MUSIC
Program Student Learning Outcomes (PSLOs)
1. Demonstrate the creative process; apply critical thinking about the creative process
2. Describe the roles of creative expression in human cultures
3. Engage with the arts
4. Use critical thinking in evaluating works of art in intrinsic terms, expressive content and
social context; use the language of the discipline; demonstrate command of critical
vocabulary
Assessment
The student will assemble a portfolio derived from classwork that supports the following
assessments. The portfolio can be discussed with the student in an exit interview.
Assessment 1 – a creative work, dramatic performance or research paper.
Assessment 2 – essays or research paper
Assessment 3 – event review or field trip report
Assessment 4 – essays, written or verbal critiques, or research paper
HISTORY
Social Science SLOs:
1. Students will be able to analyze social science concepts and theories.
2. Students will be able to produce evidence-based arguments.
3. Students will be able to evaluate diverse viewpoints related to the human experience.
Methods of Assessment:
1. Embedded Questions on Assignments or Exams: Questions related to program learning
outcomes can be embedded within course assignments or exams.
2. Student Presentations: Observations of any behavior such as performance, projects, artwork,
etc... can be used for assessment. These presentations or performances can be evaluated using a
narrative or in a structured format, such as a rubric.
3. Other
It should be noted that these assessment methods will require the assistance of the Cañada
researcher to help identify students that are about to, or have already completed the program.
ESL
Program Level Outcomes:
1. Students can produce and interpret oral and written English at an advanced level in order to
successfully enter academic or career pathways.
2. Students can use academic skills and study skills to succeed at the transfer level.
3. Students can use technology skills and information competency skills to succeed at the transfer
level
4. Students will develop a Student Educational Plan by identifying and assessing educational
opportunities at Cañada College.
Program Level Assessment:
A departmental e-portfolio will be required of all student who complete ESL 400, which will be
assessed to demonstrate successful completion of Program Level Outcomes #1, #2, #3.
Successful completion of Program Level Outcome #4 will be assessed with quantitative data from
Counseling demonstrating the number of ESL students with Student Educational Plans.
Notes from Flex Day:
ESL Program Assessment:
○ Level 800 – student keeps one written assignment in portfolio in a physical folder written
paragraphs/essay and video/audio recording and/or powerpoint
○ Level 1 – writing assignment (one that is used to measure SLO for the GW course)and
video/audio recording and/or powerpoint (Final Presentation)
○ Level 2 – writing assignment and video/audio recording and/or powerpoint (Final
Presentation)
○ Level 3 – written paragraphs/essay and video/audio recording and/or powerpoint (Final
Presentation)
○ Level 4 - written paragraphs/essay and video/audio recording and/or powerpoint (Final
Presentation)
○ ESL 400 – complete portfolios and presentation of portfolios
Process and Needs for Program Assessment:
○ Professional Development for ESL faculty
○ support, perhaps SLAs in class, in the Learning Center
○ student-created websites for their portfolios, we need these sites to be connected to their
my.smccd email accounts on google, we need to get IT to allow the creation of these
individual student websites
○ paper portfolio options
○ rubrics need to be developed for the written work and presentations for every level
○ cross assessment of portfolios by faculty
○ tech support
○ Levels 3 and 4 classes attend ESL 400 presentations in Fall semesters in November, an
event for select ESL 400 students who are ready and willing to present their portfolios to
ESL Levels 3 and 4 classes with ESL 400 students
Next Steps - Timeline:
○ Spring 2012:
■IT needs to remove block on student-created websites through google docs
○ Spring 2012, Summer 2012, Fall 2012:
■create templates for the portfolio
■rubrics for the portfolios at each level, and within the portfolio
■reflection papers on what has been learned with the assignments included for each
level, expectations need to be clear to students,
■perhaps a checklist for the reflection to connect to course SLOs
■tech training for ESL faculty on creating student websites and portfolios
○ More detailed notes are available at this link:
https://docs.google.com/document/pub?id=1NqNAaRq3CcmqvmJD_wYhQ9eqY3DJtpyi
tBIwu3BMhHw
ANTH 2011
Students will be able to produce evidence based arguments.
Students will
be able to analyze social science concepts, theories, models of explanation, and caual relationships.
Assessment tools for both SLOs will include multiple choice exams and essay assignments involving a
thesis statement.
Social Science Program Level SLOs:
1. Analyze social science concepts and theories.
2. Produce evidence based arguments.
3. Evaluate diverse viewpoints related to the human experience.
The program level SLOs are embedded in the assessment tools used to measure course level SLOs.
Example assessment tools include:
 Pre- and post-test survey (PRCA-24)
 Research papers
 Presentations/speeches with speaking plans/outlines
 Self-evaluations and peer evaluations
Course
COMM 110
SLOs
1.
2.
3.
COMM 130
2.
Self-evaluation/self-assessment
3.
Personal Report of Communica
Apprehension (PRCA-24) –
pre- and post –survey
Chapter presentations; other for
presentation (all presentations
include a
speech plan/outline); exams;
essays
Self-concept presentation
and speech plan/outline with
reflection
Conflict resolution paper (ident
problem, describe stage of the
relationship, define level of self
disclosure, and action plan
to improve conflict);
PRCA-24 survey
Group presentation;
Portfolio
Describe the field of communication and explain
the theories, models, and concepts particular to the study of
interpersonal communication
1.
