1
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
Complete and submit your assessment report to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment activities in your program or discipline.
Program, Discipline or Course
Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on Program, Discipline or
Course
In the boxes below, summarize the
outcomes assessed in your program or
discipline during the last year.
In the boxes below, summarize
the methods used to assess
program, discipline, or course
outcomes during the last year.
In the boxes below, summarize the
results of your assessment activities
during the last year.
In the boxes below, summarize how you
are or how you plan to use the results to
improve student learning.
Based on the results of this assessment, will
you revise your outcomes? If so, please
summarize how and why in the boxes below.
ANTH 101: Outcomes #s:
1. Key Concepts: Cultural
Relativism vs. Ethnocentrism
2. Key Concepts: Social vs.
Biological Construct of Race
3. Cross Cultural Comparison on
Key Anthropological Topic
1: Short Answers &
Essays
2. Short Answers and
Essays
3. Essays
Total averages for each measure
above desired outcome (75%).
Measure 1— 87.17%
Measure 2— 79.28%
Measure 3— 85.18%
While overall levels exceed
desired outcome, individual
course sections had a high rate
of not reaching the expected
75%.
Most concerning is measure 2, race
as a social construct. 54% of 101
course sections possess overall
scores lower than desired.
One reason for this may be that
measure 2 is a difficult topical area
for many introductory students.
Over the 2010-2011 academic year
the anthropology program
coordinator will facilitate a number
of teaching strategy sessions to
increase interchange between parttime and full-time instructors. The
emphasis of one or more of these
fora will be successful techniques
for teaching the anthropology of
race. Hopefully such pedagogy
sessions will have a positive effect
on the student outcome percentages
associated with this measure.
The frequency of sections not
reaching goal in relation to
specific measure:
Measure 1—1 out of 10 course
sections below 75%
Measure 2—6 out of 11 course
sections below 75%
Measure 3—2 out of 11 course
sections below 75%
Approved by Faculty Senate April 11, 2008
Additional reinforcement of this
key anthropological concept is
needed.
Experimenting with alternative
delivery methods and/or additional
time spent on concept are
warranted.
2
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
ANTH 102: Outcomes #s:
1. Comparison of Labs #s 1 & 3
2. Key Concepts: Race vs. Clinal
Variation or Biodiversity
3. Pre/Post Tests for 5 Key
Concepts: Evolutionary Theory,
Human Origins, Primatology,
Genetics, Human Variation
ANTH 201: Outcome #s:
1. Knowledge of role of
colonialism in interactions of
state/non-state peoples
2. Ethnographic research paper
or culture or cultures of world
1. Two Lab Reports
2. Essay
3. Pre/Post Test
1. Essay
2. Paper
Approved by Faculty Senate April 11, 2008
1. Students exceeded outcome
objective at an overall rate of
99.12%
1, 2, and 3 outcomes are used by
individual instructors to improve
student learning.
2. Students achieved outcome
objective in two course sections
yet did not meet objective in one
course section. Overall success
rate was 86.23%.
2. Interestingly race as a social
construct concept better
understood than in 101 sections.
3. Students performed
substantially better on posttest
than pretest, indicating
significant learning during class.
Range of 43-72.9 documented in
fall and an average hake gain
score of .6 in the spring.
1 and 2. All sections exceeded
outcome objectives. Total
averages for each measure above
desired outcome (75%).
Measure 1— 87.67%
Measure 2— 89.08%
Increased class focus and perhaps
previous discussion with a forum
to exchange teaching ideas will
improve results in the future (see
discussion in ANTH 101).
1 and 2 outcomes are used by
individual instructors to improve
student learning.
1 and 2 outcomes are being
developed as of this semester to
separate the lab component of this
course due to common course
numbering. Spring semester was
our first offering of the 102/110L
combination. Over the coming year
contemplation of outcomes and
measures will occur to determine
the best methods of assessment.
3. Hake gain is being piloted as a
means to better assess pre and post
test performance.
1. Rubrics for essays and papers are
currently being developed by
anthropology faculty.
2. Pilot assessment project in
process to randomly gather research
papers and assess these. The goal is
to transition away from using
research paper grades given by
instructors as assessment indicator.
