Spring SLO Assessment Summary
Number of department forms submitted: 29
Number of individual forms submitted: 16 (Biology and PE submitted individual forms!)
Total number of departments represented in the summary: 32
Total number of departments not represented in the summary: 12
Assessment Methods Utilized
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22 forms (group and/or individual) indicated that item analysis had been utilized to assess
SLOs
22 forms (group and/or individual) indicated that rubric-based assignments had been utilized
to assess SLOs
27 forms (group and/or individual) indicated that direct observation had been utilized to
assess SLOs
16 forms (group and/or individual) indicated that analysis of portfolios/projects had been
utilized to assess SLOs
23 forms (group and/or individual) indicated that student self-assessments had been utilized
to assess SLOs
20 forms (group and/or individual) indicated that capstone projects had been utilized to
assess SLOs
28 forms (group and/or individual) indicated that guided discussion had been utilized to
assess SLOs
3 forms indicated that the departments had not been able to complete their assessments
during the fall semester.
Significant Learning
Enhanced understanding of ways to enhance/support student learning
• Students have the ability to think in a critical manner if given the opportunity. If instructors
hold students to a professional writing standard, students will strive to reach it and will show
improvement!
• Students will require more specific and detailed directions on resources at their disposal. B.
Revision of patient assessment/assignment needed to improve student success.
• Need a better assignment for ethics; need to better integrate ethics through the course and
accounting lab experience (not in one or two exercises only); better definition of rubrics &
better utilization of tools like "turniton" financial statements; students forget the context and
how to prepare financial statements; need to constantly reinforce impact of a particular item
on financial statements; create a financial statement for end of course and introduce it as
items are presented in the course
• Test scores based on course reading did improve marginally
• Guided discussions helped to assess the direction and emphasis of the lecture
• Item analysis provided an opportunity to revisit and reinforce specific topics and concepts and
was used as a review for the final.
• by observing the work of a pharm tech, students were able to relate their educational needs
to fulfill the role of a pharm tech.
• by not getting to the physical write-up of a summary tutorial for paper space printing, we took
a look at provided verbal/visual discussion and demonstration in this technique
• Changes in the course sequence of lectures was a positive move.
• We offered multiple opporty for students to see shows for free.
• it would be helpful to incorporate new approaches that accommodate different styles of
learning and support students' success. We are inspired to use existing and further
developed assessment tools
• These confirmed our teaching modalities.
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Technology allows for self-paced learning outside of class time. 2. Through the use of online
programs (www.myreadinglab.com, research navigator), students gain success through
systematic and consistent practice.
We learned that synthesizing the info we received from reading essays, giving quizzes and
exams, and guided class discussions on various topics was essential to understanding how
we could better design activities or give examples and/or explanations to assist the students.
I need to develop additional assignments & drills that help student practice botanical
language and more review quizzes and exams (practice). I need to increase student
exposure to the plants we are studying
Course material was added from another textbook in the HIT program that provided more
specific guidelines as to when to release info. Exam scores indicated that great
understanding resulted. This was also reflected in the guided discussion.
Assessment results (exam scores) suggest that student performance (recall & application of
material covering micronutrients) improved with the use of the new test preparation method
and study aid. Feedback from students, gathered in on campus sections as well as online
through discussion boards suggest a positive experience with the test prep/study aid. Many
students cited "reduced stress level" as a benefit, others indicated that they were able to
focus on the major themes some many of the "details" could be written down instead of
memorized.
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Enhanced understanding of student learning
• Bio 102 - students are better at memorization (or prefer to) than apply their knowledge to a
"real world" situation. BIO310 - students are still more comfortable with interpreting already
provided information or graphs than producing & interpreting their own data.
• many students still have difficulty pulling out pertinent information from case study in order to
correctly answer questions.
• Before the middle of the semester (Biol. 400) or end of the course (Biol. 410) a large
percentage (more or less 85%) of the students demonstrated they could draw reasonable
conclusions based on biological data.
• Students were more interested in the topic if given "real life" application rather than
memorization
• Became more aware of students when they dropped and made attempts to contact and find
out why.
• Learned the distance of learning curve among students. Students with leadership skills
typically dominate activity to ensure completion. Learned to evaluate individual personalities.
• Although most students strongly develop their critical thinking skills it remains an issue with
some low performing students.
• A lot of the SLO involves student desire/motivation - teach can only take student so far.
Student asking/desiring to be on website is a motivational factor.
• We learned that synthesizing the info we received from reading essays, giving quizzes and
exams, and guided class discussions on various topics was essential to understanding 1.
where the students were in their learning process and 2. what the common challenges were
in learning the course material.
Enhanced understanding of curriculum and/or assessment gaps and needs
• Amount of emphasis in each course needs to be re-evaluated. Assessment of these skills is
most critical in the two transfer-level courses, PSYC 300 and PSYC 335.
• There is a need to refine the rubric to assess student understanding and critical thinking
ability. 2. We have a desire to modify the SLO to include the spatial, temporal, and
economic aspects of the issue and solicit solutions.
