Program Assessment Report
PROGRAM INFORMATION
Degree Program(s):
Department Chair:
Report Prepared by:
Department:
Global Studies
Michael Conniff
Phone:
Same
Phone:
E-mail:
Next Program
Review:
Global Studies
X7196
Michael.conniff@sjsu.edu
2009-10
Note: Schedule is posted at:
http://www.sjsu.edu/ugs/programplanning/
ARCHIVAL INFORMATION
Location:
210 N 4th, suite 301
Person to Contact:
same
(Bldg/Room #)
(Name)
(Phone)
Does the information (e.g., Mission, Goals, and/or Learning Outcomes) posted on the web (see,
http://www.sjsu.edu/ugs/assessment/programs/ ) for this program need to be updated?
yes
No
If yes, please submit changes to jacqueline.snell@sjsu.edu
SCHEDULE OF ASSESSMENT ACTIVITIES*
Please complete the schedule of assessment activities below by listing all program Student Learning
Outcomes (SLOs) by number down the left column and indicating when data were/will be collected (C)
and when they were/will be discussed (D) by your faculty. You can also schedule/track program
changes resulting from your assessment activities by indicating an “I” (implemented changes) where
relevant. This schedule is meant to be fluid; providing a proposed schedule for future assessment while
at the same time, providing a record of your efforts as the program planning cycle progresses.
↓Semester after self-study data
SLOs
1
2
3
4
…
F--
S--
F--
Semester before next self-study↓
S--
F--
S--
F--
S--09
C
F--09
D
C
S--10
I
D
C
*Note: This template is based on a five-year program planning cycle. If your program planning follows another cycle
(e.g., based on accreditation), please feel free to add (or subtract) columns as necessary.
Page 1 of 5
Program Assessment Report
1. Students will learn contents and methods of global studies, across the
fields of business/economics, history/politics, geography/environment,
and society/culture.
1.1 Data Collection:
[Spring 2009] – For this assessment cycle, how were the data collected and what were
the results?
Students in GLST 1B and GLST 179 will be required to compile portfolios of their work,
in all the courses they are taking for the major, in either electronic or hard copy, to be
submitted to the program director at the end of the semester. We will focus on those
assignments, like tests and exercises, which reflect mastery of empirical knowledge and
awareness of how the knowledge was generated.
1.2 What have you learned about this Student Learning Outcome?
[Fall 2009] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for
this SLO?
The director and advisor will evaluate the portfolios, using rubrics keyed to objective #1
to grade them and determine students' levels of achievement. The portfolios will be
marked superior, satisfactory, or needs improvement. We will then analyze the
elements making up the portfolios to determine to what extent the courses are helping
students attain program objective #1. This assessment will look at courses,
assignments, instruction methods, and grading methods. A report showing these results
will be prepared and posted on the Undergraduate Studies website.
1.3 Action Item(s) (if necessary):
[Spring 2010] – Based on the discussion in part II. what actions will the department take
to improve student learning, e.g., program changes, changes in pedagogy, process
changes, resources requests, etc?
The director and advisor will meet with program faculty (who teach GLST courses) and
selected professors whose courses draw large numbers of majors. We will provide the
report and discuss what elements of their courses have been most successful in helping
students meet objective #1. We will also deal with assignments, pedagogy, testing, and
other activities that seem not so helpful to students. We will compare our evaluations of
portfolios with the instructors' grades. Professors will be requested to review their
course to determine what changes, if any, would be desirable in their courses.
1.4 Results of Action Items
[Fall 2010] – What does assessment of student learning show after implementation of
any action items? What, if anything, is planned next?
Page 2 of 5
Program Assessment Report
Based upon faculty implementation, we will require the next cohort of students to
compile portfolios, in order to determine if the changes improved student success.
These portfolios may be reformatted to better assess objective #1.
#2 Students should learn skills essential to professional success, such as
managing empirical information, writing syntheses and, composing oral and
written papers based on evidence.
