Student Learning Outcome Report Fall 2011
Department: Chicana/Chicano & Hemispheric Studies Program: Hemispheric Studies (Major and Minor)
SLO Certificate, Associate,
Bachelor, Minor, or Master
Degree Program* Competencies
1. The student will be able to describe the diversity of cultures in the American hemisphere.
2. The student will be able to identify major trends in sociopolitical activities and events in the
American hemisphere (including non-Latin American countries).
3. The student will be able to demonstrate sufficient historical knowledge about the American hemisphere including considerable familiarity with literary and intellectual trends in the American hemisphere.
Process Results Improvement
How were the processes What measurement tools do you use What recent improvements have you made for this program?
Collection of artifacts for portfolio discussed and reflected upon during courses in program.
The CCHS Executive committee
Portfolios of student work, criterionreferenced rubric with mastery level at
80%, student presentations and research.
Continuous reflection on how all courses contribute to this portfolio and curriculum team met to set this process.
Not available until sufficient students complete the program of study for the
Major or Minor in Hemispheric
Studies
In courses major trends discussed and identified by students.
The CCHS Executive committee and curriculum team met to set this process.
In courses students demonstrate their proficiency according to syllabus and required assignments.
The CCHS Executive committee and curriculum team met to set this process.
Per assignments, evaluate student analysis of socio-political phenomena, formal and informal evaluation using conversational inquiry and traditional testing formats, summative analysis of student work.
Paper and pencil tests to measure cumulative achievement, scoring of final essay or other written assignments, individual or group inclass presentations judged for scope and depth of critical thinking.
Continuous reflection on how all courses contribute to understanding these trends. Continued discussion of which summative assessments will be used in various classes as they begin to be taught.
On-going reflection about assessment tools used for students’ assignments.
* The Student Learning Outcomes (SLOs) while student centered are not individual course offerings but the overall SLOs for the program; certificate, associate, bachelor, minor, or master degree program.
Assessment Committee Evaluation Key: 0 - No Submission, 1 - No Statement, 2 - Undeveloped, 3 - Moderately Developed, 4 - Well Developed
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Processes
How do you determine which common or shared objectives for learning and development you should hold for all students pursuing degrees at a particular level? Whom do you involve in setting these objectives?
The CCHS Executive committee and curriculum team meet at WNMU and with other faculty from other Chican@ studies programs to discuss shared objectives across the country and related to the area of study.
How do you determine your specific program learning objectives? Whom do you involve in setting these objectives?
The CCHS Executive committee meets to set objectives based upon historical and up-to-date trends in Chicano Studies. The Executive committee and the curriculum team meet and corroborate with other Chican@Studies programs.
How do you design new programs and courses that facilitate student learning and are competitive with those offered by other organizations?
CCHS programs have been recently begun at WNMU in 2010. These were designed based upon degrees that are offered at other institutions.
Service Learning and Leadership are important components to an education at WNMU and an education for social justice. The programs focus on these areas as well.
How do you design responsive academic programming that balances and integrates learning goals, students’ career needs, and the realities of the employment market?
Courses added to existing programs or designed for new programs must first meet the WNMU requirements and have HED approval if part of the general education requirements. Learning goals converge to support well-prepared students for a variety of careers. Students have experience with working in the community for service learning and leadership aspects of the courses in CCHS, thus have an idea of the realities of the employment market.
How do you determine the preparation required of students for the specific curricula, programs, courses, and learning they will pursue?
Certain courses are related to requirements from HED. The program also uses the WNMU criteria of pre-requisites to establish preparation required – COMPASS testing and any English courses required for writing intensive courses.
How do you communicate to current and prospective students the required preparation and learning and development objectives for specific programs, courses, and degrees or credentials? How do admissions, student support, and registration services aid in this process?
Information on all CCHS Programs are published within the University Catalog, degree plans, Additionally, information is provided directly to students through advisors both within CCHS and by the Academic Support Center. Admissions recruiters as part of the WNMU strategic plan tries
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to recruit students from diverse backgrounds. Some of these students are interested in CCHS programs. Specifically a program is set up in
Arizona, Aguila Leadership Institute. Recruiters and CCHS faculty present at this institute
How do you help students select programs of study that match their needs, interests, and abilities?
Students interested in CCHS are referred to CCHS by the Academic Advising Center as soon as they identify a CCHS program as their intended degree. The advising process begins early, helping students to identify their needs, interests and abilities. Advising is conducted on a semester basis.
How do you deal with students who are underprepared for the academic programs and courses you offer?
Underprepared students are identified early in the program either through the advising process or in coursework. Students are supported through the advising process and if necessary a plan of assistance is created and an individual faculty member will work with a student to address concerns.
Additionally, tutoring is offered for. Students are also referred to the Writing Center and other support services available on campus. Faculty provide tutoring and also provide other students as tutors as well from CCHS or other programs.
How do you detect and address differences in students’ learning styles?
