Learner Outcomes
1. Identify and critique
alternative
explanations for claims
about social issues and
human behavior.
How were core LO's assessed?
Students completed an individual
journal or participated in a discussion
group responding to content and the
variety of disorders as well as their
impact on socialization or behavior in
personal or professional capacities.
What did the assessments indicate?
Over 94% of the students who
completed the project passed with a
grade of 70% or higher.
2. Identify and
appreciate differences
and commonalities
among cultures and
communication
preferences.
Students completed a course survey
to analyze communication disorders
to explore prejudices, stereotypes and
stigmas associated with them.
3. Recognize factors
contributing to
successful
communication or
barriers in cases across
the lifespan.
Students identified at least five types
of communication disorders affecting
infants, children, and/or adults and
the impact of these disorders on an
individual’s psychological, social,
emotional, cultural and educational
Over 90% of the students completed
the pre-survey and over 30%
completed the post-survey. Overall
the survey indicated a greater
appreciation of differences related
to communication disorders and
preferences that might develop in
dealing with the disorder. Also, the
majority of students that indicated a
pre-speech or pre-audiology major
at the beginning of the course
wished to continue in the major.
Over 60% of the students answered
all 5 questions on the final exam
correctly and met LO#3.
COMS 2350.12
What changes were made to the
course based on assessment of
data?
To facilitate deeper exploration of
topics and their impact, prompts will
be provided to guide journal entries
and discussions.
To facilitate better completion of
post-course return rate, I will offer
the survey through the online
learning system. Furthermore, I will
reassess the survey instrument to
determine changes, if any, related to
communication disorders and their
impact on society.
I will include an additional
measurement to evaluate
knowledge regarding
communication disorders and their
impact across the life span. In
addition to the items from the final
Perry
status. Question numbers 106-110 on
the final exam were used to assess LO
#3. Students were required to answer
all questions from this set correctly.
exam, students will list factors
contributing to successful
communication and potential
barriers in at least three case studies
throughout the semester.
Furthermore, students will be asked
to identify how the disorder might
impact an individual/family.
Quantity and quality of responses
will be noted.
Closing the Loop: Questions from Dr. Roach
Have changes been made in the way instructors (faculty or graduate
students) teaching your core courses in individual or group behavior
are trained, oriented, or supervised?
Have changes been made in the base syllabus for your core courses in
response to assessment results?
Have you adjusted the way the courses are assessed, the
examinations, or the base content in the areas listed above in
response to assessment results?
Have you made any changes in the way content is delivered such as
adding on-line modules, improving classroom technology, using onCOMS 2350.12
No changes have been made.
The syllabus has been changed to a different format with wording that
is less concerned about requirements and more focused on course
outcomes.
Pre- and post- measures have been implemented to gauge how much
the students have learned during the semester. These measures will
be adjusted to more accurately capture knowledge gained across the
semester. Rubrics were also developed and distributed to clearly
communicate expectations and grading.
No-pressure on-line quizzes have been implemented to facilitate
engagement with course material and student learning. Students are
allowed to complete the quiz as many times needed to answer all
questions correctly and feedback is provided for incorrect answers.
Students engage with the textbook more this way and have reported
using this as a study tool prior to tests as well.
The classroom technology has significantly improved since moving to
the new building. The sound system has been invaluable when
Perry
line quizzes or exams, making lectures available to students on-line,
or flipping the classroom?
showing videos related to course material. There is adequate space
for students without crowding.
On-line journal entries were given as an option for a class project. The
intent of the journal entries was to encourage students to relate inclass information to experiences outside of the classroom, and to apply
the information to their own lives. On-line discussion groups were
implemented to encourage students to openly discuss the topics
covered in class in a more in-depth manner. This was also
implemented to help the more reflective learners have time to process
information before being asked to comment. Students are asked to
find outside resources that provide more information on the topic and
discuss their own opinion or experiences regarding the topic.
Have you made any changes in how students are provided with help
to improve their comprehension of the material such as on-line
tutoring, face-to-face or group help sessions, etc.
COMS 2350.12
Students were also encouraged to upload supplemental materials they
encountered during either journals or discussion groups. The
instructor also provided supplemental materials useful in explaining or
expanding course concepts.
On-line office hours and face-to-face office hours with the graduate
assistant were made available. Tutoring was made available on-line
with the graduate assistant on the day before tests. Students have
utilized both options.
Perry