Results of pilot to be reported in the
2010-2011 report (see discussion
section for more details).
3
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
Program or Discipline
Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on the Program or
Discipline
ANTH 202: Outcome #:
1. Distinguish between absolute
dating and relative dating.
1. Short Answers
2. Papers
1. 63.6% of students
successfully reached 75%.
1. Dating techniques may need
further concentration.
1. Review of outcomes and
measures to commence fall 2010.
2. 77.8% of students were
successful.
2. Similar issue facing research
paper assessment as discussed for
201.
2. Continued development of
research paper pilot project from
ANTH 201 expanded to other
courses such as 202.
1. 81.36% of students
successfully reached 75% mark,
however one out of five course
sections did not reach desired
outcome.
1, 2, and 3.Outcomes are being
used by individual instructors to
improve student learning.
1, 2 and 3. Still striving to get all
instructors onboard with systematic
assessment. Cross listing of class
makes this problematic.
3. Rubrics for essays and papers are
currently being developed by
Anthropology Faculty
2. Summary of peer-reviewed
academic journal article.
ANTH/SOC 205: Outcome#:
1. Key Concepts: Majority vs.
Minority
2. Key Concepts: Race vs.
Ethnicity
3. Research Paper About Ethnic
Group
ANTH 229: Outcomes:
1. Summary of work of
professional applied
anthropologist
2. Contribute to research design
for class project.
1. Short Answers
2. Short Answers and
Essays
3. Papers
2. 83.88% of students
successfully reached 75% mark,
however one out of five course
sections did not reach desired
outcome.
1. Presentations and
Multiple Review Essays
2. Presentation and
Written Report
3. 81.6% success rate overall.
1. 72.7% of students completed
or exceeded expectation. Three
students were unable to attend
on evening of assessment and
the result was the lower average
reported.
2. 100% of students completed
or exceeded expectation.
Approved by Faculty Senate April 11, 2008
3. Similar issue facing research
paper assessment as discussed for
201.
1. More averaging of multiple
presentations to provide a more
representative capture of student
learning not so heavily dependent
on a single class meeting for data
collection.
2. Perhaps contemplate ways to
collect specific data to better assess
“contribution.”
No Change in Program or Course
Objectives.
4
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
ANTH/SOC 279: Outcome #s:
1. Create and maintain portfolio
demonstrating skills and abilities
2. Essay/Paper
1. 5- Skill Portfolio
2. Essay/Paper
1. 100% of students exceeded
objectives. Average score of
portfolio 88.8%.
1. Project assessment may need
further measure to assess varying
participation in the project.
Students all participated in a
semester project to assess
veteran student needs at TMCC.
2. Perhaps more diversification of
measures. Increasing specificity
may improve what we might glean
from the data and as a result
improve program coordination
efforts.
2. No specific data see
discussion section for
information.
Approved by Faculty Senate April 11, 2008
No change in program or course
objectives at present though next
year we will be reviewing all of the
program measures for all course
offerings as a form of an audit.
These changes will be submitted in
block if determined to be necessary
during the 2010-2011 academic
year.
5
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
I. Introduction
The following sections will provide assessment data based on each course section to better isolate areas of ideal student performance and
those where we, as a program, need improvement. The raw data are supplemented with narrative description offered by the program coordinator and
also comments made by individual instructors. Each section concludes with some overall thoughts drawn from the annual report findings and offers
implementation plans for the 2010-2011 academic year to improve program performance.
II. Anthropology 101 Introduction to Cultural Anthropology (2009/10)
101D01Fa
101D02Fa
101D03Fa
101D04 Fa
Measure I Measure I Measure II Measure II Measure III Measure III
60%
75%
60%
75%
60%
75%
88.9
88.9
55.6
55.6
88.9
84
100
97.1
76.5
64.7
94.1
85.3
85.2
77.8
96.2
96.2
100
55.6
80.8
80.8
57.7
57.7
76
73.1
101N01 Fa
NA
101D01 Sp
101 D02
SP
101D03 SP
101 N01
Sp
101
E01/2SP
101 E03 SP
Average
81.8
NA
72
68
88.9
77.8
66.7
74.2
64.5
80.6
61.3
100
88
96.8
88
90.3
92
87.1
80
96.8
92
90.3
84
88.6
88.6
67.7
45.2
90.3
80.6
100
100
91.33
92.9
94.1
87.17
97
82.4
86.16
91.4
82.4
79.28
93
82.4
98.3
77.4
82.4
85.18
Approved by Faculty Senate April 11, 2008
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
6
The three measures used to assess student learning in ANTH 101 include:
1) 75% of students will be able to distinguish between cultural relativism and ethnocentrism in an exam short answer or essay.