• we need to wait until we've analyzed the data
• that native speakers of Spanish are able to use the language in all tenses and moods, but
many tend to confuse the terminology, and therefore conjugate verbs in the wrong tense of
mood. We also learned that there was a lack of uniformity among the faculty in the
assessment process.
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shared tools & exchanged ideas. Revised writing assignments and reading.
Students need to be given out-of-class assignments that are interactive and, if possible,
community-based so that they can practice using vocab and grammar skills in communicating
with native Viet speakers in the community. It is difficult for many working students to get
involved in or to attend community and cultural events.
All courses are making a strong effort to meet this PSLO, however we did find a few areas
that need to be addresses across all anthro courses. These issues include transparency
(including connections and relevancy to the real world). We feel that we need to do a better
job a relating the course topics to their assignments and real life and their future. From our
research, students are understanding the materials while in lecture, and if given a question
similar to what was addressed in class, they will do fine, however, when we asked them to
apply their knowledge to assignments and their day-to-day life, they struggle.
Planned Changes
• 2 forms (group and/or individual) indicated that changes in the course sequence and/or
prerequisites were planned based on their assessment project.
• 14 forms (group and/or individual) indicated that changes in the course syllabus were
planned based on their assessment project.
• 30 forms (group and/or individual) indicated that changes in teaching methods were planned
based on their assessment project.
• 17 forms (group and/or individual) indicated that changes in methods utilized to evaluate
student work were planned based on their assessment project.
• 8 forms (group and/or individual) indicated a need for new equipment/supplies based on their
assessment project.
• 5 forms (group and/or individual) indicated that changes in staffing were planned based on
their assessment project.
• 12 forms (group and/or individual) indicated the need for professional development based on
their assessment project.
• 16 forms (group and/or individual) indicated that further assessment was needed based on
their assessment project.
Comments:
• Continue to provide opportunity for Critical Thinking and to hold students to professional
writing standards.
• Ethics: Coordinate and integrate our assessment strategies across the program (classroom
and lab experiences of students); catalog handouts (update and define on website). Ethics &
Financial Statements - include throughout the course rather than in isolated chapter
exercises/exams
• I had to change my grading criteria because 25% of the class did not finish the assigned
welding projects
Comments:
Changes in curriculum
• explore the possibility of combining anthro 300 and 301 into a combined 4 unit course, or
minimally modifying course assignments in both courses to reduce overlap (this will cause us
to revise the course outline for both 300 and 301)
Changes in teaching methods (including assessment)
• revision of patient assessment assignment given to students with an easier format an better
clarification.
• more small group work to discuss practice quizzes
• keep lecture and course materials aligned closely with text
• put greater emphasis on comprehension of course reading
• get the "summary" document for Paper Space printed/created this Spring 09
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statement regarding staying in the course after quitting, laid off, changed jobs, before
dropping
add questions related to this in final paper
new lectures in outlining, specifics in grading rubrics
grading rubrics
each faculty member has a plan to continue in their assessment of student writing
We are satisfied with the outcomes of our assessment
constant re-evaluation & revision
more use of group work; more case study discussion
More discussion of application of topics
Provide more oppty for students to apply their knowledge
extension of some discussions, possible short assignments
better defined rubric
Use of more ethical case studies that better illustrate some ethical implications our students
might face during their fieldwork)
development of a course workbook (with ethical dilemmas and fieldwork method activities)
creation of clearer rubrics when grading student work - perhaps with a department wide rubric
we will be continuing this activity in Spring 2009 to try and close the gaps identified through
this process.
include SLOs in syllabi
develop a uniform assessment tool
more involvement of IA's in student learning process
adapt diverse learning methods to accommodate different learning styles
revising writing assignments
use of www.mycomplab.com to provide oppty of improving writing skills
change in course syllabi; info on plagiarism explanation; change amount of time spend on
assignments; change materials
more attention to paraphrasing, incorporating student-led discussion
rubric revision, self-assessment in reading journals
English Dept could provide insights on rubrics, plagiarism and basic skills dialogue
dept exams, dept meetings and fall convocation 09
take more time discussing the importance of taking responsibility for their academics.
Require study hall/tutoring earlier on in the semester in additions to requiring all students to
attend.
students will work in academic teams to work on class projects and assignments
utilize computer programs to show specific skill sand break down the mechanics of every skill
in the game of softball.
I am always trying new teaching methods to inspire growth both personal and as a team
New fitness testing
more group work will be assigned
Added an outside instructor to help evaluate group dynamics and advise
continue looking at specific questions on exams, homework and quiz
increased emphasis on estimating to help develop numeracy
Needs for supplies/equity/staffing
• accompanist/library/inventory/software
• new staff are needed in the library
• Rosetta stone, dictionaries, add computers for foreign language lab
• access funds for literary journal, Smart Board funding
• student assistant positions, invest in readers, Isa in RWC, more full-time faculty