2009-10
INTEGRATED PLANNING
ASSESSMENT COMMITTEE
TABLE OF CONTENTS
INSTRUCTIONAL PROGRAM REVIEW ............................................................................................................................................... 4
Addiction Studies.................................................................................................................................................................................... 5
Administration of Justice ........................................................................................................................................................................ 7
Agriculture .............................................................................................................................................................................................. 7
Anthropology and Sociology .................................................................................................................................................................. 7
Art ........................................................................................................................................................................................................... 7
ASN Nursing........................................................................................................................................................................................... 7
Automotive Technology ......................................................................................................................................................................... 7
Biology and Environmental Sciences ..................................................................................................................................................... 7
Business Technology .............................................................................................................................................................................. 7
Business and Economics......................................................................................................................................................................... 7
Chemistry and Physical Sciences............................................................................................................................................................ 7
Computer Information Systems .............................................................................................................................................................. 7
Construction Technolog.......................................................................................................................................................................... 7
Dental Assisting ...................................................................................................................................................................................... 7
Diesel and Heavy Equipment.................................................................................................................................................................. 7
Digital Media .......................................................................................................................................................................................... 7
Drafting Technology............................................................................................................................................................................... 7
Early Childhood Education..................................................................................................................................................................... 7
Section 2...................................................................................................................................................................................................... 7
Learning Outcomes & Curriculum ............................................................................................................................................................. 7
Strategic Master Plan: ................................................................................................................................................................................. 7
2.01. Program and Student Learning Outcomes ......................................................................................................................................... 7
Earth Science/Astronomy ....................................................................................................................................................................... 7
English .................................................................................................................................................................................................... 7
Assessment Committee
2
2009-10 Program Review
Forestry/Natural Resources..................................................................................................................................................................... 7
Health Education/Physical Education/Dance ......................................................................................................................................... 7
History/Cinema ....................................................................................................................................................................................... 7
Hospitality Restaurant and Culinary Arts ............................................................................................................................................... 7
Languages ............................................................................................................................................................................................... 7
Library Studies........................................................................................................................................................................................ 7
Library-General....................................................................................................................................................................................... 7
LVN-Nursing .......................................................................................................................................................................................... 7
Mathematics............................................................................................................................................................................................ 7
Medical Assisting.................................................................................................................................................................................... 7
MI/IT/CET .............................................................................................................................................................................................. 7
Music/Drama........................................................................................................................................................................................... 7
Philosophy............................................................................................................................................................................................... 7
Physics/Engineering................................................................................................................................................................................ 7
Political Science...................................................................................................................................................................................... 7
Psychology.............................................................................................................................................................................................. 7
Real Estate .............................................................................................................................................................................................. 7
Speech/Journalism .................................................................................................................................................................................. 7
Tutoring..................................................................................................................................................Error! Bookmark not defined.
Welding Technology............................................................................................................................................................................... 7
STUDENT SERVICES PROGRAM REVIEW ......................................................................................................................................... 7
Admissions and Records......................................................................................................................................................................... 7
Advising.................................................................................................................................................................................................. 7
Assessment.............................................................................................................................................................................................. 7
Athletics .................................................................................................................................................................................................. 7
CalSOAP................................................................................................................................................................................................. 7
Campus Life............................................................................................................................................................................................ 7
Child Development Center ..................................................................................................................................................................... 7
Counseling and Career Center ................................................................................................................................................................ 7
Disabled Students Programs and Services.............................................................................................................................................. 7
Distance Education ................................................................................................................................................................................. 7
Assessment Committee
3
2009-10 Program Review
Equal Opportunity Programs and Services ............................................................................................................................................. 7
Financial Aid........................................................................................................................................................................................... 7
Residential Life....................................................................................................................................................................................... 7
Tutoring- ................................................................................................................................................................................................. 7
Upward Bound ........................................................................................................................................................................................ 7
INSTRUCTIONAL PROGRAM REVIEW
Assessment Committee
4
2009-10 Program Review
Addiction Studies
Addiction Studies-Updated October 18, 2009 (NO REVISIONS)
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: ADCT-15
Without the guidence of an Area Coordinator, no assessment was completed. However NATTC
(http://www.nattc.org/resPubs/tap21/TAP21.pdf) offers competency outcomes for Adduction Studies. The
following outcomes will be presented to Associate Faculty to determine a rubric to assess these SLO's/PLO's
Or PLO Measured : Adapt counseling strategies to the individual characteristics of the client,including but not
limited to disability, gender, sexual orientation, developmental level, culture, ethnicity, age, and health
status.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
To be determined.
Once rubric is established all ADCT classes will participate.
5
2009-10 Program Review
Addiction Studies
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
1) Establish which SLO/PLO will be measured by the Associate Faculty (with their consultation)
2) Develop a rubric to assess these learning outcomes.
3) Establish a baseline goal for achievement.
4) Administer assessments and quantify results.
5) Meet with Associate Faculty to determine a plan for improving student's outcomes, OR if successful choose
new SLO/PLO for evaluation next year.
Without a coordinator it is difficult to extablish a timeline. However, the process of identification of SLO/PLO
can be done this year (Spring Semester, 2010)
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Assessment forms will be stored with IR, and until an Area Coordinator can be identified, the Dean of Academic Affairs.
Assessment Committee
6
2009-10 Program Review
Administration of Justice
Administration of Justice-Updated
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: AJ-1 - Explain what the three components (law enforcement, courts, corrections) of the
criminal justice system are and their roles in society.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
Assignment 1: Scenarios analyzed by students in small group during class time.
Assignment 2: Analyze scenarios contained in essay exams. Students have one week to complete these exams.
The scenarios in either assignment might include such exercises as determining whether a police investigation
complies with the Fourth Amendment (Search & Seizure) to the Constitution, or after being given a prior
criminal record of an arrestee, determining what type of bail, i.e. release on personal recognizance or cash
bond) an arrestee might be granted by a judge.
Small group and exam scenario grades reveal that many students who complete these assignments appear to
understand what the three components of the criminal justice system are and how they function in society.
1. Better explain the functions of the three criminal justice components and their interrelationship with each
other.
2. Take more active and early steps to contact students who fail to turn in one or more assignments or exams.
3. Better explanation of the exams at the time they are handed out to students.
7
2009-10 Program Review
Administration of Justice
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
It is worth noting that in AJ 1 - students have a full week to complete the exams, and more effort is being made
at explaining what is expected of students on the day the exams are handed out.
Provide a timeline for
implementation of your
top priorities.
Immediately (Fall 2009 and continuing)
Course SLO Measured: AJ 11 - To chart the progress of a criminal case through the criminal justice system
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
Assignment: "Short Paper" {Essay} on a particular U.S. criminal trial. Students are given
three to four short reading assignments to prepare this essay. After they have read the
material, they write answers to four to six questions. They have a week to prepare their
responses. On the due date, we engage in a student-led discussion of the trial, using their
essays as the focal point. Each short paper typically counts for ten percent of the course
grade.
The Fall 2009 semester is the fifth time that this course has been offered. Over time, this assignment which
measures this SLO has changed from a quiz format to the present short paper format. The students who
participate orally and in writing appear to be able to understand and chart the progress of a criminal case. To
intelligently answer the questions, both in writing and in student-led class dicussion, students must have a basic
grasp of the criminal justice process.
1. To review the course material periodically to maintain currency of the subject matter.
2. To look for new audio/visual materials to help illustrate SLOs. These would be re-enactments or
documentaries of famous trials.
8
2009-10 Program Review
Administration of Justice
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. To continue to provide constructive feedback of student's written work, including short papers.
2. Take more active and early steps to contact students who fail to turn in one or more assignments or exams.
Provide a timeline for
implementation of your
top priorities.
Immdediately (Fall 2009) and continuing
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
When completed - will be in "Division" office and Dean's Office
Course SLO Measured: POST Testing for AJ80, 81, 82, 83, 191F, 191S, Dispatch Academy
Or PLO Measured :
The Basic Law Enforcement Academy uses standardized testing provided by POST. These questions are tied to the
established SLO (POST refers to them as EO - Educational Objectives). In the Basic Academy there are 42
established Learning Domains (LD) with workbooks provided for each LD. The workbooks are formatted around the
EOs identified for each LD. Questions for the multiple choice tests come directly from the workbooks. From the 42
LDs, 26 of these are tested using multiple choice tests and 11 are tested using scenario based testing. Some of the
LDs are tested using both multiple choice and scenario based examinations. POST has established a minimum
passing score for each LD multiple choice test. Each academy may establish minimum scores for the scenario
testing - we have chosen 80%. Students who get below the minimum score are given remedial training and are then
provided one re-test. If they fail the test, they have failed out of the academy.
Assessment Committee
9
2009-10 Program Review
Administration of Justice
AJ 80-83 (Basic Law Enforcement Academy): Results vary by class, but an average of 90-95% students achieve a passing score on the the
multiple choice tests and about 90% pass the scenario tests. In a typical Basic Academy class with 30-35 students, three to five students
will fail out of the class for either academic or performance based failures.
AJ 191F & 191S: AJ 191F (PC 832 Firearms) has a standardized firearms course students are required to pass. They receive two days of
training and are then tested based on accuracy and comeptency based evaluation. AJ 191S (PC 832 Arrest) also uses state developed and
mandated training and testing. The course is based on curriculum from the Basic Academy. Typically one student from a class of 15-20
will fail the written test initially but most of these pass the re-test.
AJ 170 (Dispatch Academy): About 95% of students who complete the entire course successfully pass all the tests. About 10-15% of the
students who start the course drop out at some point for unknown reasons - they just stop showing up. When contacted later, most say
they realized they were not cut out to be a dispatcher and realized this during the course.
1. Have Recruit Training Officers closely monitor students who may be struggling and develop a tutoring/mentoring relationship with
them to assist them.
2. Examine the length of AJ191S (see #5 in next section)
3. Continue to stress the time commitment to successfully complete the POST courses. POST requirements are that students may miss
only 5% of the course instructional hours to successfully complete the Academies.
1. Continue to shift from lecture based instruction to active learning student-based instruction.
2. Continue to stress the need to read worbook material before class starts so students have a good working understanding of the material.
3. Work with academy instructors to improve their basic instructional skills.
4. Consider a new course to help marginal students better prepare for the Basic Academy.
5. Consider changing the highly intensive AJ191S course from 40 to 56 hours to allow for more detailed instruction to students. This will
allow more time for i nstruction to make sure students have a firm grasp on the concepts. This should also better prepare them for the
tests.
#1-3 - These are ongoing efforts that will continue for the forseeable future.
#4 & #5 - These two items should be decided by the end of Spring 2010.
Assessment Committee
10
2009-10 Program Review
Agriculture
Agriculture-Updated October 7, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
We have yet to begun any comprehensive CLO or PLO assessment in AG because we still lack a full-time faculty in AG to coordinate
such an effort amongst a large group of associate faculty and many of the course outlines are out-of-date and lack explicit, measurable
learning outcomes. The Area Coordinator for AG has typically received no release time in the last 5 years to develop these
assessments. However, we intend to address the curriculum issue first before attempting to begin CLO/PLO assessment. Please see
the list in 11 for the current and out-of-date courses.
Assessment Committee
11
2009-10 Program Review
Anthropology and Sociology
Anthropology and Sociology-Updated October 7, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: SLO #4 - Apply anthropological concepts to real-world situations and problems,
demonstrating an ability to process factual information using anthropological concepts
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
Two long paragraph essay questions to be asked as a quiz or part of an exam, to be answered
by students without access to textbook or notes.
"What is cultural relativism and why might it be difficult for anthropologists to strictly follow
cultural relativism in every field situation?" and "Why do anthropologists assert that race is a
cultural construct, rather than a biological reality?"
12
2009-10 Program Review
Anthropology and Sociology
Summarize the overall
results of your
department, including
performance data if
applicable.
Average Percents for ANTH 3
First question:
above average average
below average
20.3
51.9
27.8
Second question:
above average average
below average
16.9
30.7
52.4
Students did better on cultural relativism, which is stressed throughout the semester, than they did on the race
and ethnicity question, which is typically covered in a more restrictured unit.
Most students demonstrated rudimentary grasp of the general concept of cultural relativism. Average students
generally failed to acknowledge the potential conflict between cultural rights and human rights and/ or did not
provide a detailed definition of cultural relativism. Below average students either failed to provide a
comprehensible essay or did not demonstrate a basic understanding of the concept; some attempted to guess at
the definition, arriving at its opposite (the practice of comparing cultures for ranking/judgment purposes).
Most students generally grasped the idea that it was difficult to strictly apply the theoretical concept in practice.
Nearly all students could improve in the planning and organization of their essays.
Students seem to be conditioned to memorize and regurgitate short definitions for concepts; they need to
improve their ability to explain more complex, multi-faceted concepts.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Revise activities leading up to and/or supporting assignment/activities
Increase/improve in-class discussions and activities
Collect more data
Assessment Committee
13
2009-10 Program Review
Anthropology and Sociology
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Provide increased mentoring for new ANTH 3 instructors, including suggestions for assignments and texts.
Encourage faculty to cover key concepts in multiple ways in order to cater to diverse learning styles.
Encourage faculty to share strategies that foster improved student learning.
Since this was the first time faculty had ever done assessment, and there is only one full-time
anthropologist to coordinate the work of assessment, only one course was assessed in 2008-2009. ANTH
1 will also be assessed in 2009-2010. No full-time NAS or SOC faculty existed in the district (Green only
occasionally teaches one NAS course with the remainder of his teaching load being composed of History,
Political Science, and ANthropology), so no assessments were done in these subjects in 2008-2009.
Shaw has offered to coordinate future NAS assessment if/ when faculty teaching the subject and/ or with
expertise are able to design questions related to the existing SLOs. To date, no faculty have volunteered
their time to do this. Shaw has no training in NAS and is unable to design appropriate assessment
questions/ mechanisms herself. She will very willingly resign as NAS area coordinator if/ when anyone
else is willing to serve in the position; she continues to advocate for a SOC/NAS position to replace a
faculty member that the Eureka campus lost several years ago.
2009-2010 - more data will be collected on these same ANTH 3 areas, with an emphasis on making the testing
and assessment processes more uniform. The 2009-2010 ANTH 1 assessment will focus upon SLO 5 - Exhibit
the ability to think logically about issues in physical anthropology and how people have interpreted those
issues.
Sociology assessment will begin in 2009-2010 if sufficient assessment training is provided for CR's newly
hired sociologists.
Individual ANTH 3 faculty will have received their own data, as well as averaged data for all ANTH 3
instructors. Each will experiment with different means to improve scores and will report to their colleages
about which strategies were more or less effective.
Assessment Committee
14
2009-10 Program Review
Anthropology and Sociology
Course SLO Measured: SOC: No SLO measurement took place in 2008-2009 academic year for Sociology
because there was no full time faculty member in the discipline. At the time of writing this report, the new full
time faculty on the Eureka campus must first tend to her primary duties of teaching, familiarize herself with
this Program Review Process, and learn both who our PT faculty are in Soc, and how to develop and staff a
schedule for Spring courses. The new Soc department faculty will review the course curriculum for all Soc
classes during the 2009-2010 academic year. Choosing an SLO for measurement and learning how to
coordinate the process for SLO measurement is prioritized on the list of immediate goals for Soc for the 20102011 academic year. An SLO for measurement has not been chosen at this time because the new faculty has not
yet reviewed all curriculum within the discipline, nor does she understand what SLO measurement involves.
Full-time faculty at both Eureka and Del Norte campus will coordinate the curriculum review and plan the SLO
assessment for Sociology.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
15
2009-10 Program Review
Anthropology and Sociology
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Assessment forms and assessment artifacts for ANTH are archived in the ANTH area coordinator's (Shaw's) office.
Assessment Committee
16
2009-10 Program Review
Art
Art-Updated October 9, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Art 17 SLO #3 (Depict and verbally describe the concepts of line, composition, value,
space, perspective, color, texture, and other skills for representational and non-representational image-making
in drawing.)
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
5 instructors of Art 17 convened on December 5, 2008 to collaboratively discuss the overall success rates of 30
randomly selected drawings from 6 sections of Art 17.
The 5 instructors in attendance determined that 100% of the representative sample of drawings was
satisfying the "line" requirement, 90% was satisfying the "composition" requirement, 85% was
satisfying the "value" reqirement, 100% was satisfying the "space" requirement, 60% was satisfying the
"perspective" requirement, 30% was satisfying the "color" requirement, 100% was satisfying the
"texture" requirement, and that 97% of the drawings were representational.
We determined that greater emphasis should be placed on composition in our drawing assignments, that
we need emphasize to students the relationship between color and value, that not every drawing is
dependent upon perspective to be effective, that color as a theme should be covered in each section of Art
17, and that at least 2 of our projects per semester should be devoted to abstraction and conceptually
driven/postmodern art practices.
17
2009-10 Program Review
Art
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
The 5 instructors determined that sharing ideas about (and improving the ratio of) assignments and
projects dealing with abstraction, collaboration, and postmodern art practices is now a stated goal for
the teaching of Art 17. They also determined that more technology-based projects (and technology-based
instruction) is a priority for the teaching of Art 17.
The agreed upon outcomes for this assessment began to be implemented in Spring 2009, and all of our
drawing instructors now use technology-based instructional delivery methods. We also held an art
department technology workshop the week of August 17-21, 2009, so that all our instructors became
familiar with the new on-line program MyCR (which replaced Blackboard.)
Course SLO Measured: #1. create functional and non-functional ceramic forms with a variety of basic
construction methods including slabs, coils, pinching, extruding, and dowel cyclinder
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
3 Instructors of Art 31A met on May 14, 2009 in CA 136. We randomly selected 30 final projects from two
different sections of Art 31A to assess.
Summarize the overall
results of your
department, including
performance data if
applicable.
Because this is a handbuilding class and all of the pieces will be made using the above techniques, we
broke down the hand-building techniques described in in SLO #1 into 4 essential modes of
understanding including 1.) Craftsmanship and Attention to Process, 2.) Scale and Ambition, 3.)
Conceptual Concern and Originality, and 4.) Form and Surface.
We determined that within the use of the basic handbuilding techniques:
1.) 85 % of the pieces displayed excellent Craftsmanship and Attention to Process
2.) 83% of the pieces displayed excellent Scale and Ambition
3.) 82% of the pieces demonstrated Conceptual Concern and originality
4.) 82 % of the pieces demonstrated an understanding of Form and Surface
Assessment Committee
18
2009-10 Program Review
Art
How will your
department address the
needs and issues that
were revealed by your
assessment?
We determined that a continuing emphasis should be placed on assignments that build technical skills
and encourage innovation. Examples include creating conceptual umbrellas for even the basic technical
skills to be explored under. Also, we agreed that assigning students multiple pieces to work on during
one unit is important for the beginner in navigating the process of working with clay.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
The 3 instructors determined that technology-based instruction is a priority for the teaching of Art 31A
in tandem with dynamic, pointed, hands-on demonstrations. We also discussed methods of students
learning the essential workings of a ceramics studio such as kiln loading, clay mixing and glaze mixing.
We determined that ultimately, students will leave with a stronger understanding of basic ceramic
proceses if they are more engaged in the workings of the ceramics studio.
The agreed upon outcomes for this assessment began to be implemented in Fall 2009, and all of our 31A
instructors now use technology-based instructional delivery methods. We conducted an art department
technology workshop on August 20, 2009, so that all our instructors will be versed in the new program
MyCR. Also, all instructors are lecturing on the clay mixing process, allowing students to view and/or
participate in this task if they see fit.
Provide a timeline for
implementation of your
top priorities.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Eureka Campus: Archived assessment worksheets are kept on the computers of our three full-time art faculty Cynthia Hooper,
Shannon Sullivan, and Garth Johnson.
Mendocino Campus: Located on the IR website.
Del Norte Campus: These are archived in the Dean's Office on campus.
Instructional Sites/Alternate Locations: Archived assessment worksheets are kept on the computers of our three full-time art faculty
Cynthia Hooper, Shannon Sullivan, and Garth Johnson.
Assessment Committee
19
2009-10 Program Review
ASN-Nursing
ASN Nursing-Updated October 13, 2009 (TEAR OUT’S ONLY)
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured : The Student Learning Outcomes for NURS 24, the final course in the ASN program, are also
the Program Learning Outcomes. These are organized based upon three role competencies defined by the
National League for Nursing.
Provider of Care:
1. Employs nursing interventions based upon the Nursing Process to assist groups of clients and their families
who are experiencing crises associated with chronic illness, acute illness, multiple medical disorders, complex
surgery and mental illness in the acute care hospital and in the community environment.
2. Demonstrates respect of the client’s uniqueness, developmental level, perceptions and values, and joins with
clients on a mutual search for their wellness and wholeness of being .
3. Applies knowledge from the biological, physical and behavioral sciences, to clients who have multiple,
complex, health problems or critical illness/injury with unpredictable outcomes.
4. Demonstrates a commitment to providing client-centered holistic care and client advocacy through an
interactive, transpersonal, caring collaborative approach involving the client, family, and members of the health
care team.
5. Evaluates the effectiveness of the communication process between clients; families and other health care
team members in acute, critical care and community environments.
6. Independently designs and implements goal-directed teaching plans based upon identified needs of clients
with complicated and critical conditions.
Manager of Care:
7. Demonstrates critical thinking to problem solve, organize, prioritize, and delegate care for a group of clients.
8. Provides effective leadership for other health care team members in a caring, collegial manner.
9. Uses current technology to provide quality care and manage care in an efficient and cost effective manner.
Member of the Profession:
10. Demonstrates accountability for the provision and evaluation of nursing care that conforms to professional
standards and incorporates legal and ethical responsibilities of the nurse, especially the rights of clients.
11. Demonstrates autonomy and recognize own needs for life-long learning, continuous self-development,
personal transformation, and professional growth.
Assessment Committee
20
2009-10 Program Review
ASN-Nursing
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
SLOs and terminal objectives are measured in all NURS courses by critical thinking assignments related to the
course topics that are leveled to match curriculum progression (simple to complex). Examples include topic
presentations (individual & group), mind map, debate. All SLOs are assessed/measured by NCLEX-style
quizzes and exams in preparation for the liscensure exam (NCLEX). Skill acquisition is assessed via exam,
return demonstration, and performance in the clinical setting. SLO achievement in clinical courses is
evaluated on an on-going basis with a formal process for addressing problems/issues. A written evaluation of
student performance is conducted mid-semester (formative) and upon course completion (summative). We are
also in the process of instituting an external assessement program, Assessment Technologies Institute (ATI)
which will assist us in maximizing student success on NCLEX.
PLOs are assessed by employment statistics, employer survey and advisory meetings (conducted jointly
with HSU), and student exit survey. For the past 5 years CR's % first time test taking pass rate has
averaged in the mid 80s which is consistent with program averages throughout the State. The State
Board of Registered Nursing (BRN) acceptable first time pass rate is 75%. The overall program pass
rate that includes repeated attempts is 98% This information is posted on the BRN web site.
The ADN Program attrition rate for the past 5 years is 8%. The program goal is for attrition rates
below 10%.
The knowledge and clinical performance required of RNs continues to increase. We will continue
meeting performance benchmarks only by continually improving our curriculum and instruction. In an
attempt to improve program retention a pre admission assessment test (ATI-teas) is in place with a
remediation policy for students not meeting minimum acceptable composite scores. This year HOCC
instituted NURS 188 which is a course designed to meet the needs of students for tutoring, skills &
critical thinking development. Students who fail to progress through the course work have an exit
interview where a remediation plan is developed. Completion of the remediation contract is required for
program readmission. Students for whom English is not the primary language were failing at a higher
than average rate. Policies were put in place to allow these students extra time for testing. The testing
time decreases as the student progresses though the program. The impact of this policy will be assessed
at the end of the 2010 academic year.
21
2009-10 Program Review
ASN-Nursing
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
1) Analyzing ATI results to determine areas of weakness &/or opportunities for improvement in our
courses and program. Academic year 08/09 was the first year of full ATI implementation. We are now
working with ATI consultants to determine where change and development are needed. 2) Using ATI
results to develop individual student remediaton plans to increase student success - in individual courses
and on NCLEX. 3) At the end of the semester, we will evaluate feedback from student performance and
perceptions. Minor adjustments will be made as needed for the spring semester. If there is need for
more significant changes, curriculum revisions be planned for implmentation in the 2010/11 academic
year. 4) ATI results will be compared to the National Council LIcensing Exam (NCLEX) results. These
results are reported by student performance in NCLEX topic areas. Curriculum revisions will also be
informed by these reports
We are working with ATI to develop a training Nov 30 and Dec 1 to guide and assist us in developing
and incorporating individual student study guidelines and remediation strategies into our course
structure. This plan will be instituted Spring 2010. At this time we will also look for any
course/program changes that are evident based on ATI results to date and develop a plan/timeline for
curriculum revision as needed.
22
2009-10 Program Review
Automotive Technology
Automotive Technology-Updated October 19, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured:
Or PLO Measured : Understand basic automotive terminology as it relates to all eight ASE areas studied
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
Follow Up Study 2001-2004/ conducted collaboratively by Institutional Research and Michael
Richards. Study is sent to program completers 1 year after completion, data is collected and
analyzed regarding: employment in the field, employer type, wage and/or salary, completer
ability to perform on-the-job tasks in the 8 ASE Areas, opportunity for advancement, ASE
Certification Examinations taken and/or passed,measures of program efficiency such as;
timing of course offerings, availability of courses, time spent on training for each ASE
Certification Specialty Area, and time to complete degree or certificate. Measures of program
effectiveness such as; student completers ability to perform in the workplace using common
automotive tools encountered in the field, using common automotive shop equipment, ability
to locate and interpret technical information, and ability to perform common repair tasks in a
reasonable timeframe.
This study has been a key driver for program improvement since its implementation. Completers reported
concerns with efficiency related to time to complete that resulted in advocating for and acquiring a second fulltime faculty. Completers reported the need to be trained in the use of various equipment which was then vetted
through advisory meetings and industry surveys that led to successful acquisition of evaporative emissions
system testers, new battery-charging-starting system testers through VTEA Grant funding last year.
Additionally, the study validates program effectiveness as it indicates that 88.89% of completers gain
employment in the field and are successful in their careers. Evidence gathered through this process indicates
our students perform above average in the field.
23
2009-10 Program Review
Automotive Technology
How will your
department address the
needs and issues that
were revealed by your
assessment?
The department will continue to implement and analyze the follow-up study, review results with advisory
committee and conduct further research as necessary to validate and insure the program stays current with
industry demands and meets the training needs of students. The study itself may be modified to better elucidate
SLO's as they are developed and implemented.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Acquire newer vehicles for training fleet. 2 Acquire modern mdular trainers to expedite and improve
electrical/electronics and engine performance training. 3 Establish a reliable and reasonable annual budget and
support staffing level to allow improved planning and implementation of curriculum.
Provide a timeline for
implementation of your
top priorities.
As soon as we can find the time and the funding and garner the support of administration.
Course SLO Measured:
Or PLO Measured : Understand the theory and principles related to modern automobiles applicable to the 8
ASE areas.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
Follow Up Study 2001-2004/ conducted collaboratively by Institutional Research and Michael
Richards. Study is sent to program completers 1 year after completion, data is collected and
analyzed regarding: employment in the field, employer type, wage and/or salary, completer
ability to perform on-the-job tasks in the 8 ASE Areas, opportunity for advancement, ASE
Certification Examinations taken and/or passed,measures of program efficiency such as;
timing of course offerings, availability of courses, time spent on training for each ASE
Certification Specialty Area, and time to complete degree or certificate. Measures of program
effectiveness such as; student completers ability to perform in the workplace using common
automotive tools encountered in the field, using common automotive shop equipment, ability
to locate and interpret technical information, and ability to perform common repair tasks in a
reasonable timeframe.
24
2009-10 Program Review
Automotive Technology
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
This study has been a key driver for program improvement since its implementation. Completers reported
concerns with efficiency related to time to complete that resulted in advocating for and acquiring a second fulltime faculty. Completers reported the need to be trained in the use of various equipment which was then vetted
through advisory meetings and industry surveys that led to successful acquisition of evaporative emissions
system testers, new battery-charging-starting system testers through VTEA Grant funding last year.
Additionally, the study validates program effectiveness as it indicates that 88.89% of completers gain
employment in the field and are successful in their careers. Evidence gathered through this process indicates
our students perform above average in the field.
The department will continue to implement and analyze the follow-up study, review results with advisory
committee and conduct further research as necessary to validate and insure the program stays current with
industry demands and meets the training needs of students. The study itself may be modified to better elucidate
SLO's as they are developed and implemented.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Acquire newer vehicles for training fleet. 2 Acquire modern mdular trainers to expedite and improve
electrical/electronics and engine performance training. 3 Establish a reliable and reasonable annual budget and
support staffing level to allow improved planning and implementation of curriculum.
Provide a timeline for
implementation of your
top priorities.
As soon as we can find the time and the funding and garner the support of administration.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Institutional Research Office had the Follow-Up Study Documentation as former employees Steve Grimes and Adrian Chevaugh
assisted in the collection, compiling, and analyzing of the data. Copies are kept on file by the AT Department Chair as well.
Assessment Committee
25
2009-10 Program Review
Automotive Technology
Course SLO Measured:
Or PLO Measured : Be able to perform 95% of NATEF/ASE priority 1 tasks, 80% of priority 2 tasks, and 50%
of priority 3 tasks.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
Follow Up Study 2001-2004/ conducted collaboratively by Institutional Research and Michael
Richards. Study is sent to program completers 1 year after completion, data is collected and
analyzed regarding: employment in the field, employer type, wage and/or salary, completer
ability to perform on-the-job tasks in the 8 ASE Areas, opportunity for advancement, ASE
Certification Examinations taken and/or passed, measures of program efficiency such as;
timing of course offerings, availability of courses, time spent on training for each ASE
Certification Specialty Area, and time to complete degree or certificate. Measures of program
effectiveness such as; student completers ability to perform in the workplace using common
automotive tools encountered in the field, using common automotive shop equipment, ability
to locate and interpret technical information, and ability to perform common repair tasks in a
reasonable timeframe.
