From: Abraham-Shea , Hannah Sent: Wednesday, May 05, 2004 11:53 AM To: Philbin, Robert Subject: RE: Assessments Robert Philbin, Thanks for the kind words. I will see you at the August "Best Practices" in-service. I have found self-assessment very useful:) Hannah >From: "Philbin, Robert" >To: "Abraham-Shea , Hannah" >Subject: RE: Assessments >Date: Wed, 5 May 2004 08:54:39 -0600 > >I also failed to include that I received REA060. Thanks again. > >-----Original Message----- >From: Philbin, Robert >Sent: Wednesday, May 05, 2004 8:12 AM >To: Abraham-Shea , Hannah >Subject: RE: Assessments > > >I failed to mention that I'll have this posted to >http://www.trinidadstate.edu/AISL/reports/Spring2004Reports.htm > within >about a week. > > >-----Original Message----- >From: Philbin, Robert >Sent: Wednesday, May 05, 2004 8:09 AM >To: Abraham-Shea , Hannah >Subject: Assessments > > >Hannah, > >I received your assessments for ENG115, EDU188, EDU221, and REA090. They >look very thorough and interesting. I hope that you will consider sharing >your ideas and results at the August in-service; we plan to do a >"best-practices" workshop at that time. > >Bob > From: Boepple, Randy Sent: Monday, May 10, 2004 7:53 AM To: Philbin, Robert Subject: RE: Form posted from Microsoft Internet Explorer. It will work for me. There are two programs here though. CRJ is for students below the age of 21 normally. CLETA is for students over the age of 21. I know that I put the same results in each of the programs but there was really two groups. CLETA is classes CRJ 101 CRJ 102 CRJ 105 CRJ 106 CRJ 107 CRJ 108 All of the rest were the two year program. Randy -----Original Message----- From: Philbin, Robert Sent: Friday, May 07, 2004 2:24 PM To: Boepple, Randy Subject: RE: Form posted from Microsoft Internet Explorer. I'll just wrap all into one called CRJ-CLETA, would that work? -----Original Message----- From: Boepple, Randy Sent: Friday, May 07, 2004 2:16 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=CLETA textfield= textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Boepple, Randy Sent: Monday, May 10, 2004 7:50 AM To: Philbin, Robert Subject: RE: Form posted from Microsoft Internet Explorer. That is basically true. All of the CRJ classes preformed about the same. I did not notice any appreciable difference in-between any of them. The students did about the same coming into the class and leaving on the Post-test they did very well. In the appraisals from the students the largest area that the students talked about was that they would like to see newer films and more AV. Most of the students like to see films that are relevant to what is being covered in the chapter. I do get relevant films but with the cost of new ones some of the films are rather dated. The students notice that and we cover the differences. The students and I discuss what is covered and most of the comments are around the AV. The hand outs that I give the students really like but only a portions of them use them. You can also see which ones use them when it comes time for the tests. The CRJ program is a collection of different classes but in all actuality it could be lumped into just one evaluation. The same with the academy. All of the classes are taught by me and I do the same thing with each class. When I change something I change it for all of the classes. Then I receive the same results for all of them. This is the reason that I put the same thing in each class. Randy -----Original Message----- From: Philbin, Robert Sent: Friday, May 07, 2004 2:20 PM To: Boepple, Randy Subject: RE: Form posted from Microsoft Internet Explorer. Randy, I got your assessments for CRJ 125,135,126,245, and 240, and they are all identical; is that what you wanted? I'll have these posted to www.trinidadstate.edu/AISL/reports/Spring2004Reports.htm soon. Bob -----Original Message----- From: Boepple, Randy Sent: Friday, May 07, 2004 2:12 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Law Enforcement Operations textfield=CRJ 125001 textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Boepple, Randy Sent: Friday, May 07, 2004 2:16 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=CLETA textfield= textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Boepple, Randy Sent: Friday, May 07, 2004 2:15 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Criominology textfield=CRJ 230001 textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Boepple, Randy Sent: Friday, May 07, 2004 2:15 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Criminal Investigation textfield=CRJ 240B01 textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Boepple, Randy Sent: Friday, May 07, 2004 2:14 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Interview & Interrogation textfield=CRJ 245B01 textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Boepple, Randy Sent: Friday, May 07, 2004 2:13 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Patrol Procedures textfield=CRJ 126B01 textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Boepple, Randy Sent: Friday, May 07, 2004 2:12 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Judicial Functions textfield=CRJ 135001 textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Boepple, Randy Sent: Friday, May 07, 2004 2:12 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Law Enforcement Operations textfield=CRJ 125001 textfield2=Randal W. Boepple checkbox2=checkbox otherMethod= results=Students came into the program with little or no information about the class. conclusions=At the end of the class the students know the objectives stipulated at least to a 70% or better ratting. changesToMake=Increase the auto-visual content of the class. continuance=Handouts and study guides for each chapter. priorResults=Pass rates for each class has increased. SubmitT=Submit From: Burns, Sadie Sent: Thursday, May 06, 2004 5:03 PM To: Philbin, Robert Subject: Assessment Phil, I can not get the on-lilne assessment forms to work; even the one you sent to Monica Falk. Here is the assessment information in Word. From: Carlisle, Kate Sent: Friday, May 07, 2004 4:27 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Early Childhood Education textfield=112001 textfield2=Infant/Toddler Lab checkbox5=checkbox otherMethod=Lab Workbook results=This is a laboratory experience and the student either completes it successfully, by finishing the lab book in an appropriate fashion, completing lesson plans and observations and completing 45 hours of observation and interaction with infants and toddlers, or not. The quality of work determines the grade. The quality of the lab workbooks indicated that with the exception of one student, all students demonstrated the desired competencies. conclusions=This was a successful lab experience for most of the students. The student who needed extra help benefited greatly from having the instructor explain behavior as it was being observed. Unfortunately, this is difficult to do with our current lack of a real lab school. changesToMake=The difficulty with lab classes is that when students are working full time, they have an extremely difficult time completing the lab hours and incompletes are common in this class.In addition, it is difficult to have all students observing at the same time so that the instructor can explain behavior. To address the first problem, I have thought of offering it over two semesters, but have not yet worked out the paperwork details for doing that. I do not know of a way to be able to observe infants/toddlers during classtime. continuance=I have brought more infants/toddlers in to the classroom and would like to continue that practice. It is however, a poor site for observation. priorResults=We did bring some infants in to the classroom so that behavior could be discussed as a group. This did make the concept of sensorimotor intelligence more understandable to the class. SubmitT=Submit From: Carlisle, Kate Sent: Thursday, May 06, 2004 5:08 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Early Childhood Education textfield=ECE 220050 textfield2=Kate Carlisle checkbox2=checkbox checkbox4=checkbox otherMethod= results=The results of the pre-post test scores indicated that all the students passed with 80% or higher and all but one of the 11 students passed with 90% +. A survey of the Capstone project showed that all the students but one demonstrated competencies at least at the 85%+ level. conclusions=A furthur analysis of the data revealed that the competencies were successfully mastered at all levels. The one area that could use more work is the writing of the personal philosophy. changesToMake=I will spend more time helping students process and work on their personal philosophies. Some of the areas of weakness were structural in nature, but some indicated that certain areas such as inclusion and guidance techniques were perhaps as not well understood as they might have been. continuance=This is the first time I have taught this course in four years. NA priorResults=NA SubmitT=Submit From: Carlisle, Kate Sent: Thursday, May 06, 2004 4:54 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Early Childhood Education textfield=ECE 220 textfield2=Kate Carlisle checkbox2=checkbox checkbox5=checkbox otherMethod= results=Accordint to the pre/post test scores 16 of the 17 enrolled students met the objectives of passing the post test with a score of 75% or higher. 4 students scored in the 80's and 12 students scored 90% or higher. With the exception of two students all the oral reports demonstrated a good grasp of the subject matter. The data says that this course successfully met it's objectives. On the course evaluation, the students indicated that they were all content with the course and that it had met their needs. Several of the students complained that there were too many on-line quizzes and several more wished that there was more group work. conclusions=The course seemed to be successful in meeting the objectives of the students according to pre and post test scores as well as other exams, projects and reports. I noticed that some students still did not really understand some of the basic theoretical aspects of Piaget's theory of cognitive development. changesToMake=I will probably remove some of the online quizzes and try and have the students do more group work. I will also spend a little more time on Piaget and the process of assimilation-accomodation and equalibrium. continuance=I introduced more group work, more projects and extended the time spent on Piaget priorResults= SubmitT=Submit From: Carlisle, Kate Sent: Thursday, May 06, 2004 4:50 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Early Childhood Education textfield=ECE 225050 textfield2=Kate Carlisle checkbox2=checkbox checkbox5=checkbox otherMethod= results=Accordint to the pre/post test scores 16 of the 17 enrolled students met the objectives of passing the post test with a score of 75% or higher. 4 students scored in the 80's and 12 students scored 90% or higher. With the exception of two students all the oral reports demonstrated a good grasp of the subject matter. The data says that this course successfully met it's objectives. On the course evaluation, the students indicated that they were all content with the course and that it had met their needs. Several of the students complained that there were too many on-line quizzes and several more wished that there was more group work. conclusions=The course seemed to be successful in meeting the objectives of the students according to pre and post test scores as well as other exams, projects and reports. I noticed that some students still did not really understand some of the basic theoretical aspects of Piaget's theory of cognitive development. changesToMake=I will probably remove some of the online quizzes and try and have the students do more group work. I will also spend a little more time on Piaget and the process of assimilation-accomodation and equalibrium. continuance=I introduced more group work, more projects and extended the time spent on Piaget priorResults= SubmitT=Submit From: Compton, Teresa Sent: Tuesday, May 04, 2004 11:14 AM To: Philbin, Robert; Huhn, Pat Subject: ENG 090 Ah! Please accept this S04 evaluation with the note that even though I make adjustments with each passing semester, I like 'visualizing' the adjustments in the assessment! It's not a bad thing.... Terre From: Dave Schroepfer [dave@santafemotors.com] Sent: Sunday, May 02, 2004 6:33 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Guidance Strategies for Children textfield=ECE 103 textfield2=Sharon Schroepfer checkbox2=checkbox checkbox5=checkbox otherMethod=Preschool observations (journal), class participation results=I feel my data collection provided me a good overall account of what the student(s) learned about guidance theory and techniques. The data collected was from a variety of sources and mediums and done throughout the semester to illustrate student growth and knowledge of subject matter. conclusions=The journal on preschool observations gave the students a chance to observe and reflect on positive guidance in a real worl setting. I could assess and comment on their reflections and questions on guidance techniques. The mid term and final ensured I addressed course content and was a "check" of student understanding. The paper was a nice conclusion to the course. It was a personal philosophy, allowing the students to blend real world and theory into a cohesive