2) 75% of students will identify “race” as a social construct rather than a biological fact, in an exam short answer or an essay.
3) 75% of students will compare social institutions (i.e. political, religious, economic) between two or more cultures in an essay.
As mentioned in the cover sheet, averages across all sections have favorable results in terms of the three assessment measures (measure 1—
87.17%, measure 2—79.28%, measure 3— 85.18%). Overall we find that student learning is above expectation in general terms. However, when
our prevue shifts to individual course sections and we isolate based on individual measures, we see concerning aspects associated with assessment
measure 2, race as a social construct. In terms of measure 2 instructor Art Krupicz comments,
This was the third consecutive semester that I implemented a closed-book format for all measures. It does not seem to work for measures 2 &
3. In light of this [fact], I made [the following] modification—more explicit discussion of the concepts over multiple class meetings.
Interestingly most instructors assess measure 1 (mastered by most, if not nearly all students) early in the semester and measure 2 near to the end of
the semester. Perhaps contemplation needs to occur as to when the concept is covered in the course sequence. Introducing the concept earlier in the
course would allow sufficient time for student retention of the concept and also give instructors the opportunity to reinforce this concept over
multiple class meetings.
A second issue that is prevalent within all of our program assessments is the difficulty to assess a complex concept sufficiently within a short
answer response. As Dr. Julia Hammett mentions,
I struggle each semester to come up with a short answer question that can achieve this end result and I do not think I have found a suitable
instrument. Perhaps [race] is too difficult a concept to test with a short answer? Perhaps it is me. I don't like to expend an essay on this issue,
but perhaps a take home essay is the solution.
Approved by Faculty Senate April 11, 2008
7
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
The common theme discussed by both instructors is that a take home assessment may allow a more realistic capture of student understanding of
measure 2 by allowing students to better delineate their ideas on this difficult concept. Plans for targeted action to address the low scores for measure
2 include teacher training sessions to be implemented in the fall 2010 to improve instructional delivery at the program level (see cover sheet for
additional information).
Another major issue with the assessment efforts of the anthropology program in general and with ANTH 101 assessments deals with
consistency across course sections. We are strong proponents of academic freedom, yet it is quite concerning when some instructors assess a given
measure using a short answer worth 5 points whereas other instructors have 50 point lengthy essays. Standardized 101 assessment questions will be
formulated over the 2010-2011 academic year and feasibility for Angel assisted implementation weighed.
III. ANTH 102 Introduction to Physical Anthropology
102D01 Fa
D01 Sp
E01 Sp
Average
Totals
Measure I Measure I
Measure II Measure II
60%
75%
60%
75%
Pre/Post
100
97.1
76.5
64.7 43-72.9
Hake Gain
100
100
100
100
100
100
94
100
0.65
0.54
100
99.03
92.17
86.23
0.60
The three measures used to assess student learning in ANTH 102/110L include:
1) Compare first and third lab reports and assess them for an increase in understanding, aptitude, and skills.
2) 75% of students will differentiate between “race” and clinal variation or biodiversity in an exam short answer or essay.
3) Students will be given a pre-test and post-test of five general questions that will cover the areas of: 1) evolutionary theory, 2) human
origins, 3) primatology, 4) genetics and 5) human variation. The post-test will be worth up to 5% of the student’s grade on their final exam.
Approved by Faculty Senate April 11, 2008
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
8
This is the first year that we have offered this course as an ANTH 102/110L concurrent enrollment according to a NSHE common course
numbering mandate. At present, we have the same learning outcomes and measures for both the course ANTH 102 and for the lab 110L. Discussion
of whether this current arrangement is sufficient to assess student learning will occur over the 2010-2011 academic year. Spring 2010 was also the
first semester that Dr. Hammett offered our 102/110L as a hybrid course. This change leads to interesting opportunities in terms of assessment and
Dr. Hammett spent a significant amount of time redesigning our pre and post test to improve consistency.