2.1 Data Collection:
[Fall 2009] – For this assessment cycle, how were the data collected and what were the
results?
Students in GLST courses 1A and GLST 100W will be required to compile portfolios of
their classwork in these courses and any others they are enrolled in. This time we will
focus on those assignments, like term papers and class presentations, which reflect
students' abilities to judge the value of evidence, transform the information into written
syntheses, and prepare verbal and narrative reports appropriate for policy makers and
professionals in the field. The portfolios will be submitted to the program director at the
end of the semester.
2.2
What have you learn about this Student Learning Outcome?
[Spring 2010] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for
this SLO?
The director, advisor, and faculty will evaluate the portfolios, using rubrics keyed to
objective #2 to grade them and determine students' levels of achievement. The
portfolios will be marked superior, satisfactory, or needs improvement. We will then
analyze the elements making up the portfolios to determine to what extent the courses
are helping students attain program objective #2. This assessment will look at courses,
instruction methods, and elements used in grading systems. A report showing these
results will be prepared and posted on the Undergraduate Studies website.
2.3
Action Item(s) (if necessary):
[Fall 2010] – Based on the discussion in part II. what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process
changes, resources requests, etc?
The director and advisor will meet with the GLST faculty and selected professors whose
courses draw large numbers of majors. We will provide the report and discuss what
elements of their courses have been most successful in helping students meet objective
#2. We will also deal with assignments, pedagogy, testing, and other activities that
seem not so helpful to students. We will compare our evaluations of portfolios with the
Page 3 of 5
Program Assessment Report
instructors' grades. Professors will be requested to review their course to determine
what changes, if any, would be desirable in their courses.
2.4
Results of Action Items
[Spring 2011] – What does assessment of student learning show after implementation
of any action items? What, if anything, is planned next?
Based upon faculty implementation, we will require the next cohort of students to
compile portfolios, in order to determine if the changes improved student success.
These portfolios may be tailored to better assess objective #2.
#3 Students should move beyond information and skills to achieve true
professional understanding, emphasizing the interconnected character of
human and environmental problems on a global scale and how multidisciplinary
approaches must be used to solve them.
3.1
Data Collection:
[Fall 2011] – For this assessment cycle, how were the data collected and what were the
results?
Students in GLST courses will be required to compile portfolios of their classwork in all
courses attempted. They will emphasize course elements critical to objective #3, such
as class and online discussions, policy papers, projects, field trips, and creative
thinking. Special attention will be given to the overseas experience they had, fulfilling
GLST 189. The portfolios will be submitted to the program director at the end of the
semester.
3.2
What have you learn about this Student Learning Outcome?
[Spring 2012] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for
this SLO?
The director, advisor, and faculty will evaluate the portfolios, using rubrics reflecting
objective #3 to grade them and determine students' levels of achievement. The
portfolios will be marked superior, satisfactory, or needs improvement. We will then
analyze the elements making up the portfolios to determine to what extent the courses
are helping students attain program objective #3. This assessment will look at courses,
instruction methods, and elements used in grading systems. A report showing these
results will be prepared and posted on the Undergraduate Studies website.
3.3
Action Item(s) (if necessary):
[Fall 2012] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process
changes, resources requests, etc?
Page 4 of 5
Program Assessment Report
The director and advisor will meet with the GLST faculty and selected professors whose
courses draw large numbers of majors. We will provide the report and discuss what
elements of their courses have been most successful in helping students meet objective
#3. We will also deal with assignments, pedagogy, testing, and other activities that
seem not so helpful to students. We will compare our evaluations of portfolios with the
instructors' grades. Professors will be requested to review their course to determine
what changes, if any, would be desirable in their courses.
3.4
Results of Action Items
[Spring 2013] – What does assessment of student learning show after implementation
of any action items? What, if anything, is planned next?
Based upon faculty implementation, we will require the next cohort of students to
compile portfolios, in order to determine if the changes improved student success.
These portfolios may be restructured to better assess objective #3.
Page 5 of 5