paper on their beliefs and ideas about child guidance. changesToMake=I plan to reduce the number of preschool observation hours in addition to changing the journal format. I would like to include more discussion and application of guidance strategies.Presentation skills were lacking, so I would like to work on that in the future. continuance=I plan to continue the mid term and final tests, the personal philosophy paper, as well as the observations. I want to do more discussion, role-playing and informal student presentations on "best practice" guidance ideas and techniques. The desire to be more interactive was amplified. priorResults=There were no prior changes. SubmitT=Submit From: Decristino, Kathy Sent: Thursday, May 06, 2004 5:19 PM To: Philbin, Robert Please find an attachment of an assessment summary. I realized after receiving your email that I did not use the form. I am exhausted and will be in every morning next week at which time I'll move my assessment information to the form you require. Thanks, Kathleen DeCristino From: Falk, Monica Sent: Thursday, May 06, 2004 11:51 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=PC Networking textfield=CNG 269200 textfield2=Monica Falk checkbox2=checkbox otherMethod= results=PC Networking (CNG 269) is a revised course requirement for the CNG program. Previously, PC Networking consisted of two 3 credit hour co-requisite courses - one lecture course and one lab course – for a total of 6 credit hours. It is now a 4 credit hour course combining lecture and lab. The course concentrates on the personal computer networks and includes network installation, configuration, and troubleshooting. Both pre- and post-assessments were implemented for this course. A total of nine students were enrolled during the semester. All students submitted the pre-assessment and post-assessment. The course consisted of lectures, discussions, and hands-on exercises. The results of the pre-assessment ranged from a low of 42% to a high of 76% correct responses. The class average was 61% correct responses. The results of the post-assessment ranged from a low of 48% to a high of 92% correct responses. The class average was 76% correct responses. All students except one showed improvement in their knowledge of personal computer networking by the end of the course. The one student who did not show improvement from pre- to post-assessment had personal issues throughout the semester. Of the students who showed improvement, the lowest percent of increase was 58% while the highest improvement was 74%. Overall, the class showed a 63% increase in knowledge of networking. conclusions= changesToMake=One suggested change to make the students even more successful would be to have more modern personal computers in the lab. This would decrease the time students spent during operating system installations and rebooting. Other changes require more assessment before being determined. continuance=The combination of lectures, discussions, and hands-on exercises helped the students gain a good working knowledge of PC network configuration, operation and troubleshooting. Therefore, these aspects will continue to stay in place for this course. priorResults=No previous assessment data compiled for this course. SubmitT=Submit From: Falk, Monica Sent: Thursday, May 06, 2004 10:59 AM To: Philbin, Robert Subject: RE: Valley Web Form Assessment You're welcome, Bob. I did another course assessment online a few minutes prior to the one below. Each time I tried to submit the other course, I had an error on the page message. It didn't seem to be sent anywhere. Did you receive the assessment for CNG 269 - PC Networking? Monica -----Original Message----- From: Philbin, Robert Sent: Thursday, May 06, 2004 8:50 AM To: Falk, Monica Subject: RE: Valley Web Form Assessment Thank you Monica for this assessment. I'll have this posted to http://www.trinidadstate.edu/AISL/reports/Spring2004Reports.htm within about a week. Bob -----Original Message----- From: Valley Assessment Mail [mailto:Valley Assessment Mail] Sent: None To: Philbin, Robert Subject: Valley Web Form Assessment programName: CNG secNum: 275 facName: Monica Falk campus: valley measurePrepost: Prepost conclusion: Special Topics (CNG 275) is a new course requirement for the CNG program. The topic selection is at the discretion of the instructor. This semester the topic was Linux Administration. The course concentrated on Linux operating system installation, management, networking and troubleshooting. Both pre- and post-assessments were implemented for this course. A total of four students were enrolled during the semester. All students submitted the pre- and post-assessments. The course consisted of lectures, discussions, and hands-on exercises. The results of the pre-assessment ranged from a low of 20% to a high of 44% correct responses. The class average was 30% correct responses. The results of the post-assessment ranged from a low of 94% to a high of 100% correct responses. The class average was 96% correct responses. All students showed improvement in their knowledge of Linux operating system by the end of the course. The lowest percent of increase was 53% while the highest improvement was 80%. The class showed a 69% increase in knowledge on average. changes: More assessment is required before determining any suggested changes to this course. success: The combination of lectures, hands-on exercises, and discussions helped the students gain a solid working knowledge of Linux operation system in both stand-alone and network environments. Therefore, these aspects will continue to stay in place for this course. results_from_assessments: No previous assessment compiled for this course. From: Gilmore, John Sent: Monday, May 10, 2004 12:49 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Speech textfield=SPE115/ 9 sections textfield2=Gilmore checkbox2=checkbox checkbox6=checkbox otherMethod= results=On the pre-test/post-test section of data collection, students scored on average 7.75 on a ten point scale, on their pre-test and 9.31 on their post test. At the end of the semester I also asked each student to give me one anonymous suggestion that might improve my performance the next time I taught the class. In two classes I required everyone present that day to answer the question but in the other classes, I made the response voluntary. In one class I made the response voluntary by E-mail, which means the student's I.D. would be known. Needless to say I got much more feedback from the students from whom I required a response. The E-mail responses were fewer but very flattering. Some suggestions were: "more speeches", "Make your notes on the board into a handout for students", "more 'lessons for the day'" (the format I use to present the course information), "More lessons on how to control nervousness", "more critique from students", "have speakers critique their own speeches first, then let every else do it", "more interesting topics", "stop speakers when they have a problem and point it out", several along the lines of "punish those who don't show up when they are suppose to do their speech" and "stricter attendance" , "we wasted time getting off the topic or discussing it too much afterwards", "Strict time controls", "ask some people to hold their tongues", "fewer questions at the end of the final speech", "more examples, maybe videos", a couple about the environment, "better temperature in the room" and "better lighting", and light hearted suggestions like "feed us" and "more girls". conclusions=Both results of the pre-test/post-test are somewhat skewed. On the first test, many students already had some speaking experience and so on average the classes scored a little higher than students with no experience would have. On the post-test many students did not give it much effort, thinking to themselves as if they were "through with the course." Even so, students showed on average an increase of over 15%. To place the results in terms of grades students went from a middle "C" grade to a solid "A" on this speech. changesToMake=a. I think I will make response to the "suggested improvements" question mandatory for all classes. I got some really good feed back from those who did respond. b. I have been thinking about putting together hand outs of the "Lessons for the Day", though I'm not sure about the cost. c. I already have parts of the things I need to tape speeches in place. Perhaps I should talk to the audio-visual people about getting the rest so we can use them in class. d. I already "punish" those who do not show up to do their speeches on the dates required but perhaps I should make that "punishment" more visible. Further, I have already decided to be more stringent on attendance. e. I try to follow time guidelines, but sometimes things just get to interesting to stay within established norms. On the whole, I don't think they are a problem but perhaps some visual or audio reminder might work. f. Though it has seldom been a real problem, I am not going to ask people to "hold their tongues" but will ask them to act responsibly. Part of what I am trying to teach them is the responsible use of the fundamental right to free speech. g. I have often asked to create a "speech room" so that I can gather together some of the equipment, i.e. video camera, tape player, monitor, microphones, etc., I could use to make the class better. Money is an issue. continuance=The pre-test/post-test has worked out well for statistical purposes but the question at the end has provided good ideas to build upon. priorResults=Continual repetition (pre-view of lesson, lesson, review of lesson, pointing out when it is being used) of fundamental principles has yielded some good results. I was extremely impressed with many of the post test speeches. SubmitT=Submit From: Gipson, Keith Sent: Thursday, May 06, 2004 1:59 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Gunsmithing textfield=all GUS courses textfield2=Gipson checkbox=checkbox checkbox4=checkbox checkbox5=checkbox checkbox6=checkbox otherMethod=day to day student contact results=Level of student progress is improving. Student statisfaction is good. Some students are unaware of expectations. conclusions=Some students require more structure. Some course requirements may not be clearly stated. Students not taking proper notes. changesToMake=Revise syllibi to more clearly state course requirements. Clearly define project due dates. Revise class handouts to include space for student notes. Require notes to be turned in for grade in some courses. continuance=Course handouts are effective. Results of course project revisions have been positive. Continue to encourage student parcitipation in class discussion and demonstration. priorResults=Overall class level changes in scheduling and projects have shown to improve student skill levels through a more sequential learning method. SubmitT=Submit From: Hardaker, Wanye Sent: Tuesday, May 04, 2004 12:42 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Phil. of Religion textfield=PHI 114 textfield2=W. Nick Hardaker checkbox6=checkbox otherMethod= results=Generally students enjoy the course, with a few exceptions. I have concerns around absenteeism. This was a small class, and still there were far too many absences. conclusions=My concern is about "why" the students enjoy this course - is it too easy, etc. changesToMake=I will make a greater effort at determining assessment. continuance=I will continue to use lecture as my primary method, but will experiment with methods of engaging students other than discussion, which can usurp much time from other students. priorResults=None so far. SubmitT=Submit From: Hardaker, Wanye Sent: Tuesday, May 04, 2004 12:40 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Ethics textfield=PHI 112 textfield2=W. Nick Hardaker checkbox6=checkbox otherMethod= results=Generally students enjoy the course, with a few exceptions. I have concerns around absenteeism, conclusions=My concern is about "why" the students enjoy this course - is it too easy, etc. changesToMake=I will make a greater effort at determining assessment. continuance=I will continue to use lecture as my primary method, but will experiment with methods of engaging students other than discussion, which can usurp much time from other students. priorResults=None so far. SubmitT=Submit From: Hardaker, Wanye Sent: Tuesday, May 04, 2004 12:38 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Intro. to Philosophy textfield=PHI 111 textfield2=W. Nick Hardaker checkbox6=checkbox otherMethod= results=Generally students enjoy the course, with a few exceptions. conclusions=My concern is about "why" the students enjoy this course. changesToMake=I will a greater effort at determining assessment. continuance=I will continue to use lecture as my primary method, but will experiment with various methods employing quizzes, papers, etc. priorResults=None so far. SubmitT=Submit From: Harris, Lige Sent: Friday, May 07, 2004 9:08 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Computer and Network Tech textfield=CNG textfield2=Lige Harris checkbox2=checkbox otherMethod=Lab Performance results=Initial testing returns very low scores. Significant improvement is made at exit but the level is low. conclusions=Most students arrive with less than average skills and are slow to progress rapidly in a high tech area that is dependent on access to modern computing equipment. These same students show