Noteworthy to findings of ANTH 101 is that ANTH 102 students overall illustrated a better understanding of the race concept than our 101
students. In this reporting period, especially spring semester, there was a drastic increase in student performance. Perhaps students enrolled in a
physical anthropology class are better prepared to deal with race as an anthropological concept. Or perhaps as Dr. Julia Hammett suggests,
performance of students may be because on the significant amount of class time and focus that is placed on this concept. As she notes,
It is about time spent. In 102, students had to actually write a paper [on race], they saw the [Steven J.] Gould film, [were] subjected to 2
Powerpoints (race and one on eugentics) and discussion…, perhaps devoting additional time to the discussion of race in our 101 sections is an
ideal strategy to improve student learning of this concept.
A second hypothesis is that perhaps because of the course focusing also on genetic variation and clinal existence of phenotypic and genotypic
expressions that these students more easily grapple with issues of the arbitrariness of race. Might an introduction of clinal variation and basic
population genetics fit within a 101 course setting? At present perhaps an increased time spent is the most viable option for action and then to assess
if improvements are noted before introducing topics tertiary to typical 101 materials.
We have many areas where we wish to improve our assessment efforts in ANTH 102. First involves developing more standardized methods
of online assessment currently being developed by Dr. Hammett. Second involves the implementation of this standardized model and perhaps
applying this approach to other course offerings. Third, as in other courses, we need standardize rubrics for grading and increased diversification of
sampling techniques.
IV. Anthropology 201 Cultures of the World
Approved by Faculty Senate April 11, 2008
9
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
201D01 Fa
201D02 Fa
201D03 Fa
201D04 Fa
201N01 Fa
201 E01/02
Fa
Measure I Measure I Measure II Measure II
60%
75%
60%
75%
95.8
91.7
87.5
83.3
100
100
100
94.1
85
80
85
85
95.5
95.5
95.5
86.4
94
83
88.9
88.9
94.7
92.1
97.4
97.4
201D01 Sp
201D02 Sp
201D03 SP
201D04 Sp
75
96.20
88.50
88.2
75
88.5
88.5
82.4
95
96.20
96.20
94.1
91
88.50
88.50
94.1
201E01 Sp
NA
NA
76.1
73.1
201E02 Sp
Average
Totals
NA
NA
95.7
95.7
92.05
89.08
91.29
87.67
The two measures used to assess student learning in ANTH 201 include:
1) 75% of the students will complete an essay that demonstrates their knowledge of the role of colonialism in interactions between state and
non-state peoples of the world.
2) 75% of the students will successfully write an ethnographic-style paper, or papers, no less than 5 pages total, describing customs and issues
related to a specific culture or cultures of the world. Successful paper(s) will be properly formatted with accurate citation of college-level
references and a complete list of references cited at the end.
Approved by Faculty Senate April 11, 2008
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
10
In discussing our assessment efforts for ANTH 201, the findings are good in terms of student ability to meet the desired outcomes. Success
was achieved in all but 4.5% of the courses during this reporting period. While certainly these results are positive, there is much work to be done in
terms of the measures themselves as well as the process of assessment. Measure 1 is administered differently by each course instructor. For some it
is a two point short answer whereas others administer a lengthy essay to assess student understanding of this concept. Fundamentally at issue is that
directly comparing these two assessments as equal when each is substantively distinct do not properly address these differences. Standardizing the
administering of assessment measures is under contemplation to implement a means to gather more meaningful data concerning student learning.
The goal of this standardization is not to limit an instructor’s freedom, but rather to enable a true comparison across course sections. Essential in this
process is a standard rubric used by all instructors that we are currently developing.