This study has been a key driver for program improvement since its implementation. Completers reported
concerns with efficiency related to time to complete that resulted in advocating for and acquiring a second fulltime faculty. Completers reported the need to be trained in the use of various equipment which was then vetted
through advisory meetings and industry surveys that led to successful acquisition of evaporative emissions
system testers, new battery-charging-starting system testers through VTEA Grant funding last year.
Additionally, the study validates program effectiveness as it indicates that 88.89% of completers gain
employment in the field and are successful in their careers. Evidence gathered through this process indicates
our students perform above average in the field.
The department will continue to implement and analyze the follow-up study, review results with advisory
committee and conduct further research as necessary to validate and insure the program stays current with
industry demands and meets the training needs of students. The study itself may be modified to better elucidate
SLO's as they are developed and implemented.
26
2009-10 Program Review
Automotive Technology
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Acquire newer vehicles for training fleet. 2 Acquire modern mdular trainers to expedite and improve
electrical/electronics and engine performance training. 3 Establish a reliable and reasonable annual budget and
support staffing level to allow improved planning and implementation of curriculum.
Provide a timeline for
implementation of your
top priorities.
As soon as we can find the time and the funding and garner the support of administration.
Course SLO Measured: AT 12 - Demonstrate entry level skills related to the diagnosis and repair of modern
automotive braking systems.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
A capstone experience requiring students to complete a thorough brake job in accordance
with industry standards for precision measuring, machining of rotors and drums, rebuilding
of calipers and wheel cylinders, replacement of brake linings, and complete evacuation of
brake hydraulic system, bleeding, refilling to specification, adjusting parking brake and shoe
to drum clearances, all within typical flat-rate time requirements as per industry standards.
This experince is evaluated by the instructor and accounts for approximately one fifth of the
grade in the course.
Approximately 90% of students meet this challenge with a grade of C or better and report improved confidence
in their ability to perform both on the job and with regard to the ASE Certification Examination.Incorporation
of industry standard On-Car Brake Lathe and replacement of outdated bench model lathe became apparent
through this experience.
Overall this has been a well received and very successful capstone experience by students, the advisory
committee, and local employers. We were able to acquire modern On-Car Brake Lathe through Measure Q
Funding and are still exploring funding sources for replacement of outdated ench lathe.
27
2009-10 Program Review
Automotive Technology
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1 Replace worn out bench lathe. 2 Continuosly modify and improve curriculum. 3 Contiue to improve
instructional delivery methods
Provide a timeline for
implementation of your
top priorities.
We hope to find a funding source by 2010-2011 school year, we are always striving to and improving
curriculum and delivery.
Assessment Committee
28
2009-10 Program Review
Biology and Environmental Sciences
Biology and Environmental Sciences-Updated October 6, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: BIOL 1Apply the scientific method to critically evaluate observable phenomenony:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Rubric:
1 point- Describe the scientific method process (observation, question, hypothesis, experiment, conclusion)
1 point- Experiment should include control group and replications
1 point- Apply the scientific method to this specific example
1point- Question regarding god is untestable and therefore beyond the realm of scientifically observable
phenomena:
Data for the 2008-2009 academic year compiled for 9 sections of Biology 1 are as follows (total = 203
students assessed):
Score Percentage of Students
0
19%; 1
26%; 2
23%; 3
21%; 4
11%
More than half the students (55%) were able to understand that the question is based upon solving the
problem using the scientific method. Although more than half of the students grasped the concept of the
scientific method to solve the problem, many had difficulties in designing an appropriate experiment.
Only 11% were able to not only identify the steps but also design an appropriate experiment for this
example including both replications and control group. Out of the total, 19% of the students did not
understand that the question required them to invoke the scientific method. It is unclear if this was a
simple misunderstanding of the question or reflected their inability to grasp the concept.
Assessment Committee
29
2009-10 Program Review
Biology and Environmental Sciences
How will your
department address the
needs and issues that
were revealed by your
assessment?
State goals or objectives of assignment/activity more explicitly.
Employ different/revised teaching methods.
A large proportion of students (19%) did not understand the question and simply attempted to answer
based on their own experiences. It is unclear whether these students should be included in the
assessment since they may not have understood the intent of the question. Additionally, this question was
only asked at the beginning of the semester (1st lecture exam) with no follow up question at the end of
the semester. This will be remedied by posing a similar type of question on the final exam to see how well
students have improved in their ability to achieve this student learning outcome. The question regarding
the limitiations of science involved the idea that seeing god is untestable and therefore beyond the realm
of science. In order to avoid offending some students that may see this as a challenge to their faith, an
alternate question will be posed based on a less contentious metaphysical phenomenon.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Course SLO Measured: BIOL 2 Apply the scientific method to critically evaluate observable phenomena.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
Essay question on an exam. The question asked students to design a way to scientifically test for the source of
a disease outbreak. Students were specifically directed to use all steps of the scientific method in their answers.
30
2009-10 Program Review
Biology and Environmental Sciences
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
All students understood that a hypothesis and testing of that hypothesis were required steps.
Approximately 75% of the students provided a clear explanation of all of the steps required. Around
10% of the students provided only perfunctory answers such as "Make an educated guess about the
cause and test your hypothesis" without providing any information as to how that testing could be done.
The remaining 15% who did not get all the steps correct typically left out the concept of needing the
results to be repeatable.
Students grasp scientific concepts best when given ample opportunities to discuss them and apply them.
Group work and one-on-one tutoring are advantageous. In class concept testing can be useful, as can
group homeowrk assignments. We would like to have professional tutors available through the LRC,
but given the current financial climate that doesn't seem likely. We are discussing the possibility of a
Tutoring Biology independent study course for more advanced students, and setting up a peer tutoring
network within the discipline.
1) Ensure that students enter the class academically prepared to do college level reading and writing.
2) Facilitate outside-of-class learning experiences including peer tutoring.
Trial peer tutoring program planned for Spring 2010.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
We have not yet collated all of our Discipline assessment activity but will do so by the Novemeber 13 deadline. Currently, each
faculty is responsible for the assessment materials for their own courses.
Assessment Committee
31
2009-10 Program Review
Biology and Environmental Sciences
Course SLO Measured: Biol 4 Recognize animal life, identify animals to major taxon on sight, and be able to
use resources such as field guides and dichotomous keys to identify animals more specifically
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Average grade of 70% or higher on specimen-based practical exams
How will your
department address the
needs and issues that
were revealed by your
assessment?
Students are attaining the benchmark performance we hoped for, but could conceivably do even better.
In particular, students don't seem to easily grasp how to study for practical exams. Active learning
strategies are critical for practical skills and students need to have these demonstrated for them. Peer
tutoring can be very advantageous here since students who have been through similar courses
understand better the level of deatil required, and how to study for good recall in a practical testing
situation. We are discussing the possibility of a Tutoring Biology independent study course for more
advanced students, and setting up a peer tutoring network within the discipline.
1) Facilitate outside of class learning expereinces including peer tutoring.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
-3 semesters of data from 3 practical exams per semester, n=24 students per section
-mean score = 74%
-Little variation year to year, no trend of improving performance as semester progresses and students
gain experience
Trial peer tutoring program planned for Spring 2010.
32
2009-10 Program Review
Biology and Environmental Sciences
Course SLO Measured: Biol 6 Idenitfy and classify the major tissue types, organs and organ systems in the
human body, microscopicaly and on cadavers
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
Average grade of 70% or higher on specimen-based practical exams
-3 semesters of data from 4 practical exams per semester, n = 40 students
-Mean score = 81% one year; 72 % the other two years
-Definite trend towards higher scores as semester progresses and students gain experience
Students are attaining the benchmark performance we hoped for, but could conceivably do even better.
In particular, students don't seem to easily grasp how to study for practical exams. Active learning
strategies are critical for practical skills and students need to have these demonstrated for them. Peer
tutoring can be very advantageous here since students who have been through similar courses
understand better the level of deatil required, and how to study for good recall in a practical testing
situation. We are discussing the possibility of a Tutoring Biology independent study course for more
advanced students, and setting up a peer tutoring network within the discipline.
Instructor experience may also be an important factor. The two semesters with lower perfomance were
semesters in which a new instructor was repsonsible for the laboratory component of the course. We
anticipate an increase in student success with increasing expereince of these instructors.
1) Facilitate outside of class learning expereinces including peer tutoring.
Trial peer tutoring program planned for Spring 2010.
33
2009-10 Program Review
Biology and Environmental Sciences
Course SLO Measured: EnvSc 10 Apply ecological principles to the analysis of current environmental
problems.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Question on exam:
Draw and label the components found in an ecosystem. Include structural and process components in your
diagram.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
This SLO will be assessed for the first time this year.
Criteria for Assessment:
6 Points- Identify biotic and abiotic structural components of an ecosystem; for full credit student must list six
parts (water, nutrients, energy source, decomposers, primary producers, and consumers)
3 Point- Identify energy flow (one-way) and biogeochemical (cyclical between major reservoirs, i.e.,
hydrosphere, atmosphere, lithosphere, and biosphere) processes
1 Point - Include a diagram illustrating the above components and their interactions
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
34
2009-10 Program Review
Biology and Environmental Sciences
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
35
2009-10 Program Review
Business Technology
Business Technology-Updated October 23, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured:
Or PLO Measured : Attain industry-level proficiency in keyboarding and Demonstrate the ability to
communicate in writing at a level necessary for successful employment in business
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Development of assessment tool is in process and target date for implementation is spring 2010.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
N/A
Assessment Committee
N/A
N/A
36
2009-10 Program Review
Business Technology
Provide a timeline for
implementation of your
top priorities.
N/A
Course SLO Measured:
Or PLO Measured : Demonstrate proficiency in the Microsoft Office software application Word
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Development of assessment tool is in process and target date for implementation is spring 2010.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
37
2009-10 Program Review
Business Technology
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Assessment Committee
38
2009-10 Program Review
Chemistry and Physical Sciences
Business and Economics-Updated October 8, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Bus 10: Define business terms and explain their applications in a business setting.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Multi-choice Pre / Post Test (8 questions). Please see Course Discipline Assessment form on file.
Students showed the strongest improvements in the assessment items on capital gains (65% to 91%),
natural resources (40% to 60%) and monetary policy (40% to 64%).
Students showed less improvement in comparative advantage (19% to 18%), co-branding (69% to 45%),
and distribution (59% to 62%).
The concept of comparative advantage is seen as too complex a concept to cover in the limited time
available in this survey course.
On average, students showed an increase in success rates of 12.125% between the Pre/Post tests.
Assessment Committee
39
2009-10 Program Review
Chemistry and Physical Sciences
How will your
department address the
needs and issues that
were revealed by your
assessment?
We are unclear on the distinction between this prompt and the next one.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Consider reallocating the current syllabus structure to maximize learning in the areas that need
improvement (ie: increase time/resources allocated to these areas).
2. Work with all BUS 10 faculty to standardize syllabus, lecture, and testing formats.
3. Research and develop new modalities to deliver the key learning objectives.
Provide a timeline for
implementation of your
top priorities.
Spring 2010
Course SLO Measured: Econ 1: Analyze the impact of shocks to the macroeconomy in both the long and short
runs.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
8 multiple choice questions on final exam. Please see Course Discipline Assessment form on file.
40
2009-10 Program Review
Chemistry and Physical Sciences
Summarize the overall
results of your
department, including
performance data if
applicable.
Combining all students and all questions, 61% success. The success on any particular question varied,
with a low of 35% to a high of 90%.
Success was lowest on the assessment items that asked students to distinguish whether an action was fiscal
policy, monetary policy or neither; the role of price expectations in the short run; and the
interrelationship between the macroeconomic short run and long run.
Success was highest on the assessment items that asked students the definition of the crowding out effect;
the concepts a particular model was designed to illustrate; and straight-forward cases of analyzing the
short-run impacts of macroeconomic shocks.
How will your
department address
the needs and issues
that were revealed by
your assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will
most improve student
learning
Assessment Committee
Some of the variation in response was probably due to some assessment items being clearly written and
some being ill-written.
That said, the general pattern is that questions which asked students to demonstrate higher level thinking
(the interrelationship between the different aspects of a model; thinking about how one shock could
simultaneously affect several different definitions, application of a definition) showed lower success rates
than questions which asked students to demonstrate lower level thinking (the main point of a model;
analysis of a situation where a shock to one variable only affects one other variable;
We are unclear on the distinction between this prompt and the next one.
Performance results came from an online class.
1) Video lectures using CCC Confer should increase success on this highly visual subject matter.
2) Reweight the grading on the syllabus to give students more incentive to maintain regular effective
contact so that shortcomings in learning can be quickly identified and efficiently resolved.
3) Reweight assessment from highly complex multi-step and/or multivariate analysis to more
straightforward single-step and/or univariate analysis.
41
2009-10 Program Review
Chemistry and Physical Sciences
Provide a timeline for
implementation of
your top priorities.
Spring 2010 for items 1-3 in online classes, Fall 2009 for item 3 in a traditional class.
Chemistry and Physical Sciences-Updated September 29, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Chem 1A - Do a calculation involving multiple chemical concepts. Specifically,solve
stoichiometry problems using solution volume and concentrations.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
We will be using exam questions that use data like that found in quantitative analysis experiments and ask the
student to calculate the results. Laboratory experiments using solutions will be performed that require
stoichiometric calculations to obtain the results during Chem 1A as well as throughout the Chem 1B course that
follows for some 1A students. Our goal is that 80% of students going on to Chem 1B can perform these
calculations to a satisfactory level. At the end of Chem 1B, we expect 100% of the students passing the class to
be able to do these calculations. This will be assessed by evaluating their lab calculations and solutions to
problems found on the exams throughout the year, including the final exam in Chem 1B.
We have not collected any assessment data at this time. Fall 2009 and spring 2010 will be the first
semester where data will be collected.
42
2009-10 Program Review
Chemistry and Physical Sciences
How will your
department address the
needs and issues that
were revealed by your
assessment?
If we find that the results from assessment of a given SLO are unsatisfactory, we will develop additional
methods to teach that outcome. More time will be devoted to stoichiometry in Chem 1A - worksheets
will be developed to give the students more practice that demonstrate a need for it, additional labs will be
done that require this type of calculation.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
As stated above, we believe more lessons devoted to chemical calculations, more at home practice with
the various forms stoichiometry problems take and additional hands - on experience in the lab will
increase competency.
Provide a timeline for
implementation of your
top priorities.
fall 2009 - additional lab work and work sheets in Chem 1A if exam assessment data does not meet the
goal of 80% competency. Chem 1A final exam will retest for this SLO.
spring 2010 - Chem 1A - additional lecture time devoted to topic as well as lab work and work sheets if
goal is not reached by 3rd midterm exam.
spring2010 - Chem1B - Entry test to measure competency in this SLO. If 100% competancy is not
found, then additional work sheets and instruction will be provided to those that require it. Continued
assessment of this SLO throughout the term, including the final exams in lab and lecture.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
All assesment forms will be kept with the Dean's office and IR.
Assessment Committee
43
2009-10 Program Review
Computer Information Systems
Computer Information Systems-Updated October 8, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured:
Or PLO Measured : Implement and manage a simple LAN using contemporary networking hardware, the OSI
model and the TCP/IP protocol suite.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Lab practical in CIS 30. 75% or more of students complete the assessment satisfactorily.
Measured by faculty of record for CIS 30.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
None needed for this PLO.
Assessment Committee
The assessment was given in the form of a midterm lab practical. 90% scored 70% or better (70% actually
scored > 90%!)
Document in program review. Program is on track - continue current curriculum.
44
2009-10 Program Review
Computer Information Systems
Provide a timeline for
implementation of your
top priorities.
NA
Course SLO Measured:
Or PLO Measured : Install and Manage a NOS.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Hands on labs in CIS 31. 75% or more of students complete the assessment satisfactorily measured by faculty of record for CIS 31
Summarize the overall
results of your
department, including
performance data if
applicable.
74% of the students enrolled successfully completed the installation and basic management tasks associated
with an NOS.
How will your
department address the
needs and issues that
were revealed by your
assessment?
We were very close to our goal of 75%. Last spring was the first time we used a new NOS (MS Server 2003),
for the CIS 31 course. As the material and delivery for the course matures, we're confident the success of the
assessment will improve.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Use the same NOS and course material for another semester at least.
Make sure students are advised properly about the recommended preps for the course
Structure course to encourage students to review the week's material BEFORE coming to lab
Provide a timeline for
implementation of your
top priorities.
Complete by S 2010
Assessment Committee
45
2009-10 Program Review
Computer Information Systems
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
None completed at this time.
Course SLO Measured:
Or PLO Measured : Disassemble and reassemble a PC.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Lab practical in CIS 98. 75% or more of students complete the assessment satisfactorily measured by faculty of record for CIS 98.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
NA
Assessment Committee
96% (26/27) students completed the outcome at a satisfactory level.
No adjustments deemed necessary
46
2009-10 Program Review
Computer Information Systems
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
NA
47
2009-10 Program Review
Construction Technology
Construction Technology-Updated October 23, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured:
Or PLO Measured : Construct woodworking joinery using hand tools
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
Students in all program areas (FWW, HPRT, Res. Const.) are required to use handtools to construct traditional
woodworking joinery. Each area uses joinery specific to their crafts' purpose: e.g. FWW, dovetails for drawers,
HPRT dutchmen for gutters and wood window sash, Res. Const. coping for molding.
All areas assess the students' ability to sharpen hand tools through the series of hand tool joinery assignments.
The joinery is evaluated by the instructors for accuracy, smoothness of cut (as a result of the correct sharpening
of the tools.)
Note: It is this hand tool sharpening and usage that has drawn national attention to the Construction
Technology programs at C.R.
In the 2008-2009 year 95% of students enrolled in FWW, HPRT, and Res. Const. courses were able to
successfully construct joinery using hand tools.
We will have higher expectations and stress the proud hand tool heritage that draws so many students to
C.R. woodworking courses.
48
2009-10 Program Review
Construction Technology
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Increase expectations of hand joinery quality.
2. Maintain traditonal carpentry and joinery as training modules.
3. Design student projects to involve hand joinery and assess for quality.
Provide a timeline for
implementation of your
top priorities.
CT: By Feb. '10 we will select a new PLO for evaluation.
Course SLO Measured: HPRT - CT 13
Or PLO Measured : Choose an appropriate treatment for a historic property using Secretary of the Interior’s
Standards for the Treatment of Historic Properties
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Syllabus grading criteria for CT 13 that includes periodic quizzes, student feedback on site during field analysis
on field trips, and written term project on Existing Conditions Report of historic building, along with student
presenting report to class as oral project (including PowerPoint slides and examples)
Summarize the overall
results of your
department, including
performance data if
applicable.
Avg. 88.1% success
How will your
department address the
needs and issues that
were revealed by your
assessment?
We will continue to train this skill, as it is required in historic property assessments, rehabilitation plans
that include Existing Condition Reports. The future goal will be to work towards 90 percentile success.
Assessment Committee
49
2009-10 Program Review
Construction Technology
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Increase primary and secondary lessons in the "Standards" and guidelines to rehabilitation, as well as
train in more detail when students are at actual field sites analyzing existing buildings during the
semester.
Provide a timeline for
implementation of your
top priorities.
CT 13 is offered every other year. Spring 2010 is the next time, so by end of Spring 2010 data will be
available.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
HPRT: Learning Outcome Assessments and follow up end-of-semester student surveys that solicite student input and course critique
are kept in AT 110 faculty office. New semester preparations for course syllabus include review of student critique, facutly critique of
prior syllabus that includes improvement comments, accompanied with final grade evaluations for modifications to improve SLO
success.
Res. Const.: Learning Outcome Assessments are archived in the lab AT 109
FWW: At Woodworking Program in Mendocino.
FWW:
The directions for using assessment forms state: "We need to keep in mind that assessment ultimatley should not be driven by data,
forms, and reporting, but rather by instructors coming together to talk about curriculum, teaching, and learning and to engage
thoughtful, meaningful planning."
With that direction in mind, the faculty of the Fine Woodworking program meet weekly to discuss the progress and performance of
each student in the class. The class meets eight hours a day, six days a week, and is team taught by four instructors each semester. As
each instructor comes off his shift, he discusses each student's progress with the next instructor. At our weekly meetings we plan the
delivery of information for the next week and assign to each instructor their responsibilites for their time with the class. Learning
outcomes are tangable in these courses All work is photographed and archived at the Fine Woodworking office.
Assessment Committee
50
2009-10 Program Review
Construction Technology
Course SLO Measured:
Or PLO Measured :
FWW
Students evaluate aesthetic choices available in the process of making furniture.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Work is judged by the instructor for proportion, balance, grain graphics, grace and fitness of
purpose.
100% of students for the past five years have successfully achieved this learning outcome.
No changes to the teaching-learning process are required as this learning outcome is being successfully
met by the students.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
51
2009-10 Program Review
Construction Technology
Course SLO Measured:
Or PLO Measured : FWW
Students select and cut wood to be structurally suitable.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
The selection of wood by the student is judged by the instructor to be appropriate in terms of size, strength
100% of students for the past five years have successfully achieved this learning outcome.
No changes to the teaching-learning process are required as this learning outcome is being successfully
met by the students.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
52
2009-10 Program Review
Construction Technology
Course SLO Measured:
Or PLO Measured : FWW
Logical procedures in the process of furniture construction.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
The hierarchy of choices in the fabrication and assembly of components are subjects of individual daily
discussions.
100% of students for the past five years have successfully achieved this learning outcome.
No changes to the teaching-learning process are required as this learning outcome is being successfully
met by the students.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
53
2009-10 Program Review
Dental Assisting
Dental Assisting-Updated October 13, 2009 (TEAR OUT’S ONLY)
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
The College of the Redwoods Dental Assisting Program graduate will possess the knowledge and practical skill
necessary to successfully pass the Registered Dental Assistant licensure examination administered through the
California Dental Board and the Certified Dental Assistant licensure examination administered through the
Dental Assisting National Board. The graduate will also be able to demonstrate the clinical skills applied to
four-handed dentistry and the additional responsibilities designated to the Registered Dental Assistant in
general and specialty practices according to the California Dental Practice Act, as well as demonstrate the
common duties designated to the administrative assistant at an entry level.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
The faculty and staff measure the PLO through the following assessments/tools/assignments:
1. Written and Practical Exams
2. Critical Thinking Assignments
3. Lab Competency Sheets
4. Clinical Evaluations (formative and summative)
5. Advisory Committee, Internship Office, and Local Dental Society Input/Feedback
6. Certification/ Licensure Exam Results
7. Employer Surveys
8. Employment Statistics
9. Graduate/ Exit Surveys
54
2009-10 Program Review
Dental Assisting
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
Currently, College of the Redwoods Dental Assisting Program graduates have consistently shown better than
average pass rates on the Registered Dental Assistant licensure exam administered through California Dental
Board. The California Dental Board provides statistical information for exam results for each school
throughout California. Currently, College of the Redwoods pass rate is exceptional at 93%. Results are always
available on-line on the California Dental Board’s website and have been accumulated since the early 1980’s.
Additionally, the Dental Assisting National Board sends printed statistical information to the Dental Assisting
Program Coordinator each year, regarding the exam results of the written Certified Dental Assistant Exam. All
candidates from College of the Redwoods have been successful for the past six years in passing the exam.
Again, this is an exceptional pass rate.
However, College of the Redwoods has no current mechanism in place for tracking the Dental Assisting
Program graduates once employed. The only information known is anecdotal and by way of continued contact
with graduates and local employers by the Dental Assisting Program Coordinator. However, statistical
information in the areas of employment and field retention is necessary for further evaluation of the Dental
Assisting Program’s effectiveness. The Health Occupations Division as a whole is hopeful that the Institutional
Research Department can facilitate a reliable system for collecting employment data at the local, regional,
State, and National levels to improve our current knowledge so that effectiveness can be further evaluated by
our division.
Engage in conversation with the Institutional Research Department on how College of the Redwoods can track
graduates success after program completion.
The Dental Assisting Program is currently meeting the PLO. The PLO needs to be expanded to include
employment outcomes. Enrollment and retention information for DA students is anecdotally collected by the
faculty. There is currently no tracking of annual program cohorts. This information would be useful for
program development and growth. There are no current actions/changes based on this PLO.
55
2009-10 Program Review
Dental Assisting
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
Hopefully within the next year conversations and planning can begin with the Institutional Research
Department on how College of the Redwoods can track program enrollment and retention along with graduates
success in finding employment after program completion. Additional backfground on priorities will be
addressed in the comprehensiv program review docouments.
56
2009-10 Program Review
Diesel and Heavy Equipment
Diesel and Heavy Equipment-Updated (NO REVISION)
NONE SUBMITTED
Assessment Committee
57
2009-10 Program Review
Digital Media
Digital Media-Updated October 9, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: DM10 Create a digital media presentation that includes text, graphics, audio, video,
animation, and interactivity.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
Final project checklist / rubric that addresses each area of media and presentation quality
separately. Students are shown this list when project development begins and the completed
assessment rubric is returned to them at the end of the semester.
Course requirements in all sections need to have consistency, whether they are online, face-to-face, at Mendo,
Eureka, or Klamath Trinity. The changes in delivery (online with a new LMS system, hybrid, no more DHR lab
hours, new faculty) all have effects on the consistency of this course. Some problem areas or weaknessess
cannot be realized until they are experienced and with each new modality or environment, new problems need
to be solved. The primary goal for DM10 at this time is to realize problems and implement solutions so
beginning level students can follow course content and complete the course successfully.
There are no overall needs and issues revealed by the assessment. The assessment is detailed so faculty can
identify trends or common low scores. If common low scores are identified this is a direct indicator to faculty
that specific course content needs to be strengthened. Strengthing course content can be done any number of
ways: clearer examples, less information at one time, repeated techical demonstrations, logical sequences of
skill development so students acquire problem-solving skills.
58
2009-10 Program Review
Digital Media
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
1. Providing the currect course outline to every faculty member teaching this course.
2. Remind every faculty member they are required to deliver the course described in the outline.
3. Use the same assessment tool for all sections of DM10.
4. At the end of each term, student projects are shared among faculty who make select projects available to
future students and "raise the bar" for project quality as defined by the assessment tool.
5. Collaborate with faculty to improve the course as needed for changing technologies, trends, labor market
needs, and best of all - to make DM10 a rewarding experience to students.
Prior to every semester the outlines are sent to faculty. At the end of every semester, the final project
assessments are discussed and updated as needed.
Course SLO Measured: DM 20.3
Demonstrate script-based interactive animation sequences using software
with a frame-based timeline.
DM 20.4
Demonstrate the ability to import, compress, and synchronize sound with images.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
The assessment tools are itemized lists delivered to students so they know expectations for
earning points. These lists provide specific technical definitions. The instructors are
committed to provide the necessary background training so students can successfully earn
passing levels grades if they utilitize the instructional content. The grading rubric is derived
directly from this list. The same lists and assessment tools are used for the face-to-face and
the online sections.
The performance data are the grades students earn. The grades are derived from detailed rubrics that break
assignments into specific tasks, items, and subjective criteria for evaluating the quality of student work.
59
2009-10 Program Review
Digital Media
How will your
department address the
needs and issues that
were revealed by your
assessment?
When the projects that demonstrate the skills defined in the SLOs are delivered, faculty can clearly see if there
are trends in low scores which would indicate a possible need for strengthing the delivery of specific course
content.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Provide students with clear examples of high quality work that they can reverse engineer as need to
understand how the examples were created. The examples not only provide techincal reference but attention to
design as appropriate to the assignment.
2. Provide an venue such as online discussion forum where students can post questions and help each other
with problem-solving. Faculty will also participate in the problem-solving discussions.
3. Deliver techincal training is logical sequences: skills build on skills.
These priorites are ongoing.
Provide a timeline for
implementation of your
top priorities.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Assessment Committee
60
2009-10 Program Review
Early Childhood Education
Drafting Technology-Updated October 22, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: DT23/ENGR23 - Students will be able to adhere to common industry standards when
preparing engineering drawings.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
Formative assessments of class drawing assignments against a rubric based on industry
standards were used as well as in class question and answer and a summative midterm
exam.
Faculty teaching DT23/ENGR23 compared results from a random sampling of drawings and an item analysis
of exams. Overall, students perform very well and the vast majority of students produce geometrically accurate
drawings. However, 20% of students have trouble with properly applying standards such as use of center lines,
line thickness, and page layout. It was also evident that student performance on the attributes mentioned above
varied depending on the instructor.
A meeting was held among the instructors of DT23/ENGR23 to develop ways to improve student performance
and consistency of instruction with industry drawing standards. The existing rubric of common drafting
standards was reviewed and the level of student performance was discussed. The rubric will be used to
reinforce consistent instruction and assessment in all sections. In addition faculty will prepare a reference card
for students with examples of "correct" and "incorrect" application of standards.
1 - Develop common drafting expectations among the different drafting professors. 2 - Place a greater emphasis
on standards at the beginning of each semester - reinforce use of "standards reference card". 3 - Exercise
diligence in using the rubric to evaluate student work and develop appropriate exam questions.
61
2009-10 Program Review
Early Childhood Education
Provide a timeline for
implementation of your
top priorities.
The actions listed above will all be implemented at the onset of the spring semester of 2010. Faculty will meet
again after Spring 2010 midterms to review student work from multiple sections and check for improvement
and consistency of performance with the goal of 90% attainment of proper application of standards.
Course SLO Measured: DT50 - Use CAD software to create 3D CAD models using wireframe, surface, solid,
and feature-based parametric techniques.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Formative assessments of class drawing assignments against a rubric based on industry
standards were used as well as in class question and answer and a summative midterm
exam.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Many of the CAD tools used to create surfaces and solids are the same, but the outcome of these two types of
models is very different. Because solids had not been covered yet, many students were not able to make the
distinction. Lesson plans were revised to reinforce the concepts of solids, surfaces, and wireframes early on in
the semester. A formative quiz was added to check for understanding of these concepts before students start
learning the tools used to create them.