a lot of improvement yet they do not achieve as high an exit level as students with previous exposure to technology. changesToMake=Due to the low entry level I will continue to start my material at a basic level but will introduce comparisons to other groups to encourage faster adaptation and acclelerated learning. continuance=I have allowed more flexability in lab and evaluation timetables. Many of my students have life issues that conflict with a strict enforcement of deadlines. Continued positive feedback is always a successful motivating factor I use. priorResults=With the majority of my students being disadvantaged I think the new equipment we are able to utilize from the Perkins grant is having a very positive effect on their learning. SubmitT=Submit From: Holdread, Doug Sent: Monday, May 10, 2004 11:07 AM To: Philbin, Robert Subject: Assessment Doug Holdread Webmaster/Distance Education Coordinator _____ Here's the raw data from my assessment. The numbers on the right are the Gen/ed embedded essay questions. Zeros indicate no response on the 4-point rubric. ART110 05S PRE POST EMBEDDED STUDENT DATA REMOVED 03S- pre 5.65 post 11.96 From: Holdread, Doug Sent: Monday, May 10, 2004 11:04 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Art Appreciation textfield=ART 110 textfield2=Holdread checkbox2=checkbox checkbox4=checkbox checkbox6=checkbox otherMethod= results=14 students completed both the pre and post tests. Pre-test scores averaged 5.4. Post test scores averaged 10.4 12 students completed capstone projects. Average score on those projects was 90 out of 100. conclusions=Pre/post tests indicate significant improvement but not to the level I had anticipated. Capstone projects demonstrated a high level of integration of course content. changesToMake=I will ask students to do projects earlier in the semester so they and other students can derive greater benefit during the course. I will also use more essay questions. Students seem to do fairly well with multiple choice questions, but not with written answers. Essays tending not to sound like the students' voices. continuance=In order to give students more feedback I tied to use more frequent quizzes through online resources. priorResults=I was not happy with the online quizzes. I think they were more busy-work than an actually help for the students. SubmitT=Submit From: Holdread, Doug Sent: Monday, May 10, 2004 11:04 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Art History I textfield=ART111 textfield2=Holdread checkbox2=checkbox checkbox4=checkbox checkbox6=checkbox otherMethod= results=16 students completed both the pre and post tests. Pre-test scores averaged 2.9. Post test scores averaged 6 10 students completed capstone projects. Average score on those projects was 95 out of 100. conclusions=Pre/post tests indicate significant improvement but not to the level I had anticipated. Capstone projects demonstrated a high level of integration of course content. changesToMake=I will ask students to do projects earlier in the semester so they and other students can derive greater benefit during the course. I will also use more essay questions. Students seem to do fairly well with multiple choice questions, but not with written answers. Essays tending not to sound like the students' voices. continuance=In order to give students more feedback I tied to use more frequent quizzes through online resources. priorResults=I was not happy with the online quizzes. I think they were more busy-work than an actually help for the students. SubmitT=Submit From: Horton, Brian Sent: Friday, May 07, 2004 11:35 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Human Anatomy and Physiology II textfield=Bio202001 textfield2=Horton checkbox4=checkbox checkbox5=checkbox otherMethod=Concept Maps, Question/Answer Sessions results= Homeostasis is an extremely important subject in the A&P curriculum. It is a common theme that runs through the semester. It is crucial that students not only understand what it is but they must also be able to critically evaluate physiological phenomenon and how they effect homeostasis. Use of this knowledge, analysis and synthesis of information constitute a complete understanding of homeostasis. The concept of homeostasis was presented throughout the semester in various ways. Lecture, examples, discussion, thought questions, web-based assignments, etc., were employed. Student understanding of the concept was assessed through exam questions, class discussions and a final research project presentation focusing on a disease and its effect on homeostasis. The following results were tabulated in terms of percent of students showing proficiency for each type of assessment as listed above. Exam Questions: 73% In Class Discussions/Questions/Answers: 95% Final Project Presentation: <50% conclusions=Although a majority of the students show proficiency in instructor lead questions/answers, most do not show the ability to synthesize information regarding a disease and the concept of homeostasis and how they relate to each other. This amounts to a more shallow understanding of homeostasis than I would like to see. Students seem to know what homeostasis is, what mechanisms control and regulate homeostasis and some pertinent examples. However, when asked to give examples that they have not been shown, they cannot tie the two together. changesToMake=1. Provide more examples. 2. Emphasize the importance of being able to synthesize information and relate it to the concept. 3. Use more student-lead discussion. Perhaps if they talk about it more they will become more proficient in communicating their knowledge of the concept. 4. Develop a more accurate assessment of their ability. Their apparent failure to synthesize the information may be a result of their inability to communicate that understanding in the format of my assessment. continuance=1. Class discussions. 2. Examples. priorResults=This semester I assigned a final research project presentation to further elicit an understanding of homeostasis and an ability to apply that knowledge without my direct leadership. SubmitT=Submit From: Huhn, Pat Sent: Friday, May 07, 2004 1:29 PM To: Philbin, Robert From: Huhn, Pat Sent: Thursday, May 06, 2004 11:39 AM To: Philbin, Robert ASSESSMENT ENG 121 003 Faculty: Pat Huhn Spring 2004 The purpose of ENG 121 is to develop writing skills appropriate for beginning college students. The course begins with two personal essays, moves to an essay using field research, then calls for an essay explaining a concept using research, and finally does an essay interpreting a short story. Students are evaluated on their development of ideas, organization, word choice, sentence fluency, voice and conventions. Part of the class is devoted to peer evaluation and the ability to judge the above criteria in their own and others' writing. Description of data collected: Grades were based on attendance and participation, and work-in-progress. Final grades reflect these criteria. Data: Final grades: A-2; B-0; C-3; D-1; F-6; I-4 I also gave informal class evaluations after each essay. Most of the comments of attending students were positive, and I attempted to implement these immediately. Conclusions: Obviously this is a very poor showing. Those who attended class regularly did well. This class was added on after the scheduled classes, and several of the students came late. Absenteeism developed early. My syllabus policy allowed for some unexcused absences. It called for students to withdraw from their classes if they weren't able to continue unless in case of emergency. Since this was the highest rate of absenteeism I've ever had, I attribute much of it to the dorm scholarships. However, policies for these are going to be tightened. Changes: I will supplant my attendance policy with the uniform policy now being developed. Based on the informal evaluations, I will spend more time preparing students to use the Internet, and allow more time for them to complete their rough drafts. From: Huhn, Pat Sent: Thursday, May 06, 2004 10:53 AM To: Philbin, Robert ENG 122 Sections 001, 003 Faculty: Pat Huhn Spring 2004 The purpose of ENG 122 is to develop students' ability to use research in persuasive essay and a fully developed research paper. By the end of the semester students should be able to write research papers for any discipline. Five essays are required: evaluation, position paper, problem-solving essay, research paper, and causal analysis. Students should develop skills in forming ideas, organization, word choice, sentence fluency, voice and conventions. Description of data collected: In addition to the evaluation of the five essays mentioned above, students were graded on attendance and participation, and work-in-progress ( prompt submission of first and final drafts). I also had students fill out an informal evaluation of the teaching of each essay. Data: Final grades 21 students A-9; B-4; C-2; D-1; F-4; I-1 The informal evaluations were submitted primarily by students with regular attendance. They were largely positive, and made suggestions that I was able to implement immediately.The most frequent suggestions was that I allow more time for submission of first draft and less time for submission of final draft. Conclusions: The biggest factor in the grades of students was poor attendance. I didn't drop or withdraw students after census date since my syllabus called for them to be responsible for withdrawal except in case of emergency when they could call me. Those students who attended regularly did well and implemented the teaching into their essays. This is demonstrated by the high number of A's. The attendance this semester was the worst I've ever had---and that's a long time. I think the dorm scholarship contributed to this because not enough demands have been made of these students. The policies for next year promise an improvement on this. Changes to be made: Although I had students do the evaluation essay first, I am going to take a page from Sis Spencer's book and use that as another form of assessment of the class. I hope to have established enough trust with students by that time. I also am going to include the uniform attendance policy that is being developed by the college. From: Lee, Judith Sent: Thursday, May 06, 2004 3:56 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=ENG 122 textfield= textfield2=Judy Lee checkbox5=checkbox checkbox6=checkbox otherMethod= results=In English 122, the students write 5 different papers over the course of the semester. I compared the first paper the students wrote with the last paper the student wrote to see if there were improvements. For the most part, all students improved in their writing, particularly in the areas of developing ideas and organizing them. Another areas where they improved a lot was in learning how to use outside references and do citations in the text of the paper and at the end of the paper. They worked with both MLA and APA writing styles. The weakest area for most remains the mechanics of writing....spelling, punctuation, grammar, sentence structure, etc. These are things that these students should have learned in high school, but for some reason, haven't. Every semester, I have the students will out an evaluation form that tells me what they liked most about the class, what they liked least, what improvements they'd like to see, etc. Most students seemed to like the discussions we had about various topics, and the thing they seemed to like least was the formality of writing in APA or MLA style, a necessary evil of college writing. conclusions=Nearly all of the students liked the way that the class was taught. One thing that I did this semester that I hadn't in the past was have some debates about some lively topics. Students seemed to enjoy this so I will continue those. Most mentioned that they had learned a lot about different topics and different ways to write and that they liked the format of the class. changesToMake=I think that I will teach the class nearly the same way I did this past semester. I will definitely keep the debates going and also will try to think of more creative ways to present some of the material. Some of the essays in the textbook are pretty dull, so one other thing I've been looking at is finding some outside essays to use in this class. continuance=I'll continue with having students do debates in class and also will continue to look for new essays for them to read. I may also assign each of the students to find a good essay to read the class. priorResults= SubmitT=Submit From: Lee, Judith Sent: Thursday, May 06, 2004 3:44 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=ENG 121 textfield= textfield2=Judy Lee checkbox5=checkbox checkbox6=checkbox otherMethod= results=In English 121, the students write 5 different papers over the course of the semester. I compared the first paper the students wrote with the last paper the student wrote to see if there were improvements. For the most part, all students improved in their writing, particularly in the areas of developing ideas and organizing them. The weakest area for most remains the mechanics of writing....spelling, punctuation, grammar, sentence structure, etc. The area of mechanics was addressed in the lab that the Eng 121 ITOP students had to take. Though I didn't do a pre-and-post test in this area, the majority of students indicated in a questionnaire I passed out that they thought the lab helped them with