2.
Analyze the development of the self-concept and evaluate how it
is asserted, negotiated, and
redefined in the interpersonal relations.
Utilize critical thinking to diagnose, evaluate, and suggest
improvement strategies for their own communication as well as
for their fellow students.
2.
Identify and explain theories of group
communication within the larger spectrum of communication
studies.
Demonstrate understanding of group roles and processes
Compare different approaches to group tasks and evaluate the
effectiveness of different approaches
for different tasks and goals.
Collaborate effectively with peers to organize and prepare a
group project
1.
Identify and apply terminology, concepts and theoretical
constructs of intercultural
communication to a variety of intercultural contexts
1.
1.
2.
3.
4.
COMM 150
Assessment Tools
1. Informative speech rubric;
Informative speech presentation
1.
3.
COMM 140
Use critical thinking to identify socially significant and
intellectual topics that will
be researched, developed, and organized in speech outlines
Analyze the role of the audience, both from
a speaker’s perspective and from the audience perspective,
engaging in critical and analytical listening.
Develop greater confidence to effectively present
extemporaneous speeches that incorporate both
verbal and nonverbal elements of delivery.
1.
3.
2.
3.
4.
Group presentation;
portfolio; exam; essay
Reflection paper; group present
portfolio
Group presentation;
Portfolio; PRCA-24 survey
Bibliographic research
paper; exam; reflection
paper; Communication
journal review paper; PRCA
-24 survey
2.
3.
COMM 180
1.
2.
3.
Identify major US and non-US cultural patterns that influence
human communication and analyze prominent intercultural
value theory.
Explain how context influences communication and distinguish
the difference between high-context and low-context
orientations toward communication.
Identify and apply terminology, concepts and theoretical
constructs of human communication to a variety of contexts.
Define fundamental characteristics of
communication through the transactional model of
communication
Describe the perception process and common influences that
alter interpretation of a message. Describe the characteristics of
verbal and nonverbal messages.
2.
3.
Essay (e.g., Film analysis; Cult
Research Paper);
Film. PRCA-24 survey
Research paper; exam
1.
Presentations with speech
plans/outlines ; research
paper; portfolio (see
rubrics); PRCA-24 survey
2.
Presentations with speech
plans/outlines; class participatio
Essay papers; portfolio
3.
Theater Arts
Program Student Learning Outcomes (PSLOs)
Demonstrate the creative process; apply critical thinking about the creative process
Describe the roles of creative expression in human cultures
Engage with the arts
Use critical thinking in evaluating works of art in intrinsic terms, expressive content and
social context; use the language of the discipline; demonstrate command of critical
vocabulary
Assessment
The student will assemble a portfolio derived from classwork that supports the
following assessments. The portfolio can be discussed with the student in an
exit interview.
Assessment 1 – a creative work, dramatic performance or research paper.
Assessment 2 – essays or research paper
Assessment 3 – event review or field trip report
Assessment 4 – essays, written or verbal critiques, or research paper
ENGLISH
1. Successfully prepare written and oral communication that illustrates critical thinking,
creation of inquiry or research-based texts, and information literacy.
a. Faculty will evaluate students’ written and oral communication for
evidence of critical thinking and use of research on a scale from 1
(poor) to 4 (excellent).
2. Demonstrate civic engagement in both written and oral argument.
a. Faculty will evaluate students’ demonstration of civic engagement as
expressed in written and oral arguments on a scale from 1 (poor) to 4
(excellent).
3.
Use both written and verbal expression in interdisciplinary contexts.
a. Faculty will evaluate students’ written and verbal expression in
interdisciplinary contexts on a scale of 1 (poor) to 4 (excellent).
The Physical Science Program Learning Outcomes are:
• The Scientific Method - Students completing this program will be able to use the scientific
method
and appreciate its importance to the development of scientific thought
Means of assessment:
– An observational research pro ject
Success criterion - 75% of students who complete the observational research pro ject will correctly identify, collect and analyze relevant data
• Effective Communication and Documentation of Work - Students completing this program will
demonstrate the ability to document and communicate their work effectively
Means of Assessment:
– Portfolio - Students will submit a portfolio of laboratory work conducted throughout the
semester
Success criterion - The average grade of students who completed the portfolio is 70% or above
Or:
– Laboratory reports - Success criterion - Students who completed all laboratory reports scored
an average grade of 75% or higher
• Critical Thinking and Analysis of Physical Systems - Students completing this program will
demonstrate critical thinking and the ability to analyze physical systems in terms of scientific concepts
Means of Assessment:
– Embedded questions on the final exam Success criterion - 70% of students answer the
selected
question(s) correctly
These program SLO’s are supported by the course level SLO’s shown in subsections below.
BIOLOGY
1. Use the Scientific Method to investigate biological questions and critically
evaluate and effectively communicate scientific data.
Assessment: assignments and projects in coursework, portfolio.
2. Recognize and explain the evolutionary connections between biological
structures and their function and between organisms and their environment.
Assessment: assignments and test questions in coursework.
3. Critically evaluate biological information and examine its significance and
impact on society and the environment.
Assessment: Assignments, test questions in coursework; portfolios.