1 - Integrate the instruction of solids and surfaces rather than teach each concept individually. 2 - Revise lesson
plans to reinforce the concepts of solids, surfaces, and wireframes early. 3 - Add a formative quiz to check for
understanding.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
A weakness in the understanding of surfaces and the difference between surface and solid models became
apparent after reviewing student work and test results. On an assignment in which students were to create four
complex SURFACE samples of their choosing using a given set of tools, almost 42% turned in samples that
included SOLIDS.
The actions listed above will all be implemented the next time DT50 is taught.
62
2009-10 Program Review
Early Childhood Education
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Online and in the dean’s office
Early Childhood Education-Updated October 8, 2009 (COMPREHENSIVE)
Section 2
Learning Outcomes & Curriculum
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Enable student attainment of educational goals
2.01. Program and Student Learning Outcomes
1. List program learning outcomes for each degree or certificate within this program area. Group these by the specific degree or
certificate, using the following table to align program student learning outcomes with courses in which each program
learning outcome is addressed.
Program Learning Outcome
1 Integrate an understanding of
typical and atypical development of
children birth to age eight to high
quality care and education of young
Assessment Committee
Course (s) Addressing PLO
ECE 1
ECE 2
ECE 6
ECE 11
63
2009-10 Program Review
Early Childhood Education
children.
2 Design, implement and evaluate
environments and curriculum that
support positive, developmental
play and learning for all
children.
3 Apply effective guidance and
interaction strategies that support
all children’s social learning,
identity and self-confidence.
4 Develop strategies that promote
partnerships between programs,
teachers, families and their
communities.
5 Demonstrate ethical standards
and professional behaviors that
deepen understanding and
knowledge, and commitment to the
Early Childhood Education
profession.
Assessment Committee
64
ECE 14
ECE 15
ECE 1
ECE 7
ECE 9
ECE 10
ECE 11
ECE 14
ECE 15
ECE 18
ECE 1
ECE 2
ECE 7
ECE 9
ECE 11
ECE 14
ECE 15
ECE 18
ECE 5
ECE 12
ECE 13
ECE 18
ECE 20
ECE 1
ECE 7
ECE 9
ECE 10
ECE 18
ECE 20
2009-10 Program Review
Early Childhood Education
2. Describe how program learning outcomes are being assessed, and how those assessments are being documented and used to
meet the program objectives. Attach annual update tables as an Appendix to document your progress in this area.
Spring 2009 was the first time that any attempt was made to assess the program learning outcomes for the ECE program. Students
enrolled in the Eureka cap-stone ECE course, ECE 10 - Field Experience in ECE were ask to include in their portfolios an explanation
of how they demonstrated mastery of the program learning outcomes. The answers will be reviewed this Fall by two ECE faculty
other than the course instructor. A table summarizing the results will be created and shared with ECE faculty, the Program Review
Committee and College administration.
The ECE faculty (both full-time and associate) will plan to get together in late Fall or early Spring semester to develop a consistent
method to assess student success throughout the district in meeting the program learning outcomes.
3. Describe how program-specific course learning outcomes (Student learning outcomes for courses) are being assessed, and how
these assessments are being documented and used to meet program objectives. Attach annual update tables as an Appendix to
document your progress in this area.
In Spring 2009 on the Eureka campus one faculty member began to assess course specific learning outcomes. In three online courses
students were requested to demonstrate mastery of one of the course SLOs. Those responses will be reviewed by two faculty other
than the faculty member teaching the course this Fall semester. A table summarizing the results will be created and shared with ECE
faculty, the Program Review Committee and College administration.
In Fall 2009 faculty across the district will agree on one SLO per course taught across the district to assess. The results will be
reviewed two faculty members who did not teach the student. As stated above the ECE faculty (both full-time and associate) will plan
to get together in late Fall or early Spring semester to develop a consistent methods to assess student success throughout the district in
meeting the course learning outcomes.
Assessment Committee
65
2009-10 Program Review
Early Childhood Education
4. Describe how your learning outcome assessment results (both for PLOs and SLOs) are being discussed within your program
and within the wider district and community. This may include methods to ensure there is input and feedback from Students,
Faculty, Associate Faculty, Administrators, and/or Advisory Groups.
The results of the PLO and SLO summaries will be shared with faculty across the district and with the ECE Advisory Committee
(which includes a student) and th Del Norte Local Child Care Planning Council which serves as an advisory for the Del Norte Campus
ECE Program. They will also be shared with our Dean. The results of these discussions will be considered when assessing the ways
topics are approached in classes and revising course outlines in the future.
5. Describe how you have tied the results of learning outcomes assessments (both for PLOs and SLOs) to requests for resources,
including budgets, equipment, facilities, and staffing.
We have not yet tied PLO or SLO results to program planning. This Fall or Spring when we meet together as a program will be our
first opportunity to begin that process.
2.02 Course Sequencing, Curriculum, Pre-requisites, Co-requisites, and Advisories on Recommended Preparation
1. Outline the curriculum as it is being implemented for a full-time student completing each degree or certificate in this program.
The outline should include course number, course, title, units, lecture hours, and lab hours for each semester for the complete
curriculum. Indicate if any of the courses requires a pre- or co-requisite
Semester
See
Course Number
Course Title
attached
Assessment Committee
Lecture
Hours
Units
Lab
Hours
Pre or
Coreq.
matrix
66
2009-10 Program Review
Early Childhood Education
2.
Comment on availability of courses listed in the program curriculum outline. Are specific required courses only available during specific semesters, days,
or times. How does this influence a student’s ability to complete the program of study?
Due to the important obligation College of the Redwoods has to provide the education of the early childhood workforce in our district,
ECE courses have historically been offered even with low enrollment. When courses are cancelled based on low enrollments, students
are unable to meet Title 22 - Community Care Licensing requirements to keep or get a job in the ECE field.
In Spring 2008 online courses were offered for the first time. The ECE faculty decided to keep the Title 22 "core" courses and lab
courses (ECE 1, 2, 5, 7, and 10) as face-to-face courses (to ensure that each of the communities in our district would be able to
develop and support an ECE community) but to convert other courses to online.
Currently ECE 6, 9, 11, 12, 13, 15, 18, 20, and 23 have been approved to be taught on line. This change means that even in Eureka,
where it is sometimes difficult to fill courses, and especially in Del Norte, Mendocino, and Hoopa students should be able to complete
the AS Degree. We would like students throughout the District to equal access to ECE courses. The online format provides improved
access. Students who do not thrive in the online community still have challenges completing degrees.
Historically ECE courses in Eureka have rotated between day and evening to enable students requiring all day or all night classes the
opportunity to complete the program. This serves the needs of those students who are uncomfortable taking online courses.
We are still too new in the online offering of courses to know if online and face to-to-face courses were offered simultaneously if both
would fill. We have a commitment to offering the non-core and lab classes online to ensure that students on campuses other than
Eureka can complete programs. We do know that since online courses have been offered, they fill before face-to-face courses.
ECE 10 is generally under-enrolled but it is the cap-stone course and is necessary for the AS Degree and for the Child Development
Permits (issued by the California Commission on Teacher Credentialing). We belive that there should be a commitment throughout
the district to ensure that the courses which are not available online are offered at all campuses in a reasonable rotation, even when
enrollment is low, and that students be encouraged to enroll in online courses to complete their degrees.
We recognize that the online format is not ideal for every student but as the college develops support services for online students, this
should be less of an issue. Offering these courses online gives stuents thoroughout the district equal access to the ECE curriculum.
Assessment Committee
67
2009-10 Program Review
Early Childhood Education
Both the Eureka and Del Norte campuses have developed a course offering martix to enable students to know when specific courses
will be offered face-to-face onad online. Students on the Mendocino campus would be served if a predictable course offering plan
was developed there too. Given the lower numbers, they should focus on offering ECE 1, 2, 5, 7, and 10 only at the campus (in a two
or even three year roatation) and advise students to use the online courses to complete their degrees.
See attached Course Offering Matrix for Eureka and Del Norte Campuses.
3a. Refer to the curriculum outline in question #1. Would adding a prerequisite or advisory to any course within the program increase the success rate within the
course?
Currrently all ECE courses have a recommended preparation of ENGL 150. Given the data indicating student success based on
English course enrollment and completion this seems like a reasonable advisory.
The courses which include curriculum development (ECE 7, 11, 14, 15, and 23) also have a recommended preparation of ECE 2,
Child Development. This is based on our belief that students need to understand typical and atypical development in order to plan
appropraite learning opportunities for children. We believe this is a reasonable advisory.
The three administration courses recommend that students complete the Title 22 "core course", ECE 2, 5, and 7, prior to enrollment.
Since these are higher level courses we believe that students need to have a basic understanding of the field prior to enrollment.
The only course with a pre-requisite is the cap-stone course, ECE 10 - Field Experience in ECE. The prequisite of ECE 7 Introduction to Early Childhood Curriculum is necessary since this course is the opportunity for students to implement curriculum.
We are hesitant to add pre-requisites since the ECE program is fairly small and course availability, especially in Del Norte,
Mendocino, and Hoopa is limited. Pre-requisites could seriously hamper students ability to complete their educational goals in a
timely manner.
3b. Are there drawbacks to current prerequisites or advisories to any of the courses.
Assessment Committee
68
2009-10 Program Review
Early Childhood Education
None noted.
4a. As part of your self-study, review and summarize the development of curriculum in the program, including any changes in required prerequisites or
corequisites.
The Early Childhood Education Program at College of the Redwoods is participating with other community colleges throughout the
State in the "Curriculum Alignment Project" (CAP) to develop an aligned "Lower Division Eight". This is a core of eight courses with
similar course titles, descriptors and SLOs at each of the participating colleges. This alignment will enable students to easily transfer
from one community college to another. The recent curriculum revisions were to bring our ECE courses into alignment with this
project.
The second tier of the CAP project is to develop a program (versus course to course) articulation with participating CSUs. We
anticipate by November of 2009 that we will have this articulation in place with Humboldt State University's Child Development
Department.
4b.Use the grid below to report recent additions, deletions, or revisions of courses.
Semester
Course
ECE 1, 2, 5, 6,
7, 9, 10, 18
ECE 15
ECE 20
ECE 11, 14, 23
ECE 12, 13
Assessment Committee
Year Course Outline
Last Updated
3/13/09
Year Next
Update Expected
Spring 2014
5/9/08
4/11/08
2/8/08
11/9/07
Spring 2013
Spring 2013
Spring 2013
Fall 2012
69
2009-10 Program Review
Earth Science/Astronomy
Earth Science/Astronomy-Updated October 4, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Astro 10
Critically analyze our place in the cosmos in relation to accepted and cutting edge astronomical principles.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Essay question on the Final looking at the question of finding life in the universe .
The question read: Do you think there is life beyond the Earth? Why or Why not? Support your answer by
addressing where that life may or may not exist, how you propose detecting or proving its existence, and what
form it might take (i.e. simple or complex)
In order for a student to receive a satisfactory score on this essay question they would have to address each of
the major questions posed with at least one example to back it up (e.g. Life needs water, energy, carbon, and
stability to potentially evolve, those conditions are present ……)
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Overall 104/111 (93.4%) of the students assessed met the SLO at a satisfactory level or above (8/10+)
List the TOP 3 TO 6
More in class discussion (large group) of this topic.
Assessment Committee
It is clear that the percentage of students who did not meet the outcome is low (6.4%). Still, I may choose
to spend additional class time and small group discussion examining this semester long theme.
That said, I will also move on to assess a different SLO in the coming year as this one has met with great
success.
70
2009-10 Program Review
Earth Science/Astronomy
actions/changes
faculty judge will most
improve student learning
Additional small group discussion of this theme.
More reading assigned outside of class to explore this broad topic.
Provide a timeline for
implementation of your
top priorities.
I will endeavor to work on all three priorities over the next academic year (2009-10)
Course SLO Measured: Astro 10
Recognize and identify the different types of electromagnetic radiation.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Multiple choice question on Exam.
Summarize the overall
results of your
department, including
performance data if
applicable.
Data: 92 Correct, 19 Incorrect
Achieve Outcome: 92/111, (82.9%)
How will your
department address the
needs and issues that
were revealed by your
assessment?
It is clear that even though the percentage of students who did not meet the outcome is low (17.1%),
additional class time and small group discussion could be spent discussing this semester long theme.
List the TOP 3 TO 6
actions/changes
faculty judge will most
More in class discussion (large group) of this topic.
Additional small group discussion of this theme.
Assessment Committee
71
2009-10 Program Review
Earth Science/Astronomy
improve student learning
More reading assigned outside of class to explore this broad topic.
Provide a timeline for
implementation of your
top priorities.
I will endeavor to work on all three priorities over the next academic year (2009-10)
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
See additional SLO sheets at the End of this report
Full-time faculty in each of the Earth-Astro disciplines maintain and store the assessment records for those disciplines. As of Fall
2009:
Jon Pedicino (Eureka campus) - maintains Astronomy and Meteorology SLO data
David Bazard (Eureka campus) and Greg Grantham (Mendocino campus) maintain Geography SLO data
David Bazard (Eureka campus) and Mark Renner (Del Norte) - maintain Geology SLO data
Greg Grantham (Mendocino Campus) and Dave Bazard (Eureka Campus) - maintain Oceanography SLO data
Course SLO Measured: Geology 10
SLO: Demonstrate an understanding of the scientific method by being able to
·
Distinguish between data and interpretation
·
Describe the importance of testing hypotheses
·
Recognize and analyze the uncertainty in scientific investigations
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
Assessment Committee
Midterm and Final Exam Questions: Distinguish hypothesis from theory (related to testing hypothesis). List
steps of Scientific Methods. Describe how scientific understanding occurs even if uncertainty exists (role of
72
2009-10 Program Review
Earth Science/Astronomy
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
variables). Explain how one can understand an earth process through use of the scientific method.
Assessed Fall 2008:
92% of students were able to identify the steps of the scientific method, and specifically that testing is an
essential component of the scientific method.
82% were able to describe that passing testing was what distinguished a hypothesis from a theory, and
that a theory allows accurate prediction of results.
Assessed Spring 2009:
62% of the class were able to provide an example of how we understand an earth process through the
scientific method. 38% had partial success with this question.
77% provided an accurate example of how the scientific method leads to understanding of a geologic
process, even though uncertainty remains (not all variables tested or known).
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
We determined that we should focus scientific method activities on more than remembering the steps
and expand activities to include analysis of scientific uncertainty (variables) and hypothesis testing. We
have used an article about multiple working hypotheses as it applies to geology. We will incorporate
more emphasis on variable testing into this assignment. Our target is to have 80% of the students
correctly state how the scientific method can be used to understand a geologic process - by way of
example.
Require activities that move beyond memorization of steps. Have student read a scientific description
and identify components of the scientific method. Have students identify variables and discuss the
importance of controlling variable in testing.
Begin in Spring 2010 - although some classes are already reading an article about multiple working
hypotheses and engaging in discussions of hypothesis testing, ruling theories, and bias
73
2009-10 Program Review
Earth Science/Astronomy
Course SLO Measured: Geology 10
SLO: Describe the origin of geologic resources (including groundwater, fossil fuels, and minerals).
SLO: Provide examples of renewable and nonrenewable resources and explain how the renewability of a
resource is dependent on the geologic time frame being considered.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Test Question: “Describe how a natural reservoir of oil/natural gas is formed Describe all of the conditions that
have to be met. Explain why this resource is considered non-renewable.”
Fall 2008: 38% were able to completely describe how oil is formed; 38% provided a partial description
of how oil is formed.
84% accurately described oil as a non-renewable resource and described how the renewability of the
resource is dependent on geologic time.
Spring 2009: 77% accurately described why oil is considered a non-renewable resource in the context of
geologic formation (15% had a partially accurate description).
40% accurately described how oil/gas is formed over geologic time (including accumulation and traps).
42% were partially successfully in this description. The remainder could not accurately answer this
question.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
Assessment Committee
This topic comes at the end of the semester. Instructors discussed using an exercise earlier in the
semester and one that requires a complete written description of how oil/gas forms as well as discussion
of how the time frame of formation leads to the resource being considered “nonrenewable”. Our target
is to have at least 80% of the students be able to correctly describe how oil/gas (or other natural
resource) is formed within the Earth, including the geologic time frame for formation.
1. Provide a project or detailed activity that requires describing the details of how oil/gas is formed
2. Require students to discuss (within the activity) how the requirements of oil/gas formation lead to its
74
2009-10 Program Review
Earth Science/Astronomy
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
status as non-renewable.
3. Incorporate this topic into the curriculum earlier in the semester so it can be discussed, applied, and
evaluated prior to the final exam
Spring 2010, although some instructors are introducing the topic earlier in the Fall 2009 curriculum.
Course SLO Measured: Geography 2
Spatial Analytical Analysis
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
Used three map tests throughout the semester to track changes in student ability to analyze spatial (map) data
Basic map skills were not well developed at the start as 80% scored as inadequate or barely satisfactory
(1 or 2 out of a scale of 1 to 4).
Distributional analysis results improved with each test. Only one student had a below average result on
the third test
Analytical analysis of key words could be utilized in future as additional elements of assessment.
More in-class maping exercises would be beneficial.
Our target is for at least 80% of the students to be able to correctly analyze spatial analytical data
(maps) by the end of the course - as measured through a final exam or project.
1. Include more in-class mapping exercises
2. Improve assessment by requiring more emphasis on key analytical analysis terminology
3. Continue assessment to include a larger body of students - this analysis from one section and a small
population (less than 20 remained in the couse to complete the last map test)
75
2009-10 Program Review
Earth Science/Astronomy
Provide a timeline for
implementation of your
top priorities.
Begin Fall 2008
Course SLO Measured: Geology 1
SLO: Recognize the basic elements of plate tectonic theory.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
A series of multiple choice test questions on the first midterm:
1. What is the lithosphere
2. What causes plates (of plate tectonics) to move
3. Why is the oldest oceanic crust much younger than the oldest continental crust
4. Are transform plate boundaries constructive, destructive, accomodating, or none of these?
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
75% of the students answered questions 1. and 4. correctly; 92% of the students answered 2. and 3.
correctly.
Our goal is to have at least 80% of the students accurately recognize the details of plate tectonic theory
including the nature of plate boundaries and the structure of the lithosphere (plate).
The topic of plate tectonics receives considerable attention during the first few weeks of physical geology.
Students typically understand the basic concept and attain the ability to recognize the basic element of
the theory. However students often begin the class with misconceptions (e.g., only the crust or continents
move; the continents drift through basalt of ocean floor). The data shows that students are acquiring the
correct knowledge of how plates move. However some students (25% in this case) continue to
misidentify the components of a plate (lithosphere) and the details of the plate boundaries (transform
boundary)
1. Incorporate an activity where students are required to draw and label the components of a plate.
2. Require students to complete a table listing the attributes of plate boundaries (do this in lab).
3. Provide pre-test questions to determine if students have acquired the details of plate tectonics
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
76
2009-10 Program Review
Earth Science/Astronomy
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
Changes 1-3 have been implemented into the lab and lecture activities for Fall 2009.
77
2009-10 Program Review
English
English-Updated October 22, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: ENGL 350: Generate and organize general and specific support derived from personal
experiences to develop a point in a paragraph and in a basic essay
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
All SLO assessments for English are in progress this semester and have not yet been
completed.
Assessment Tool/Assignment: Random selection of ENGL 350 competency exams from
Spring 2009.
During the Fall 2009 competency exam norming session, ENGL 350 instructors will assess the target SLO in a
random selection of last spring's exam essays, using a rubric that will assess the students’ abilities as
“inadequately demonstrates the outcome,” “adequately demonstrates the outcome,” or “exceeds expectations at
demonstrating the outcome." We expect at least 70% of the essays will reach the level of "adequate" or
"exceeds expectations" for the outcome being measured. (The 70% cut-off corresponds to the minimum
passing grade for English courses as agreed upon by department vote several years ago.) The findings will be
compiled and summarized briefly, and assessors will discuss their significance, drawing up plans (if necessary)
for changes, actions, or resource requests that may improve student learning.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
78
2009-10 Program Review
English
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Course SLO Measured: ENGL 150: Use concrete details and specific examples to develop and explain general
ideas.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
All SLO assessments for English are in progress this semester and have not yet been completed.
Assessment Tool/Assignment: Random selection of ENGL 150 competency exams from Spring 2009.
During the Fall 2009 competency exam norming session, ENGL 150 instructors will assess the target SLO in a
random selection of last spring's exam essays, using a rubric that will assess the students’ abilities as
“inadequately demonstrates the outcome,” “adequately demonstrates the outcome,” or “exceeds expectations at
demonstrating the outcome." We expect at least 70% of the essays will reach the level of "adequate" or
"exceeds expectations" for the outcome being measured. (The 70% cut-off corresponds to the minimum
passing grade for English courses as agreed upon by department vote several years ago.) The findings will be
compiled and summarized briefly, and assessors will discuss their significance, drawing up plans (if necessary)
for changes, actions, or resource requests that may improve student learning.
79
2009-10 Program Review
English
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
To promote objectivity in assessment and to maintiain the essential separation of assessment from faculty evaulation, the English
department asserts that section-level assessment data must be kept securely and privately within the department and should be
shredded annually. Generally, Course-Section forms and other data re. specific sections will be archived for no more than one year in
the English Department Chair's office.
The Course-Discipline forms will not only be submitted and posted with the next Program Review and therefore maintained as public
documents by IR, but they also may be archived where they will be freely accessible. A division office would be the best location if
storage space can be found
Program and Course Learning Outcomes
Assessment Committee
80
2009-10 Program Review
English
Course SLO Measured: ENGL 1A: Integrate and correctly cite the ideas of others through paraphrase,
summary, and quotation into an essay that expresses the writer’s own voice, position, and analysis
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
All SLO assessments for English are in progress this semester and have not yet been
completed.
Individual ENGL 1A instructors will select a 20% sample from an assignment that is focused on this outcome.
Using a rubric that will assess the students’ abilities as “inadequately demonstrates the outcome,” “adequately
demonstrates the outcome,” or “exceeds expectations at demonstrating the outcome,” a group of 1A instructors
will confer and compare their findings. We expect at least 70% of the essays will reach the level of "adequate"
or "exceeds expectations" for the outcome being measured. (The 70% cut-off corresponds to the minimum
passing grade for English courses as agreed upon by department vote several years ago.) The findings will be
compiled and summarized briefly by December 2009, and assessors will discuss their significance, drawing up
plans (if necessary) for changes, actions, or resource requests that may improve student learning.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
81
2009-10 Program Review
English
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Program and Course Learning Outcomes
Course SLO Measured: ENGL 1B: Use examples, details, and evidence from primary and secondary sources to
support or validate thesis and other generalizations.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
All SLO assessments for English are in progress this semester and have not yet been
completed.
Individual ENGL 1B instructors will select a 20% sample from a a formal critical essay assignment. Using a
rubric that will assess the students’ abilities as “inadequately demonstrates the outcome,” “adequately
demonstrates the outcome,” or “exceeds expectations at demonstrating the outcome,” a group of 1B instructors
will confer and compare their findings. We expect at least 70% of the essays will reach the level of "adequate"
or "exceeds expectations" for the outcome being measured. (The 70% cut-off corresponds to the minimum
passing grade for English courses as agreed upon by department vote several years ago.) The findings will be
compiled and summarized briefly, and assessors will discuss their significance, drawing up plans (if necessary)
for changes, actions, or resource requests that may improve student learning.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
82
2009-10 Program Review
English
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Program and Course Learning Outcomes
Course SLO Measured: ENGL 52: Apply feedback from conferences with instructors and peers in order to
develop strategies to strengthen reading and writing skills.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
All SLO assessments for English are in progress this semester and have not yet been completed.
At the end of the Fall 2009 term, English faculty will collect a 20% sample from the self-assessment of reading/writing
skills and progress which are required for all ENGL 52 students earning credit fin the course. Using a rubric that will
evaluate the students’ responses as “inadequately demonstrates the outcome,” “adequately demonstrates the outcome,” or
“exceeds expectations at demonstrating the outcome,” a group of Englush instructors will confer and compare their
findings. We expect at least 70% of the self-assessments will reflect the level of "adequate" or "exceeds expectations" for
the outcome being measured. (The 70% cut-off corresponds to the minimum passing grade for English courses as agreed
upon by department vote several years ago.) The findings will be compiled and summarized briefly, and assessors will
discuss their significance, drawing up plans (if necessary) for changes, actions, or resource requests that may improve
student learning.
83
2009-10 Program Review
English
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
84
2009-10 Program Review
English
Program and Course Learning Outcomes
Course SLO Measured: READING 360: Construct and write a variety of simple, grammatically correct
paragraphs.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
A common, holistically graded in-class, on-demand written competency exam using a
common, shared rubric articulated to those used in English 350 and 150
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Using one common written competency exam.
Using one, common grading rubric.
Wholistically grading the final written competency exam.
Compiling and analysing writing performance throughout the semester as it relates to final competency results.
See above.
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
In S09, 32 out of the 34 students in the three sections who took the final inclass written competency, passed the
competency with a grade of 3 or higher using the course rubric. 24 of the 34 passed the class. Although the
writing prompts for the competency were the same for all three sections, due to the absence of the one FT
Reading faculty member, the competencies were not wholistically graded.
In F09, we will again use the same final writing competency exam. And we will also wholistically grade them.
In S10, we will use the same rubric for all writing assignments throughout the semester and analyse semester
long performance as it relates to final competency results.
85
2009-10 Program Review
Forestry/Natural Resources
Forestry/Natural Resources-Updated September 30, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: FOR 51 - SLO #2 (from Course Outline) - Identify various woody plants and correctly
assign scientific names and classification
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
(apologies for the bold but the Locked Format will not allow me to turn it off).
The tool used to assess this SLO is the field final quiz, a comprehensive ID quiz that requires
students to properly identify and name approximately 50 specimens. Students are deemed to
have succeeded if they attain a minimum score of 70% on the quiz.
Assessment for Fall 2008: 77% of students taking quiz achieved minimum score of 70%. This is a highly
technical course which requires developing specific skill sets on the part of students. Currently students are
limited to lab time for contact with content expert to aid them in developing these skill sets. The only viable
path to improved success is additional contact with content expertise either through a discipline specific tutor or
additional access to tutorial software.
The department lacks the resources to address the key need for improving this course outcome - a discpline
specific tutor.
1) Access to discipline specific tutor.
2) Access to software for improving recognition and naming protocols. Currently we have a few copies of a
Woody Plant ID CD that students can use in only 1 location - the CADD/GIS lab. This lab is heavily impacted
and only available at limited times. If students could access the software on LRC computers they would be
able to gain additional practice in identifying and naming woody plants.
86
2009-10 Program Review
Forestry/Natural Resources
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
Implement by Fall 2010. However, without additional College support we will be unable to implement these
priorities.
87
2009-10 Program Review
Health Education/Physical Education/Dance
Health Education/Physical Education/Dance-Updated October 2, 20009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: PE12A - Beginning Weight Training.
Identify basic concepts and terminology of resistance training.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Quiz covering the basic concepts and terminology of resistance training.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. The possible adaption of a booklet or textbook that covers the basic concepts and terminology of resistance
training.
2. Have all of our instructors administer the quiz to assure that those concepts and terminology are being
learned by students taking our weight training classes.
3. Having a quiz in place will help instructors to teach to the expected SLO's.
Assessment Committee
As we have not yet implemented this as a department, we do not have performance data at this time.
The results we obtain from the assessment quiz will be used to identify concepts and terminology that students
are not getting. We will then adjust our instruction to make sure that those topics are covered more thouroghly.
88
2009-10 Program Review
Health Education/Physical Education/Dance
Provide a timeline for
implementation of your
top priorities.
Spring 2010.
Program and Course Learning Outcomes
Course SLO Measured: HE 2
Explain the process of hormone communication during the menstrual cycle.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
Essay test question: 'Explain the sequence of organ and hormone communication during a
typical menstrual cycle'.
Fall 2009 and spring 2010 will be the first time this assessment tool used. Results will be summarized and
reviewed in late spring 2010 and reported in the fall 2010 program review.
As fall 2009 results are reviewed, adjustments to in-class lecture review activity may have to occur in addition
to the top 3 changes listed in the next column. This is a vague response but until the assessment data is
compiled for review, no immediate needs are identified.
1. Currently the lecture format for presenting organs, their hormonal functions, and the symphony of
communication is done using a flow-chart. Need to incorporate a lecture adjustment so sequence of
communication is more specific.
2. Review with students the parts to writing an essay question response using guidelines from the GS150
Learning Success textbook.
3. Record the student's 'sponge review' activity scores at the beginning of each class meeting.
89
2009-10 Program Review
Health Education/Physical Education/Dance
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
Spring 2010. This will allow a comparison from fall 2009 student essay response scores to spring 2010 student
essay response scores.
90
2009-10 Program Review
Hospitality Restaurant and Culinary Arts
History/Cinema-Updated October 13, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Course SLO Measured: Apply knowledge of historical information to create their own arguments
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
Two full-time members of the department met and shared examples of student work in their courses related to
the measurement of these outcomes, a kind of student portfolio review. A discussion of how the student work
represented (or failed to represent) these criteria ensued, as well as a discussion of future alterations to course
assignments to better measure these outcomes.
Department members were pleased with the degree to which students were meeting the course outcomes
in the sampled work they reviewed. Because this was a qualitative, rather than quantitative, evaluation it
is impossible at this time to present a "percentage" of students in the sample who met the outcome. This
winter, we are planning to meet with new student materials (final exam essay questions) and assess the same
outcome, using the following rubric: 3=the student work exceeds the expectations in the objective/outcome;
2=the student work meets the objective/outcome; 1=the student work does not meet the objective/outcome. We
will quantify the results and come up with some ideas about how to improve the results in the future and ensure
that more students can meet the outcome.
Members decided that they ought to include more frequent primary source analysis exercises in their
courses throughout the semester to improve the number of students who meet the outcome in the future.