mechanics. conclusions=The class was taught the same way I have done it in the past with students first reading selected essays, then discussing them as a class, and finally writing their own essay of that particular type. This seems to work well, and as noted above, nearly all students showed some improvement. The lab seemed to help most students as well. Most of them had not had any exposure to grammar, etc. for a long time (some indicated that they never had any classes in this area) so it was a good refresher for them. changesToMake=I will be working on the lab over the summer to continue to fine-tune it. In addition to the grammar exercises, I am going to have the students do some writing exercises as well read some additional stories. In each lab, they will do a little of each of the above. I also plan to give a pre-and-post test to assess how much they learn in grammar. Regarding the regular class, one thing I'm going to be doing is reading more stories to the students and having them do more writing in class. That will add a little more variety to the class. continuance=Will continue the grammar in labs plus add some other things as mentioned above. This lab structure was completely different than it was first semester and seemed to be much more helpful to the students. priorResults= SubmitT=Submit From: Lucas, Bob Sent: Monday, May 10, 2004 11:27 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Automotive Technology textfield=ASE 265 textfield2=Bob Lucas checkbox2=checkbox checkbox5=checkbox otherMethod=Written and Practical tests results=Data showed that students had little knowledge of subjct coming in, upon completion were able to identify, diagnose, and repair system. conclusions=Students that did well on written tests, did not mean they would do well on the practical test(s) changesToMake=More hands on training, live work. continuance=more live work, hands on priorResults=first time I have taught this class. SubmitT=Submit From: MacLaren, Judy Sent: Monday, May 10, 2004 2:07 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Calculus II textfield=MAT 202 textfield2=Judy MacLaren checkbox6=checkbox otherMethod=Observaton of students in the lab and classroom, chapter exams, class discussion. results=Thirteen students were enrolled in the course and twelve completed and passedthe course. One student received an "I" because of a family emergency. All objectives were addressed and the majority of the students (10/12) reported they understood the concepts listed as objectives. Students reported that they would like to see a required class project that involves student research integrated into the course. One student reported that the study calculus demands so much time, it should be taken without any other courses. I also spoke with a former student who just completed and earned an "A" in Calculus III at CU-Boulder. She felt she was prepared to complete the next level of calculus after having completed Calculus I and II at TSJC. Students do not feel they have enough practice and instruction in the use of computer algebra system Maple. Students would like more study groups. conclusions=Students seem to feel satisfied with their learnin in the course. Minor changes need to be made improve student learning in Calculus II. More real world applications of calculus and projects need to be added to the course to help students make connections between the theory and the use of the subject. More class time needs to be spent using Maple. Computer lab time is limited because of limited availability of computer labs. changesToMake=Homework assignements need to be increased and include more of the challenging problems. Applied projects need to be added to assignments. Guests who use calculus in their professions need to be invited to speak to the class. Class field trips to job sites or institutions with professionals who use upper level mathematics in their daily lives would be really nice. I still need to work on reviewing tests and getting test results back to students in a timely fashion. A computer and projector are bing installed in the classroom in order to use Maple and other internet resources during the class time. continuance=Daily class participation and class interaction with problem solving. Encouragement of study groups in the room adjacent to my office. Open door policy for help from the instructor. priorResults=I do not allow the use of calculators such as the TI-89 or Voyage 200 during tests. I think this has made the students learn and understand the techniques of integration and differentiation better, although I continue to encourage the use of technology in studying calculus. SubmitT=Submit From: MacLaren, Judy Sent: Monday, May 10, 2004 1:59 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=General College Chemistry II textfield=CHE 112 textfield2=Judy MacLaren checkbox6=checkbox otherMethod=Observaton of students in the lab and classroom, chapter exams, class discussion. results=Student report basic understanding of the course objective concepts. Students would like to see more frequent quizzes in order to assess their level of understanding. conclusions=This is the second course in a sequence and my first year of teaching both courses. I feel grades for the course were inflated by the weight given to class and lab participation and attendance components of the course evaluation. There is much room for improvement. changesToMake=I am considering other lab manuals for use next year that will help the students improve their lab technique and understanding. I am having an overhead projector and computer installed into the chemistry classroom in order to use powerpoint presentations of lecture materials. This will also permit access to internet resources. I have changed the course schedule so that we now meet for lecture on MTWF with a 2-hour lab on Thursdays. I believe meeting 5 days per week will provide the time we need to cover the course material and keep the students focused on the content. The students will prepare at least one formal lab report. I will also include more quizzes. continuance=I have prepared chapter study guides for the students which help them to focus on important topics. I changed classrooms so that the students are more comfortable since there are tables and not side arm desks. I had a white board installed in the room so that I could use overhead transparencies along with the chalk board. A Black Board cartridge for the text was utilized as was the prepared PowerPoint presentations. priorResults=To be determined. SubmitT=Submit From: MacLaren, Judy Sent: Sunday, May 02, 2004 3:57 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=General College Chemistry textfield=CHE 112 textfield2=Judy MacLaren checkbox=checkbox checkbox6=checkbox otherMethod=Observation of students during labs and class meetings; evaluation of test scores with respect to course objectives and student understanding results= conclusions=This is the second course in a sequence and my first year of teaching both courses. I feel grades for the course were inflated by the weight given to class and lab participation and attendance components of the course evaluation. There is much room for improvement. changesToMake=I am considering other lab manuals for use next year that will help the students improve their lab technique and understanding. I am having an overhead projector and computer installed into the chemistry classroom in order to use powerpoint presentations of lecture materials. This will also permit access to internet resources. I have changed the course schedule so that we now meet for lecture on MTWF with a 2-hour lab on Thursdays. I believe meeting 5 days per week will provide the time we need to cover the course material and keep the students focused on the content. The students will prepare at least one formal lab report continuance=I have prepared chapter study guides for the students which help them to focus on important topics. I changed classrooms so that the students are more comfortable since there are tables and not side arm desks. I had a white board installed in the room so that I could use overhead transparencies along with the chlak board. priorResults=I'll let you know next year. SubmitT=Submit From: markandjenn42 [markandjenn42@netzero.net] Sent: Thursday, May 06, 2004 9:04 AM To: Philbin, Robert Subject: assessment data please see my assessment report attached... Jennifer Snyder ANT101 cultural anthropology From: McKinney, Kent Sent: Wednesday, July 07, 2004 7:10 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. Follow Up Flag: Follow up Flag Status: Flagged courseName=Multimedia textfield=RTV107001 textfield2=R. Kent McKinney checkbox5=checkbox checkbox6=checkbox otherMethod=commercials results=Students produced a 1 minute commercial/PSA, including production book. Students also completed a questionnaire based on the course objectives, including questions about basic techniques of camera movements, directors cues. conclusions=I was a little disappointed in most of the commercials. It was very noticable most of the students put it together the night before it was due. changesToMake=I will put more weight on the grade of the commercial next time. I will also hand out a more detailed description of what is expected on the commercial. I will also put more time into teaching the students the switcher. They had a hard time with it. continuance=I will develop a rotation so all the students get to work on all the equipment, not just what they want to be on. priorResults=N/A SubmitT=Submit From: McKinney, Kent Sent: Tuesday, July 06, 2004 5:32 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. Follow Up Flag: Follow up Flag Status: Flagged courseName=Multimedia textfield=FVT105001 textfield2=Kent McKinney checkbox5=checkbox checkbox6=checkbox otherMethod= results=Students completed handouts based on course description including terminology, equipment description and use of equipment in different settings: outside-inside. Students also completed two page paper on the aspects, including graphics, music, camera shots ect, of a HUGE Television event (Superbowl, academy awards) conclusions=Most of the students did not mind the handouts because it taught them the proper way to use the equipment and the teminology. Other students just wanted to work the equipment. The paper made students think of all the preparation it took to put on a TV show. All the students were truely amazed. changesToMake=I want to give the students the handouts sooner and implement more hands on exercises and less lecturing. continuance=More hands on presentations priorResults=First time teaching this class. SubmitT=Submit From: Meyerholz, Donna Sent: Monday, May 03, 2004 1:17 PM To: Scarlett, Thomas; Philbin, Robert Subject: FW: Trinidad Web Form Assessment -----Original Message----- From: Trinidad Assessment Mail [mailto:Trinidad Assessment Mail] Sent: None To: Meyerholz, Donna Subject: Trinidad Web Form Assessment programName: Foundations of Reading secNum: REA 06001 facName: Hannah Abraham-Shea campus: trinidad measurePrepost: Prepost measureInterview: Interview measurePortfolio: Portfolio measureCapstone: Capstone measureOther: Other other: 4 questions survey (4 times during the semester) conclusion: Individual interviews and conferences at the beginning the semester identified student strengths and challenges in a safe supportive environment. Students talked about problem areas and where they needed additional assistance in areas such as: critical thinking, metaphors, inferences, finding the main idea. End of semester conferences informed students of strenghts and challenges that still need attention this summer. Pre-test and post-test Accuplacer scores clearly displayed the wide skill level my students and their successes. Pre-test Accuplacer scores ranged from 31-59. Of the students completing the course all but one student raised their Accuplacer scores four significantly, one student completely testing out of reading. Portfolios tell the story of the semester and highlight reading, writing and oral presentation skills. The four question survey administered anonymously highlighted problems and successes in the textbook, instructor instruction and student learning. changes: I will add a larger writing components and provide more guidance in oral presentation preparation with students. I will also spend more time on the Greek mythology unit. Students really struggled. success: Howard Gardner's "Multiple Intellegences." results_from_assessments: The change in textbook from last semester and the addition of mandatory tutoring for REA 060 students has significantly improved student Accuplacer scores. From: Montera, Paul Sent: Monday, July 05, 2004 9:47 AM To: Philbin, Robert Subject: FW: assessments Follow Up Flag: Follow up Flag Status: Flagged -----Original Message----- From: Decristino, Kathy Sent: Thursday, July 01, 2004 1:38 PM To: Montera, Paul Subject: FW: assessments Paul, Here is a copy of the e-mail to Philbin. Also find the attachment of the assessment I sent Robert. K. DeCristino -----Original Message----- From: Philbin, Robert Sent: Friday, May 07, 2004 9:06 AM To: Decristino, Kathy Subject: RE: assessments No, this is fine, thanks. -----Original Message----- From: Decristino, Kathy Sent: Thursday, May 06, 2004 5:19 PM To: Philbin, Robert Subject: Please find an attachment of an assessment summary. I realized after receiving your email that I did not use the form. I am exhausted and will be in every morning next week at which time I'll move my assessment information to the form you require. Thanks, Kathleen DeCristino << File: Assessment spring 04.doc >> From: Nolan, Dave Sent: Thursday, May 06, 2004 1:34 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Gunsmithing Program textfield= textfield2=Dave Nolan checkbox2=checkbox otherMethod= results=Average Pretest scores of all completeing students is 10.2% Average Postest Scores for same individuals is 72.5% conclusions=In August of 2002 the Gunsmithing Department started to administer a new pre-test/post-test because we believed the scores from the previous test were not an accurate view of our students. The old pre-test scores were very similar but post-test scores were actually going down. Imagine after 2 years of study they seemed to be getting less knowledgeable about the trade. We felt there was no incentive for them to do well on the test so they didn't. So we made passing the test a requirement to completing the program. By make a .5 credit hour Comprehensive skills examination class that they had to pass to graduate it seems to have given some need to do well on it. We made the class multi faceted. 