A variety of techniques are utilized to assess student learning styles. Some faculty utilize formal assessments, such as the Multiple Intelligence
Diagnostic Assessment, others conduct pre-assessment activities within their individual classes. Many faculty rely on their personal conversations with students. To address these differences, instruction is provided using multiple learning styles, varying among the learning activities and instructional methods used within an individual class. Accommodations are made as appropriate and students are exposed to a variety of learning styles and learning opportunities which reflect those learning styles.
How do you address the special needs of student subgroups (e.g., handicapped students, seniors, commuters)?
Accommodations are made based upon the needs of the individual students. Faculty will provide additional instruction, time, or other accommodation as identified by the office of Disability Services. We work to teach all students - so individual needs are taken into consideration when at all possible following the university guidelines. Instruction is also provided using multiple forms of delivery, including: face-to-face, online (synchronous and asynchronous), ITV, and lecture capture.
How do you define, document, and communicate across your organization your expectations for effective teaching and learning?
CCHS faculty meetings. Conversations between Chair and individual faculty members. Professional development opportunities in the form of conferences as well as presentations are suggested for all faculty. The Teaching/Assessment cycle is used and reflection on how to improve is favored. Additional data is also reviewed from EBI surveys, and course evaluations. The process of reviewing the evaluation data and analyzing student learning has helped faculty identify instructional issues and improve the quality of teaching received by students and make other programmatic changes.
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How do you build an effective and efficient course delivery system that addresses both students’ needs and your organization’s requirements?
Course rotations are based upon student need, as determined by student file audits conducted by faculty annually. Courses are offered online
(asynchronous and synchronous), face-to face, lecture capture or via ITV based upon the needs of distance education students. Faculty meet over each course schedule to make sure that courses are scheduled so that they do not conflict with other courses. They are scheduled according to the times provided by the registrar's office.
How do you ensure that your programs and courses are up-to-date and effective?
CCHS faculty, Executive committee, and curriculum team meet monthly to review student issues and discuss programs and course offerings. The
CCHS Advisory Panel also provides community input to the program from a variety of perspectives. As service learning is a focus at WNMU, the focus in CCHS also dovetails nicely and members of CCHS on the Service learning committee stay abreast of current issues and grants occurring in the field.
How do you change or discontinue programs and courses?
Changes to or discontinuance of individual programs and courses are reviewed within the CCHS. Recommendations are then carried to
Curriculum and Instruction Committee and Graduate Council if necessary.
How do you determine and address the learning support needs (tutoring, advising, placement, library, laboratories, etc.) of your students and faculty in your student learning, development, and assessment processes?
A variety of methods are utilized to determine learning support needs. The department actively uses the services provided by the Disability
Services Office in identifying or supporting students with special needs. Additionally, faculty conduct group and individual conversations with students to identify specific needs. When necessary students are either provided or referred for tutoring, advisement or training within special services such as those that are provided by the library. Placements are made on an individual basis and accommodations are made when possible.
University programs, such as the writing center, have also been utilized. When a student has been sent to the writing center, documentation is requested showing that the student worked with the center.
How do you determine that students to whom you award degrees and certificates have met your learning and development expectations?
They will have met the exit criteria and conducted their capstone assignment.
How do you design your processes for assessing student learning?
The assessment system utilized within the CCHS was designed and developed collaboratively by faculty members teaching in each program.
Feedback will be obtained from community partners who work closely with our students during service learning and leadership experiences.
Results
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What measures of your students’ learning and development do you collect and analyze regularly?
Currently as the program is new the assignments stated in the chart above are those that are collected.
What are your performance results for your common student learning and development objectives?
Currently students are taking the courses that will provide CCHS with this data
What are your performance results for specific program learning objectives?
In process this semester
What is your evidence that the students completing your programs, degrees, and certificates have acquired the knowledge and skills required by your stakeholders (i.e., other educational organizations and employers)?
Community members request students as employees.
What are your performance results for learning support processes (advising, library and laboratory use, etc.)?
Faculty meet students for advising at least two times a year. Advising is essential for CCHS students if they are working to achieve academic success in a timely manner according to the degree plan. Individual faculty work with and complete instructional opportunities within the library - most students are able to meet expectations or operate above expectations with library resources before graduating.
How do your results for the performance of your processes in Helping Students Learn compare with the results of other higher education organizations and, where appropriate, with results of organizations outside of higher education?
As we are in the process of collecting this data, this answer is not yet available.
Improvement
What recent improvements have you made in this category? How systematic and comprehensive are your processes and performance results for Helping Students Learn?
We are working on updating the degree plan so that there are no redundant courses. The system is just beginning. Electronic storage of all data will occur from the beginning. This will assist in using it easily and having quick retrieval for analysis and review with students, faculty, programs, and unit.
In collaboration with School of Education faculty who are also CCHS faculty, we will begin the use of electronic portfolios.
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How do your culture and infrastructure help you to select specific processes to improve and to set targets for improved performance results in Helping Students Learn?
WNMU’s strategic plan is a good place for CCHS to start. CCHS has a vision for social justice that coincides with the WNMU strategic plan. This alignment sets a common target for students, processes and performance.
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