General Education Annual Course Assessment Form
Course Number/Title KIN 69 – Stress Management
GE Area : E
Results reported for AY: 2010-2011
Fall 2010 – 7 sections # of instructors: 8
Winter 2011 - 1 section
Spring 2011 - 6 sections
Summer 2011 - 1 section
# of sections:
Data are reported for 14 of the 15 sections; winter 2011 not assessed.
Course Coordinator: Peggy Plato
E-mail: Peggy.Plato@sjsu.edu
Department Chair: Shirley Reekie
College: CASA
Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the
assessment of the course during the year. This report will be electronically submitted, by the department
chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by September 1 of
the following academic year.
Part 1 -To be completed by the course coordinator:
(1) What SLO(s) were assessed for the course during the AY?
Fall 2010: SLO #3 – Students will be able to use appropriate social skills to enhance learning and
develop positive interpersonal relationships with diverse groups and
individuals.
Spring & Summer 2011: SLO #4 – Students will be able to recognize themselves as individuals
undergoing a particular stage of human development, how their
well being is affected by the university’s academic and social
systems, and how they can facilitate their development within
the university environment.
(2) What were the results of the assessment of this course? What were the lessons learned from the
assessment?
SLO #3: 71% of students demonstrated achievement of this SLO at a high level (B+ or higher), 27%
at an average level (B to C), and 2% at a marginal level, or failed to demonstrate achievement of
this SLO (C- or lower).
SLO#4 - 62% of students demonstrated achievement of this SLO at a high level (B+ or higher), 34%
at an average level (B to C), and 4% at a marginal level, or failed to demonstrate achievement of
this SLO (C- or lower).
The primary method used to assess SLO 3 & 4 was a group project (e.g., University Resources
assignment) that required students to work in groups to research, then present information to the
class on resources available on campus that may enhance students’ academic, social, or personal
wellbeing and/or reduce stress. One purpose of this assignment is to teach students how to work
in diverse groups, including communicating with team members, delegating the work, and
coordinating their class presentation. In a reflection paper, students discussed how their groups
worked together. If the group worked well together, they were asked to discuss what facilitated
that process. If the group did not work well together, they discussed what they did to try and
resolve the problems. Additional assessment methods included online discussions, an individual
project requiring interviews with individuals of different age groups, as well as randomly pairing up
students and having them engage weekly in active listening activities.
(3) What modifications to the course, or its assessment activities or schedule, are planned for the
upcoming year? (If no modifications are planned, the course coordinator should indicate this.)
Faculty teaching the course feel the university resources assignment is effective for helping
students develop interpersonal skills while working within a group to accomplish a task, as well as
learning about the numerous resources available on campus to help students manage stress and/or
enhance their academic life. The assessment, however, needs to be refined. Scores on this
assignment include points for writing, oral presentation, and use of audio-visual materials. Some
students lose points for submitting their written paper late. Thus, overall scores on this assignment
include other components. In the future, faculty will discuss how best to report assessment data
only for the aspect of the assignment related to the SLOs. Assessing students’ social skills can be
challenging. For SLO#4, after hearing the university resource presentations, an exam question or
brief response to a question asking students to discuss, in writing, how their well-being is affected
by the university’s academic and social systems may better assess students’ achievement on this
SLO.
Quantitative data were not collected on diversity and student writing during the 2010-2011 academic year.
Part 2 - To be completed by the department chair (with input from course coordinator as appropriate):
(4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs),
Content, Support, and Assessment? If they are not, what actions are planned?
Yes, all sections of the course are aligned with the Area E goals, SLOs, content, support, and
assessment. This is facilitated by using a common green sheet and textbook. Three assignments,
Stress Log, Occupational Stress or Mini-Review Paper (requiring use of library resources), and
University Resources, are linked to the SLOs and required in all sections of the course. New faculty
meet with the course coordinator before teaching this course, and faculty teaching the course
meet regularly during a duty day to discuss and share best practices, resources used (e.g., videos,
biofeedback), teaching methodologies, assignments, and assessment.