1. Students are taken to the library and given a short yet complete lecture on building a professional resume and given an assignment of completing one for themselves including a professional cover letter to a prospective employer to be completed by mid-term of that semester. 2. Students are given the written pre/post test during finals week. 3. Students are given a hands on test of general gunsmithing skills taught during the program. All grades for the three parts are tallied and a grade is given for the course. Dave Nolan TSJC Gunsmithing Faculty changesToMake=None at this time. continuance= priorResults=This new system seems to be very successful and has only undergone minor changes since we started it. The first semester we gave the written test and lab test on the same day and it seemed a little over welliming to the students. Though the scores were ok since then we have given the written post test one day and allowed them to see the next day's project for the hands on test. This has given them one night to review their notes and think a bout the order in which they wanted to complete their assigned projects. We as a department and as students seem to be very happy with the procedure and results. SubmitT=Submit From: Nolan, Dave Sent: Thursday, May 06, 2004 1:31 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Gunsmithing Program textfield= textfield2=Dave Nolan checkbox2=checkbox otherMethod= results=Average Pretest scores of all completeing students is 10.2% Average Postest Scores for same individuals is 72.5% conclusions=In August of 2002 the Gunsmithing Department started to administer a new pre-test/post-test because we believed the scores from the previous test were not an accurate view of our students. The old pre-test scores were very similar but post-test scores were actually going down. Imagine after 2 years of study they seemed to be getting less knowledgeable about the trade. We felt there was no incentive for them to do well on the test so they didn't. So we made passing the test a requirement to completing the program. By make a .5 credit hour Comprehensive skills examination class that they had to pass to graduate it seems to have given some need to do well on it. We made the class multi faceted. 1. Students are taken to the library and given a short yet complete lecture on building a professional resume and given an assignment of completing one for themselves including a professional cover letter to a prospective employer to be completed by mid-term of that semester. 2. Students are given the written pre/post test during finals week. 3. Students are given a hands on test of general gunsmithing skills taught during the program. All grades for the three parts are tallied and a grade is given for the course. Dave Nolan TSJC Gunsmithing Faculty changesToMake=None at this time. continuance= priorResults=This new system seems to be very successful and has only undergone minor changes since we started it. The first semester we gave the written test and lab test on the same day and it seemed a little over welliming to the students. Though the scores were ok since then we have given the written post test one day and allowed them to see the next day's project for the hands on test. This has given them one night to review their notes and think a bout the order in which they wanted to complete their assigned projects. We as a department and as students seem to be very happy with the procedure and results. SubmitT=Submit From: Philbin, Robert Sent: Wednesday, June 16, 2004 4:50 PM To: Armijo, Frank Subject: assessments Frank, there are 175 faculty with #assessments and #courses as follows: Faculty CountOfAssessments CountOfCourses ABRAHAM SHEA HA 6 6 ALENCASTRO ABAY 0 1 ANTISTA JOLYNE 0 15 APODACA MARGARE 0 3 ARNETT MARGARET 0 2 ARNHOLD ANTHONY 0 1 BARR LISA 0 1 BERNHARDT DEBOR 0 2 BERTIN DENNIS 0 4 BILLINGS BRUCE 0 12 BILLINGS JOYCE 0 4 BLACKBURN WILLI 0 11 BLAKE PATRICK 0 1 BOEPPLE RANDALL 15 15 BONDS MONIKA 0 3 BROWNRIGG VICKI 0 1 BURNS TRESSA 1 8 BUTLER HENRIETT 0 1 CAMPBELL DAVID 0 1 CAMPION KENNETH 0 4 CARLISLE KATHER 3 8 CESSAR JOCELYN 0 7 CHACON KIMBERLY 0 3 CHAVEZ EMILY 0 6 COFFMAN PHILLIP 0 2 COMPTON TERESA 1 1 COSCARELLA CAR 0 1 COVINGTON DAVID 0 4 CROWNOVER JOANN 1 5 CURTISS NELDA 0 1 DAWES LUTON 0 2 DECRISTINO KATH 0 31 DELA CRUZ MARIA 0 1 DOMINGUEZ EDWAR 0 9 DOUGLAS SCOTT 0 1 DURAN CHARLENE 0-has always submitted before 16 EBEL-LOUTH E 0 1 ELSOM DONNA 0 1 EMERICK PHILLIP 0 1 EVANS KAY 0 4 FALK MONICA 2 7 FERGUSON CAROL 0 3 FLEMING L 0 4 FLEMING LOURDES 0 24 GARDUNO JENNIE 0 3 GAUTREAUX JAMES 0 9 GERINGER M 0 2 GILMORE JOHN 9 9 GIPSON HOWARD 10 10 GIPSON JACQUELI 0 3 GORDON KENNETH 0 2 GRIPP PAM 0 3 GUENTCHEV VENTZ 0 5 GUTIERREZ J 0 3 GUTIERREZ JUAN 0 5 HANN JOCAROL 0 1 HANN JOCARROL 0 1 HARDAKER WAYNE 3 3 HARRIS LIGE 8 8 HARTMAN DEBORA 0 1 HAUN MARY 0 5 HAVERFIELD DEBR 0-2 f/ last fall 9 HAVERFIELD G 0 1 HAVERFIELD GARY 1 2 HAWK ELECTA 0 4 HENSON LAURA 0 3 HEUSTED MARCIA 0 5 HINTON HAROLD 0 8 HOCKETT EDWIN 0 1 HOFMEISTER CHRI 0 7 HOLDREAD DOUGLA 6 8 HOLVOET JANICE 0 6 HORTON BRIAN 2 3 HOVDA PAULA 0 1 HOWARD TIMOTHY 0 1 HOWELL KATHRYN 0 4 HUDSON LINDA 0 1 HUHN PATRICIA 3 3 JACKSON ANDRE 0 4 JOHNSON BEN 0 2 JOHNSON ISABEL 0 1 JOHNSON SHIRLEY 0-1 f/ last fall 13 JOHNSON WENDY 0 2 JOJOLA AMANDA 1 5 JONES J 0 1 JONES JEFFREY 0 5 KEITH TERRY 0 3 KIRK SUSAN 0 2 KUYKENDALL D 0 1 KUYKENDALL DALE 0 1 LAGERBLADE BRET 0 3 LAVIGNE KAREN 0 1 LEE JUDITH 6 6 LEES DOMONIC 0 1 LEONETTI ROBERT 0 6 LEVY SUELLEN 0 5 LUCAS ROBERT 1 11 MACALUSO VICTOR 1 7 MACLAREN JUDITH 4 11 MAESTAS MICHAEL 0 2 MAHAN JUDITH 0 1 MAHAN JUDITH P 0 1 MARTINEZ BEVERL 0 1 MARTINEZ FAUSTI 0 1 MASSAROTTI ALIC 0-1 f/ last fall 6 MATHEWS JOANN 0 9 MCGLOTHLIN DAIR 0 1 MCINTOSH CINDI 0 2 MCKINNEY RICHAR 0 13 MEADOWS NANCY 0 2 MEYERHOLZ D 0 1 MEYERHOLZ DONNA 2 13 MILLER SALLY 0 2 MINCIC MICHAEL 0 7 MOLANPHY HELEN 0 2 MONDRAGON VIVIA 0 2 NASH CLYDE 0 1 NEWBY A 0 2 NEWBY ALAN 0 2 NEWMAN PATTI 3 3 NOLAN DAVID 10 10 PALERMO VINCENT 0 6 PARSONS LAWRENC 0 2 PHILBIN DEANNA 1 1 PHILBIN ROBERT 5 7 PHILLIPS DAVID 0 3 PHILLIPS JERRY 0 14 PISCIOTTE DENA 1 9 POTTS MICHAEL 0 2 PRALL CASSIDY 0 2 RANKIN RONALD 10 10 RASMUSSEN GENIA 1 19 REBELLO JEAN 0 4 RIBAUDO JOSEPH 1 5 RIGDON ANN MARI 2 9 ROBBINS PATRICA 0 1 ROBBINS PATRICI 1 9 ROBINSON MARGUE 1 3 ROWAN CINDI 0 3 ROWLEY LINDA 0 1 RUYBAL CAROL 0 5 RUYBAL GLORIA 0 1 SCHEEL DAVID 0 2 SCHROEPFER SHAR 1 1 SCIACCA FRANK 0 2 SCIACCA SHARON 4 4 SMITH KELLY 0 1 SMITH THEODORE 1 6 SNYDER JENNIFER 2 2 SPENCER LEXEY 1 1 SPENCER LEXY 2 2 STAFF 0 97 STAGNER A 0 1 STUART TRACY 2 2 SUMPTER BILLEE 0 2 TECKENBROCK GAR 0 2 TERRY JOSEPH 0 2 TORR JEFFREY 0 1 TORRES KEN 0 2 TRIPLETT MARK 0 2 TRUJILLO G 0 14 TRUJILLO GAYLE 14 24 TRUSTY LEROY 0 1 ULIBARRI DEBBIE 3 11 VALDEZ MARTHA 1 4 VALDEZ MARTHA J 0 2 VAUGEOIS HARRIE 2 2 VELTRI SANDRA 7 11 VIGIL JAMES 0 1 WARD LISA 0 3 WATSON LESLEE 0 7 WHITING RUSSELL 7 7 WILKINSON NANCY 1 1 WILLIAMS NORMAN 8 8 ZAPPANTI MIRIAM 0 3 From: Philbin, Robert Sent: Thursday, May 06, 2004 4:28 PM To: Philbin, Robert Subject: RE: Form posted from Microsoft Internet Explorer. Thank you Philbin, Robert, I will post this to www.trinidadstate.edu/AISL/reports/Spring2004Reports.htm within the week. -----Original Message----- From: Philbin, Robert Sent: Thursday, May 06, 2004 3:26 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=spanish textfield=spa112 textfield2=Deanna Philbin checkbox=checkbox checkbox4=checkbox checkbox5=checkbox otherMethod=end of year speach, in spanish . Traditional methods of testing, oral quizes, games and listening for comprehension. results=all students made progress consistant with the objectives of the course. Students who studied the material learned the past tense through the subjuctive mood as well as vocabulary and spanish culture conclusions=At the beginning of the year the students were only able to use the present tense and could barely describe themselves. (I am a short fat blond girl etc.) but by the end of the year they were able to speak of complex ideas, and describe such complex situations as a skateboard accident or how to prepare a six course meal. A weakness for many students was pronunciation. changesToMake=I would like to spend more time on vocabulary relating to various situations and work on pronunciation. This would include pronunciation practice (how to form the rr sound with the tongue and upper palate) and listening to various accents on tape of different native spanish speakers. I would like to try to find native speakers from Trinidad who could give a guest lecture and answer questions from the students. Ideally, I would like to provide real opportunities for students to speak in Spanish instead of the somewhat fake setting of the classroom. continuance=Continue with opportunities for students to speak. I think it is important to write well but most people use their Spanish for speaking, not writing. priorResults=I am a master teacher and I really don't need to make any changes. I only have excellent results. My students are practically fluent after a semester with me. SubmitT=Submit From: Philbin, Robert Sent: Thursday, May 06, 2004 3:26 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=spanish textfield=spa112 textfield2=Deanna Philbin checkbox=checkbox checkbox4=checkbox checkbox5=checkbox otherMethod=end of year speach, in spanish . Traditional methods of testing, oral quizes, games and listening for comprehension. results=all students made progress consistant with the objectives of the course. Students who studied the material learned the past tense through the subjuctive mood as well as vocabulary and spanish culture conclusions=At the beginning of the year the students were only able to use the present tense and could barely describe themselves. (I am a short fat blond girl etc.) but by the end of the year they were able to speak of complex ideas, and describe such complex situations as a skateboard accident or how to prepare a six course meal. A weakness for many students was pronunciation. changesToMake=I would like to spend more time on vocabulary relating to various situations and work on pronunciation. This would include pronunciation practice (how to form the rr sound with the tongue and upper palate) and listening to various accents on tape of different native spanish speakers. I would like to try to find native speakers from Trinidad who could give a guest lecture and answer questions from the students. Ideally, I would like to provide real opportunities for students to speak in Spanish instead of the somewhat fake setting of the classroom. continuance=Continue with opportunities for students to speak. I think it is important to write well but most people use their Spanish for speaking, not writing. priorResults=I am a master teacher and I really don't need to make any changes. I only have excellent results. My students are practically fluent after a semester with me. SubmitT=Submit From: Philbin, Robert Sent: Tuesday, May 04, 2004 4:03 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Physics textfield=111 textfield2=Philbin otherMethod=TestItemAnalysis results=Wnc = DE) 2003 - 63±6% Students made a variety of errors. Mostly, they did not seem to really understand the equations that they were quoting. 2004 - 83±14% No one answered question as stated. 50% defined as asked. No one identified primary assumption, instead, all students tried to explain the meaning and most illustrated conceptual errors. I need to introduce and use energy diagrams next year. VacuumWeigh100g) 2003 - 57±6%: 100% realized buoyancy, but none could quantify it. 2004 - 70±15%: 84% realized buoyancy, none could quantify; 33% drew the FBD correctly. AbsoluteZeroExpt_w/_Gas_Thermom) 2003 - 23±6% Very surprising since this was a lab exercise - probably too much coaching during the lab itself. 2004 – 50±25% Very little understanding demonstrated. Those few who got it mostly correct simply quoted the experiment from memory. Poor understanding of absolute zero. Must let students do this experiment AND the analysis themselves. Denver_to_Eisenhower_Tunnel) 2003 - 63±12% Difficult question requires identification of two different effects which must be clearly evaluated prior to calculating because they push the system in two different directions. 