This discussion also ties to measure 2. At present the grade assigned by the instructor to the research paper is used as the assessment. This is
far from a true assessing of student learning or as eloquently stated by Dr. Hammett, “frankly, without the rubric [for the short answers or research
papers], I think these essay/short answer assessments are bogus.” There are many avenues that we are pursuing to improve assessment efforts of
ANTH 201. First, consideration of the assessment measures themselves will be taken under consideration. Might these measures be too vague in
terms of the objectives that we wish to assess? Second, we are in the midst of a pilot project by collecting a sample of research papers from
instructors. These will be graded against a standardize rubric and provide a more realistic assessment effort than grades assigned by a given
instructor alone. Third, contemplation of the impact of a standardized assessment technique may provide further consistency across course/instructor
assessments.
V. ANTH 202 Introduction to Archaeology
Measure I
Measure I
Measure II
Measure II
60%
75%
60%
75%
202D01 Sp
63.6
63.6
94.4
77.8
The two measures used to assess student learning in ANTH 202 include:
Approved by Faculty Senate April 11, 2008
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
11
1) 75% of students will be able to distinguish between absolute dating and relative dating in an exam short answer or essay.
2) 75% of students will write a summary of a published article written by an archaeologist in a peer-reviewed academic journal.
In terms of ANTH 202 there are many common elements that are reminiscent of the issues of assessment in ANTH 201. At present research
paper grades are being used as the assessment measure. While useful overall, the main issue becomes what exactly are we assessing? Once the pilot
research paper assessment becomes more established, this pilot will be expanded to include other courses such as ANTH 202 Introduction to
Archaeology. While a relatively small sample, this specific course did not meet expected frequency for measure 1, relative and absolute dating. At
63.6% this result is substantially below desired performance levels and these findings may signify that dating techniques may need further
concentration within the course structure. One question central to review of ANTH 202 is if the objectives and measures themselves may need
revision to ensure the measures effectiveness in assessing student learning. Instructor Sean McMurry notes,
Outcomes for this class need to be revised! Topics to address in future: Agricultural Revolution, State-level organization, what is the
archaeological record and how is it formed?
McMurry’s point is well taken, especially when we consider the vast holistic discipline of archaeology. Course measures and objectives will be
reviewed for all anthropology courses over the 2010-2011 academic year. After input is gathered from instructors, revision of measures will be
established in consultation with Student Learning Outcomes and Assessment. Updating of measures will be significant for the ongoing improvement
of our assessment activities.
VI. ANTH/SOC 205 Ethnic Groups in Contemporary Society
Measure I
Measure I
Measure II
Measure II
Measure III
Measure III
60%
75%
60%
75%
60%
75%
205D80 Fa
89.2
89.2
94.1
91.7
70.6
70.6
205D81 Fa
63.6
63.6
72.7
72.7
81
81
205N81 Fa
90.9
86.4
100
100
92.9
92.9
Approved by Faculty Senate April 11, 2008
12
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
205D80 Sp
205D81 Sp
Average
Totals
80.6
89
80.6
87
93.5
100
93.5
61.5
87.1
92
80.6
83.3
82.66
81.36
92.06
83.88
84.72
81.68
The two measures used to assess student learning in ANTH 205 include:
1) 75% of students will be able to distinguish between minority and majority in an exam short answer or essay.
2) 75% of students will distinguish between “race” and ethnicity in an exam short answer or an essay.
3) 75% of students will write a research paper about a specific ethnic group.
Assessment of ANTH/SOC 205 was positive in that the majority of course sections illustrate meeting or exceeding the desired outcomes.
Overall this is positive, yet many of the issues plaguing assessment efforts in other courses are here too noteworthy. First, standardization is one
problem. As an example of the discrepancies inherent in the data collected, one instructor administered her assessment of measure 1 using a two
point question and assigned zeros, ones, and twos depending on student performance. Another instructor assigned a 50 point essay for this same
measure and graded varyingly on a 50 point scale depending on performance. This is problematic. Consistency as discussed elsewhere in this report
is concerning. Second is the similar problem discussed with all courses in anthropology where we are using grades assigned to term papers as
assessment data. One idea to assess the term paper performance offered by Instructor Suzie Amodio is that, “in future, I think I will try the piece by
piece method - in other words, students will write portions of their papers by section (i.e., background section), turn them in for assessment, then
combine them to the full paper.” Developing ways to deal with the assessment of research papers is an important issue to be addressed over the
coming year. Third, the measures themselves will be examined to determine if these are still the best methods to assess student learning within this
specific course.