This will give students more experience and confidence interpreting primary source documents and familiarize
them more with the process of historical argumentation. Secondary source discussions will help students
identify the process historians use to create, develop, and support their arguments. The emphasis on Writing
Tutorial services will help students create better written arguments (that's the "apply" part of the SLO above)
and see how their arguments function.
91
2009-10 Program Review
Hospitality Restaurant and Culinary Arts
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. More frequent primary source analysis exercises
2. Greater emphasis on the importance of the college's writing tutorial services.
3. Greater attention to argument in discussions of secondary source material.
Provide a timeline for
implementation of your
top priorities.
These have been and will continue to be implemented. See above for plan and timeline.
Course SLO Measured: In written exercises and class discussions, analyze cinema as a vehicle for the
transmission of certain ideologies
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
A full-time and adjunct faculty member gave the students in each Cinema 2 course an essay question about
contrasting the role of class relations in Italian Neo-Realism (the film _Bicycle Thieves_, specifically) and Elia
Kazan's film _On the Waterfront_. The question addresses the outcome listed above.
We have not yet met to discuss the results, but are planning to meet by the end of this semester. We have
developed a rubric to assess student work against the SLO: 3=the student work exceeds the expectations in the
objective/outcome; 2=the student work meets the objective/outcome; 1=the student work does not meet the
objective/outcome. We will quantify the results and come up with some ideas about how to improve the results
in the future and ensure that more students can meet the outcome.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
92
2009-10 Program Review
Hospitality Restaurant and Culinary Arts
Provide a timeline for
implementation of your
top priorities.
See above for timeline and plan.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
It was unclear that we had to generate a specific document of our processes. We were under the impression that the information
contained in the Program Review form was sufficient and would be filed in the Division Office.
Hospitality Restaurant and Culinary Arts-Updated October 23, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Consistency and presentation of work produced; speed and uniformity
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
Final lab demonstration examination was a soup competition where students created their own soup dish.
Students were graded on work plan and menu, cooking techniques, organizational skills, presentation,
safety/sanitation, temperature, and taste.
The competition, announced at the beginning of the semester, distracted students from learning and lead
to poor study habits throughout the semester. Students and faculty stated that the atmosphere of
competition contributed to behavioral problems in the classroom and took excessive amounts of time
away from weekly lessons.
93
2009-10 Program Review
Hospitality Restaurant and Culinary Arts
How will your
department address the
needs and issues that
were revealed by your
assessment?
Cancellation of the soup competion as a final lab demonstration exam. Change final to a Lab Practical.
Each student will produce the same two dishes, a salad and a vegetable entrée with sauce. These two
dishes would have already been prepared as class lesson earlier in the semester. Students would be
graded using a Rubrics system.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Use standardized textbook recipes.
Change to Lab Practical for final exam.
Added study time throughout the semester to focus on individual class lessons.
Provide a timeline for
implementation of your
top priorities.
Within the next two semesters.
Assessment Committee
94
2009-10 Program Review
Languages
Languages-Updated October 6, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: All Language 1A courses, French, German, Japanese, Sign Language & Spanish at
Eureka Campus. SLO # 1, 2, 3, 4, 5 & 6 for the spoken languages measured are: 1. Demonstrate accuracy and
control of fundamental grammatical concepts through specific interactive activities.
2. Comprehend basic (target language) and answer simple questions.
3. Read short selections in (target language) and answer questions on content.
4. Write short descriptions, lists, and guided compositions.
5. Demonstrate a basic knowledge of the geography, history, lifestyles, and traditions of the diverse cultures
that make up the (target language) World through presentations and short written reports.
Sign Language 1A faculty agreed ro measure SLO # 3, 5, & 6
3. Use fundamental grammatical concepts correctly in interative signing activities
5. Analyze and describe the history, lifestyles, and traditions of the diverse cultures that make up the Deaf
World in signed presentations and written assignments.
6. Use ASL to express insights and observations regarding the norms of Deaf Culture.
Or PLO Measured :
Assessment Committee
95
2009-10 Program Review
Languages
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
After several language faculty meetings during the fall and spring semesters 08-09 to discuss
the assessment tool, we decided to use an exam that would evaluate all of the student
learning outcomes for the 1A course/s as stated in the Curriculum Committee Course
Outlines. All full and part-time language faculty agreed that the exam could be used as the
final exam of the course. After designing the exam for each language/discipline, we needed a
document/Rubric to evaluate and tally the student learning outcomes and results after the
students took the final exam. The rubric that we designed includes all SLOS and is applicable
to all SLOS for the spoken languages except for Sign Language. The
Listening/Comprehension in Sign Language will be called Receptive Comprehension,
speaking will be Expressive Communication, and Reading Comprehension will be
Deciphering Coding.
96
2009-10 Program Review
Languages
Summarize the overall
results of your
department, including
performance data if
applicable.
First, the assessment of language 1A SLOS was conducted only at the Eureka campus and the Arcata
Instructional site. Mendocino and Del Norte were not included because we viewed the assessment as a
pilot/trial. The overall results of the Language 1A courses assessment has been very positive, especially
since it is the first time we assess all SLOS of 15 1A classes: 10 sections of Spanish, 1 each of French,
German, and Japanese, and 2 of Sign Language. For the purpose of tallying data and including it in a
table/rubrica, we condensed the SLO in one or two words that would describe the main goal of the
specific SLO.
The Spanish 1A 10 sections Average per SLO measured is as follows (from a scale of 1-5, the heighest
being 5) : Listening Comprehension 4.3; Speaking/Communication 3.8; Reading Comprehension 4;
Writing 3.9; Grammar 3.4; and Culture 3.5. The comprehensive or global average of Spanish SLO
scores is: 3.8 or a global success of 78%.
The French, German and Japanese assessed one class each. French results are: Listening
Comprehension 4.6; Speaking, Reading Comprehension, Writing, Grammar, and Culture each received
a score of 5. The global average of French being 4.9 or 89% success rate. German: Listening
Comprehension 4; Speaking 4; Reading Comprehension 5; Writing 4; Grammar 4; and Culture 4. The
comprehensive average of German is 4.1 or the equivalent 80% success. Japanese: Listening
Comprehension 4; Speaking 4; Reading Comprehension 4.6; Writing 2.25; Grammar 2.9 and Culture
2.5. A total score of 3.37 average or a global success of 73%.
The 2 Sign Language sections assessed in the Eureka campus and Arcata site did not assess all the SLOS
of their Curriculum Course Outlines. This semester they evaluated three learning outcomes: General
Grammar and Linguistics, ASL Grammar, and Deaf Culture and History. The average of the 2 sections
SLO measured is: General Grammar and Linguistics 3.5; ASL Grammar 5; and Deaf Culture and
History 4.5. The global success of the three Sign Language SLO assessed is 4.3 or the equivalent of 83%.
And finally, the overall assessment average of the 15 1A language classes SLOS evaluated is 4 or a global
success of 80%.
NOTE: Please see attached Spoken Languages SLO Rubric at the end of Program Review document.
Assessment Committee
97
2009-10 Program Review
Languages
How will your
department address the
needs and issues that
were revealed by your
assessment?
There are several aspects that we need to consider and reflect on:
1. Consistency -We need to be more consistent on the assessment of speaking/communication, writing
and culture. The faculty has to agree on a tool that everyone will follow. This first time in Spanish we
had some different/flexible activities for assessing speaking, such as the oral presentations that several
faculty used, while others did questions and answers and short conversations during the class activities.
French, Japanese and German had a final oral exam. Sign Language was supposed to assess
Comprehension and Communication, but in the end the faculty decided not to report on them because
the tool used was different in each class and the results were not very positive.
2. This fall semester 09 we will assess the 1A classes again, and we will include Del Norte and Mendocino
Centers language classes assessment. We are providing them our tools and rubrics to measure the
outcomes. The faculty will decide if they want to adopt the tools the Eureka language faculty developed
or if they prefer to use something different.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
From the assessment data obtained, the SLOS of the spoken languages that need more attention in order
to improve student learning are speaking, writing and culture. Therefore, our activities in the classroom
and the assignments will have to emphasize these areas a bit more. The language faculty agreed to focus
on assigning simple compositions, student written dialogues, skits and converstions, and oral
presentations with cultural topics. The main goal is to be consistent in the assessment and to use the
same method of assessment in each language 1A class. For example: All Spanish 1A faculty will follow
the same method of assesment for Speaking, Writing and Culture. An oral exam of 21 questions will be
used as the tool to assess the Speaking SLO.
The intrinsic difficulty of the Japanese language is reflected, as expected, in the learning outcomes
results. Therefore, the Japanese instructor is planning to increase practice with more assignments and
class activities in writing, grammar and culture.
Sign Language faculty are planning to have the same method and tool to evaluate and assess Receptive
Comprehension, Expressive Communication, and Deciphering Coding.
Assessment Committee
98
2009-10 Program Review
Languages
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
The language faculty have agreed to assess the language 1A courses this fall 09 semester, and in the
spring 2010 we will assess 1B.
We hope focusing on the most difficult areas will improve student learning. During Fall 09-Spring 2010
we will implement the plan and by the fall 2010 Program Review Report, we will determine if this plan
was successful in raising the success in Writing, Grammar, and Culture for Japanese students and
Writing, Speaking and Culture for Spanish, German and French. The Sign Language faculty will ent the
assess their 1A students this fall 09 and their 1B students in spring 2010 in all the SLOS, including
Receptive Comprehension, Expressive Communication, and Deciphering Coding.
99
2009-10 Program Review
Library Studies
Library Studies-Updated October 10, 2009 (NO REVISIONS)
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured:
3. Actively participate in class discussions.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
Participation in class discussions in Library 99A is assessed by tracking the level of engagement in the online
Discussion Forums on the course website. In 08/09, the platform was Blackboard. In 09/10, it is MyCR. With
a course success rate of 35% in S09 (the first time the class was offered), faculty/staff are re-examining the
level of commitment being asked of our students.
At one unit each, both Library 99 and 99A require 18 hours of "contact time" during the semester. For
a F2F class, this translates into twelve 90 minute classes. However, asking students to remain engaged
for twelve weeks online for only one unit may be expecting too much. Especially when they are required
to compose a minimum of three posts weekly.
After consultation with members of the Curriculum Committee and the Dean of Distance Education,
faculty would like to reduce the number of weeks the course will be scheduled in S10 to ten weeks.
100
2009-10 Program Review
Library Studies
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
1) Reduce the number of weeks the online section is offered from twelve to ten.
2) Track the level of engagement during the semester.
3) Compare the retention rate to that of the F2F section.
4) Determine if the shorter semester has an impact on student success online.
F09: Track student engagement over the course of the semester in the F2F section.
S10: Track student engagement over the course of the semester in the online section.
X10: Compare the student success rates between the F2F section and the online section.
101
2009-10 Program Review
Library-General
Library-General-Updated November 12, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement:
1.
2.
Objective
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
Purchase of
EZProxy, a
software
gateway
allowing secure
remote access to
the library’s
online resources
through a single,
uniform access
point
EZProxy has been a
VAST improvement over
the previous patchwork of
methods for students
accessing online
resources.
To provide a service that
will facilitate a student’s
ability to achieve their
academic goals
Improvement of student
services by making access
to online resources easier
for the student.
Decrease in
student request
for log-in
information.
EZProxy was
purchased and
installed and
configured
successfully. A
“landing page” set
up for blackboard
login was
developed.
Staff that can maintain
library’s software
issues, including
Voyager and EZProxy.
Successfully migrate the
login page on MyCR
Develop a
library blog in
an effort to
engage students
through the web
site.
To improve student
services and access.
New software for
myCR will need to
be develop to work
with EXProxy.
The Dean of
Distance
Education will be
working on the
transition.
Over 10 month
period the blog site
had 1,763 hits, 29
posts, and 9
comments.
Assessment Committee
To provide access to all
students
To continue to provide
student access and
encourage intellectual
growth though research.
102
Increased use of
online
resources.
Goal – to have 100 hits a
month, with at least 10
posts and 10 responses on
the Library Blog,
Count the
number of hits
in a month, and
feedback
comments
gathered from
the site
2009-10 Program Review
(Critical Need)
In the face of reduced
staffing maintaining the
Blog site will be
difficult. If a fulltime
Library Assistant
position can be secured,
more access activities
will be able to be
Library-General
provided and
maintained.
3.
4.
Objective
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Develop a
research skills
course to be
offered online.
“Ask a
Librarian” form
for the library
web site,
This course that will
provide critical skills for
students.
Promote information
literacy, critical thinking,
lifelong learning skills
This course is new – so no
previous SLO has been
developed – For this year
an assessment goal will be
for 85% of the students
being assessed to be able
to evaluate a specific
resource to determine
usefulness using content,
credibility and relevance.
A rubric has
been developed
for students to
rank usefulness
of resources.
a. Relevance
b. Accuracy
c. Authority
d. Currency
e. Purpose
TBD
TBD
Continue to improve
access through online
delivery.
Provide community and
student access.
To show continued access
via increased queries to
“Ask the Librarian” site.
Count number
of queries and
track responses.
Ongoing – current
results indicated
approximately 10
emails a month
To increase queries by
promoting service.
However, the value of
this service is only as
good as the ability to
respond quickly. This
cannot be maintained
with current staffing.
Assessment Committee
103
2009-10 Program Review
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
LVN-Nursing
LVN-Nursing-Updated October 13, 2009 (TEAR OUT’S ONLY)
Course SLO Measured:
Or PLO Measured : The College of the Redwoods graduate Vocational Nurse will graduate with the
knowledge to successfully pass the NCLEX-PN licensure examination.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
The faculty and staff measure the the PLO through the following
assessments/tools/assignments:
- the grading of exams, the use of skills checklists, and clinical evaluations. Clinical
evaluations are formative and summative.
- evaluation of student participation in pre-conference and post-conference activities in the
clinical setting
- advisory groups from area agencies where clinicals occur
- certification exams/licensing exams
- employment statistics and employer surveys
- exit surveys when a student leaves the program before graduation/completion
The National Council of State Boards of Nursing - Practical Nursing (NCLEX-PN) examination scores are
recorded by the California Board of Vocational Nursing and Psychiatric Technicians (BVNPT) and reported to
the College of the Redwoods Director of Health Occupations on a quarterly basis. The CR LVN Program
graduates have consistently shown better than state average pass rates on the NCLEX-PN examination.The 5
year average is above 90% which exceed the State wide average of 77%
There is currently no mechanism for tracking the student after graduation. The program faculty and director
have only anecdotal information, no statistical information, on student employment following graduation. This
is an area that we are hopeful the Institutional Research can help with.
Engage in conversation with the Institutional Research Department on how CR can track students after
graduation.
104
2009-10 Program Review
LVN-Nursing
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
The LVN Program is currently meeting the PLO. There are no current actions/changes based on this PLO.
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
105
2009-10 Program Review
Mathematics
Mathematics-Updated October 5, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Math 30
Course SLO Measured: 2, 3, 5, 6
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
All students took a 10-question pretest on the first day of spring 2009 classes. The same questions were
embedded in all finals administered in Math 30.
The pretest also included 10 questions on Math 120 material, to see how well-prepared the students were
at the beginning of the course.
106
2009-10 Program Review
Mathematics
Summarize the overall
results of your
department, including
performance data if
applicable.
The following table summarizes the the pretest/posttest results. While students did significantly better in
all skill areas on the posttest than on the pretest, the results were very poor in the area of logarithmic
and exponential equations.
The table also shows the results of the pretest on Math 120 material. It is evident that the students did
not remember many of their Math 120 skills at the start of the semester. However, function evaluation
and factoring were important positive results. It was clear that calculator procedures and many of the
other Math 120 skills would need to be reviewed.
Assessment Committee
107
2009-10 Program Review
Mathematics
How will your
department address the
needs and issues that
were revealed by your
assessment?
Instructors will review Math 120 skills as they are needed. Instructors will devote additional instruction
and classroom assessment to the area of logarithmic and exponential functions. The department will also
design and administer a common exam with a wider variety of questions in this area.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Review Math 120 skills as they are needed.
Devote additional instruction and classroom assessment to the area of logarithmic and exponential
functions.
Design and administer a common exam with a wider variety of questions in this area.
Provide a timeline
for implementation
of your top
priorities.
Math 30
Additional review and instruction will commence in the Fall 2009 classes. The common exam will be
implemented in the Spring 2010 classes.
Course SLO Measured: 1, 4
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
A survey of the textbook and Optimath system was administered at the end of the Fall 2008 and Spring
2009 semesters.
108
2009-10 Program Review
Mathematics
Summarize the overall
results of your
department, including
performance data if
applicable.
The results of both surveys were discussed and a summary report will be written and available on the
department website.
Most students had positive comments on the textbook, although some students wanted more examples.
Students were very appreciative of the very low price of the old edition (either by rental or online
purchase), and very few had trouble obtaining this inexpensive version.
Survey results on the use of Optimath, our online testings system, were mixed, and fairly similar to
previous surveys. Some students found it to be very beneficial, and others disliked it. Students were
especially positive about its use for practice and preparation for exams. Many students still have
problems entering in formulas correctly, and students also disliked the lack of solutions for some of the
questions.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Items from the summary report were shared with Math 30 instructors prior to the first meeting of
Spring 2009 and Fall 2009 classes, in order to make them aware of difficulties students encountered last
year. Strategies to help students with textbook difficulties, including obtaining the textbook, were
instituted at these first meetings. Help pages were improved in Optimath, and web pages were updated
to address student difficulties with the system. In Spring 2009, department faculty spent a great deal of
time and effort writing solutions for most of the questions in the Math 30 Optimath testbanks.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Communication with instructors and with students.
Help resources for students and instructors.
Writing solutions to testbank questions.
Provide a timeline
for implementation
of your top
priorities.
Assessment Committee
Many of these changes have already been implemented. Work will continue this year on writing solutions
to all of the testbank questions.
109
2009-10 Program Review
Mathematics
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Departmental electronic repository and web site.
Program and Course Learning Outcomes
Math 25
Course SLO Measured: 3, 5, 6
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
All students took a 10-question pretest on the first day of spring 2009 classes. The same questions were
embedded in all finals administered in Math 25.
The pretest also included 10 questions on Math 120 material, to see how well-prepared the students were
at the beginning of the course.
110
2009-10 Program Review
Mathematics
Summarize the overall
results of your
department, including
performance data if
applicable.
The following table summarizes the the pretest/posttest results. Students did significantly better in all
skill areas on the posttest than on the pretest, with the exception of the area of trigonometric identities.
The overall results were good for skills from the first half of the course, and not very good for skills from
the second half.
The table also shows the results of the pretest on Math 120 material. While students did not remember
all of their Math 120 skills, the results were fairly reasonable for an exam at the very beginning of the
semester. The worst results were for skills relating to radical functions. It was clear that many of the
Math 120 skills would need to be reviewed.
Assessment Committee
111
2009-10 Program Review
Mathematics
How will your
department address the
needs and issues that
were revealed by your
assessment?
Instructors will review Math 120 skills as they are needed. Instructors will devote additional instruction
and classroom assessment to the areas of trigonometric identities and equations. These are among the
harder topics in the course, but they are very important topics for success in calculus. The department
will also design and administer a common exam with a wider variety of questions in these areas.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Review Math 120 skills as they are needed.
Devote additional instruction and classroom assessment to the areas of trigonometric identities and
equations.
Design and administer a common exam with a wider variety of questions in these areas.
Provide a timeline
for implementation
of your top
priorities.
Assessment Committee
Additional review and instruction will commence in the Fall 2009 classes. The common exam will be
implemented in the Spring 2010 classes.
112
2009-10 Program Review
Mathematics
Program and Course Learning Outcomes
Course SLO Measured: 1, 4
Math 25
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
A survey of the textbook and Optimath system was administered at the end of the Fall 2008 and Spring
2009 semesters.
The results of both surveys were discussed and a summary report will be written and available on the
department website.
Most students had positive comments on the textbook, although some students wanted more examples.
Students were very appreciative of the very low price of the old edition (either by rental or online
purchase), and very few had trouble obtaining this inexpensive version.
Survey results on the use of Optimath, our online testings system, were generally positive. Most students
who used the system found it to be very beneficial, and had few problems using it. There were some some
comments about problems with the ASC computers, which hampered their ability to use Optimath.
Some students also commented on the lack of solutions for some of the questions.
Items from the summary report were shared with Math 25 instructors prior to the first meeting of
Spring 2009 and Fall 2009 classes, in order to make them aware of difficulties students encountered last
year. Strategies to help students with textbook difficulties, including obtaining the textbook, were
instituted at these first meetings. Help pages were improved in Optimath, and web pages were updated
to address student difficulties with the system. In Spring 2009, department faculty spent a great deal of
time and effort writing solutions for most of the questions in the Math 25 Optimath testbanks.
Communication with instructors and with students.
Help resources for students and instructors.
Writing solutions to testbank questions.
113
2009-10 Program Review
Mathematics
Provide a timeline
for implementation
of your top
priorities.
Assessment Committee
Many of these changes have already been implemented. Work will continue this year on writing solutions
to all of the testbank questions.
114
2009-10 Program Review
Mathematics
Program and Course Learning Outcomes
Course SLO Measured: 2
Math 372
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Each student created his/her own personal math reference book. Starting with a blank book, students
organized information for their own personal uses including definitions, methods, examples, and helpful
hints. Information sources included the textbook, supplementary handouts, and class lectures and
activities.
Summarize the overall
results of your
department, including
performance data if
applicable.
The majority of students successfully displayed the ability to read from the text, think critically, take
good notes, and organize information effectively. Students who were at very low levels of reading and
writing were not as successful with these outcomes, though other students had low success for unknown
reasons.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Instructors will attend more to the process of creating and developing these reference books throughout
the term, assessing them in greater detail.
Instructors will investigate reasons for lack of success.
Instructors will devote additional instruction and classroom assessment to different facets separately.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Instructors will attend more to the process of creating and developing these reference books throughout
the term, assessing them in greater detail.
Instructors will investigate reasons for lack of success.
Instructors will devote additional instruction and classroom assessment to different facets separately.
Additional instruction and assessment of reference books will commence with Fall 2009 classes. In
Spring 2009, closer attention will be paid to assessing individual facets.
Provide a timeline
for implementation
of your top
priorities.
Assessment Committee
115
2009-10 Program Review
Mathematics
Program and Course Learning Outcomes
Course SLO Measured: 1, 2, 3, 5, 7
Math 45
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Instructions for student projects included specific requirements related to the course learning outcomes.
A timeline was created for these projects, detailing deadlines for submission of subtasks throughout the
semester. A uniform grading rubric, incorporating course learning outcomes, was also created for the
projects.
Summarize the overall
results of your
department, including
performance data if
applicable.
This was a very small class of just three students, and the projects were not as good as in past years. In
view of the many excellent projects in previous years, these results can be primarily attributed to the
skill levels of these particular students.
One of the three projects demonstrated good performance in relation to SLO #1. The other two were
acceptable, but had some deficiencies.
All three projects demonstrated good performance in relation to SLO #2.
All three projects demonstrated good performance in relation to SLO #3.
All three projects demonstrated good performance in relation to SLO #5.
Two of the three projects demonstrated good performance in relation to SLO #7. The other project had
some deficiencies.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
The project instructions, timeline, and grading rubric will be used in the future, with continued
refinement and improvement as results dictate. The timeline should be shifted so that students begin
their projects earlier, and a first draft of the written portion should be included in the grading rubric.
Student learning through the work on these projects would be improved with additional time and
additional feedback between the first and final drafts.
116
2009-10 Program Review
Mathematics
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline
for implementation
of your top
priorities.
Assessment Committee
Shift the timeline so that students begin earlier.
Include a first draft of the written portion in the grading rubric.
The Fall 2009 Math 45 class has used these suggestions in implementing a timeline for current student
projects. See
http://msemac.redwoods.edu/~darnold/math45/fall2009/projects/ProjectTimeline.pdf
The first part of the project, due three weeks into the class, is an introduction to LaTeX. Students are
required to write up a solution to a system of equations using Gaussian Elimination and back
substitution. Students receive background in the LaTeX language, setup, and writing scientific papers in
an article "Writing Scientific Papers in LaTeX." The requirements for this early assignment can be
found at (view in Firefox 3):
http://msemac.redwoods.edu/~darnold/math45/eliminationModel.php
This has produced excellent early results, as can be seen in the student work located at the following
URL. To view student work on this early project, click the Fall 2009, Introduction to LaTeX, student
links.
http://msemac.redwoods.edu/~darnold/math45/laproj/index.php
117
2009-10 Program Review
Mathematics
Program and Course Learning Outcomes
Course SLO Measured: 1, 2, 3, 4
Math 4
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Instructions for student projects included specific requirements related to the course learning outcomes.
A timeline was created for these projects, detailing deadlines for submission of subtasks throughout the
semester. A uniform grading rubric, incorporating course learning outcomes, was also created for the
projects.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
All projects demonstrated good to excellent performance in relation to these course learning outcomes.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Refine the grading rubric to include more detail on the requirements of the presentations.
Continue to look for appropriate course materials in particular textbook options.
Continue to encourage more faculty to include this course in their repertoire.
Construct a Math 4 web site with student and instructor resources.
Department faculty will work on these changes in Spring 2010.
Provide a timeline
for implementation
of your top
priorities.
Assessment Committee
Department faculty will continue to meet and confer on how to improve this course.
118
2009-10 Program Review
Mathematics
Program and Course Learning Outcomes
Course SLO Measured: 1, 2, 3, 5, 6
Math 55
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Math 55 (Differential Equations) is offered once a year in the spring. The student clientele in this class is
comprised of mathematicians, engineers, and scientists, all of whom have had a minimum of two courses
in calculus.
In order to assess SLO's #1, 2, 3, 5, and 6, students in the Spring of 2009 were assigned a term project.
Students were required to investigate a real-world application of differential equations, write a paper on
the topic, and present a 15-minute talk on their topic, to be accompanied by presentation slides prepared
in advance.
To get the students started, a smaller project was assigned, the purpose of which was to introduce the
students to LaTeX, a document preparation system used by mathematicians and scientists. The
guidelines and requirements for this project can be found online at the following URL:
http://msemac.redwoods.edu/~darnold/math55/model.php
Students are required to use the LaTeX document preparation system to craft both their term paper and
presentation slides.
In addition, the instructor developed a timeline describing due dates and expectations for various stages
of the term paper and presentation. This timeline rubric can be viewed online at the following URL:
http://msemac.redwoods.edu/~darnold/math55/TimelinesAndGrading.php
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
All of the students successfully completed their term projects and presentations on time. Student work,
both term papers and presentation slides, can be viewed at the following URL:
http://msemac.redwoods.edu/~darnold/math55/DEProj/index.php
Please check the links for student papers and presentation slides for the spring semester 2009.
119
2009-10 Program Review
Mathematics
How will your
department address the
needs and issues that
were revealed by your
assessment?
The project instructions, timeline, and grading rubric will be used in the future, with continued
refinement and improvement as results dictate.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
A large amount of time was wasted in the opening week or two as students tried to find a suitable model
for their first project. For comparison, students in the Fall 2009 Math 45 (Linear Algebra) class were
assigned a specific task for their opening introduction to the LaTeX document preparation system. This
was highly successful, allowing students to get started with LaTeX much earlier. We recommend that
future instructors in differential equations use this strategy in the future.
The rest of the timeline was very successful. It set specific dates of submission and also set expectations
for each submission. Students were able to receive cumulative feedback from the instructor over the
course of the semester, which helped to improve the quality of their final publications.
Provide a timeline
for implementation
of your top
priorities.
Assessment Committee
Another difficulty that presented itself was the fact the students had a hard time choosing an application
of appropriate difficulty for their term project. Some chose topics that were too trivial, others chose
topics that were too difficult to tackle in a semester's time. For comparison, in the fall of 2009 in Math 45
(Linear Algebra), the instructor hand-picked a number of papers and allowed the students to choose
from this collection during the first class meeting. Hopefully, this strategy will allow students an early
start and they can focus on the learning rather than running about looking for a suitable project on their
own. We'll have more information on the results of this strategy at the end of the fall semester 2009.
These changes will be implemented in the Spring 2010 class.
120
2009-10 Program Review
Medical Assisting
Medical Assisting-Updated October 13, 2009 (TEAR OUT’S ONLY)
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured : The College of the Redwoods graduate Medical Assistant will graduate with the
knowledge to successfully pass the California Certified Medical Assistant examination.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
The faculty and staff measure the the PLO through the following
assessments/tools/assignments:
- the grading of exams, the use of skills checklists, and clinical evaluations. Clinical
evaluations are formative and summative.
- evaluation of student participation using pre-conference and post-conference activities in
the clinical setting
-exit surveys when a student leaves the program before graduation/completion-Community Medical Assisting advisory group
- certification exams and success rates
the following information is collected anecdotally:
-employment information and employer feedback-post graduation information from students, reported by the graduates upon finding a job.
The California Certified Medical Assistant examination scores are given by the California Certifying Board for
Medical Assistants, Inc. They are reported to the College of the Redwoods Director of Health Occupations on a
semi-quarterly basis. The CR Medical Assistings program graduates have consistently shown exceptional,
better than state average pass rates on the CCMA examination. Our pass rates are consistantly over 95% and in
most years, 100%.
There is currently no mechanism for tracking the student after graduation. The program faculty and director
have only anecdotal information, no statistical information, on student employment following graduation. This
is an area that we are hopeful the Institutional Research can help with.
Assessment Committee
121
2009-10 Program Review
Medical Assisting
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
Engage in conversation with the Institutional Research Department on how CR can track students from
enrollment through employment after graduation..
The MA Program is currently meeting the PLO. The PLO needs to be expanded to include employment
outcomes. Enrollment and retention information for MA students is anecdotally collected by the AF. There is
currently no tracking of annual program cohorts. This information would be useful for program development
and growth.
A timeline that includes the plans for expanding the MA coursework to meet current local industry trends will
be part of the comprehensive program review document.
122
2009-10 Program Review
MT IT CET
MI/IT/CET-Updated October 11, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Use appropriate measuring tools to industry standards.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
This SLO is assessed by a hands-on quiz where students use standard precision metrology
instruments to perform measurement tasks.