2004 - 89±12% Time spent on pressure, gauge pressure, PV=NkT paid off. Good understanding demonstrated. Brownian Motion) 2003 - 50±20% Lowest scoring students describe experiment. Highest scoring students make some attempt at explaining why experiment supports theory. 2004 - 63±37% Most simply describe expt and stop. 33% seem to understand connection between expt and competing theories. EnergyCons=1stLawThermo) 2003 - 37±25% Apparently no one really understood the 1st Law of Thermo or its relationship to mechanical energy conservation. Some good attempts. 2004 - 53±25% Very little real understanding the 1st Law and connection to C7 ideas. Heat=?_Temp=?) 2003 - 80±10% Concept of heat being random KE and proportional to temperature well understood; I need to tie 6&7 together better. 2004 - 70±24% Not as clear as 2003 results. Ditto “tie 6&7 together better.” Barometer) 2003 - 70±35% Two did very well and one very poorly on this reasonably simple question RE what and instrument does and how. 2004 – not used HeatTransfer) 2003 - 57±15% Very closely related to #7 - perhaps I should give this half of the test first. Synthesis w mountains) 2003 – 2004 - 52±24% Some citing appropriate physics, most citing inapplicable physics and then, incorrectly. conclusions=2003 - Probably too much material is being covered, a perennial problem in this course. I've already omitted projectile motion & momentum. I guess I could omit universal gravitation & fluid flow. 2004 – Omitted projectile motion, momentum, fluid flow, but not GMm/rr. Three mtgs per week does not work, far too little time. changesToMake=Return to 5dys per week. Omit all but essentials. Give regular in-class concept checks. continuance=Spend time working on difficult ideas. Have students persist through data analysis. priorResults=Changing to 3 dys per week was disastrous. SubmitT=Submit From: Philbin, Robert Sent: Thursday, April 22, 2004 3:35 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Photography textfield=PHO textfield2=Vic Macaluso checkbox3=checkbox checkbox5=checkbox otherMethod=Prints presented results=Pictures shown at the art show show the proficiency of the students conclusions=All students in photography hung phots at the art show. some were very god while others needed more attentiaon to subject matter and presentation. changesToMake=I will spend more time suggesting photo subjects and presentation of the finished photo with the class. I will also e-mail students more as to how they are progressing in class. continuance=Informing students and advisors of missed classes and what is needed by phone or e-mail. priorResults=All students have pictures hung at the art show. The quality of the photos is much better this semester. SubmitT=Submit From: Philbin, Robert Sent: Monday, February 09, 2004 3:49 PM To: Armijo, Frank Cc: Ulibarri, Debbie Subject: CAAP Test Dr. Armijo, We, the Assessment Committee, had planned to give the CAAP test to a sample of graduating sophmores for three years (02S, 03S, and 04S). The original reason for this was to kick-start the GenEd assessment program. The secondary reason (for continuing beyond year one) was to use the CAAP to validate our internal, embedded tests. I am not a statistician, but from what I do understand, our data overlap and small data sets make the validation aspect of the CAAP test somewhat questionable. However, I think that we can make a decent argument for the validity and reliability of our internal instruments. My present dilemma is whether it is worth the roughly $2000 to run yet another small sample this spring, i.e., I don't think running one more small sample (to the tune of the usual $2000) will add much to the overall argument for validity. Let me know what you think. If we do run the test, I would rather wait a year (or ... until the money is available) and test a much larger set. Bob From: philbins [philbins@earthlink.net] Sent: Wednesday, May 12, 2004 12:50 PM To: Philbin, Robert Subject: mat121
MacLaren, Philbin, Ulibarri Time line for test taking plus Item analysis of final examination Final exams from 22 of the 41 MAT 121 students were analyzed by item grouping (see below). All 41 students' grade sheets were analyzed for timeliness of quiz taking; 75% of the quizzes were taken late.
FINAL EXAMINATIO ITEM ANALYSIS:
Arithmetic (1-3): 85%
Polynomical terms (5-8): 73%
Rational Fractions (9-11): 38%
Radicals, frac. exponents (12,14): 32%
Rationalize denominator (13): 50%
Solve for x (15-16): 64%
Solve for x range (18-20): 42%
Eqns of lines (21-22): 64%
Other eqns (23-24): 64%
Functions (25-28): 74%
Polynomials (29,31): 46%
Graph rational frac (30): 57%
Complex numbers (32-34): 68%
Inverse functions (35): 50%
log and exp eqns (36-39): 60%
Interest problem (40): 50%
Systems of equations (41-42): 82%
Linear systems (43): 58%
Word problem 2 vars (44): 55% The same problems continue with difficult concepts, especially radicals, exponents, and anything involving fractions. Solving equations with inequalities and polynomials, plus functions and word problems, seem to give the most problems. The textbook will be changed for the fall semester. The policy of subtracting 5 points from a quiz score if the test was taken late was terminated and students (seem to) have begun procrastinating more.
Philbin TestItemAnalysis Changing to 3 dys per week was disastrous.
From: Rankin, Ron Sent: Wednesday, May 12, 2004 4:34 PM To: Philbin, Robert Subject: Assessment Hi Bob, I've posted the course level assessments to the web site. Just in case there is a glitch, I'm attaching the Word files to this message. I have not finished evaluating the embedded questions that I included on the BIO 112 final, but I should have it done soon. Have a good summer. Ron From: Rankin, Ron Sent: Wednesday, May 12, 2004 4:28 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Physical Geology textfield=GEY 111 textfield2=Ron Rankin otherMethod=See below: results=Description of data collected: A. Exams/Lectures Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in a Geology Laboratory Notebook. Description of what data "says": A. Exams Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in a Geology Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management. conclusions=A. Exams/lectures Some questions may have been poorly worded. All or almost all students mastered some concepts and those concepts that gave students the most trouble were also identified. B. Labs 1. The students readily mastered some laboratory techniques and some techniques are more difficult and require more practice and individual instruction. 2. Some lab activities work well with a two-hour framework and others, especially field trips, are difficult to complete in two hours. 3. Organization of rocks and minerals into storage units would make labs set up and removal more efficient. Heavy-duty storage containers and a storage room are needed. changesToMake=A. Exams/Lectures (examples) 1. Some ambiguous questions were reworded. 2. Student worksheets were developed for the Igneous, Sedimentary and Metamorphic Rock labs. 3. For the semester project, I broadened the scope and allowed the students to choose from a written report, a Powerpoint with an oral presentation to the class, or a video project. B. Labs (example) 1. The lab period was scheduled immediately following a lecture period. This allowed additional time for local field trips, but it also created scheduling difficulties. 2. For the Simpson’s Rest Ghost Shrimp Burrow Lab, I had the students use Vernier calipers to measure burrow diameters. Student data was organized using Microsoft Excel. 3. For the Sedimentary Rock Lab, I had the students use a microscope and a sand card to quantitatively compare three local formation sandstones. For the next lab I plan to have them graph the results. continuance=Most labs and lectures will be continued wih minor modifications. priorResults=A. Exams/Lectures (examples) 1. Overall student success was higher on the final exam than on previous exams. 2. A Multi-Media Arts major prepared a very good video on the geology of Capulin Volcano. I plan to continue with this option for student semester projects. B. Labs (example) 1. See above laboratory comments. 2. With the additional hour, we were able to travel to the Capulin Volcano National Monument and back within the allotted time. 3. For the Simpson’s Rest Ghost Shrimp Burrow Lab, the students learned additional skills (Vernier calipers and Microsoft Excel). SubmitT=Submit From: Rankin, Ron Sent: Wednesday, May 12, 2004 4:23 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Microbiology textfield=BIO 204 textfield2=Ron Rankin otherMethod=See below: results=Description of data collected: A. Exams/Lectures Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in a Biology Laboratory Notebook. Description of what data "says": A. Exams Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in a Microbiology Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management. conclusions=A. Exams/lectures Some questions may have been poorly worded. Some concepts were mastered by all or almost all students and those concepts that gave students the most trouble were also identified. B. Labs Some laboratory techniques were readily mastered by the students and some techniques are more difficult and require more practice and individual instruction. Some bacterial species were difficult to maintain and will be eliminated next time. Some labs worked very well and will be continued and slightly refined. changesToMake= A. Exams/Lectures (examples) Some ambiguous questions were reworded. A series of worksheets were developed in cooperation with the TSJC Writing Center that helped break preparation of a formal report into multiple sections with staggered deadlines. B. Labs (examples) 1. The BioSafety Cabinet was used for a UV Susceptibility Lab. Exposure times this year were adjusted based on last year’s results. 2. On the Soil Endospore Lab, the first three dilutions of a serial dilution sequence were not plated on agar and three additional (more dilute) dilutions were plated. This allowed the students to calculate bacterial endospores density with better confidence. 3. For the Dental Caries Susceptibility Lab, the highest pH indicator Synder agar tubes used this time were eliminated. This allowed the lab to go faster and gave comparable results. 4. For the Motility Deep Agar Stab Lab, only the TTC agar was used and the non-stained agar test was eliminated. 5. For the Fleming bacterium-penicillium lab, Penicillium nonatum was used this year, but it did not grow as rapidly as P. chrysolatum, which I have used before. This gave us poor results on determining if a bacterium is susceptible to penicillin. 6. The practice of having students establish, maintain, and identify a pure culture of an unknown non-pathogenic bacteria was continued. continuance=Most labs and lectures will be continued wih minor modifications. priorResults=A. Exams/Lectures (examples) Overall student success was higher on the final exam than on previous exams. B. Labs (example) 1. Sterile 24 well culture trays were used in place of test tubes for Nostoc cultures. These took up less space, allowed for more replicates, and used less culture media than the previously used method. Fewer student lab difficulties occurred. 2. The BioSafety Cabinet was used as a UV source instead of hand-held units. This worked much better and was safer. 3. Enterotube II lab packs were used for the Unknown Bacterium Identification Lab. This provided 15 additional tests and made it easier for students to verify the identity of their unknown bacterium. All 10 students correctly identified their unknown. Each student had a different species for his or her unknown. SubmitT=Submit From: Rankin, Ron Sent: Wednesday, May 12, 2004 4:19 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Human Anatomy and Physiology II textfield=BIO 201 textfield2=Ron Rankin otherMethod=See below: results=Description of data collected: A. Exams/Lectures Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in an A/P Laboratory Notebook. Description of what data "says": A. Exams 1. Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. 2. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught. 3. Student comprehension was not as good on the last unit, Nervous System, as on the other material. This was probably due to not having enough time left in the semester. Additional time should be budgeted for this unit for addition review and drill. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in an A/P Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management conclusions=List of conclusions drawn from the analysis: A. Exams/lectures Some questions may have been poorly worded. All or almost all students mastered some concepts and those concepts that gave students the most trouble were also identified. B. Labs The students readily mastered some laboratory techniques and some techniques are more difficult and require more practice and individual instruction. Some of the more challenging labs (cell culture) are more appropriate for near the end of the semester, when students have become more proficient at basic lab techniques. Some labs worked very well and will be continued and slightly refined. It also appears that some microscopes, which need repairs, are slowing up students and creating confusion/frustration. changesToMake= A. Exams/Lectures (examples) Some ambiguous questions were reworded. Additional review time after the exam was devoted to some topics. B. Labs (example) Correct use of the SI System appears to be a continuing problem. An increased number of required metric measurements were worked into each lab activity. SI questions were also incorporated into the exams. continuance=Most labs and lectures will be continued wih minor modifications. priorResults=A. Exams/Lectures (examples) Overall student success was higher on the final exam than on previous exams. B. Labs (example) 1. Students were assigned to demonstrate lab techniques during the lab and to be available to assist as “Lab Technique Tutors” during following lab activities. 