Assessment Report Standard Format
July 1, 2009 - June 30, 2010
PROGRAM(S) ASSESSED English
ASSESSMENT COORDINATOR Andrew Strombeck and Erin Flanagan
YEAR 2 of a 5 YEAR CYCLE
1. ASSESSMENT MEASURES EMPLOYED
The department took two measures to assess the Literature concentration.
A. Review of culminating papers: Eight culminating papers, together with
the corresponding assignment, were randomly selected from 400-level
literature classes held in Winter and Spring quarters 2010. The papers
from the 400-level literature classes were assessed by members of the
department Undergraduate Committee for general outcomes expected of
all students
B. Exit survey: Each graduating senior was emailed a link to an electronic
survey. Results were collected into a report, which was then evaluated by
the Undergraduate committee.
2. ASSESSMENT FINDINGS
A. The review of culminating papers was designed to determine first
whether student work exhibited the qualities common to all good
academic writing and, second, whether literature papers exhibited the
qualities of good literary analysis. Papers were assessed with a rubric that
addressed these qualities.
While the committee reviewed several papers that were rated good or
excellent in every category, overall papers averaged between fair and
good. Scores were lower in content than in mechanics. Many reviewers
commented on students’ weak use of secondary sources.
B. The survey of outgoing seniors was used to assess the students’ genuine
familiarity with works in the Anglo-American literary tradition and/or
other literatures written in English, as well as students’ feelings of
preparedness for postgraduate employment or education.
Based on students’ reported range of courses taken, as well as student
responses to the surveys, the committee is satisfied with student
familiarity with literatures written in English. The committee feels that the
department could do a better job at preparing students for postgraduate
employment and education.
3. PROGRAM IMPROVEMENTS
The committee recommends that department introductory courses, ENG
300 and ENG 301, do more to train students in the process of crafting a
central idea and supporting this idea with critical analysis. The committee
will also recommend that these courses foreground training students in the
use of secondary sources and their appropriate documentation and citation
according to current MLA standards. The Department’s Literature
Programs committee has been tasked with holding a retreat for faculty
responsible for teaching ENG 300 and 301 early next academic year, with
the intention of regularizing outcomes across all sections and preparing for
teaching this course after semester conversion.
In terms of preparing students for postgraduate life, the committee
suggests that the department find ways to incorporate context for the
English major, including: alumni visits; promotion of internships;
promotion of law, medical, and other graduate schools, and other guest
speakers who can answer the question “what can I do with an English
major?”
4. ASSESSMENT PLAN COMPLIANCE
No deviations from the plan.
5. NEW ASSESSMENT DEVELOPMENTS
In recent years, with expanding departmental responsibilities and
constricting budgets, it has proved more practical to conduct assessment
through the department undergraduate committee, as opposed to through
the entire department.