In the Fall 2008 semester, 16 students took the metrology quiz. The average score was 71%, the median score
was 70%, the high score was 100%, and the low score was 40%. In the Spring 2009 semester, 14 students took
the metrology quiz. The average score was 74%, the median score was 73%, the high score was 95%, and the
low score was 50%. Although these statistics show a slight increase in performance, this increase can only be
attributed to variability. No changes in the quiz or delivery of the material were made.
The MT program will address the needs and issues revealed by this assessment by offering students more
opportunities to interact with the precision metrology instruments prior to the quiz.
1. Emphasize and encourage regular attendance. These skills can only be obtained by doing the hands on
laboratory work that will familiarize students with the instruments.
2. More step-by-step demonstrations of the specific measurement instruments.
3. Change the precision metrology quiz so that there is a pre-test, feedback, and a post-test.
123
2009-10 Program Review
MT IT CET
Provide a timeline for
implementation of your
top priorities.
1. Regular attendance is already encouraged, but students who leave early are difficult to intercept. Starting in
the Spring of 2010, attendance at the end of the laboratory will be documented.
2. Precision metrology is already regularly demonstrated, however, these demonstrations are not integrated
into the lecture portion of the course well. In the Spring of 2010, the lecture portion of MT 10 will include
video and photographs that show individual steps of the measurement processes.
3. In the Spring of 2010, precision metrology will be demonstrated more thoroughly in lecture. A laboratory
workshop session will then give students hands-on experience with the instruments. A pre-test followed by
complete feedback will be conducted and finally a post-test will be used to measure this SLO.
Course SLO Measured: Safely and correctly set-up and operate lathes, milling machines, and surface grinders.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Currently, this SLO is assessed by an initial safety test that new students take in the first
week of the semester followed by a safety lecture.
Summarize the overall
results of your
department, including
performance data if
applicable.
In the Fall 2008 semester, 21 students took the safety test. The average score was 95%, the median score was
96%, the high score was 100%, and the low score was 87%. In the Spring 2009 semester, 17 students took the
safety test. The average score was 92%, the median score was 95%, the high score was 99%, and the low score
was 64%. Although these statistics show a slight decrease in performance, this decrease can only be attributed
to variability. No changes in the safety test or delivery of the material were made.
The MT program will address the needs and issues that were revealed by this assessment by enhancing the
safety lecture with more modes of delivery. Currently, the safety lecture is conducted by giving each student a
handout with safety information. Each sentence in the handout is covered in the lecture and some of the safety
precautions are shown using laboratory machinery. This procedure will be revised to allow more in-laboratory
demonstrations as well as more question and answer sessions to check for student understanding.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
124
2009-10 Program Review
MT IT CET
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
1. Increase the number of modes of delivery for the safety material.
2. Spend more time in a question and answer mode.
3. Rewrite the safety lecture material and safety examination. A pre-test, feedback session, an post-test format
will be utilized.
The safety lecture material and safety examination will be revised prior to the Fall 2010 semester.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Learning outcome assessment data for MT and CET are maintained by the lead faculty in the programs. Learning outcome assessment
data for the IT program is currently maintained by the individual instructors who teach IT courses.
This program review report has no SLO assessment analysis for CET or IT. Currently, these disciplines do not offer degrees or
certificates and only serve to support other programs. SLO data for CET and IT will be assessed in future reports.
In the 2008-2009 academic year, the PRC decided to fold the CET and IT program review documents into the MT program review
report. This author recommends reversing this decision and allow MT to produce a stand-alone program review document. The MT
program is a robust, thriving, and growing program that offers two Associate of Science degrees and two Certificates of Achievement.
The decision to fold the IT and CET reports into the MT program review was done out of convenience.
This author believes that the MT program would be better served by not including the CET and IT disciplines with the MT program
review document. By producing a stand-alone MT program review report, a better picture of the MT program's performance will be
achieved because the pure data on the MT program will not be combined with the two disciplines that only serve to support other
programs.
Assessment Committee
125
2009-10 Program Review
Music/Drama
Music/Drama-Updated October 6, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Music 1, SLO 4: write the key signature of any major or minor key.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
Quiz 2 of Music 2 (now Music 2A), administered during September 2008, was used as a tool to
guage how well Music 1 graduates who were continuing on into Music 2 had mastered writing
key signatures. The average score on this quiz was 84%, certainly respectable, but it was
decided that an even greater amount of facilty was desirable, as it would allow students to
master post-Music 1 concepts, especially four-part voice leading in a variety of keys, more
quickly and confidently: therefore a goal of 90% was set for next year's Music 2 class. The
District's two Music 1 instructors, Ed Macan and Joseph Byrd, discussed how mastery of
writing key signatures might be improved.
Results of the final (chapter eight) quiz in the three sections of Music 1 offered during Spring 2009 indicated a
greater number of passing scores than in previous semesters in the three sections of Music 1; 23, 18, and 11
students respectively passed the quiz with higher than a 70%. (In the previous semester, Fall 2008, the number
of passing scores were 19, 15, and 11 respectively.)
The District's two Music 1 instructors decided that, if necessary, a certain amount of time currently being spent
on other activities (recorder playing especially) should be redirected to class activities in writing key signatures,
and that all students should be expected to come to the whiteboard and asked to write key signatures on a
regular basis as part of this new emphasis.
126
2009-10 Program Review
Music/Drama
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. More practice writing key signatures; 2. More practice writing major and minor scales with key signatures;
3.More practice identifying key signatures.
Provide a timeline for
implementation of your
top priorities.
As stated above, top priorities were implemented during Spring Semester 2009. The second Music 2A quiz,
administered September 2009, showed an average score of 87%; while we did not quite meet our 90% goal, we
were close, and improved from the previous year.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
I just became aware of the existence of this form last week, and have not had opportunity to fill it out yet, so this decision has yet to
be made.
A general comment on SLOs: I am sorry there was some concern among the Committee membership that not only were Drama SLOs
missing, but that SLO information was provided for only one Music course. Last year we did set out to track one Drama SLO;
however, I did not follow through with the instructor (who is an associate faculty member, as all our Drama instructors are) to collect
data in the spring, so I must take sole responsibility for the lack of any Drama SLOs on this report. On the other hand, I understood
the instruction we received in September 2008 to be that only one SLO per discipline was to be tracked, so I was not aware that it was
expected that more than one Music SLO was to be tracked this past academic year.
Assessment Committee
127
2009-10 Program Review
Philosophy
Philosophy-Updated October 13, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: none
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
My understanding was that we, as an institution, would be planning and developing a strategy
to evaluate SLOs in a meaningful and helpful way. Then ideas could be generated to help us
improve our performance relative to the SLOs. It all sounded good on paper. Too bad we
haven't done it.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
128
2009-10 Program Review
Philosophy
Provide a timeline for
implementation of your
top priorities.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
There are none.
Assessment Committee
129
2009-10 Program Review
Physics/Engineering
Physics/Engineering-Updated October 16, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Students will be able to apply the principles of physics, results of calculations, and
concepts learned to understanding a variety of laboratory setups and naturally occurring phenomena.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Assessment Committee
The author assigns to each class a set of in depth writing questions as a take home
assignment. The questions are generally designed to go deeper and require more depth of
analysis as well as ability to communicate than standard text or exam questions. In this way
the above learning outcome is met. The questions usually include one that pertains more
directly to lab setups, and two to more naturally occurring phenomena.
The average score for this past summer's 4B class was 79%. This was probably a bit higher than average. As
well, qualitatively this assignment reveals how well students synthesize the information learned in the class,
which is what the above SLO is about. Most do well, but not all. This has led to some changes over what
concepts and skills should be emphasized.
Greater emphasis on connecting labs to what is learned in lecture. Greater consistency in how error analysis
concepts are used in lab. In particular, this assessment helped to reveal some weakness in preparation with 4B
students this last spring, which will be used to guide lab development for 4A this coming Spring, as well as
inform what needs to be addressed in 4C this Fall semester.
130
2009-10 Program Review
Physics/Engineering
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
1. More reliable lab equipment: Since there has been no full-time faculty in position prior to the author's arrival,
this may take some time to address properly. Action needs to be taken to repair and replace lab equipment. One
action plan was submitted last spring to this effect, but funding was insufficient. This needs to become a
priority, however. Equipment that functions reliably will improve students' ability to apply data analysis to
experiments without being confounded by equipment flaws. This would lead to improved, measurable
outcomes but will also lead to better methods of assessing the above SLO, particularly in regard to lab
equipment.
2. Improved textbook choices: One has already been implemented for the 2 sequence. Physics 4 is under
evaluation in this regard. Physics 10 may also be changed, but discussions with associate faculty have led to the
agreement to continue with the current text for all sections for the sake of uniformity, as well as allowing
further time for a proper evaluation by both faculty affected.
3. Analysis software: Some specific analysis tools, such as weighted linear regression, would be good. The
equipment is there for this, so this falls upon the author to select and evaluate or create tools
1. Depending on funding, this could take a few years to quite a few more. Larger institutions have staff devoted
to lab equipment. Our size does not warrant that, but it is not something that can happen in a short time.
2. As mentioned above, one is already done, the only future issue is when to update editions. For the other two
course levels, the set of texts for the 4 sequence will be re-evaluated this term. Physics 10 looks ok for now,
with possible re-evaluation for next Fall together with associate faculty teaching the course.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Assessment Committee
131
2009-10 Program Review
Political Science
Political Science-Updated October 5, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: The following SLO is an example of one that might be measured this upcoming year.
Explain the relationship between the states and national government (ie. federalism)
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
Currently political science is just starting the process of rewriting all of its course outlines,
most of which do not currently contain SLOs. It is planned to have 3 course outline rewritten
this academic year. As a first step in this process we are going through a district wide
rewriting of POLSC 10: American Institutions course outline. This is the most widely enrolled
POLSC course and therefore the course outline the department decided to work on updating
first. Above is an SLO that is currently in a draft of the new POLSC 10 course outline,
however the outline is still awaiting review from the curriculum committee so no SLOs are
official as of yet.
132
2009-10 Program Review
Political Science
Summarize the overall
results of your
department, including
performance data if
applicable.
A possible course SLO is listed above. While the discipline of political science has approved the new course
outline for POLSC 10: American Institutions with the above SLO the course outline still has few steps before
being approved by curriculum committee. Lacking a full time faculty member solely dedicated to political
science these last two years means we have a few steps to take to get caught up with the rest of campus.
How will your
department address the
needs and issues that
were revealed by your
assessment?
First a new course outline with SLOs needs to be approved. It is planned to have 3 to 4 course outlines
completed before the next academic year. Then as a discipline we need to agree on what the specific approved
course SLOs we will measure. Our timeline for curriculum rewriting means we should have approved course
SLOs before spring semester. Therefore during the spring semester we will pick two approved course SLOs to
evaluate and create evaluation methods.
As a department we intend to review a sample of exams/quizzes or writing assignments from students to
evaluate their understanding of a SLO such as the one above. From there we will share pedagogical strategies,
and educational materials to ensure everyone in the department has additional tools to assist students in
reaching the SLO. This is obviously a work in progress.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
This will have to be part of our discussion in the spring after an approved SLO has been selected. New SLOs
await Curruculum Committee pproval.
Provide a timeline for
implementation of your
top priorities.
Creation of a new POLSC 10: American Institutions course outline with SLOs in the fall semester 2009. Fall
semester of 2009 approval of course outline by curriculum committee. In the spring semester of 2010 with the
collaboration by a majority of those teaching in the department we select specific approved course SLOs to
measure. After that collaboration, evaluation materials will be discussed and finalized for measure SLOs.
Course SLO Measured: The following SLO is an example of one that might be measured this upcoming year.
Describe the three branches of California and US Government
Or PLO Measured :
Assessment Committee
133
2009-10 Program Review
Political Science
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Currently political science is just starting the process of rewriting all of its course outlines,
most of which do not currently contain SLOs. It is planned to have 3 course outline rewritten
this academic year. As a first step in this process we are going through a district wide
rewriting of POLSC 10: American Institutions course outline. This is the most widely enrolled
POLSC course and therefore the course outline the department decided to work on updating
first. Above is an SLO that is currently in a draft of the new POLSC 10 course outline,
however the outline is still awaiting review from the curriculum committee so no SLOs are
official as of yet.
A possible course SLO is listed above. While the discipline of political science has approved the new course
outline for POLSC 10: American Institutions with the above SLO the course outline still has few steps before
being approved by curriculum committee. Lacking a full time faculty member solely dedicated to political
science these last two years means we have a few steps to take to get caught up with the rest of campus.
How will your
department address the
needs and issues that
were revealed by your
assessment?
First a new course outline with SLOs needs to be approved. It is planned to have 3 to 4 course outlines
completed before the next academic year. Then as a discipline we need to agree on what the specific approved
course SLOs we will measure. Our timeline for curriculum rewriting means we should have approved course
SLOs before spring semester. Therefore during the spring semester we will pick two approved course SLOs to
evaluate and create evaluation methods.
As a department we intend to review a sample of exams/quizzes or writing assignments from students to
evaluate their understanding of a SLO such as the one above. From there we will share pedagogical strategies,
and educational materials to ensure everyone in the department has additional tools to assist students in
reaching the SLO. This is obviously a work in progress.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
This will have to be part of our discussion in the spring after an approved SLO has been selected. New SLOs
await Curruculum Committee pproval.
134
2009-10 Program Review
Political Science
Provide a timeline for
implementation of your
top priorities.
Creation of a new POLSC 10: American Institutions course outline with SLOs in the fall semester 2009. Fall
semester of 2009 approval of course outline by curriculum committee. In the spring semester of 2010 with the
collaboration by a majority of those teaching in the department we select specific approved course SLOs to
measure. After that collaboration, evaluation materials will be discussed and finalized for measure SLOs.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
We have yet to begun any comprehensive CLO or PLO assessment as we lacked a solely dedicated full-time faculty in POLSC to coordinate such an effort. Plans are now being made for this as the two sections addressing SLOs above explain. It is anticipated that
assessment forms will be housed in the office of the area coordinator for POLSC and/or on the IR website.
Assessment Committee
135
2009-10 Program Review
Psychology
Psychology-Updated October 6, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Psychology 1 - Explain the interaction between heredity and environment.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
The department met together and discussed the assesment process in the fall of 2008.
Psychology 1 was chosen as the course to begin assessment on since it has the most
sections. The curriculum for this class has 17 SLO's. Recommendations were made from the
assessment committee that the beginning phase start with assessing one or two SLO's. THe
department agreed to begin the assessment process with the above SLO, since this particular
SLO is an important theme in many different areas of psychological study.
During Fall semester 08 the assessment included a essay question that was added to final
exams in all sections of psychology 1. The discussion that followed this assessment
indicated to the faculty that an essay question led to too much subjectivity in determining
successful completion. Therefore the department came up with 3 multiple choice questions
that all sections of psychology 1 included on the final exam in Spring 09.
.
Fall 08 Results: 60% of students passed the essay question given on the final exam with a 75% reliablity in
scoring.
Spring 09 - # of students assessed: 82
Percentage of students obtaining correct answers on all 3 que: 71%
Percentage of students not answering correct on all 3 que. that did not pass class: 8%
136
2009-10 Program Review
Psychology
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Students, overall, did well on the assessement. It appears that the spring semester assessment was a more
reliable measure, by eliminating some of the subjectivity. Faculty found through the assessment process that
their teaching approached changed as a result of the highlight on this area for assessment. This is something
that the department would like to continue to discusss, how can we assess without changing our individiual
approaches to teaching.
Faculty will continue to consult on the actions that will be taken to improve student outcomes. The department
will continue to assess the above SLO for the this academic year. We are planning to expand the assessment
process, but first would like to rewrite the Psychology 1 curriculum to align it more with the assessment
process. Assessing 17 SLO's every semester could take away from the academic freedom each indiviual
teacher has in preparing their class. The department would also like to focus on sharing with each other
innovative teaching techniques and supporting each other's instruction more actively.
We will begin implementation this semester and will complete by the end of this academic year.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
The assessment documents reside in the area coordinators office.
Assessment Committee
137
2009-10 Program Review
Real Estate
Real Estate-Updated October 22, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
We have not yet begun to integrate SLO's into the RE discipline. There is no full time faculty or paid program
coordinator in this disciple. All classes expect one are taught by associate faculty.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
There is currently no timeline for SLO implimentation. Any timeline for that is in direct correlation to
the establishment of a program coordinator.
138
2009-10 Program Review
Real Estate
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
We have not yet begun to integrate SLO's into the RE discipline.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Assessment Committee
Implementation is scheduled for fall 2010.
139
2009-10 Program Review
Speech/Journalism
Speech/Journalism-Updated October 14, 2009 (NO REVISIONS)
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Speech 1: Critically listen to and analyze informative and persuasive communication
including classroom speeches, their own presentations, and additional messages to which students are regularly
exposed.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
This SLO assessment for Speech Communication is in progress this semester and has not
been completed.
Assessment Tool/Assignment: Rhetorical criticism/critique papers have been assigned and a
randomly selected group of papers will be used to assess the selected SLO.
Faculty will use a common rubric to assess whether the outcome has been "adequately met,"
"inadequately met," or met in a way that "exceeds expectations." Once the selected
assignments have been scored, the findings will be compiled, summarized, and discussed
among faculty members to determine how best to improve student learning around this
outcome.
Summarize the overall
results of your
department, including
performance data if
applicable.
Assessment Committee
140
2009-10 Program Review
Speech/Journalism
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Course SLO Measured: Speech 7: Apply conflict resolution techniques to help preserve relationships.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Assessment Committee
Assessment of this course SLO is in progress this semester and has not been completed to
date.
Assessment tool/assignment: Random selection of student homework assignments which
ask them to apply appropriate conflict resolution techniques to a personal conflict. A
common rubric will be used to assess whether the outcome has been "adequately met,"
"inadequately met," or met in a way that "exceeds expectations." Once the selected
assignments have been scored, the findings will be compiled, summarized, and discussed
among faculty members to determine how best to improve student learning around this
outcome.
141
2009-10 Program Review
Speech/Journalism
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Section-level assessment data will be kept securely and privately within the department and will be shredded annually. The coursesection forms and other data will be archived for no more than one year in the Area Coordinator's office.
Assessment Committee
142
2009-10 Program Review
Welding Technology
Welding Technology-Updated October 23, 2009
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured:
Or PLO Measured : Demonstrate shop safety and exercise safe welding practices
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
All new students entering the welding program are required to pass a Safety exam. The entire first two class
meetings (8.5 hours) involve safety instruction and testing. After receiving general safety instruction and safety
for each machine in the lab, students are given a written 50 question examination to be passed with at least 90%
correct answers. Safety is woven into all welding courses.
Data from Fall 2009 semester shows students incorrectly answer 9.28 questions or 81.4% (average) on the
safety exam. After taking the exam, the class of students as a whole re-examine the questions missed, learn
why they answered incorrectly, and correctly answer the questions which give them 100% final score.
It appears that the test questions are unclear in the manner in which they are written. New, clearer, more
understandable wording in the test questions should improve student success. This being said, the incorrect
language does encourage student discussion and class interaction. So, there is a benefit to the current process.
Passing the safety exam with 90% or higher score is expected and the real goal is to have students learn,
demonstrate, operate, and exercise shop safety.
(1) Rewrite the Safety Exam to be more understandable
(2) Rewrite the Safety Instructions to follow the exam and include new DOL equipment
(3) Continue student interaction with instruction and testing procedures
143
2009-10 Program Review
Welding Technology
Provide a timeline for
implementation of your
top priorities.
(1) Begin rewriting safety exam in Spring 2010 and complete by Fall 2010
(2) Begin rewriting safety instructions Fall 2010 and complete by Spring 2011
(3) Ongoing
Course SLO Measured: Create a mild steel bead with the oxyacetylene welding (OAW) process to industry
standards
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Assessment Committee
Each student is given a weld grade sheet on which their weld grade is recorded. Each weld is assessed by use of
a rubric which adds negative points for flaws in appearance, height, width, shape, and fusion. Upon the
judgement of the instructor, a 5% reduction or appropriate negative % is made for each flaw. Some flaws may
be excessive or very minor and scoring is done accordingly. A weld does not qualify for a passing grade unless
at least a "C" or 75% and can be upgraded to a higher grade during the semester as the student skill increases.
A cohort of 19 students from the current WT53 Fall 2009 class was reviewed mid-semester for the creation of
an OAW weld bead (a required weld). Although some of these students have welded before, most are
beginning students with limited or no welding experience. The average OAW bead grade was 75% ...some
students opted to do a SMAW weld instead. The average for the 15 students who actually performed the OAW
weld was 94% , those who opted the arc bead was 90% , and with one student not getting any grade (0%) at the
time of the review equals an overall average score 88%
The students are instructed to get a grade early and not wait until the last minute in the semester to obtain
"that A grade" and that a C grade is better than NO grade (F). Some of the students found the OA welding tips
not functioning. This limited the time and ability of students to create their OA bead weld. Some students opted
to arc weld versus gas weld and this is acceptable. One student had no welds graded and should have three
welds recorded on the grade sheet by mid-semester. The instructor will continue to remind students of all the
previous information. The goal is to have students create an acceptable weld with at least a C grade.
(1) Remind students that welding is "hands on learning" and their skills will continually improve as will their
grade.
(2) Provide the students quality functioning OA welding torch tips.
(3) Encourage students to get any acceptable weld graded and recorded on their grade sheet.
144
2009-10 Program Review
Welding Technology
Provide a timeline for
implementation of your
top priorities.
(1) Ongoing
(2) Welding tips are in the welding budget this Fall 2009 semester. However, the budget was put "on hold" as
of today (10.21.09). Hopefully our budget will be "restored" soon.
(3) Ongoing
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Don't Know?
Assessment Committee
145
2009-10 Program Review
STUDENT SERVICES PROGRAM REVIEW
Assessment Committee
146
2009-10 Program Review
7/23/2010
Admissions and Records-Updated October 8, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: Admissions and Records provides professional, efficient, and high-quality service and information to our
community.
Objective
1.
To understand the
level of
satisfaction student
have for
admissions (A&R)
publications and
services
Student
Learning
Outcome
(SLO)
or
Program
Learning
Outcome
(PLO)
Increase current
student satisfaction
with application
and registration
processes
Linked to
Student
Service
Goal/Strategic
Plan
Goal 2: Improve
enrollment and
student retention
Ensure student
access
Assessment
Criteria
(Specify
Target
Performance
Level)
Assessmen
t Measure
More than 70% of
students will be
satisfied with A&R
processes and
services
2007 Student
Services
Survey
65% of students found the clarity
of college information received
before enrolling to be satisfactory
Increase availability of
financial aid information in
admissions publications.
AR
department
meetings
and student
services
department
meetings
59.7 of students found
Availability of financial aid
information before enrolling to be
satisfactory
Revise and improve the
introductory information
provided to new and
prospective students to
maintain uniform,
supportive student contact.
This includes all follow-up
letters as prescribed by a
new process initiated and
implemented by the Eureka
campus.
Revise procedures
and processes
based on
(Measureme
nt tool)
Completion (or anticipate
completion)/
Findings*
72% found the Assistance
provided by the college staff to be
satisfactory
73.7 % of students found the ease
of reading the college catalogue to
be satisfactory
66.7% of the students found ease
of reading the application
publications to be satisfactory
Improvement
Recommendations
(next step)*
An initial welcome letter
from the President of the
college, along with a newly
created brochure which
147
7/23/2010
70.6% found the ease of the
application process to be
satisfactory
70.8 % found the Overall
experience with the application
process to be satisfactory
74.3% found the Clarity of the
registration process to be
satisfactory
72.6% found the Overall
experience with the registration
process to be satisfactory
Mean satisfaction with
admissions and records in Fall
2007 was 68.3%.
2.
To ensure accurate
A&R information
is disseminated via
print, web, and in
person.
Provide and
maintain accurate
information
regarding
admissions and
records in all
publications
(online and paper)
Goal 2: Improve
enrollment and
student retention
Ensure student
access
Revise
publications based
on student
feedback
More than 70% of
students will be
satisfied with A&R
web processes and
services
2009 student
web
assessment
(survey and
focus group)
AR
department
meetings
and student
services
Mean satisfaction with A&R web
information and services was
79.7% in Spring 2009.
Revised admissions and records
web pages
Weekly updates of office hours
via the web
more actively and
attractively markets the
college;
A second follow-up letter
from the Executive Director
of Student Learning and
Support Services
welcoming the student to
the college along with a
newly created Orientation
Booklet;
A “WebAdvisor
Awareness” postcard
mailed to all students who
have attended in any term in
the current academic year
which alerts students to the
presence of the next term’s
Schedule of Classes
availability on our website;
A third follow-up letter
from the Athletic Director
welcoming the student to
the new term and, for the
fall term, inclusion of
complimentary tickets to
the college’s first home
football game.
Conduct student focus
groups to continuously
improve the dispensation of
A&R information
Continue to revise the
admissions and records
distribution of information
from a student driven
perspective
Updated web FAQ’s
148
7/23/2010
Provide all forms,
documents and
information online
and in paper.
department
meetings
Added all forms and documents
to the web
Added transcript request to the
web
Added deadline calendar to the
web
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: Admissions and Records provides professional, efficient, and high-quality service and information to our
community.
Objective
1.
Increase online
applications via
CCCApply
Student Learning
Outcome (SLO)
or
Service Area
Outcome (SAO)
Linked to Student
Service
Goal/Campus
Goal/District
Initiative
Assessment
Criteria (Specify
Target
Performance
Level)
Students will be able
to utilize web
technology to
accurately and
succesfully apply
online
Goal two: Improve
enrollment and
student retention. SP:
Ensure student access
Collect baseline data
Assessment
Measure
(Measurement
tool)
Datatel query to
measure online
vs. walk up
application
Completion (or
anticipate
completion)/
Findings*
Improvement
Recommendatio
ns (next step)*
Estimate a decrease
in A&R service
lines during the
first week of school
thus improving
services due to
decreased wait
times
Anticipate revising
orientation and
website to enable
more students to
apply online.
149
7/23/2010
2.
Establish a webbased function
for students to
add classes once
classes have
begun
Students will
complete class
additions using web
technology
Goal two: Improve
enrollment and
student retention. SP:
Ensure student access
Collect baseline data
Datatel query to
measure walk-up
vs. web-based
late adds
Estimate a decrease
in A&R service
lines during the
first week of school
thus improving
services due to
decreased wait
times
Anticipate Faculty
training for
distribution of
magic numbers
and A&R staff
preparation for
rush week
* Detail on following page
150
Admissions and Records
SLO/PAO #1: Increase current student satisfaction with application and registration processes
Findings/Data Analysis: The following findings were reported from the 2007 Student Satisfaction Survey:
• 65% of students found the clarity of college information received before enrolling to be satisfactory
•
59.7 of students found Availability of financial aid information before enrolling to be satisfactory
•
72% found the Assistance provided by the college staff to be satisfactory
•
73.7 % of students found the ease of reading the college catalogue to be satisfactory
•
66.7% of the students found ease of reading the application publications to be satisfactory
•
70.6% found the ease of the application process to be satisfactory
•
70.8 % found the Overall experience with the application process to be satisfactory
•
74.3% found the Clarity of the registration process to be satisfactory
•
72.6% found the Overall experience with the registration process to be satisfactory
•
Mean satisfaction with admissions and records in Fall 2007 was 68.3%.
Improvement Recommendations: Increase availability of financial aid information in admissions publications.
Revise and improve the introductory information provided to new and prospective students to maintain uniform, supportive student
contact. This includes all follow-up letters as prescribed by a new process initiated and implemented by the Eureka campus.
A&R will send students’ letters notifying them that we received their SAT scores, thanking them for choosing CR as a college of
interest, and inviting them to apply to the college. A&R now provides new students initial information through MyCR in email form.
A&R still provides paper copies to those who do not provide an email address. A&R now makes phone calls instead of mailing a
151
Admissions and Records
follow up letter. These changes are supported by data in the Entering Student Survey; most students prefer contact via phone or
email.
Send an initial welcome letter to new students from the President of the college, along with a newly created brochure which more
actively and attractively markets the college. A second follow-up letter from the Executive Director of Student Learning and Support
Services welcoming the student to the college along with a newly created Orientation Booklet. A “WebAdvisor Awareness” postcard
mailed to all students who have attended in any term in the current academic year which alerts students to the presence of the next
term’s Schedule of Classes availability on our website. A third follow-up letter from the Athletic Director welcoming the student to
the new term and, for the fall term, inclusion of complimentary tickets to the college’s first home football game. An initial welcome
letter was provided by the President for a semester, this was soon discontinued. Information is now emailed to accommodate
students’ preferences in regards to CR information (email and phone calls). Brochures were revised; a link is provided in the
welcome email. The Orientation Booklet was initially sent via email as an attachment but now is an Online Orientation. A link is
provided in the welcome email. “WebAdvisorAwareness” postcards were mailed and this process has also been reformulated to an
online format and in email form. The athletic follow up letter was sent for a semester and was discontinued.
Overall these changes accommodate students’ preferred form of contact, save A&R mailing costs and time and provide multiple
modes of information to be dispersed to students’.
SLO/PAO #2: Provide and maintain accurate information regarding admissions and records in all publications (online and paper)
Findings/Data Analysis: Mean satisfaction with A&R web information and services was 79.7% in Spring 2009. Revised admissions
and records web pages. Weekly updates of office hours via the web. Updated web FAQ’s. Added most student forms and documents
to the web. Added transcript request to the web. Added deadline calendar to the web. A&R revised the webpage to make information
more readily available which was supported by the student web assessment results.
Improvement Recommendations: Conduct student focus groups to continuously improve the dispensation of A&R information.
Continue to revise the A&R distribution of information from a student driven perspective. The student web assessment reinforced the
need to make revisions to A&R information and distribution of this information to be driven by student input and data. These findings
were reinforced by A&R and Student Services department meetings. A&R will continue to review and revise information based on a
student perspective.