2. X-rays were used to review the skeletal system material prior to the laboratory practical exam. This review method resulted in better student learning and higher test scores on the laboratory practical. SubmitT=Submit From: Rankin, Ron Sent: Wednesday, May 12, 2004 4:14 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=BIO 112 - General College Biology II textfield=BIO 112 textfield2=Ron Rankin otherMethod=A. Exams/Lectures results=Description of data collected: A. Exams/Lectures Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in a Biology Laboratory Notebook. Description of what data "says": A. Exams Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in a Biology Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management. Some activities (example –Electrophoresis of Proteins) are difficult for students to complete in a two-hour lab. conclusions=List of conclusions drawn from the analysis: A. Exams/lectures Some questions may have been poorly worded. All or almost all students mastered some concepts and those concepts that gave students the most trouble were also identified. B. Labs The students readily mastered some laboratory techniques and some techniques are more difficult and require more practice and individual instruction. Some lab activities work well with a two-hour framework and others are difficult to complete in two hours. changesToMake=A. Exams/Lectures (examples) Some ambiguous questions were reworded. A student worksheet that was developed last year to help reduce confusion related to Hardy-Weinberg Equilibrium calculations was modified and continued. B. Labs (examples) 1. The last Nostoc Proteins by Polyacrylamide Gel Electrophoresis Lab had slightly curved banding pattern, which made it difficult to match the protein standards with the nostoc proteins. This time I had the students use two lanes (#4 and #7) for the protein standards which helped the students in determining the weights of the unknown nostoc proteins. I also had the students increase the load from 15 ul /well to 30 ul/well. This gave much darker bands on the gel. 2. The Dendrochronology of Old Piñon Pine From Southern Colorado lab was modified with scanned images of the tree rings being enlarged and printed out. Arrows were added to the scanned image marking rings in blocks of 10 years. Chronologies were obtained from Connie Woodhouse, USGS, and the students compared drought years reported by Dr. Woodhouse to those we found. Dr. Kaufman, NFS, has found a very old ponderosa pine from the Bar NI ranch near Stonewall. I asked Dr. Kaufman for the chronology from this tree so that we can work on cross-referencing with our next lab. 3. Students had difficulties with the Four-wing Saltbush Sex Reversal Lab when they tried to match trees from last year’s data set with data collected this spring. For the next lab, I will have the students use the chain-link fence on the south side of the Masonic Cemetery as one side of a permanent transect. The fence posts will be used permanent reference points and should eliminate/reduce the confusion that occurred this year in matching trees from year to year. continuance=Most labs and lectures will be continued wih minor modifications. priorResults=List results of any prior changes made. A. Exams/Lectures (examples) Overall student success was higher on the final exam than on previous exams. B. Labs (example) 1. See above laboratory comments. 2. The last Nostoc Proteins by Polyacrylamide Gel Electrophoresis Lab had slightly curved banding pattern, which made it difficult to match the protein standards with the nostoc proteins. This time I had the students use two lanes (#4 and #7) for the protein standards which helped the students in determining the weights of the unknown nostoc proteins. I also had the students increase the load from 15 ul /well to 30 ul/well. This gave much darker bands on the gel. 3. The Dendrochronology of Old Piñon Pine From Southern Colorado lab was modified with scanned images of the tree rings being enlarged and printed out. Arrows were added to the scanned image marking rings in blocks of 10 years. Chronologies were obtained from Connie Woodhouse, USGS, and the students compared drought years reported by Dr. Woodhouse to those we found. SubmitT=Submit From: Rigdon, Ann Marie Sent: Monday, May 03, 2004 4:15 PM To: Philbin, Robert Cc: Montera, Paul Subject: assessments Hello I sure hope these are okay-i'm still not too sure what I am doing. I did not do any for my independent study students because I did not do a pre test. Please let me know for future reference if independent study students need to have an assessment. Thanks Ann Marie Rigdon 505-445-8707 From: Scarlett, Thomas Sent: Thursday, June 17, 2004 8:52 AM To: Philbin, Robert Cc: Montera, Paul; Sciacca, Sharon Subject: Assessment Report Good Morning Bob, I would like to thank you for the excellent report that you prepared and presented to the Dean/Division Chair Meeting yesterday. From my point of view it was well prepared and easy to understand. You are an inspiration to us here on the Valley Campus when we do assessments. In following, I must apologize for speaking to Shirley about the interpretation of the report while you were presenting. I should have waited until after your presentation to try to explain it to her. Please forgive me for being rude. Thanks, Tom From: Schroepfer, Shari Sent: Wednesday, May 05, 2004 4:34 PM To: Philbin, Robert Subject: Re: Assessment Bob, The email address: shari@spruceconsulting.com is the best. Thank you for letting me know I filled everything out correctly. Shari Schroepfer "Philbin, Robert" wrote: > I received your assessment for ECE103; it looks great! Thanks. I'll have > this posted to > http://www.trinidadstate.edu/AISL/reports/Spring2004Reports.htm > within > about a week. > > Bob > > PS Let me know which e-mail works for you; the system listed both of > these. From: Sciacca, Sharon Sent: Friday, May 07, 2004 1:48 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Computer Keyboarding textfield=BTE 100001 textfield2=Sharon Sciacca checkbox2=checkbox otherMethod= results=A test that includes computer terminology, proper typing procedures and typing rules, along with a 3 minute timed writing is given as the pretest. Eight students ranged from missing as few as 4 and as much as 20 on the first part of the test. The 3' timed writing ranged from as little as 9 gwam to 50 gwam with as few as two errors and as many as 16 errors. conclusions=After 30 lessons were completed and weekly 3' timed writings taken, students were given the post test which resulted in major increases in scores. The first part of the post test, students missed as few as 0 and as many as 6. The 3' timed writing had gwams that ranged from 20 gwam as the least to 52 as the highest, with errors ranging from 0 to 5. changesToMake=To be more adamant about turning in lessons weekly so that students aren't rushing at the end of the course. continuance=I played classical music for the weekly 3' timed writings. It seemed to soothe the students who were very nervous. priorResults=I had stressed at the beginning of class that for every one hour of class, the students have to put in an additional two hours. Most students did put in the extra time and it assisted them in increasing gwam and decreasing errors, but those who did not, did not increase their gwam as much as I would have liked them to. SubmitT=Submit From: Sciacca, Sharon Sent: Friday, May 07, 2004 9:17 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Keyboarding Apps II textfield=BTE 103001 textfield2=Sharon Sciacca checkbox2=checkbox otherMethod= results=A timed wiring for 5' was given as the pretest. The goal for this class is to type 50 gwam with 2 errors or less. Students also were given a test comprised of computer terms, typing rules and do's and don'ts when sitting at a desk for 8 hours. Students typed gwams of less than 50 with 3 errors and less. The results of the other part of the test was less than 5 missed. conclusions=The 5' timed writing resulted in 46 gwam, with no errors. Students who did all the lessons assigned brought gwam to 50 by end of semester, but those who did not complete all lessons did not reach the goal. Results of the other part of the post test were less than 2 missed. changesToMake=To be more aggressive and atimate about students turning in their lessons each week to stay on task. continuance=To have weekly timed writings to enhance speed building. priorResults=The weekly timed writings keep students motivated on their speed and error control. SubmitT=Submit From: Sciacca, Sharon Sent: Friday, May 07, 2004 8:41 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Keyboarding Apps I textfield=BTE 102001 textfield2=Sharon Sciacca checkbox2=checkbox otherMethod= results=Students did not know the professional proper way to construct a business letter nor the rules used in proper spacing after date, salutation and closing. A 3' timed writing was also given with most students typing less than the required gwam needed for success. conclusions=A definite improvement was made in typing professional letters with proper spacing and rules for date, salutation and closing. The results of the 3' timed writing was improved with less errors and more gwam, resulting in better typing skills. changesToMake=I will try to be more aggressive and atimate that lessons need to be completed when due, so that there is not as much stress at the end of the semester. continuance=Weekly, I would monitor a 3' timed writing and would play classical music for the class. This seemed to put at ease many of the students, as the clicking of the keyboard seemed to be a major distraction for some. I will continue this practice. priorResults=Trying to keep students on task, I would meet with each one every two weeks, but some still fell behind. SubmitT=Submit From: Sciacca, Sharon Sent: Monday, May 03, 2004 4:31 PM To: Philbin, Robert Subject: CIS 130 Assessment results 04 Spring -----Original Message----- From: Sciacca, Sharon Sent: Monday, May 03, 2004 3:53 PM To: Sciacca, Sharon Subject: CIS 130 From: Spencer, Sis Sent: Thursday, May 06, 2004 9:58 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=English Composition II textfield=Eng 122050 textfield2=Lexey Spencer checkbox3=checkbox checkbox5=checkbox otherMethod= results=This class was conducted primarily in a workshop format. The students wrote an initial position paper that examined their views and arguments on a controversy. This "seed paper" provided a working thesis for their argument. During the course of the semester, the students did extensive research on their controversy and examined it through the writing of a cause and effect paper and a problem-solving paper. A final lengthy research paper in which they had to take a position incorporated as much of their semester's learning as possible to support their arguments. They learned that a working thesis can change and that there are multiple ways of defending one's position. The research paper was one part of the final portfolio. The remainder of the portfolio included two evaluative assessment pieces: A self-critique in which the student had to analyze his/her learning in the course, including techniques, best strategies, problem areas, attitude, commitment, and practical application, and a letter of response to the instructor in which the student had to evaluate the class on as many aspects as possible including environment, methods of instruction, textbook, instructor, etc. A class session was taken to discuss the different audience for each evaluation and the risk involved in doing honest assessment in the classroom. The results of these assessments were stunning. Students clearly identified personal issues that both enhanced and detracted from their learning. Most said that the textbook was helpful but cumbersome, that the critiquing sessions were the most valuable tool, and that the atmosphere created by the instructor and the cooperative learning was conducive to greater success than anticipated. All said that they had done better than they thought they would even before the final grades were given. Of 13 completing students, 77% received A's, 15% received B's, 8% recieved C's; there were no grades below C. conclusions=The workshop format allowed students to have questions answered in a non-threatening atmosphere. Continuous and lively workshop sessions got everyone's questions and concerns answered and generated enthusiasm to excell. The multi-faceted exploration of a controversy allowed the students to examine why they held the values they did and if they could legitimize their stand. Some revised their working theses to reflect how research had altered their perception of the controversy. They were able to think critically and analyze sources as well as