VI. ANTH 229 Fundamentals of Applied Anthropology
Measure I 60% Measure I 75% Measure II 60%
Approved by Faculty Senate April 11, 2008
Measure II 75%
13
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
229D01 Sp
100
72.7
100
100
The two measures used to assess student learning in ANTH 229 include:
1) Each student will prepare at least one written summary and provide an oral report about the work of a professional applied anthropologist.
2) Each student will contribute, in writing, to the drafting of a project research design.
Overall the students were successful in meeting expectations. The lower than desired level for measure 1 was due to the absence of three
students because of various reasons on one specific class meeting. This section of the course was an attempt to emulate a graduate seminar round
table where students provided synopsis and critique of various articles. Those that were not present could not receive full credit, however partial
credit was available if they presented late. Perhaps an average of round table presentations would rectify these seemingly low percentages and
provided a more complete picture of student performance. Consideration might also be given to further delineating measure 2 to better specify types
of involvement. As this was a capstone course with motivated students it is not surprising that 100% met expectations for measure 2.
VII. ANTH 279 Paraprofessional Skills in the Social Sciences
Measure I 75%
279D01 Sp
100
The two measures used to assess student learning in ANTH 279 include:
1) Successful students will develop and maintain a portfolio of products to document their skills and abilities.
2) Successful students will be able to quantify their contribution to the final draft research report by the end of the semester.
All students completed their portfolios successfully. All students also successfully contributed to a research project titled "Assessing the
Needs of Veteran and Military Students at TMCC” in every aspect. As Dr. Hammett suggests, “together the class took the project…, from research
question, design, survey instrument, executing survey, and analysis.” As a result of the collaborative effort Dr. Hammett decided to not pursue
measure 2 because many students had already invested substantial effort into the project. As she states,
Approved by Faculty Senate April 11, 2008
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
14
It seemed redundant to have them write about what they wrote and some contributed time, art and other ways difficult to measure. In
retrospect such an essay would have helped them to reflect on learning and might have been valuable to them. Next time?
As all students were co enrolled in ANTH 229 and ANTH 279, it is not surprising that these students were highly successful as they are individuals
interested in anthropology as a career path.
VIII. Conclusions
In terms of overall performance, the health of our program is strong, yet there are many areas of assessment where we can improve. This
concluding section offers four poignant issues that are present throughout this report and offers specific steps that the anthropology program will be
taking over the coming year to address, rectify, and improve our assessment efforts.
Issue #1 Concept Knowledge
Problem—Concepts, such as race as a social construct, not being sufficiently understood by students.
Plan— Teaching strategy sessions with full and part-time instructors, increased time spent on central themes, assess effectiveness
of these efforts over the coming year.
Issue #2 Measures
Problem—Measures in place need revising and/or adaptation.
Plan—Review all anthropology course outcomes and measures commencing in fall 2010 in consultation with full and part-time faculty.
Courses that need updating will be changed and submitted in block when ready.
Issue #3 Standardization
Problem—Instructors assess measures in drastically different ways using a wide array of techniques and grading scales.
Plan—Design standard assessment measures and complete a pilot study to determine effectiveness of standardized angel-assisted assessment
techniques.
Issue #4 Rubrics and Research Papers
Problem—Grades given by instructor for research papers and essays not adequate to assess student learning for essays and research papers.
Plan—Continue pilot study with ANTH 201 and begin analysis of ways to assess student performance. Continue refinement of standardized
rubrics and have faculty begin to use them to gather assessment data within expanding course sections.
Approved by Faculty Senate April 11, 2008
15
Program/Discipline/Course Assessment Report
Discipline: Anthropology
Courses: ANTH 101, 102, 201, 202, 205, 229
School/Unit: School of Liberal Arts
Submitted by: Thomas Kies
Contributing Faculty: Julia Hammett
Academic Year: 2009-2010
For Program, Discipline or Course Assessment Reports:
I have reviewed this report:
__ ____________________________________
Department Chair
___________________________________________
Dean
Date______________________
Date_______________
________________________________________________
Vice President of Academic Affairs and Student Services
Date_______________
Approved by Faculty Senate April 11, 2008