152
Admissions and Records
153
Advising
Advising-Updated October 2, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: Academic Advising Center
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: As partners in education, we are committed to student success. We provide information,
support, and guidance to assist each student in the developmental process of becoming responsible, self-directed,
self-sufficient learners.
Objective
1.
Improve
orientation
services to
reduce barriers
to persistence
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Orientation students will
be able to identify and
utilize student support
resources that will assist in
their educational goals.
Ensure student access
Enable student
attainment of educational
goals
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Completion (or
anticipate
completion)/
Findings
Collect Datamart
matriculation baseline
data
Datamart and
SARS
matriculation data
More than 70% of
students will be satisfied
with advising services
Spring 2007
Student
Satisfaction
Survey
4295 students received
matriculation services in
2008-2009 academic
year according to
Datamart.
In 2008-2009:
Total SARS contacts
from 8/1/08 - 7/31/09 49,052 broken down as
follows:
4,382 - ACADFOLLOWUP
17,850 - ADVISING
1,620 - CAREER
CENTER
5,470 - EOPS
1,523 ORIENTATION
2,130 - SEP
6,468 - TRANSFER
2,617 - DSPS
918 - CALWORKS
Improvement
Recommendat
ions (next
step)
Maintain 70%
satisifaction level
from Advising
Services
Satisfaction
Survey
4295 students
received
matriculation
services and
maintain for 20092010 academic
year
154
Advising
+ Other odds & ends.
These 49,052 contacts
served ~ 8566 students
70.7% of 2007 survey
participants (students)
were satisfied with
advising and counseling
services.
2.
Enable degree
and certificate
completion in a
timely manner
Students will be able to
identify degrees and
certificates available at
CR
Students will identify an
SEP from degree and
certificate review
Educational Master Plan
Goal #1: Enable student
to attainment of
educational goals
Student Services Goal #
2: Improve student
retention
Student Services Goal #
4: Provide counseling
support services to
achieve vocational
training or transfer
success
Students will develop an
SEP
Number of students
receiving matriculation
services
Student Satisfaction
Survey will show increase
in satisfaction of
knowledge of academic
programs
Student Satisfaction
Survey will show increase
in satisfaction of
knowledge in transfer
Datamart/SARS
SEP data
Datamart
matriculation
data
2007 Student
Satisfaction
Survey
IR reported that 2,130
degrees and/or
certificates were
awarded for the 20082009 academic year
Advising should
brainstorm ideas in
SARS regarding
SEPs.
Datamart reported a
total of 548 SEPS for
the 08-09 academic year
SARS noted a total of
2130 duplicated SARS
SEPs contacts in the 0809 academic year
According to the 2007
student satisfaction
survey:
69.8% of students were
satisfied with the
advisors knowledge of
programs
65.7% of students were
satisfied with advisors
knowledge of
transferring
The student satisfaction
survey is a bi-annual
survey and will be
administered in Fall
2009.
For 2009-2010
improve advising
statisfaiction levels
in regards to levels
of knowledge of
transfer and
knowledge of
academic
programs to 70%
for 2009-2010.
155
Advising
3. 2009-2010 Assessment Plan for Student Services Area: Academic Advising Center
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: As partners in education, we are committed to student success. We provide information,
support, and guidance to assist each student in the developmental process of becoming responsible, self-directed,
self-sufficient learners.
Objective
Implement a
Student
Development
Advisor training
program in Fall
2009
Student Learning
Outcome (SLO)
or
Program
Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Advisors participating
in the training program
will integrate
comprehensive
academic advising
strategies into prior
advising skill and
knowledge set
Educational Master Plan
Goal #5: Ensure student
success
Educational Master Plan
Goal # 3: Build a culture
of assessment
Student Service Goal
# 4: Provide counseling
support services to
achieve vocational
training or transfer
success
Assessment Criteria
(Specify Target
Performance Level)
Set baseline data for
advisors and direct
supervisors.
To be evaluated in 2010
Assessment
Measure
(Measurement
tool)
Pre and post
advisor
evaluation
completed by
advisors and
direct
supervisors to
assess advisor
knowledge
skills and
performance
before and after
training
Completion
(or anticipate
completion)/
Findings*
Improvement
Recommendations
(next step)*
Anticipate advisors
that receive
training will
provide
comprehensive
student support
services to students
and feel more
confident about
expertise
Revise training program
based on advisor
feedback
Create evaluation tool
to assess students
satisfaction with
advising services
156
Advising
2.
Support and assist
learning cohorts
with student
support services
Cohort students will be
able to identify and
utilize student support
services that will assist
in their educational
goals
Educational Master Plan
Goal # 5:
Ensure student success
Student Services Goal #
2: Improve student
retention
Cohort students will
recognize the
connections, value and
assistance received as a
cohort participant
Set baselines for all
performance levels
Cohort students will
utilize student support
services more than
comparable non-cohort
students.
A majority students
enrolled in the learning
cohorts persist to the next
semester
Scorecard of
students support
services to
cohort students
Datatelattrition rates of
cohort and
Focus group
with cohort
students
Improve
effectiveness of
high school
recruitment efforts
High school students
participating in onsite
advisor visits will
identify educational
goals at CR
Educational Master Plan
#2 Contribute to the
economic, cultural, and
social well-being of the
North Coast Community
Students who participate
in advisor visits will apply
and register at CR at
higher rates than nonparticipating students.
Establish base line data
Anticipate students
in cohorts will
have higher
persistence rates
than comparable
non-cohort
students.
Review and revise
cohort program based
on cohort experiences
Isolate elements of
cohort student success
Use cohort students to
refine program
Use cohorts for
brainstorming student
support groups and peer
mentoring
Anticipate cohort
students will use
group dynamic as
academic success
support
Students identify the
impact the cohort
program had on their
academic success
3.
Anticipate cohort
students will use
more services than
comparable noncohort students
High school
visit sign in
sheets
compared with
following
semester
enrollments
Anticipate students
who had advising
visits will be more
likely to persist
Survey with high school
students to improve
high school recruitment
efforts.
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
SLO/PAO #1: PLO: Orientation students will be able to identify and utilize student support resources that will assist in their
educational goals.
Findings/Data Analysis:
4295 students received matriculation services in 2008-2009 academic year according to Datamart.
In 2008-2009:
157
Advising
Total SARS contacts from 8/1/08 - 7/31/09 - 49,052 broken down as follows:
4,382 - ACAD-FOLLOWUP
17,850 - ADVISING
1,620 - CAREER CENTER
5,470 - EOPS
1,523 - ORIENTATION
2,130 - SEP
6,468 - TRANSFER
2,617 - DSPS
918 - CALWORKS
+ Other odds & ends.
These 49,052 contacts served ~ 8566 students
70.7% of 2007 survey participants (students) were satisfied with advising and counseling services.
Improvement Recommendations:
•
Maintain 70% satisfaction level from Advising Services Satisfaction Survey
•
4295 students received matriculation services and maintain for 2009-2010 academic year
SLO/PAO #2: None
Findings/Data Analysis:
Improvement Recommendations:
158
Assessment
Assessment-Updated October 1, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: The Academic Support Center provides quality academic support services to help students
achieve their educational goals and become independent learners.
1.
Objective
Student Learning
Outcome (SLO)
or
Program
Outcome (PO)
Linked to Student
Service
Goal/Campus
Goal/District
Initiative
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Increase student
course retention
and success.
Students will demonstrate
an understanding of
placement results.
Student Services Goal:
Support the academic
quality and learning
environment of the
college and improve
enrollment and retention.
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student success.
Increase of 2007/08
satisfaction rate of 55.9%
to at least 80%
Student
Satisfaction
Survey
Completion
(or anticipate
completion)/
Findings
Survey to be
disseminated
Spring 2010.
Improvement
Recommendations
(next step)
Continue to align
advising and
assessment services and
improve processes.
159
Assessment
3. 2009-20010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement:
Objective
1.
Increase student
course retention
and success.
Student Learning
Outcome (SLO)
or
Service Area
Outcome (SAO)
Students will
demonstrate an
understanding of
placement results.
Linked to Student
Service
Goal/Campus
Goal/District
Initiative
Student Services Goal:
Support the academic
quality and learning
environment of the
college and improve
enrollment and retention.
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student success.
Assessment Criteria
(Specify Target
Performance Level)
Student who have an
understanding of
placement results will
have an increased
satisfacation with the
availability of staff to
explain placement
scores..
Assessment
Measure
(Measurement
tool)
Student
Satisfaction
Survey
Completion
(or anticipate
completion)/
Findings*
To be completed
during the Spring
2010 semester.
Improvement
Recommendations
(next step)*
Results will provide
direction for staff
development and
program planning.
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
Report the finding of your outcomes assessment. How will you use the outcomes for service area improvement?(Note: Section I.10. should be about 3 pages
including Table 10. Please include a sample of any surveys.)
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
SLO/PO #1: None
160
Assessment
Findings/Data Analysis
Improvement Recommendations
161
Athletics
Athletics-Updated October 1, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: The College of the Redwoods Athletic Department primary mission is to provide student athletes with a quality
academic experience to aid them in meeting their educational goals and transfer requirements. Additionally, the department endeavors
to provide our student athletes with a quality intercollegiate sport experience.
1.
Objective
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Athletics
department will
help students
improve skills
throughout the
season
Athletes will demonstrate
advanced proficiency of
skills and strategies of
competitive sports
Enable student
attainment of educational
goals
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Completion (or
anticipate
completion)/
Findings
Improvement
Recommendatio
ns (next step)
Number of students who
began and finished
season. (collect baseline
data)
CCCAA Season
of participation
forms
CCCAA Season of
participation:
(W) Basketball: 11/11 played
Softball: 15/15 played
Football: 77/86 played
(89.5%)
Volleyball: 10/10 played
(W)Soccer: 18/18 played
Baseball: 23/25 played
(92%)
(M)Basketball: 12/13 played
(92.3%)
Create a new
assessment tool to
track number of
athletes who receive
an exit meeting per
sport and other useful
information to be
collected (i.e.
knowledge and skills
gained over the
season)
Ensure student access
Enhance the quality of
campus and student life
Number of students who
received an exit meeting
Eligibility
forms
Coach athlete
exit meetings
All athletes had eligibility
forms on file
2.
Athletes will
abide by
intercollegiate
rules and
regulations.
Athletes will adhere to
coach instruction, team
rules and ICA decorum
rules
Enable student
attainment of educational
goals
Number of students who
began and finished
season. (collect baseline
data)
CCCAA Season
of participation
forms
Number of students
Eligibility
Ensure student access
Exit meetings: no uniform
data was collected by each
coach and no assessment tool
was used, although exit
meeting were conducted
CCCAA Season of
participation:
(W) Basketball: 11/11 played
Softball: 15/15 played
Football: 77/86 played
(89.5%)
Create a new tracking
system for ineligible
athletes per sport.
Create a new tracking
system for ineligible
athletes per sport.
Create a new
assessment tool to
162
Athletics
Enhance the quality of
campus and student life
expelled from team or
removed from games
(collect baseline data)
forms
Volleyball: 10/10 played
(W)Soccer: 18/18 played
Baseball: 23/25 played
(92%)
(M)Basketball: 12/13 played
(92.3%)
track the number of
athletes’ expelled
from each team and
games as well as a
justification for
actions.
All athletes had eligibility
forms on file
3.
Improve athlete
intercollegiate
team retention
Athletes will complete the
full season
Enable student
attainment of educational
goals
Ensure student access
Enhance the quality of
campus and student life
Number of students who
began and finished
season. (collect baseline
data)
CCCAA Season
of participation
forms
Eligibility
forms
No record of students
expelled from team or per
game
CCCAA Season of
participation:
(W) Basketball: 11/11 played
Softball: 15/15 played
Football: 77/86 played
(89.5%)
Volleyball: 10/10 played
(W)Soccer: 18/18 played
Baseball: 23/25 played
(92%)
(M)Basketball: 12/13 played
(92.3%)
All athletes had eligibility
forms on file
Create a new tracking
system for ineligible
athletes per sport.
Review and assess
why men’s teams
have a lower
completion rate and
how to minimize lack
of completions.
Begin to track and
assess why athletes
do not complete
season and what
reasonable
adjustments can be
made to improve
completion rates
163
Athletics
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: The College of the Redwoods Athletic Department primary mission is to provide student athletes with a quality
academic experience to aid them in meeting their educational goals and transfer requirements. Additionally, the department endeavors
to provide our student athletes with a quality intercollegiate sport experience.
Objective
1.
2.
Support and
increase number of
student athletes
who fulfill
eligibility
requirements
Student athletes
will have a greater
understanding of
their academic
goal and the
pathway to achieve
that goal
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to
Student
Service
Goal/Strategic
Plan
First year student
athletes will
demonstrate an
understanding of
minimum eligibility
requirements.
#2 Improve
enrollment and
student retention
First-year student
athletes will develop a
plan to achieve their
educational goals.
SP: Enable student
attainment of
educational goals
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
(Measurement
tool)
First-year student athletes
will understand the
eligibility requirements for
intercollegiate sports
Establish base line data
Athletes GPA and
units per semester
Establish GPA and unit
baseline
Student support
services rendered
Number of first year athletes
that developed an SEP by
end of first term.
Set baseline data for SEPs
Audit of SEP’s for
all first-year
student athletes
Datatel and MIS
data
Follow-up
eligibility form
Completion
(or anticipate
completion)/
Findings*
Anticipate students
who are
knowledgeable of
intercollegiate
eligibility
requirements
maintain eligibility
status
Anticipate students
who have an SEP
on file will identify
barriers to
academic success
and utilize more
services
Improvement
Recommendations (next
step)*
Anticipate to:
Brainstorm specific needs for
athletes to improve support
services
Consider incentives for
athletes’
Reassess SLO next academic
year
Anticipate to:
Reassess SLO next academic
year
Create a follow-up assessment
to include a second semester
164
Athletics
evaluation and review/revision
of athlete’s SEP.
* Detail on following page
165
Athletics
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
SLO/PAO #1:
Athletes will demonstrate advanced proficiency of skills and strategies of competitive sports
Findings/Data Analysis:
CCCAA Season of participation:
(W) Basketball: 11/11 played
Softball: 15/15 played
Football: 77/86 played (89.5%)
Volleyball: 10/10 played
(W)Soccer: 18/18 played
Baseball: 23/25 played (92%)
(M)Basketball: 12/13 played (92.3%)
All athletes had eligibility forms on file
Exit meetings: no uniform data was collected by each coach and no assessment tool was used, although exit meeting were conducted.
Improvement Recommendations:
Create a new assessment tool to track number of athletes who receive an exit meeting per sport and other useful information to be
collected (i.e. knowledge and skills gained over the season). The idea of tracking exit meetings was a good assessment idea; however,
no uniform assessment tool exists and reviews the development and/or advancement of athletic skill and/or knowledge.
Create a new tracking system for ineligible athletes per sport. Every semester data tracking athletes’ eligibility is collected, and
required. A new tracking system is needed to assess why athletes become ineligible and when. To date we have the following
information was gathered regarding students in the 08-09 academic year ,which affects their eligibility status for the 09-10 year.
Football: 5/23 eligible
21.7%
Baseball: 6/13 eligible
46.2%
(M)Basketball: 7/9 eligible 77.8%
(W)Basketball: 5/10 eligible 50%
Softball:
1/3 eligible 33.3%
(W)Soccer: 7/9 eligible
77.8%
166
Athletics
Volleyball: 2/2 eligible
100%
Sport
Unit requirement
Football
Baseball
(M)Basketball
(W)Basketball
Softball
(W)Soccer
Volleyball
7/23
8/13
9/9
6/10
1/3
7/9
2/2
Academic unit
requirement
16/23
9/13
9/9
6/10
1/3
7/9
2/2
GPA
10/23
7/13
7/9
7/10
2/3
8/9
2/2
SLO/PAO #2:
Athletes will adhere to coach instruction, team rules and ICA decorum rules
Findings/Data Analysis
CCCAA Season of participation:
(W) Basketball: 11/11 played
Softball: 15/15 played
Football: 77/86 played (89.5%)
Volleyball: 10/10 played
(W)Soccer: 18/18 played
Baseball: 23/25 played (92%)
(M)Basketball: 12/13 played (92.3%)
All athletes had eligibility forms on file
No uniform record of students expelled from team or per game. Women’s basketball had no game ejections or team expellees.
Improvement Recommendations
Create a new tracking system for ineligible athletes per sport.
167
Athletics
Create a new assessment tool to track the number of athletes’ expelled from each team and games as well as a justification for actions.
SLO/PAO #3:
Athletes will complete the full season
Findings/Data Analysis
CCCAA Season of participation:
(W) Basketball: 11/11 played
Softball: 15/15 played
Football: 77/86 played (89.5%)
Volleyball: 10/10 played
(W)Soccer: 18/18 played
Baseball: 23/25 played (92%)
(M)Basketball: 12/13 played (92.3%)
All athletes had eligibility forms on file
Improvement Recommendations
Create a new tracking system for ineligible athletes per sport.
Review and assess why men’s teams have a lower completion rate and how to minimize lack of completions.
Begin to track and assess why athletes do not complete season and what reasonable adjustments can be made to improve completion
rates
168
Campus Life
CalSOAP-Updated October 8, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: The Northcoast CalSOAP consortium will combine resources to increase the college-going rate among local students
who traditionally do not attend postsecondary institutions. (e.g., low income, first generation college-bound, or other student attending local
schools).
1.
Objective
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
Increase college
going rates
above state and
county levels.
CalSOAP students will be
academically prepared and
will successfully enroll in
a two or four year
institution of higher
learning (SLO).
Student Services Goals:
Support the academic
quality and learning
environment of the
college and improve
enrollment.
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student access.
In 2007-2008, Humboldt
County college going rate
was 51%, Del Norte
County 44% and
California college going
rate is 53%.
Exit interviews
conducted at the
end of the
school year.
Exit interviews are
currently
incomplete for
2008-2009.
Academic Advisors will
do exit interviews with
the support of the tutors
by the end of May 2010.
169
Campus Life
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: The Northcoast CalSOAP consortium will combine resources to increase the college-going rate among local students
who traditionally do not attend postsecondary institutions. (e.g., low income, first generation college-bound, or other student attending local
schools).
Objective
1.
2.
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Increase student
understanding of
career choices
through college
preparatory
presentations.
Northcoast Rural
Outreach Program
students will
demonstrate knowledge
of college preparatory
topics (SLO).
Through pre and post
testing, knowledge of
college preparatory topics
will be evaluated.
Baseline established.
Pre/Post testing
for middle
school students.
Ongoing through
2009-2010
Academic Year.
Facilitate coordination
by April 2010 for 20102011 school year.
Increase student
understanding of
career and
technical education
(CTE).
Students will learn and
be provided resources
to increase
understanding of CTE
(SLO).
Student Services Goals:
Support the academic
quality and learning
environment of the
college and improve
enrollment.
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student access.
Student Services Goals:
Support the academic
quality and learning
environment of the
college and improve
enrollment.
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student access.
Evaluations distributed to
participants and
presenters with a 60%
return rate will determine
the overall effectiveness
of The Career and
Technical Education and
Employment Night.
Evaluations
Spring 2010
Identification of
targeted representatives
and potential presenters
to be determined at an
earlier date.
(Measurement
tool)
Completion
(or anticipate
completion)/
Findings*
Improvement
Recommendations
(next step)*
* Detail on following page
170
Campus Life
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
Report the finding of your outcomes assessment. How will you use the outcomes for area improvement?
SLO/PLO #1: Northcoast Rural Outreach Program students will demonstrate knowledge of college preparatory topics. Northcoast
CalSOAP college student advisors will visit 7th and 8th grade students in regional rural schools to provide college advising
presentations and discussion of post-secondary career and college options. These presentations will introduce career and technical
education topics and utilize Pathways and Who do you want 2B materials.
Findings/Data Analysis—The Northcoast Rural Outreach Program has not yet begun, but will be ongoing through the 20092010 Academic year.
Improvement Recommendations—Although we have not completed this yet, we already recognize that preparation should
have begun in the Spring of 2009. Additional improvements and recommendations will be identified as we complete this
outcome.
SLO/PLO #2: Increase student understanding of career and technical education (CTE).
Northcoast CalSOAP will hold a Career and Technical Education and Employment Night. Students and their parents will have the
opportunity to interact wtih regional professionals in technical career fields, meet with career and technical education instructors,
increase knowledge and understanding of related careers and pursue employment opportunities during this event.
Findings/Data Analysis—Our Career and Technical Education and Employment Night has not occurred yet. It is scheduled
to occur in Spring 2010 and planning will begin late Fall 2009.
Improvement Recommendations—Having not completed this outcome, improvements and recommendations are unknown at
this time.
Campus Life-Updated October 6, 2009
All student seats filled on college administrative committees, and an increase in trust among students.
Fall 2011
Create community, strengthens trust, empowers students.
171
Campus Life
Increase participation in student clubs and organizations including Senate and the Senate Commissions.
Fall 2011
Creates community and well rounded students who are ready to transfer to 4 year universities.
At least 4 students on each ASCR commission.
Fall 2011
Motivates student participation.
Positive evaluation by students of activities provided on campus.
Fall 2011
Welcomes feedback, nurtures the development of the program.
Increase in number of student body cards purchased.
Fall 2011
Helps to fund activities shows an increase in awareness and participation.
Successful evaluation of residential hall activities in conjunction with Campus Life programming.
Fall 2011
Shows successful collaboration efforts and an increase in activities in Residential Life.
A report from athletics regarding an increase in student’s attendance at sports events, and an increase in school spirit among students.
Fall 2011
Shows and increase in school spirit and added interest in supporting our teams.
Students will know their school colors and mascot name and definition.
Fall 2011
Helps students create an identity for themselves and a connection with CR.
172
Campus Life
Increase in Student Life Activities and Scholarship funds
Fall 2011
Allows students to help students through activity development and acknowledgement of scholastic excellance.
Coordinate some off-campus programming with HSU for CR students.
Fall 2011
Building partnerships expanding community.
Work with Advising, ASCR, and outreach staff to develop welcome weekend events every fall semester.
Fall 2011
Helping to orient first year freshman and welcome back CR students in an effort to start them off on the right track.
Incorporate non traditional students into Campus Life events.
Fall 2011
Understanding our diverse population and supporting everyone.
Work with faculty and ASCR to develop a speakers series.
Fall 2011
Expanding educated discussion and learning from traveling scholars.
Work with Dean of Student Development to create events for FYE program.
Fall 2011
Collective collaborations to help students.
Create long term business plan to enhance Campus Life growth and effectiveness.
Evaluate student needs and service delivery.
Fall 2011
173
Campus Life
To help our program grow and become better overtime.
Develop electronic student leadership handbook & club guide.
Fall 2011
To make the processes smooth and clear for new and continuing clubs and organizations.
Develop a student leadership program.
Fall 2011
To maximize our students strengths and help them to use their newly gained leadership skills towards success.
Develop procedures and protocols for the operations of student clubs and activities.
Fall 2011
To help campus life and other programs serve a growing and active student population efficiently.
174
Campus Life
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: Providing an on-campus community; that fosters academic success by creating a supportive
environment which emphasizes student diversity, friendship, leadership, service, and learning.
Objective
1.
Provide Campus
Life Programming
and activities lead
by ASCR.
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Students who help
coordinate student life
activities will develop
leadership skills.
Linked to Student
Service
Goal/Strategic
Plan
Student Services Goal:
#5 Enhancing the quality
of campus and student
life.
Education Master Plan
Goal:
#1 Enable student
attainment of educational
goals.
Assessment Criteria
(Specify Target
Performance Level)
To set baseline data by
working in conjunction
with other Campus Life
Directors
Assessment
Measure
(Measurement
tool)
1. Student
participation/att
endance forms.
2. Club/Orgs.
enrollment
forms.
3. Student
Interviews or
surveys.
Completion
(or anticipate
completion)/
Findings*
Improvement
Recommendations
(next step)*
I estimate that CR
student leaders will
report having more
confidence in their
skills and abilities.
Brainstorm with other
campus life directors on
funding opportunities to
maintain student
leadership for years to
come.
175
Campus Life
2.
Provide Campus
Life Programming
and activities that
are the authentic
ideas of CR
students.
Students who
participate in campus
life activities will
develop personal
awareness, sense of
community and be more
invested in CR as a
whole.
Student Services Goal:
#5 Enhancing the quality
of campus and student
life.
Education Master Plan
Goal:
#1 Enable student
attainment of educational
goals.
To set baseline data by
working in conjunction
with other Campus Life
Directors
1. Student
participation/att
endance forms.
2. Club/Orgs.
enrollment
forms.
3. Student
Interviews or
surveys.
4. Student
retention data
I anticipate student
retention rates will
increase for CR
Brainstorm with other
campus life directors on
funding opportunities to
maintain campus life
activities for years to
come.
* Detail on following page
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
Assessment of student learning outcomes is not available. Campus Life is a new department as of Fall 2009.
176
Child Development Center
Child Development Center-Updated October 1, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: Child Development Center
Mission Statement: The College of the Redwoods Child Development Center (CDC) embraces and supports the individuality of each child in an authentic,
emerging learning environment while modeling best practices and providing high quality laboratory setting for early childhood education students.
The CDC seeks to implement the most current theories and practices in the early childhood education field. The CDC teaching staff, in collaboration with the faculty of the
Early Childhood Education program, design curriculum and procedures. This ensures continuity for ECE students, who are able to observe and participate in a program that
implements the theories and practices they are learning in class.
Objective
Student Learning
Outcome (SLO)
or
Program
Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
1.
Provide adequate
gross motor
development for
children
2.
Provide a
convenient, high
quality childcare
option for CR
student parents
Children’s equipment
will provide
opportunities for
growth in all areas of
gross motor
development.
CR student parents
using the CDC will
complete and maintain
unit eligibility
requirements
Improve ways students
and other potential
learners can access CR
Ensure student access
Enable student
attainment of educational
goals
Ensure student access
Collect baseline data on
equipment that provides
gross motor development
and meets safety
requirements
Amount of students not
meeting unit eligibility
requirement should equal
or decrease compared to
the previous year.
(set baseline)
Equipment
review in
conjunction
with Desired
Results
Developmental
Profile (DRDP)
assessment
needs
Calculate and
monitor the
number of CR
student parents
and the number
of units taken
each semester
Datatel data and
Completion
(or anticipate
completion)/
Findings
Equipment not
installed till
September 2009.
Assessment could
not be complete.
Anticipate teachers
will more easily
assess student
growth in all areas
of gross motor
development and
document on the
DRDP assessment
tool
CDC database
noted all student
parents met
baseline
requirement.
Datatel data
acquired at
Improvement
Recommendations
(next step)
Reassess PLO in 10-11
Review variance of data
from DRDP’s in the
PLO next assessment
Evaluate keeping
statistics on average
number of units taken
by students parents and
review success and
retention rates for this
sub-group
177
Child Development Center
CDC database
beginning and end
of term. No
midterm
evaluations
conducted.
3.
ECE 1:
success 67%,
retention 87%
ECE 7:
success 56%,
retention 82%
Enrich student
curriculum through
the CDC
CDC will provide
students a lab
environment and
observational
experiences to support
coursework
requirements
Improve ways students
and other potential
learners can access CR
Enable student
attainment of educational
goals
Students will adhere to
minimum of 42 hours of
lab work
70% of lab students will
be retained in lab related
courses
70% of students will
succeed in lab related
courses
Lab hours
completed per
student
Retention rates
Success rates
ECE 7 ECE 10
ECE 1 NURS
22
ECE 10:
success 67%,
retention 80%
Nursing 22:
success 93%,
retention 98%
Means for success:
70.8%
Means for
retention:
86.7%
Lab hours- erased
each semester.
Must print out a
copy of hours
completed each
semester for each
student.
Find new method to
track students
Add grade eligibility
requirement next time
SLO is assessed.
Continue to provide
quality lab opportunities
through the CDC.
CDC Director,
Classroom Teachers,
and ECE instructor
revised lab experience
information to students
based on student lab
hour deficiencies.
CDC Director and ECE
instructor created a
checklist for students to
be more successful in
completing lab
requirement
Next step: to evaluate
the impact information
revisions and check list
had on students
completing lab
requirement
CDC Director and ECE
instructor should meet
every semester to
discuss lab hour
improvements.
Make additional
changes to information
178
Child Development Center
and checklist as needed.
4.
Collect baseline data.
Each child assessment
should have one parent
form input
Involve parents in
child assessment
process
Parents will identify
child development,
improvement and
deficiencies through
child assessment
Improve ways students
and other potential
learners can access CR
Enable student
attainment of educational
goals
Number of forms should
be maintained or
increased based on
number of children
(collect baseline data)
Number of parents
involved in workshop
compared to total number
of parents (collect
baseline data)
Individual child
assessments
Observation
depository
forms
Workshop sign
in sheets
Assessments have
been enriched by
parental
involvement and
resulted in a more
accurate holistic
assessment
Observatory forms
were inserted into
child assessments
without tracking
the data
Continue to encourage
parents to contribute to
assessment process.
Parent Advisory
Committee and CDC
staff brainstorming of
improving assessment
collection and usage.
Total number of
parents who
attended workshop
for assessment data
was 26 families.
5.
Increase parent
volunteerism
Parents will
demonstrate and
provide child care
services through the
volunteer program
Improve ways students
and other potential
learners can access CR
Enable student
attainment of educational
goals
Set baseline for number of
volunteers in 08-09
academic year
Parent Advisory
Committee
meetings
Volunteer sign
in sheets
Prior to setting
goal - .5 hours of
volunteer time per
week
After setting goal –
7-8 hours of
volunteer time per
week
Continue to encourage
parents to contribute to
the CDC via volunteer
work.
A goal of 10 volunteer
hours per week will be
established for each
parent
Report findings in CDC
newsletter or PAG
179
Child Development Center
3. 2009-2010 Assessment Plan for Student Services Area: Child Development Center
Mission Statement:
The College of the Redwoods Child Development Center (CDC) embraces and supports the individuality of each child in an authentic,
emerging learning environment while modeling best practices and providing high quality laboratory setting for early childhood education students.
