuals in different fields. They were also at different
reading and writing levels. Students were able to find a focus however they often lacked
the critical thinking skills to find an argument and gather support for an argument. For
many of them, this was the first time they were asked to break a focus apart and create
meaning from those multiple parts. It was also for many of them the first time they were
asked to synthesize and create conclusions from multiple sources.
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.
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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?
Unknown
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 course allows students who are already working in a particular field to hone their technical
writing skills. However, having multiple vocational departments take a writing class together,
taught by an instructor that is not in the field they are studying, does not allow the students to
dive much further into their field of interest while in class.
The lack of a required pre-requisite for the course allows students to enroll in the class at very
different skill levels. This makes the ability to pace and structure the course in a way that is
productive for everyone difficult and sometimes impossible.
I recommend this course be offered in their departments. Maybe an English instructor can work
with someone from each department requiring this class as part of their certificate program.
I would also recommend that students be required to be eligible for English 1a before taking this
course.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: Require eligibility for English 1A
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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: English (developmental, composition sequence, AA degree and transfer)

PLO #1: Independently read and understand complex academic texts


PLO #2: Critically respond to the ideas and information in academic texts

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
We continue to be interested in the uses of both non-fiction and fiction texts in our Basic Skills and
transfer level courses. As a department we actively share the texts/ideas that we use in our classes in
order to enhance our ability as individuals to make complex texts accessible to our students, while striving
to maintain a high level of Program Coherence throughout our curriculum and Faculty.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Our department offers a rich variety of texts (in genre, cultural contexts, complexity of
ideas, etc.) that help our students develop as critical thinkers and writers. We also have articulated clear
values around how to teach English, and we have a very dedicated, passionate faculty that works hard to
develop relationships with students, and not just present curriculum or evaluate work.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
One of our core actions has been to fine-tune the process that we use to hire, train, and evaluate teachers
well, especially given the high number of part-time faculty in our department. Two things we have done to
meet this goal is the revision of the part-time faculty hiring process, which was completed in Spring 2013.
The second thing that we did as a department on February 14, 2013 was to participate as a group in a
grading essay response norming workshop which helped us improve our abilities to respond to student’s
written work. We would like workshops like this be a regular part of our program for all of our courses.
In addition, as noted in year two of this program review cycle, we have developed an AA-T degree to help
our students transfer more easily to CSUs as English majors. Two new elective English courses have been
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created per state regulations so that we can accommodate the AAT: English 35, “Modern and
Contemporary U.S. Literature,” and English 41, “World Literature from the 1700s to the Present.” The AAT has been fully researched and both the degree and the courses are undergoing the Chabot curriculum
review process at this writing. We are now able to offer the degree as of Fall 2014. We also have revised
our English AA degree, eliminating old courses that are no longer being offered and discussing ways to
make permanent changes to the configuration of the degree so that it complements the AA-T, but serves
primarily non-CSU bound students (that is, students who are either transferring to UC or other non-CSU
institutions, or students who are not interested in transferring but simply want to earn an AA). Since the
AA-T is, by state mandate, quite rigid in its requirements, we have made the AA quite flexible, thus serving
the needs of a wide range of our diverse Chabot student body.
We continue to recognize that we have many students planning to transfer as English majors, as seen by
their interest in our literature and creative writing courses. Yet there are very few sections of these courses
as compared to our composition and basic skills offerings. These same students serve as tutors, are active
in ASCC and clubs, and contribute to our college community. We want to retain these students and we are
dedicated to maintaining and developing the depth and breadth of our curriculum to make the English
Department’s course offerings at least on a par with other Bay Area community colleges.
Program: Creative Writing and Literature electives (Certificate, GE, and transfer)
 PLO #1: Student produces a body of quality creative work.


PLO #2: Student forms a critical response to the creative writings of others


PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Our Creative Writing and Literature courses are valuable to our student body as they promote both the
mission statement of our department and the College. They also further develop critical thinking and
communication skills, produce community on our campus, and further both English majors and non-majors
in their educational goals, since the courses transfer as GE electives. As the landscape of our College
evolves, we will continue to explore the value of these courses in relationship to our students’ diverse
needs.
What program-level strengths have the assessment reflections revealed?
We use writing as an assessment for reading, analysis and critical thinking. We see in these courses that a
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student’s enjoyment of the material and the complex integration of reading and writing lead to improved
understanding of not only literature, but the society in which we live. This leads students to observe more
intently, ask better questions, and read more critically into their own lives and the lives of others. The
ability to produce more effective and nuanced writing is another key product of our courses.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Our new AA-T degree will help students maintain an academic focus as they continue through our program
and beyond to further studies. We are expanding our course selections, which we hope to include more
creative writing and world literature courses.
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