The CDC seeks to implement the most current theories and practices in the early childhood education field. The CDC teaching staff, in collaboration with the faculty of the
Early Childhood Education program, design curriculum and procedures. This ensures continuity for ECE students, who are able to observe and participate in a program that
implements the theories and practices they are learning in class.
Objective
Student
Learning
Outcome (SLO)
or
Program
Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic Plan
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
(Measurement
tool)
Completion
(or anticipate
completion)/
Findings*
Improvement
Recommendations
(next step)*
180
Child Development Center
Sustain a
continuous toddler
program
The CDC will
provide continuous
toddler care from one
academic year to the
next
Student Services Goal #2:
Improve enrollment and
student retention
College Strategic Planning
Goal: Ensure student
access and Enable student
attainment of educational
goals
Identify a variety of
funding sources and
apply for funding
Funding sources
Grants sources
Complete/maintain
eligibility requirements
Eligibility
requirements for
grants and
funding
agencies
1.
2.
Increase Center’s
hours of operation
The CDC will
evaluate increasing
the hours of
operation
Student Services Goal #2:
Improve enrollment and
student retention
College Strategic Planning
Goal: Ensure student
access and Enable student
attainment of educational
goals
Evaluate the number of
parents who would like to
have the Center be open
longer and assess the
staff levels and options.
In 08-09 92% of parents
were satisfied with the
CDC’s hours of operation
Annual parent
survey
Parent Advisory
Council
Applied for the
CCAMPIS grant in
the summer of
2009, which is for
$40,864, annual
renewal for 4
years. Funding
was secured for
expanding the
toddler program to
be received in
October 2009 by
the CCAMPIS
grant.
Provides more
opportunities for
ECE and nursing
students
Provides students
more child care
options in toddler
years.
Review and assess
funding options and if
further funding
identification is needed
in 2013.
Anticipate parents
will support longer
hours and staffing
issues will be
alleviated.
Assess longevity of
longer hours and how it
will impact program
and service delivery.
(staffing, parent/student
need)
Assess in 10-11.
Annually review
possible funding options
for the CDC.
Impact analysis on
current services
181
Child Development Center
3.
Obtain
accreditation
through National
Association for the
Education of
Young Children
(NAEYC)
The CDC will apply
for accreditation and
meet candidacy
requirements
Student Services Goal #1:
Support the academic
quality and learning
environment of the College
College Strategic Planning
Goal: Enable student
attainment of educational
goals
Successful submission of
the NAEYC application
and candidacy
requirement materials
NAEYC
application and
candidacy
requirement
materials
Anticipate the
NAEYC approves
CR’s application
and candidacy
requirement
documents
NAEYC schedules
a validation
visitation
Complete a successful
validation visit from the
NAEYC
Be one of two centers in
Humboldt County to be
approved by the
NAEYC
Continuously improve
the quality of the CDC
and its programs
through credentials and
accreditation bodies
such as the NAEYC
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
SLO/PAO #1: Children’s equipment will provide opportunities for growth in all areas of gross motor development.
Findings/Data Analysis Equipment not installed till September 2009. Assessment could not be complete. Anticipate teachers will
more easily assess student growth in all areas of gross motor development and document on the DRDP assessment tool
Improvement Recommendations Reassess PLO in 10-11. Review variance of data from DRDP’s in the PLO next assessment
SLO/PAO #2: CR student parents using the CDC will complete and maintain unit eligibility requirements
Findings/Data Analysis CDC database noted all student parents met baseline requirement. Datatel data acquired at beginning and
end of term. No midterm evaluations conducted
Improvement Recommendations Evaluate keeping statistics on average number of units taken by students parents and review
success and retention rates for this sub-group. Find new method to track students. Add grade eligibility requirement next time SLO is
assessed.
182
Child Development Center
SLO/PAO #3: CDC will provide students a lab environment and observational experiences to support coursework requirements
Findings/Data Analysis
ECE 1:
success 67%, retention 87%
ECE 7:
success 56%, retention 82%
ECE 10:
success 67%, retention 80%
Nursing 22: success 93%, retention 98%
Means for success:
70.8%
Means for retention:
86.7%
Lab hours- erased each semester. Must print out a copy of hours completed each semester for each student.
Improvement Recommendations Continue to provide quality lab opportunities through the CDC.
CDC Director, Classroom Teachers, and ECE instructor revised lab experience information to students based on student lab hour
deficiencies.
CDC Director and ECE instructor created a checklist for students to be more successful in completing lab requirement
Next step: to evaluate the impact information revisions and check list had on students completing lab requirement
183
Child Development Center
CDC Director and ECE instructor should meet every semester to discuss lab hour improvements.
Make additional changes to information and checklist as needed.
SLO/PAO #4: Parents will identify child development, improvement and deficiencies through child assessment
Findings/Data Analysis Assessments have been enriched by parental involvement and resulted in a more accurate holistic
assessment. Observatory forms were inserted into child assessments without tracking the data. Total number of parents who attended
workshop for assessment data was 26 families.
Improvement Recommendations Continue to encourage parents to contribute to assessment process.. Parent Advisory Committee
and CDC staff brainstorming of improving assessment collection and usage.
SLO/PAO #5: Parents will demonstrate and provide child care services through the volunteer program
Findings/Data Analysis Prior to setting goal - .5 hours of volunteer time per week. After setting goal – 7-8 hours of volunteer time
per week
Improvement Recommendations Continue to encourage parents to contribute to the CDC via volunteer work. A goal of 10
volunteer hours per week will be established for each parent. Report findings in CDC newsletter or PAG
184
Counseling and Career Center
Counseling and Career Center-Updated October 2, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement:
Counseling and Advising services: As partners in education, we are committed to student success. We provide information,
support, and guidance to assist each student in the developmental process of becoming responsible, self-directed, self-sufficient
learners
The Mission of the Career Center is to empower students to develop and implement life-long career development activities and
goals.
Objective
1.
Increase number
of students who
receive student
support services
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
PLO – Matriculating
students will identify and
utilize student support
services.
Linked to Student
Service
Goal/Strategic
Plan
Goal 1: Enable student
attainment of educational
goals
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Set baseline data of the
number of students who
received some form of
counseling services.
(duplicated and nonduplicated counts)
Chancellor’s
Office “Data
Mart” and
SARS data for
the 2008-2009
academic year.
Completion
(or anticipate
completion)/
Findings
4295 students
received services
in 2008-2009
academic year
In 2008-2009:
Total SARS
contacts from
8/1/08 - 7/31/09 49,052 broken
down as follows:
4,382 - ACADFOLLOWUP
17,850 ADVISING
1,620 - CAREER
CENTER
5,470 - EOPS
1,523 ORIENTATION
Improvement
Recommendations
(next step)
Review variations from
Datamart data and
SARS data.
185
Counseling and Career Center
2.
Enable degree
and certificate
completion in a
timely manner
PLO: Matriculating
students will develop a
SEP.
Goal 1: Enable student
attainment of educational
goals
Set baseline data of the
number of students who
received a Student
Education Plan (SEP).
Chancellor’s
Office “Data
Mart” and MIS
data for the
2007-2008
academic year.
SARS SEP data
3.
Increase access
of services via
WebAdvisor.
Matriculating students will
utilize web technology to
enroll for courses and
access students records.
Goal 5:Ensure student
access.
Set baseline data of the
number of students who
enrolled via WebAdvisor
and accessed students
records
number of
WebAdvisor
registrations
and
2,130 - SEP
6,468 TRANSFER
2,617 - DSPS
918 CALWORKS
+ Other odds &
ends.
These 49,052
contacts served ~
8566 students
2007-2008
Baseline: 492
SEPS recorded in
Datamart data.
2008-2009: 548
SEPS recorded in
Datamart data.
No findings to date
Continue documenting
trends. Report findings
to student services
community.
Goal to improve
percentage of first year
students who create an
SEP
Improve the percentage
of students who apply
online
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement:
Counseling and Advising services: As partners in education, we are committed to student success. We provide information,
support, and guidance to assist each student in the developmental process of becoming responsible, self-directed, self-sufficient
learners
186
Counseling and Career Center
The Mission of the Career Center is to empower students to develop and implement life-long career development activities and
goals.
Objective
1.
2.
3.
Enable degree and
certificate
completion in a
timely manner
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Assessment Criteria
(Specify Target
Performance Level)
Students will develop a
plan that identifies
coursework necessary
to achieve their
educational goal
Goal 1: Enable student
attainment of educational
goals
The number of
matriculating students
who develop an SEP will
increase 10% in 09-10
compared to 08-09
Support and
improve new
students transition
to a college
atmosphere
Students can identify
and explain CR
information and student
support resources
Provide students
opportunities for
work experience.
Assist in transition
from college to
work
Students will research
and identify
employment
opportunities through
job search assistance in
the Career Center
SP: Enable student
attainment of educational
goals
SP: Enable student
attainment of educational
goals
Assessment
Measure
(Measurement
tool)
Datamart SEP
data
MIS SEP data
At the end of the
semester, 70% of the
students in GUID 112 will
report satisfactory
knowledge of CR and
student support services
via end of semester
survey
Guidance 112
survey
knowledge and
resource exit
survey
Increase students seeking
job assistance and job
research by 10% from the
08-09 academic year
Career center
database
Job search sign
in sheets
Completion
(or anticipate
completion)/
Findings*
Improvement
Recommendations
(next step)*
Anticipate student
who develop an
SEP will be more
likely to persist
Estimate to:
Review SEP development
process with counselors and
advisors
Anticipate students
who develop an
SEP will have a
better
understanding of
their education
barriers to
achieving success
of goals
Anticipate if
students are
informed of
student support
resources and CR
information
students will
persist to achieve
educational goals
Review SLO next academic
year
Anticipate students
will be
knowledgeable of
and identify
federal work study
and non-work
Estimate to:
Review SLO next academic
year
Consider focus group with
course participants to
evaluate distribution and
presentation of CR
information and student
support services.
Estimate to:
Review outreach efforts to
post job positions
Review job search tools and
resources for students
187
Counseling and Career Center
study jobs
available in the
surrounding
community.
4.
Increase students
educational goal
awareness
Students design an
educational goal based
upon knowledge of
their career interests,
abilities, and values
Goal 1: Student
attainment of educational
goals.
Collect baseline data on
the number of
“undeclared” students’
whose career assessment
results match their SEP
educational goals.
Review of match between
assessment results and
SEP education goal.
Datamart SEP’s
on file
SARS SEP data
Career and
transfer center
sign in sheets
and career
assessment data
Anticipate
students who
investigate their
career interests,
abilities and values
will persist at
higher rates than
those who do not.
Review numbers of nonstudents who utilize services
and students who utilize
services after graduation
Estimate to:
Review revised SEP’s
Review career assessment
programs
Reassess next year 10-11
* Detail on following page
188
Counseling and Career Center
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
SLO/PAO #1: PLO – Matriculating students will identify and utilize student support services.
Findings/Data Analysis:
4295 students received services in 2008-2009 academic year
In 2008-2009:
Total SARS contacts from 8/1/08 - 7/31/09 - 49,052 broken down as follows:
4,382 - ACAD-FOLLOWUP
17,850 - ADVISING
1,620 - CAREER CENTER
5,470 - EOPS
1,523 - ORIENTATION
2,130 - SEP
6,468 - TRANSFER
2,617 - DSPS
918 - CALWORKS
+ Other odds & ends.
These 49,052 contacts served ~ 8566 students
Improvement Recommendations: Review variations in SARS and Datamart data. Utilize cohort scorecard to review services for
matriculating and first year students
SLO/PAO #2: PLO: Matriculating students will develop a SEP.
Findings/Data Analysis
189
Counseling and Career Center
Number of SEPS
Student Ed Plans (SEPS)
600
550
500
450
Series1
20072008
20082009
20092010
Academic Year
Improvement Recommendations:
Continue documenting SEP trends annually. Report findings to student services community. Goal to improve percentage of first year
students who create an SEP
SLO/PAO #3: Matriculating students will utilize web technology to enroll for courses and access students records.
Findings/Data Analysis: No findings to date. Waiting for trend data from IR
District-wide registration counts from July 17, 2009 through September 30, 2009:
Web
5183
Walk-up
6747
% Web
43.45%
Improvement Recommendations: Improve the number of students applying online using WebAdvisor. Coordinate with Admissions
and records (Admissions and Records is measuring this SLO in the 09-10 academic year)
190
Equal Opportunity Programs and Services
Disabled Students Programs and Services-Updated October 1, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement:
1.
2.
3.
Objective
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Increase college
awareness of
DSPS services
(PLO)DSPS program will
develop an ongoing staff
outreach plan to better
serve the target population
Student Services Goal 4Increase ways students
and other potential
learners can access CR.
Strategic Plan Goal 4Ensure Student Access
Student Services Goal-1Support the academic
quality and the learning
environment of the
college. Strategic Plan 1
-Enable student
attainment of educational
goals
Improve
understanding of
learner needs
Assess and
modify ways in
which
information is
delivered to
students
DSPS will determine and
evaluate student needs
Students will identify
educational limitations
and determine appropriate
accommodations
Student Services Goal 1Support the academic
quality and the learning
environment of the
college. Strategic Plan 1
Enable student
attainment of educational
goals
Assessment
Criteria (Specify
Target
Performance
Level)
Establish baseline
awareness for DSPS
Establish referral
baseline
Establish baseline SSA
data for 08-09
academic year
Assessment
Measure
Completion
(or anticipate
completion)/
Findings
Biennial webbased and paper
survey for faculty
and staff
Number of
referrals
Survey was not
completed
Support service
agreements
1005 SSA
agreements were
made with DSPS
students
1562 SSA
accommodations
were made with
DSPS students
Establish baseline SSA
accommodation data
for 08-09 academic
year
SSA
accommodations
Establish baseline
awareness for DSPS
Biennial webbased and paper
survey for faculty
and staff
Referrals not
analyzed
Survey was not
completed
Improvement
Recommendations
(next step)
Revise and implement
survey in the 09-10 year
(in progress)
Collect referral data in
09-10 (in progress)
DSPS estimates more
students could have
created SSAs and
received
accommodations if
DSPS as a program had
more space, more
specialists and more
counselors
Revise and implement
survey in the 09-10 year
(in progress)
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
191
Equal Opportunity Programs and Services
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: Since its inception in 1975, Disabled Student Programs and Services (DSPS) at College of the
Redwoods (CR) has grown to serve an average of 1200 students with disabilities. The major objective of the DSPS office at
CR is to assure educational access for students with disabilities. DSPS concentrates its efforts on providing services that
are not available elsewhere in the college.
Post-secondary institutions must take steps to ensure that students with disabilities are not excluded from programs
because of the absence of educational auxiliary aides. The appropriate educational accommodations to ensure access will
vary from one student to the next because each student with a disability will have a different level and style of functioningeven within the same disability category. Federal law states that “No otherwise qualified handicapped individual in the
United States…shall, solely, by reason of his handicap, be excluded from the participation in, be denied the benefits of, or
be subjected to discrimination under any program or activity receiving Federal financial assistance.” Further, the
Americans with Disabilities Act of 1990 (ADA) extends federal civil right protection. It prohibits excluding people from
jobs, services, activities, or benefits based on disability. The DSPS department is guided by the Implementing Guidelines
for Title 5 Regulations of the ADA.
Objective
1.
Increase district
wide knowledge of
DSPS services.
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Increase awareness of
DSPS services by staff
and faculty
Linked to Student
Service
Goal/Strategic
Plan
Assessment Criteria
(Specify Target
Performance Level)
Student Services Goal 4Increase the ways
students and other
potential learners can
access CR
establish perception
baseline from 09-10 staff
and faculty survey
establish request and
baseline from 09-10
Assessment
Measure
(Measurement
tool)
DSPS
awareness
survey
# of DSPS
requests,
# of DSPS staff
referrals
Completion
(or anticipate
completion)/
Findings*
Improve outreach
services to increase
knowledge of
DSPS services.
Anticipate more
staff and faculty
are aware, DSPS
will see an
increase of
requests and
referrals
Improvement
Recommendations
(next step)*
Re-evaluate SLO for
another year
192
Equal Opportunity Programs and Services
2.
DSPS will provide
quality support
services
Students will identify
appropriate
accommodations based
on their strengths and
weaknesses
Student Services Goal 1Enable student
attainment of educational
goals
In 08-09 DSPS provided
1005 Support Service
Agreements (SSA). In
09-10 DSPS will maintain
student needs by
developing quality SSA’s
In 08-09 DSPS provided
over 1562
accommodations in
eleven categories. In 0910 DSPS will maintain
quality accommodations
to DSPS students.
DSPS SSA
spreadsheet
DSPS
accommodation
s spreadsheet
Every semester
DSPS reviews the
number of SSA
and
accommodations
provided to
improve service
and
accommodation
delivery. For the
last few years,
DSPS has annually
served more
students and
provided more
accommodations
Assess accommodations
provided and SSA’s
over the last three years
for trends, patterns and
programmatic changes.
Consider focus
group/survey of SSA
and accommodations
impact on educational
goal attainment
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
SLO/PAO #1: (PLO)DSPS program will develop an ongoing staff outreach plan to better serve the target population
Findings/Data Analysis Survey was not completed. Referrals not analyzed. The survey has been conducted bi-annually over the last
four to five years. The only rational explanation the DSPS department could state as to why this was not completed was lack of staff
time and coordination but more importantly, the lack of the DSPS Director. Tracey Thomas, the ex-director was very adamant about
conducting the satisfaction survey, so it is unusual it was not completed.
Improvement Recommendations Revise and implement survey in the 09-10 year (in progress). Collect referral data in 09-10 (in
progress)
SLO/PAO #2: DSPS will determine and evaluate student needs
Findings/Data Analysis 1005 SSA agreements were made with DSPS students. 1562 SSA accommodations were made with DSPS
students
Improvement Recommendations DSPS estimates more students could have created SSAs and received accommodations if DSPS as
a program had more space, more specialists and more counselors.
193
Equal Opportunity Programs and Services
SLO/PAO #3: Students will identify educational limitations and determine appropriate accommodations
Findings/Data Analysis Survey was not completed. . The survey has been conducted bi-annually over the last four to five years.
The only rational explanation the DSPS department could state as to why this was not completed was lack of staff time and
coordination but more importantly, the lack of the DSPS Director. Tracey Thomas, the ex-director was very adamant about conducting
the satisfaction survey, so it is unusual it was not completed.
Improvement Recommendations: Revise and implement survey in the 09-10 year (in progress).
Distance Education-Updated
194
Equal Opportunity Programs and Services
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Vision Statement:
Mission Statement:
Objective
1.
2.
3.
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
(Measurement
tool)
Increase student
retention in online
classes to meet or
exceed District
averages.
Students will enter
online classes with a
full understanding of
technological
expectations for
equipment and skills
Retention rates in DE
classes, as reported by IR,
will increase to 85% or
better by Fall 2010, and
match or exceed f-2-f
retention by Fall 2011.
Difference
between
students
enrolling and
completing the
course after
census.
Increase student
success in online
classes to meet or
exceed District
averages.
Students enrolled in an
online class will
complete the course
with an A, B, or C
grade.
Success rates in online
classes, as reported by IR,
will increase to 70% or
better by Fall 210, and
75% or better by Fall
2011.
Students grades
for those who
remain in the
course after
census.
Institute quality
measures for all
online course
development
Online courses will
follow best practices for
development and
implementation based
on educational
literature.
Using the Online
Teaching and Course
Development rubric,
100% of courses will
score at Effective or
Higher.
Rubric and selfscore sheet,
with DE
department
scores as
presented to
Curriculum
Committee on
Completion
(or anticipate
completion)/
Findings*
End-of-term
reports generated
by IR will show
retention rates
increased to 85%
or better by Fall
2010, and match or
exceed f-2-f
retention by Fall
2011..
End-of-term
reports generated
by IR will show
success rates to be
70% or better by
Fall 210, and 75%
or better by Fall
2011..
Ongoing analysis
on a term-by-term
basis of all
courses, using the
described
instrument, will
increase to
Effective for 100%
Improvement
Recommendations
(next step)*
See detail below
See detail below
See detail below
195
Equal Opportunity Programs and Services
4.
Increase faculty
and student
technical support
for DE classes
5.
Offer a means for
students to
complete a degree
or certificate
through DE.
6.
Re-instatement of
CTV outreach to
meet needs of
Prisoners and
Rural areas
without technology
access.
9/11/09
of online courses.
Faculty and students
will report less
frustration with their
ability to navigate
technical requirements
to engage in DE
courses.
Students who are
unable to come to
campus due to distance,
work schedules, or
other access issues will
be able to complete an
AA or AS degree or a
certificate through DE
courses.
Faculty and Students will
report satisfaction 75% of
the time with levels of
technical support for DE
Classes.
Faculty and
student
satisfaction
surveys.
Likert scale
satisfaction
surveys will report
“satisfied or highly
satisfied” in 75%
of respondents.
See detail below
A minimum of two degree
offerings and two
certificate offerings will
be available through DE
courses.
A minimum of two
degree offerings
and two certificate
offerings will be
available through
DE courses.
See detail below
Constituents in the
District who are unable
to access interactive
technology will be able
to participate in DE
through ITV.
Quality standards that
meet new ACCJC
recommendations for
interaction will be
developed for ITV
courses and piloted
beginning Fall 2010.
Availability of
two or more
degree majors
and two or
more types of
certificates via
online and/or
other DE
delivery
methodologies
are offered.
Pelican Bay
Prison and
students in
highly rural
areas without
technology
access will
receive a
minimum of 5
courses via
ITV.
Ongoing analysis
of offerings and
their retention and
success rates will
be equal to or
better than other
targeted DE
retention and
success rates. As
reported by IR.
See detail below
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
Report the finding of your outcomes assessment. How will you use the outcomes for area improvement
196
Equal Opportunity Programs and Services
SLO/PAO #1: Increase student retention in online classes
Findings/Data Analysis
Retention By Class
Type
DE Retention
Online
DE Retention
Hybrid
DE Retention ITV
DE Retention CTV
F-2-F Retention
District-Wide
2006-2007
2007-2008
2008-2009
78%
78%
80%
Not tracked
Not tracked
80%
Not tracked
Not tracked
87%
Not tracked
94%
89%
83%
Not Offered
89%
Improvement Recommendations
1. Provide online tools for students to self-determine their readiness for participating in online classes. (These
instruments have been developed but are not yet implemented at this reporting date.)
2. Develop a student orientation system and determine requirements for implementation, including criteria for requiring
student to take the orientation and if the orientation can be offered for ½ credit.
3. Provide accurate advising to students who take online courses, emphasizing expectations and student readiness both
with technology and appropriate skills.
SLO/PAO #2: Increase student success in online classes
197
Equal Opportunity Programs and Services
Findings/Data Analysis
Success by Class
Type
DE Success Online
DE Success Hybrid
DE Success ITV
2006-2007
2007-2008
2008-2009
60%
Not tracked
Not tracked
58%
Not tracked
Not tracked
41%
50%
60%
DE Success CTV
Not tracked
37%
Not Offered
F-2-F Success
District-Wide
68%
68%
64%
Improvement Recommendations
1. Formalize student advising system interventions for online students. DE has hired a full-time advisor for working with
online students. The advisor is monitoring three gateway courses. However, we need to work on two specific items in
formalizing the system:
o Identification of specific indicators of problems
o Provide an easy means for faculty to contact the advisor and refer a student needing assistance.
2. Increase communication to both faculty and students about advising.
SLO/PAO #3: Institute quality measures for all DE course development
Findings/Data Analysis
The DE ad hoc committee, appointed by the faculty senate, prepared a report of DE quality standards based on the ACCJC
recommendations. They provided ratings in the following areas (see attached report in Appendix A) based on the ACCJC criteria of
“awareness,” “development,” “proficient,” and “sustainable.”
198
Equal Opportunity Programs and Services
1. Creation and administration of a general faculty survey addressing the wide range of DE issues affecting faculty and the
District.
2. Review and suggest revisions for the distance education course approval process.
3. Creation of online course evaluation process and standards for online instructor evaluations.
4. Creation of readiness standards for online instructors.
5. Address the issue of student authentication.
6. Provide a local description of “regular and effective” faculty/student contact.
7. Create online classroom visitation protocol.
8. Make recommendations for associate faculty hiring process.
9. Actively liaison with the following District stakeholders of distance education. Academic Senate leadership, DE Steering
Committee, Academic Senate Curriculum Committee, CRFO, Academic/Instructional Disciplines, Instructional Sites at
Mendocino Coast and Del Norte, and the Incarcerated Student Program.
At the time of this report none of the nine areas had reached the “proficient” standard.
A contracted study (see attached PDF as a separate document in evidence) in early 2009 of 36 online course offerings
indicated that 19% of online courses did not meet minimum standards (Defined as: “Instructional materials are easy to locate
and intuitively organized. Spelling and grammar are correct. A course schedule includes topic sequence and related dates. Minimum
technical requirements and course prerequisites are listed.”). Another 33% did meet minimum standards, which still is not a
quality course. The Good standard was met by 45% of those courses evaluated. (Defined as: “Tips for success as an online
student are included—especially useful if the tips are customized for the particular course. Policies are clear for academic integrity,
late work, drop policy, netiquette, etc. Tutorials for using technologies are provided. Blackboard’s navigation frame is streamlined to
remove unused Blackboard buttons.”). Only 3% met the standard for Excellent.
The report also indicated a particular area of concern, that of “Universal Accessibility” which relates to the minimum ADA standards
for web-based development. In that area, an average score of 0.91 indicated that the courses were in the “Needs Attention” category.
In the proposed Teaching Online Course Development rubric (see attached rubric in Appendix B), discussed further below, the
standard for “Effective”—the DE Department’s minimum standard is more closely aligned with the “Good” standard described above.
199
Equal Opportunity Programs and Services
This indicates that in the studied sample 52% of online courses were below the expectation of “Effective” going in to the 2009-2010
year.
In a Faculty Survey conducted in Spring 2009, the following barriers relating to Quality of online courses were sited:
Item
Skeptical of online class
quality
Question appropriateness of
converting my class to online
delivery
Absence of appropriate
quality standards for classes
and instructors
FT Faculty
54.5%
PT Faculty
31.3%
66.7%
52.1%
51.5%
16.7%
200
Equal Opportunity Programs and Services
Improvement Recommendations
1. Full implementation of the research-based Teaching Online Course Development rubric and self-assessment worksheet for
all new online courses, in conjunction with DE department oversight, with particular attention paid to the Universal
Accessibility standard.
2. A full review of all fully online courses in relation to the Teaching Online Course Development rubric, with feedback
provided to individual faculty and a mutual plan of improvement and support devised to raise the level of quality to
“Effective” in every class.
3. Development and implementation of a research-based rubric for other DE delivery methodologies, one for ITV and one for
CTV in order to create and evaluate courses using those methodologies.
4. Implementation of regular course and instructor evaluations that focus on best practices and provide information for selfimprovement. Evaluations to be completed by students, lead faculty, and DE personnel. (currently looking to faculty
senate and CRFO for discussions in the 2009-2010 year).
5. Formalize instructional designer support and interactions with faculty for both new and ongoing courses so that all courses
are regularly evaluated and appropriate quality measures are taken. These measures could be one or more of the following:
workshop recommendations, one-on-one instruction, technological interventions, DE department development, or other
agreed options.
6. Development of a faculty mentoring program that includes successful DE instructors in a mentoring relationship for those
who are new to teaching in DE or request a mentor.
7. Develop an annual faculty forum/conference where all DE faculty can share their successes and learn from each other.
Look into the possibility of an annual faculty quality award for innovative course development for DE delivery.
8. Continued sharing of research regarding online course appropriateness and best practices for online delivery.
SLO/PAO #4: Increase faculty and student technological support for DE classes
201
Equal Opportunity Programs and Services
Findings/Data Analysis
In a survey of FT and PT faculty in Spring 2009, the following barriers to teaching online that related to technological support
were identified:
Item
Absence of technologist
support
Absence of admin policies &
procedures to support DE
growth
Lack of critical student
services online
FT Faculty
48.5%
PT Faculty
39.6%
51.5%
18.8%
36.4%
25%
Improvement Recommendations
1. Institute a support ticketing system for DE staff to track types of support, assignments, response rates, and use as a means
to determine workshop availability, staffing, and how to change the way we do business.
2. Determine the relationship between DE responsibility and hybrid or enhanced course offerings and request appropriate
staffing if it is to be taken on. If not appropriate to DE, then work with administration to determine where that
responsibility lies.
3. Working with the DE Advisory Group to create and promulgate administrative policies and procedures to support DE
growth.
4. Working with IT and DE Staff develop more options for support and training in basic technology skills for those faculty
who need to become more independent in their use of technology.
202
Equal Opportunity Programs and Services
SLO/PAO #5: Offer a means for students to complete degrees and certificates through Distance Education methods.
Findings/Data Analysis
Our district is one of the largest in the state of California, and has one of the lowest penetration rates due to the rural nature of
the majority of the District. Of the 10 comparable institutions to us we are number 8 in our offerings of online classes. For our
students in rural areas to have the opportunity to complete an Associates Degree or Certificate we must provide a means for
them to do this at a Distance.
Improvement Recommendations
1. Work with Faculty and Staff to identify possible degrees and certificates for fully DE delivery, including appropriate
methodologies and assessment.
2. Identify an online course proposal process that rewards faculty for successfully bringing forward courses that help us fill
the requirements for a DE degree or certificate.
3. Provide a variety of DE methodologies to meet specific constituent requirements (e.g., CTV, ITV, and Online).
4. Complete Substantive Change Proposal to ACCJC and submit for approval when we come off Warning status.
SLO/PAO #6: Re-instatement of CTV outreach to meet needs of Prisoners and Rural areas without technology access.
Findings/Data Analysis
In meetings during the Summer and Early Fall with two primary constituent groups (Pelican Bay Prison and the Hoopa/KT
site), they both identified a need for CTV for their populations. In the case of the prison, inmates are not allowed to engage in
interactive communication via online or ITV methods. They are limited to correspondence and CTV. In the case of the
Hoopa/KT site, Native Americans overwhelmingly identified a preference for CTV or ITV for education. Though those who
203
Equal Opportunity Programs and Services
can come to the site location might engage in ITV, for those who live further in rural areas the CTV option may be there only
access point.
In 2007-2008, the last time CTV was offered, Del Norte indicated an enrollment of 133 students in eight sections of CTV. The
majority of them from the Hoopa/KT area. With the wider addition of CTV to include the Pelican Bay Prison, it is estimated
that student enrollment will increase significantly beyond that number.
Improvement Recommendations
1. New ACCJC recommendations for distance education are being reviewed over the next year that include specificity as to
the interactive nature between faculty and students in the DE environment. We need to identify those recommendations and
determine how we can include CTV as a delivery method and meet the ACCJC requirements in the future.
2. Best practices for teaching in the CTV environment need to be identified and faculty development provided for those who
are willing to teach in this environment, particularly to serve the two populations mentioned above.
3. As with other DE delivery methodologies, a means to achieve a degree and/or certificate via CTV needs to be provided in
order for the educational experience to be fully realized for those populations who can only learn in this manner.
4. Resource Needs
Does the staffing structure meet the unit’s needs?
The DE department is a newly established department that has not yet come to complete fruition. The Dean was hired in late April
and the Director of Instructional Design and Training was hired in July. Two staff positions are still in process for moving to the
department. Both staff positions need training to become fully qualified in their assigned roles. When both of those staff are fully
204
Equal Opportunity Programs and Services
qualified, it is likely that we can meet the needs of faculty and the growth requirements for only DE set forth in the Education Master
Plan and the Enrollment Management Plan.
Two areas, however, are critical to DE success and that directly relate to staffing needs. One is the range of online offerings. The
second is the relationship of DE to IT in terms of technology purchasing, installation, and maintenance.
Range of Online Offerings
Because online teaching and learning covers the gamut from fully online courses to hybrid (50%+ online) to enhanced (fully face-toface with online resources), it is unclear as to who supports this range of technology and the needs of faculty. Certainly DE supports
the fully online courses and other fully DE delivery methodologies such as ITV and CTV—or even those courses that are 80% or
more online. Currently, that is approximately 65 sections of courses and these 65 sections can be supported with current staffing and
the growth scenarios provided in the Education Master Plan.
However, current staffing is not sufficient to also support the hybrid courses (another 30-50 sections) and the enhanced courses
(almost all the other sections on campus) which equal over a thousand sections. Though we have tried to do that during Fall 2009, it
has not been successful. Some policies and procedures need to be established around this support and how the institution wishes to
move appropriate courses from enhanced to hybrid, or hybrid to fully online. To support the entire District in the range of online
offerings would require two additional instructional design/multimedia developer staff.
IT Relationship to DE and Staffing
DE is completely dependent on the purchasing, installation, and maintenance of appropriate technologies. Under the current
arrangement, none of these technology needs are being met. A server which would meet the needs of database forms and online
interactions has been purchased, but remains unusable because staffing is not available to get it installed, tested, and put into
production. Purchasing of technology is circuitous at best and extremely delayed at worst due to staff being unavailable to approve
purchasing requests. Installation is weeks, and sometimes months or years behind schedule. In the case of a computer lab install in
Mendocino, 18 months of having the computers available but uninstalled then limits the ability of DE to serve that part of the District
adequately. Faculty who are running machines that are older without sufficient RAM cannot effectively participate in DE teaching or
205
Equal Opportunity Programs and Services
even in practicing what they might learn in faculty development workshops. A replacement policy on a three to four year basis is
critical to providing good technology for faculty and student labs.
The number of people supporting the District computers and networks is insufficient, as is the tracking, ticketing, and communication
around that support. If CR is to become a college that has a good DE operation and is able to handle the growth that is required, then
IT support in purchasing, installation, and maintenance is critical—not only for the DE department but for all District sites and faculty
and students who are involved in delivering or receiving DE courses and programs.
Because the DE department is not in charge of IT, we cannot begin to identify staffing needs there or specific staffing
recommendations. However, it is clear that it is not working and needs to be addressed. Based on experience with other institutions, I
would offer the following possibilities for consideration that may ease the costs of hiring many additional full time staff and ease the
distribution difficulties we have District wide.
1. Look at outsourcing models for hardware maintenance. These models may be a combination of having a person onsite that
serves a campus (i.e., Del Norte or Mendocino or Eureka) with a contract with a company that handles larger technical
installation or turnover of equipment. Frequently, outsourcing contracts are less expensive and can leverage higher expertise
than the District can find or afford. In addition, outsourcing models can provide remote tune-ups of machine software
interaction problems without an individual having to travel to the site. They are also rated on their ability to provide more
immediate support than in-house personnel traveling, staying in hotels and providing support can achieve.
2. Look at technologies that push images and updates to all machines within the District instead of requiring faculty/staff
machines and lab machines to be individually imaged.
3. Look at leveraging departmental expertise for individual machine administrator levels to reduce the load on technical staff for
“simple” things such as installation of purchased programs. Most purchased programs are self-installing. Most departments
throughout the District have one or more individuals who are capable of assisting others in doing a software install on top of
the basic image (e.g., installing Adobe Standard or installing a Gradebook assistant). The need to have a technician come to do
that install hampers the ability of IT to tend to larger, more complex needs by having the technician take sometimes an hour or
more sitting waiting for a program to self-install.
206
Equal Opportunity Programs and Services
Equal Opportunity Programs and Services-Updated October 2, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: Extended Opportunity Program and Services (EOPS) identifies students affected by language, social, and economic
disadvantages and empowers those students to achieve their educational objectives and goals.
Objective
Student Learning
Linked to Student Assessment Criteria Assessment
Outcome (SLO)
Service
(Specify Target
Measure
or
Goal/Strategic
Performance Level)
Program Learning
Plan
Outcome (PLO)
1.
Increase the
number of
EOPS/CARE
students who
successfully
complete their
chosen
educational
objectives.
EOPS students will
identify personal, career,
and academic goals.
(SLO)
Student Services Goals:
Support the academic
quality and learning
environment of the
College and improve
enrollment and student
retention
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student access.
Increase number of EOPS
students who create,
follow, and complete an
in depth Student
Education Plan (SEP) by
90% as compared to
2007- 2008.
Program
identification,
exit surveys or
interviews, and
focus groups.
SEP completion
with
documentation
in each
student’s EOPS
file.
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
Of the 1328
current EOPS
students districtwide, we anticipate
that 10% do not
have an in-depth
SEP
Modify orientation
objectives and goalsetting information
provided throughout the
semester to EOPS
students (e.g. improve
content & delivery of
available workshops
and communication
through newsletter).
Initial success and
retention data
became available
late spring 2009
semester. Further
data analysis is
necessary.
Further data analysis is
required.
Graduation
transcripts
which match
SEP stated
objectives.
2.
Improve
outcomes for
EOPS Learning
Communities
(LC)
EOPS LC students will
have higher retention and
success rates than other
EOPS students not
enrolled in the LC.
(PLO)
Student Services Goals:
Support the academic
quality and learning
environment of the
College and develop
FYE programs and LC
across District and
disciplines.
Increase retention and
success rates of EOPS LC
students by 20% as
compared to those
enrolled in 2007-2008.
Course success
and retention
rates for
students
enrolled in the
LC were
compared to
other EOPS
207
Equal Opportunity Programs and Services
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student access.
students with
equivalent skill
levels.
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: Extended Opportunity Program and Services (EOPS) identifies students affected by language, social, and economic
disadvantages and empowers those students to achieve their educational objectives and goals.
Objective
Student Learning
Linked to Student
Assessment
Assessment
Outcome (SLO)
Service
Criteria (Specify
Measure
(Measurement
or
Goal/Strategic Plan
Target
tool)
Program Learning
Performance
Outcome (PLO)
Level)
1.
2.
Completion
(or anticipate
completion)/
Findings*
Increase the
number and
percentage of
EOPS students
meeting their
contractual
obligations
EOPS students will
demonstrate
understanding of
program eligibility
requirements
Student Services Goals:
Improve enrollment and
student retention.
College Strategic Planning
Goals: Enable student
attainment of educational
goals.
Set baseline data in
2009-2010 on several
requirements: minimum
2.0 GPA, three
counseling contacts, and
Student Education Plan
(SEP) development.
Pre and post
test, orientation
evaluations,
student
transcripts, and
SARS reports.
Ongoing
throughout 20092010 academic
year
Increase student
understanding of
financial aid
processes
EOPS students will
demonstrate knowledge
of the importance of
applying for financial
aid by the priority
deadline.
Student Services Goals:
Improve enrollment and
student retention and
increase ways students can
access CR.
College Strategic Planning
Goals: Enable student
attainment of educational
goals and ensure student
access.
Set baseline data in
2009-2010
Collaborate
with financial
aid staff to
count how
many EOPS
students have
filed their
FAFSA and
when they filed.
Results will be
available by April
2010
Improvement
Recommendations
(next step)*
Provide interventions
for students who have
not met EOPS mutual
responsibility contract
requirements. Make
modifications to service
delivery (e.g. group
advising, reminders to
students, and orientation
objectives).
Modify financial aid
information provided to
students during
orientation and other
activities as needed.
208
Financial Aid
Financial Aid-Updated October 1, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)Financial Aid/Veterans
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: To ensure student success by providing financial aid support and resources to students and the
larger CR community in a professional, timely and courteous manner.
1.
Objective
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic Plan
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Improve
scholarship
services &
opportunities
for students
Improve scholarship cycle
to match other financial
aid disbursement dates.
Increase ways students and
other potential learners can
access CR. Ensure student
access
To increase the number of
scholarship opportunities
that coincide with other
financial aid distribution
dates in the fall.
Scholarship
cycle, number
of applications
received.
Completion (or
anticipate
completion)/
Findings
Assessed fall 07
scholarship cycle and
modified spring 08
cycle and beyond.
Financial Aid moved
11 spring scholarships
to the fall schedule,
which doubled the
amount of fall
scholarships available
($16,325 to $30,000).
Students need to have
more scholarships
available in the fall to
align with other
educational aid
disbursements and to
be able to more
accurately budget
their finances for the
year.
Improvement
Recommendations
(next step)
Review all spring
scholarships
Review all scholarship
cycles to improve
educational aid
opportunities for
students.
Reassess SLO in 10-11
209
Financial Aid
2.
3.
Improve
financial aid
information to
students
Students will utilize
financial aid information
to make informed aid
decisions and apply for
educational aid.
Increase ways students and
other potential learners can
access CR. Ensure student
access.
Maintain an 80%
awareness level among
students regarding
financial aid information
and application of
educational aid.
Fall 07 and 08
entering student
survey financial
aid and
scholarship
questions
In 2007 only 5% of
students did not know
what a FAFSA was
and 29.8% reported
they did not know
what a BOG fee
waiver was. In 2008
only 1.2% of students
did not know what a
FAFSA was and
20.9% did not know
what a BOG was.
Improve
scholarship
services &
opportunities
for students
Revise and improve
requirements for
scholarships
Increase ways students and
other potential learners can
access CR. Ensure student
access
To decrease the amount of
requirement barriers for
students to receive
scholarships
Review various
scholarship
requirements
and function of
each
Students reported
difficulty getting
reference letters;
faculty also had
concerns about
timeframe for writing
letters.
The letters didn’t have
an impact on the
overall student scores
as the letters were
always very good.
The Scholarship
Coordinator, Financial
Aid Director and a
long-time reader of
the scholarship
applications discussed
the requirement and
agreed to remove it.
Since the FAFSA
establishes BOG
eligibility (and BOG is
our largest program), we
continue to use this
information to inform
planning and how we
communicate with
students.
Maintained FAFSA
awareness in both 2007
and 2008 and almost met
BOG awareness in 2008,
(79.1%).
Include who applied
information
Removed the requirement
for recommendation
letters, thereby making it
easier for students to
apply for scholarships.
3. 2009-2010 Assessment Plan for Student Services Area: (specify) Financial Aid/Veterans
210
Financial Aid
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: To ensure student success by providing financial aid support and resources to students and
the larger CR community in a professional, timely and courteous manner.
Objective
1.
2.
Increase
student access
by increasing
online financial
aid information
Increase
student
knowledge of
veteran
program
requirements
Student Learning
Linked to Student
Outcome (SLO)
Service
or
Goal/Strategic
Program Learning
Plan
Outcome (PLO)
Students will utilize Goal #5 – Ensure
web technology to
student access
access financial aid
information
Students receiving
vet educational
benefits will be
able to identify and
fulfill program
requirements
Goal #5 – ensure
student access
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
(Measurement
tool)
Collect baseline data
for the 2009-2010
academic year
track the
number of
emails sent
to students
vs. ‘snail’
mail; track
website
‘hits’
Collect baseline data
for the 2009/2010
academic year
Create
requirement
rubric and
track veteran
students
Completion
(or anticipate
completion)/
Findings*
Improvement
Recommendations
(next step)*
Anticipate that
using ‘MyCR’
email to
communicate
with students
will reduce
students at the
counter and
will reduce
postage &
printing costs.
Anticipate more
students
receiving vet
educational
information will
complete more
program
requirements
Orientation to
understanding
online financial aid
information
Orientation to
veterans program
requirements
211
Financial Aid
SLO/PAO #1: Improve scholarship cycle to match other financial aid disbursement dates
Findings/Data Analysis - Assessed fall 07 scholarship cycle and modified spring 08 cycle and beyond. Financial Aid moved 11
spring scholarships to the fall schedule, which doubled the amount of fall scholarships available to students, and increased the amount
available from $16,325 to $30,000. The number of applications received for fall 2008 increased 75% over fall 2007. Students need to
have more scholarships available in the fall to align with other educational aid disbursements and to be able to more accurately budget
their finances for the year.
Improvement Recommendations – Review all spring scholarships. Review all scholarship cycles to improve educational aid
opportunities for students. Reassess SLO in 10-11
SLO/PAO #2: Students will utilize financial aid information to make informed aid decisions and apply for educational aid.
Findings/Data Analysis – In 2007 only 5% of students did not know what a FAFSA was and 29.8% reported they did not know what
a BOG fee waiver was. In 2008 only 1.2% of students did not know what a FAFSA was and 20.9% did not know what a BOG was.
Maintained FAFSA awareness in both 2007 and 2008 and almost met BOG awareness in 2008, (79.1%).
Improvement Recommendations – Since the FAFSA establishes eligibility for both the BOG and other programs, (and BOG is our
largest program), we will use this information to inform planning and how we communicate with students. Review and possibly
revise changes made to financial aid information provided from 07-09. Include how many students applied for aid information next
time the SLO is assessed.
SLO/PAO #3: Improve scholarship services & opportunities for students
Findings/Data Analysis Students reported difficulty getting reference letters; faculty also had concerns about timeframe for writing
letters. The letters didn’t have an impact on the overall student scores as the letters were always very good. The Scholarship
Coordinator, Financial Aid Director and a long-time reader of the scholarship applications discussed the requirement and agreed to
remove it. The number of applications received for fall 2008 increased 75% over fall 2007; while spring 2009 applications increased
16% over spring 2008.
Improvement Recommendations Removed the requirement for recommendation letters, thereby making it easier for students to
apply for scholarships. Set up assessment to calculate differences in reference letter requirement
212
Residential Life
Residential Life-Updated October 5, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: Residential Life maintains and supports a learning community.
Objective
1.
Improve
residential hall
student
achievement and
attainment of
educational
goals
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Dorm students will
complete eligibility
requirements each
semester
Linked to Student
Service
Goal/Strategic
Plan
Goal One: Support the
academic quality and
learning environment of
the College
College Strategic
Planning Goal: Enable
student attainment of
educational goals
Goal Two: Improve
enrollment and student
retention
College Strategic
Planning Goal: Ensure
student access and
Enable student
attainment of educational
goals.
Goal Three: Develop
First Year Experience
Programs and Learning
Communities across
District and disciplines.
College Strategic
Planning Goal: Enable
student attainment of
educational goals
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Dorm students will
maintain or exceed
eligibility requirements
each semester
Datatel grades,
GPA and unit
loads of dorm
students
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
Percent of students
below 2.0GPA for
semester or below
12 units:
Fall 07 –
Low GPA 5%
Low units 13%
Both low GPA and
Units 45%
Spring 08 –
Low GPA 3%
Low units 18%
Both low GPA and
Units 41%
Fall 08 –
Low GPA 5%
Low units 12%
Both low GPA and
Units 42%
213
Residential Life
2.
Improve
residential hall
facilities
PLO: Improve residential
life environment through
the development of a
financial plan and
maintenance timetable.
Goal Five: Enhance the
quality of campus and
student life.
College Strategic
Planning Goal: Enable
student attainment of
educational goals
More than 70% of dorm
students will be satisfied
with the residential halls
and their facilities.
Identify 75% of all
delayed maintenance
Complete 75% of a
financial plan for delayed
maintenance
3.
Provide
meaningful and
productive
activities for
dorm students
4.
Improve
attainment of
dorm students
educational
goals
5.
Increase dorm
students
knowledge of
educational
financial
responsibilities
PLO: Provide
opportunities for activities
and programs for dorm
student
Dorm students will be able
to identify and utilize
resources that will assist in
achieving his or her goals.
Dorm students will design
a tuition and housing
portfolio
Goal Five: Enhance the
quality of campus and
student life.
College Strategic
Planning Goal: Enable
student attainment of
educational goals
Goal Two: Improve
enrollment and student
retention
College Strategic
Planning Goal: Ensure
student access and
Enable student
attainment of educational
goals.
Goal Two: Improve
enrollment and student
retention
College Strategic
Planning Goal: Ensure
student access and
Enable student
attainment of educational
goals.
Listings of seminars and
workshops: Counseling,
Financial Aid,
Scholarship, Student
Satisfaction Survey
More than 70% of
students will receive one
or more student support
services in one semester if
they are not meeting
eligibility requirements.
More than 70% of dorm
students will have SEPs
on file
70% of dorm students will
understand semester costs
for tuition and housing
Satisfaction
Survey
Document
delayed
maintenance for
all student
housing
In Fall 2007,
47.9% of dorm
students were
satisfied with the
dorms.
Document a
financial plan
for maintenance
Satisfaction
Survey:
Residence Halls
Activities,
50.7%
satisfaction
Dorm student
ID numbers
who received
advising,
counseling or
student services
Datatel and
SARS queries
Retention and
persistence
rates
Dorm student
portfolio and
portfolio rubric
214
Residential Life
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement: maintains and supports a learning community
Objective
1.
Improve
attainment of dorm
students
educational goals
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Students will be able to
identify three student
support services
A student will be able
to identify and utilize
resources that will assist
in achieving his or her
goals.
2.
Increase residential
learning
community
opportunities
Students who
participate in residential
life activities will create
and build connections
with residents and
campus community
Linked to Student
Service
Goal/Strategic
Plan
Goal 5: Enhance the
quality of campus and
student life. SP: Enable
student attainment of
educational goals
Assessment Criteria
(Specify Target
Performance Level)
Assessm
ent
Measure
(Measure
ment tool)
Establish baseline data for
knowledge of student
services by residents
Establish baseline data
A pre and
post
student
services
survey
End of
contract
survey
Goal 5: Enhance the
quality of campus and
student life. SP: Enable
student attainment of
educational goals
Establish baseline data of
number of activities
attended
Sign in
sheets
from
activities
Establish check-out
survey baseline data
Activities
exit survey
Completion (or
anticipate
completion)/
Findings*
Estimate residents will
use services at an
increased than previous
years
Estimate that students
who have knowledge of
services will utilize
more while in
residency.
Estimate residents who
participate in residential
activities will have a
stronger sense of
community.
Residential participants
will have higher
retention rates
compared to residents
who do not participate
Improvement
Recommendations
(next step)*
Anticipate that residents
with more student support
services will have higher
retention rates, unit rates
and improved GPA
Anticipate that residents
with more student support
services will have higher
retention rates, unit rates
and improved GPA
Reassess SLO next year
Anticipate that residents
who attend residential
activities will have higher
retention rates, unit rates
and improved GPA
Reassess the SLO next
year
215
Tutoring
Tutoring-Updated October 2, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of last year’s outcomes)
Mission Statement: The Academic Support Center provides quality academic support services to help students
achieve their educational goals and become independent learners.
1.
Objective
Student Learning
Outcome (SLO)
or
Program
Outcome (PO)
Linked to Student
Service
Goal/Campus
Goal/District
Initiative
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Increase student
course retention.
Students will demonstrate
competence in course for
which he/she received
tutoring.
Student Services Goal:
Support the academic
quality and learning
environment of the
college and improve
enrollment and retention.
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student success.
At least 80% of students
who receive tutoring will
receive a passing grade.
Report in
progress.
Completion
(or anticipate
completion)/
Findings
Of the 483
students who
received tutoring
services, 386
passed the course
they were
receiving tutoring
for with a C or
better.
Improvement
Recommendations
(next step)
To be determined.
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following
page.
Mission Statement:
Objective
Student Learning
Outcome (SLO)
or
Service Area
Outcome (SAO)
Linked to Student
Service
Goal/Campus
Goal/District
Initiative
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
(Measurement
tool)
Completion
(or anticipate
completion)/
Findings*
Improvement
Recommendations
(next step)*
216
Tutoring
1.
Increase student
course retention.
Students will
demonstrate
competence in course
for which he/she
received tutoring.
Student Services Goal:
Support the academic
quality and learning
environment of the
college and improve
enrollment and retention.
College Strategic
Planning Goals: Enable
student attainment of
educational goals and
ensure student success.
Student who receive
tutoring services will
demonstrate a higher
level of retention then the
overall college retention
rate.
Identify
students who
received testing
and the subject.
Determine
pass/fail rates
and grade point
average by
subject.
To be completed
during the Fall
2009 semester.
Results will provide
direction for staff
development and
program planning.
217
Upward Bound
Upward Bound-Updated October 8, 2009
2. Report on 2008-2009 Assessment Plan for Student Services Area: (specify)
The following results were reported in the 2007-2008 Annual Performance Report to the USDE in January 2009.
Mission Statement: Upward Bound provides fundamental support to participants in their preparation for college entrance. The program provides opportunities for
participants to succeed in their precollege performance and ultimately in their higher education pursuits. Upward Bound serves: high school students from low-income
families; and high school students from families in which neither parent holds a bachelor's degree. The goal of Upward Bound is to increase the rate at which participants
complete secondary education and enroll in and graduate from institutions of postsecondary education.
1.
2.
Objective
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Upward Bound
participants will
enroll in a
program of
postsecondary
education (PSE)
by the fall term
immediately
following high
school
graduation.
65% of all UB
participants, who at the
time of entrance into the
project had an expected
graduation date during the
school year, will enroll in
a program of
postsecondary education
(PSE) by the fall term
immediately following the
expected graduation date
from high school. (UB
Grant Objective C)
UB participants
who enrolled in
a program of
postsecondary
education during
the fall term
immediately
following high
70% of all UB participants
who enrolled in a program
of postsecondary
education (PSE) during
the fall term immediately
following high school
graduation will be
enrolled for the fall term
Student Services Goals:
#1: Support the academic
quality and learning
environment of the
College by contributing
to a college-going
culture in the community
#2: Improve enrollment
and student retention
Strategic Plan Goals:
#1: Enable student
attainment of educational
goals
#5: Ensure student
access
Student Services Goals:
#1: Support the academic
quality and learning
environment of the
College by contributing
to a college-going
culture in the community
#2: Improve enrollment
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
65% of participants who
were scheduled to
graduate in 2008 will
enroll in a program of
PSE by the fall term
following high school
graduation.
UB participants
are tracked via
personal contact
and the
National
Student
Clearing House
to verify
enrollment in
PSE.
Out of 72 active &
inactive
participants who
were scheduled to
graduate in 2008,
82% (59/72)
enrolled in PSE.
The status of 18%
is unknown.
Completion results
reflect both active and
inactive participants.
Inactive participants do
not receive follow up
contact. We could
reduce the number of
unknowns by making
follow-up contacts after
they leave UB and by
increasing retention in
UB.
70% of all UB
participants who enrolled
in a program of PSE
during the fall term 2007
following high school
graduation in 2007 will be
enrolled for the fall term
of the second academic
UB participants
are tracked via
personal contact
and the
National
Student
Clearing House
to verify
Out of 30 UB
participants who
enrolled in a
program of (PSE)
during the fall term
2007 following
high school
graduation, 83%
Increase contact with
former participants to
assess needs for
retention in PSE.
Recommend resources
(i.e. SSS, EOPS,
Academic Advising,
Financial Aid, etc.)
218
Upward Bound
school
graduation will
be enrolled for
the fall term of
the second
academic year.
of the second academic
year. (UB Grant Objective
D)
and student retention
Strategic Plan Goals:
#1: Enable student
attainment of educational
goals
#5: Ensure student
access
year 2008.
enrollment in
PSE.
(25/30) enrolled in
PSE for the fall
term of the second
academic year.
2008
3. 2009-2010 Assessment Plan for Student Services Area: (specify)
The following results will be reported in the 2008-2009 Annual Performance Report to the USDE in January 2010.
Mission Statement: Upward Bound provides fundamental support to participants in their preparation for college entrance. The program provides opportunities for
participants to succeed in their precollege performance and ultimately in their higher education pursuits. Upward Bound serves: high school students from low-income families;
and high school students from families in which neither parent holds a bachelor's degree. The goal of Upward Bound is to increase the rate at which participants complete
secondary education and enroll in and graduate from institutions of postsecondary education.
Objective
1.
Upward Bound
participants will
enroll in a program
of postsecondary
education by the
fall term
immediately
following high
school graduation.
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
65% of all UB
participants, who at the
time of entrance into
the project had an
expected graduation
date during the school
year, will enroll in a
program of
postsecondary
education (PSE) by the
fall term immediately
following the expected
graduation date from
high school. (UB Grant
Objective C)
Student Services Goals:
#1: Support the academic
quality and learning
environment of the
College by contributing
to a college-going
culture in the community
#2: Improve enrollment
Strategic Plan Goals:
#1: Enable student
attainment of educational
goals
#5: Ensure student
access
Assessment Criteria
(Specify Target
Performance Level)
65% of participants who
were scheduled to
graduate in 2009 will
enroll in a program of
PSE by the fall term
following high school
graduation.
Assessment
Measure
(Measurement
tool)
During 09-10
FY, UB staff
will track
participants
who were
scheduled to
graduate in
2009 via
personal contact
and the
National
Student
Clearing House
to verify
enrollment in
PSE.
Completion (or
anticipate
completion)/
Findings*
Improvement
Recommendatio
ns (next step)*
Results expected by
1/8/2010, once the Annual
Performance Report to the
USDE is completed.
219
Upward Bound
2.
UB participants
who enrolled in a
program of
postsecondary
education during
the fall term
immediately
following high
school graduation
will be enrolled for
the fall term of the
second academic
year.
70% of all UB
participants who
enrolled in a program of
postsecondary
education (PSE) during
the fall term
immediately following
high school graduation
will be enrolled for the
fall term of the second
academic year. (UB
Grant Objective D)
Student Services Goals:
#1: Support the academic
quality and learning
environment of the
College by contributing
to the college-going
culture in the community
#2: Improve enrollment
and student retention
70% of all UB
participants who enrolled
in a program of PSE
during the fall term 2008
following high school
graduation in 2008 will be
enrolled for the fall term
of the second academic
year 2009.
Strategic Plan Goals:
#1: Enable student
attainment of educational
goals
#5: Ensure student
access
During 09-10
FY, UB staff
will track
participants
who were
scheduled to
graduate in
2008 via
personal contact
and the
National
Student
Clearing House
to verify
enrollment in
PSE. Refer to
services that
enhance
retention rates.
Results expected
by 1/8/2010, once
the Annual
Performance
Report to the
USDE is
completed.
2009 Assessment Plan Findings/Data Analysis & Improvement Recommendations
SLO/PLO #1:
Findings/Data Analysis: Results will be reported in the 2008-2009 Annual Performance Report that will be submitted to
the USDE in January 2010.
Results: We met this objective in 2007-2008 and anticipate similar results in 2008-2009.
Postsecondary Enrollment in the Fall Term 2008 Following High School Graduation
Cohort
2008
Total
72
Known
59
Unknown
13
Enrolled
59
%
Enrolled
82%
Not
Enrolled
0
% Not
Enrolled
0%
%
Unknown
18%
Improvement Recommendations
220
Upward Bound
Although we historically meet this objective, there are areas of improvement to consider. The results from 2007-2008 show
18% whose enrollment status is unknown. These individuals left Upward Bound prior to high school graduation for various
reasons (i.e. moving out of the area, not meeting academic standards, obtaining a GED, need for employment, no longer
interested in participating in UB). We personally contacted former participants using phone numbers and email addresses we
have in our records. We also used social networking sites like Facebook and MySpace to locate and contact participants.
Additionally, we used the National Student Clearinghouse to search for former participants and verify college enrollment
status. Some measures for reducing the number of unknowns could include: immediate follow-up contact once participant exits
UB and increase retention in UB.
SLO/PLO #2:
Findings/Data Analysis: Results will be reported in the 2008-2009 Annual Performance Report that will be submitted to
the USDE in January 2010.
Results: We met this objective in 2007-2008 and anticipate similar results in 2008-2009.
Postsecondary Persistence in Second Academic Year of the 2008 Fall Term
Cohort
2007
Total
37
Known
34
Unknown
3
Enroll
1st Fall
30
% Enroll
1st Fall
81%
Persist
2nd Fall
25
% Persist
2nd Fall
83%
% Unknown
8%
Improvement Recommendations
As stated previously, our efforts continue to be ongoing. We will use the same methods as the above objective to locate and
verify postsecondary enrollment. Some methods for improving postsecondary persistence include: increased follow-up contact
and referrals to services that improve retention (EOP, SSS, Financial Aid, Disabled Student Services, etc.), creating an alumni
group for former participants to maintain contact with each other and highlight educational successes
221
222