their own arguments. The final research paper brought together all aspects of their learning and abilities to communicate. They also learned how to problem-solve in groups and how to set aside personal bias to recognize the sides of a controversy. changesToMake=Spend a bit more time on reading strategies and explanation of how to best use the text book. continuance=N/A priorResults=N/A SubmitT=Submit From: Spencer, Sis Sent: Thursday, May 06, 2004 9:19 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=English Composition I textfield=Eng 121001 and 002 textfield2=Lexey Spencer checkbox2=checkbox checkbox3=checkbox checkbox5=checkbox otherMethod= results=Students were initially assessed at the beginning of the semester through a writing sample. A specific topic was given and the students wrote for 20 minutes. Most examples were perfunctory and disjointed. Throughout the semester the work of the class was conducted through essay writing and revision, peer critiquing, group discussion and grades were based on these elements as well as participation and attendance and the presentation of a final portfolio representing the very best work the students could do. The results of the portfolio were compared to the free write and the portfolios showed that all students could write competently at the college level, use critical thinking, engage in productive writing process, analyze problem areas, and communicate with a general audience of educated adults, using specific and appropriate language. Students who exhibited poor attendance received grades a full grade below their active counterparts. Students who participated at all levels and who utilized critiquing and revision to the fullest extent excelled. A total of 36 students completed the two sections of Eng 121. The resulting percentages of grades were as follows: 19% received A's, 53% received B's, 25% received C's, and 3% received D's; there were no failing grades. There were only two cases of inadvertant plagiarism and no cases of overt plagiarism. conclusions=Attendance and participation are key to excellence in this course. The process of revision allows the student to reach his/her highest level of performance on any given assignment. The final portfolio allows the student to see his/her progress and put his/her learning in perspective. The greater sense of accomplishment comes at the end of the semester and the student is not unduly penalized for early mistakes, rather they receive rewards for growth, analysis, and critical thinking. The classroom environment based on cooperative learning and non-threatening risk taking enhances the students ability to learn and improve. Attention to reading strategies and an extensive lesson on ways to avoid plagiarism resulted in honest papers. changesToMake=Even more attention to reading strategies will help improve the students' ability to access written material and to do better analysis of their own writing. Additional conferences could help build self-estemm and ease fears. The structure of homework might help some of the students who are undisciplined. continuance=I talked about assessment all semester long to let the students know that we have an investment in their education. I took more time with reading strategies and discussion of ways to avoid plagiarism. I continued to emphasize the importance of attendance and participation. priorResults=Conferences helped the students gain perspective on their performance and helped them understand what they were doing well and what they needed to improve upon. SubmitT=Submit From: Tracy Stuart [tcstuart@bacavallley.com] Sent: Thursday, May 06, 2004 9:09 AM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Astronomy textfield=AST102050 textfield2=Tracy Stuart checkbox2=checkbox checkbox5=checkbox otherMethod=Observation Labs results=Course assignments were completed in satisfactory fashion by 78% of the students. Each course objective as outlined on the course syllabus was measured on the final exam. The average scores on this exam indicated that the majority of the students achieved competency in these objectives. The average score on the final exam was 95%. The average score on the lab evaluations was calculated as 81%. This evaluation was based on participation, written and graphic descriptions of the observations, and the ability of the students to set up the telescope. Class averages on the unit exams ranged from 70% to 85%. conclusions=The scores on the tests and other written materials indicates that the students achieved the objectives for this course. changesToMake=More extensive use of the internet and publications such as Scientific American, Astronomy, and Sky and Telescope to introduce the most current information in astronomy. continuance= priorResults= SubmitT=Submit From: Trinidad Assessment Mail To: Philbin, Robert Subject: Trinidad Web Form Assessment programName: EMT-Basic secNum: EMS 125 facName: Deb Haverfield campus: valley measureOther: Other other: Practical scenarios conclusion: At the beginning of the course 5% of students could successfully complete 2 of 5 practical stations. At the conclusion of the course 95% of students successfully completed 5 of 5 practical stations. changes: The program will continue to increase lab time as allowed within the constraints of the program. In addition, vocabulary will be emphasized more, as many students could do the skills, but could not--in all cases--use appropriate medical terminology. success: Numerous lab hours with realistic scenarios have helped the success of our students. In addition, clinical time in the actual workplace have proved helpful. results_from_assessments: In recent years, due to assessment, clinicial time was increased. From: Trinidad Assessment Mail To: Philbin, Robert Subject: Trinidad Web Form Assessment programName: Technical English and Communication secNum: ENG 115001 facName: Hannah Abraham-Shea campus: trinidad measurePortfolio: Portfolio measureEssay: Essay measureCapstone: Capstone measureOther: Other other: Four four question surveys conclusion: Portfolios collected student progress over the semester in the areas of reading, writing and speaking. Students collected high and low test scores, writing assignments, textbook work and PowerPoint Presentations. Weekly essay questions, midterm and final essay exams revealed student strenghts and challenges and allow me to understand what material I need to return to. The capstone project a 10-minute oral presentation which included student created PowerPoints, use of the SmartBoard, audience participation and prsenter demonstation allow students to integrate the "Communication Strategic Model" and other skills learned in the course. All three students exceeded my expectations. changes: Create of chapter study guides and addtion of several class hours for creation of PowerPoint material. Add BlackBoard to the syllabus and the course. success: Howard Gardner's "Multiple Intellegences" and technology results_from_assessments: I have not taught this course at TSJC before. From: Trinidad Assessment Mail To: Philbin, Robert Subject: Trinidad Web Form Assessment programName: Practicum I secNum: EDU 18801 facName: Hannah Abraham-Shea campus: trinidad measureCapstone: Capstone measureOther: Other other: Observartion Journals conclusion: Students observed nine schools in the Trinidad area preschool through adult education. All students completed the capstone project, observation notes and five-page paper except one student. changes: Students will turn in their observation notes three times during the semester and turn in three drafts of their paper during the semester. success: Howard Gardner's "Multiple Intellengences" and reflective journals and observation notes. results_from_assessments: This is the first semester I have taught this course at TSJC From: Trinidad Assessment Mail To: Philbin, Robert Subject: Trinidad Web Form Assessment programName: Introduction to Education secNum: EDU 221001 facName: Hannah Abraham-Shea campus: trinidad measurePortfolio: Portfolio measureEssay: Essay measureCapstone: Capstone measureOther: Other other: four 4 question surveys and reflection journals conclusion: Students were successful in significantly improving their ability to write and learn from their reflection journals and their responses to the reflection questions. Their capstone project was to create and deliver a one hour lesson plan, with handouts, exercises or other hands on classroom techniques. All but one student successfully delivered a well researched and planned lesson plan. Students stuggled with the textbook and the survey nature of the class and quiz scores reflected this. Student need to have successfully completed English 121 before attempting to take this course. Student portofolios record their growth during the semester. The four four question surveys alerted me to the need for chapter study guides and the need for a new textbook for fall semester. changes: With Pat Huhn's permission I have changed the textbook from "Bearning the Torch" to Exploring teaching. I added chapter study guides midway throught the semester and will add study guides for all chapters next semester. Students struggled to sort through chapters for important information. success: Howard Gardner's "Multiple Intellegences." Reflective Journals results_from_assessments: This is the first semester I have taught this course at TSJC. From: Trinidad Assessment Mail To: Philbin, Robert Subject: Trinidad Web Form Assessment programName: Foundations of Reading secNum: REA 06001 facName: Hannah Abraham-Shea campus: trinidad measurePrepost: Prepost measureInterview: Interview measurePortfolio: Portfolio measureCapstone: Capstone measureOther: Other other: 4 questions survey (4 times during the semester) conclusion: Individual interviews and conferences at the beginning the semester identified student strengths and challenges in a safe supportive environment. Students talked about problem areas and where they needed additional assistance in areas such as: critical thinking, metaphors, inferences, finding the main idea. End of semester conferences informed students of strenghts and challenges that still need attention this summer. Pre-test and post-test Accuplacer scores clearly displayed the wide skill level my students and their successes. Pre-test Accuplacer scores ranged from 31-59. Of the students completing the course all but one student raised their Accuplacer scores four significantly, one student completely testing out of reading. Portfolios tell the story of the semester and highlight reading, writing and oral presentation skills. The four question survey administered anonymously highlighted problems and successes in the textbook, instructor instruction and student learning. changes: I will add a larger writing components and provide more guidance in oral presentation preparation with students. I will also spend more time on the Greek mythology unit. Students really struggled. success: Howard Gardner's "Multiple Intellegences." results_from_assessments: The change in textbook from last semester and the addition of mandatory tutoring for REA 060 students has significantly improved student Accuplacer scores. From: Ulibarri, Debbie Sent: Tuesday, June 08, 2004 7:53 AM To: Philbin, Robert Subject: RE: Report Follow Up Flag: Follow up Flag Status: Flagged Hi Bob, I think that maybe we should try to have an example from each division that covers as many assessment methods as possible. For example: * Communication - Hanna Abraham-Shea * Capstone Project * Surveys * Reflection Journals * Portfolios * Humanities - Doug Holdread * Prepost * Capstone * Questionnaire * Math/Science - Ron Rankin * Exams * Lab Observations * Technical Business - Sandy Veltri * Capstone * Essays * Trades & Industry - any of them * Prepost * Valley - Patti Newman * Student Feedback Form What do you think? -----Original Message----- From: Philbin, Robert Sent: Friday, June 04, 2004 10:35 AM To: Ulibarri, Debbie Subject: RE: Report Thanks Debbie, no I won't ask you to present for the BestPractices this time .. Did any of the reports strike you particularly as good ones to ask for BP? -----Original Message----- From: Ulibarri, Debbie Sent: Wednesday, June 02, 2004 2:53 PM To: Philbin, Robert Subject: RE: Report Hi Bob, I am pleased with the increased numbers of assessments being submitted, and I found many of them very interesting. I thought the Highlights were fine - no suggestions. Let me know if you need help from me on our official "Report" to the stakeholders. I think that you might have posted a couple of Hanna's assessments twice, but I'm not sure. As far as in-service goes, I think that you should put together a real upbeat, positive, "step in the right direction" - "keep up the good work" - spin on the Assessment session. Again, let me know if you need my help with that. I don't want to participate in the Best practices - I think everyone has had enough of me. Thanks for all you do on assessment - not an easy job!!!! Debbie -----Original Message----- From: Philbin, Robert Sent: Wednesday, May 26, 2004 12:32 PM To: Abraham-Shea , Hannah; Armijo, Frank; Falk, Monica; Massarotti, Alicia; Meyerholz, Donna; Montera, Paul; Philbin, Robert; Pisciotte, Dena; Rankin, Carol; Salazar, Victor; Scarlett, Thomas; Smith, Ted; Ulibarri, Debbie; Weurding, Peggy; Whiting, Russell; Woods, RuthAnn Subject: Report I have finished putting the Assessment reports onto the web site ( www.trinidadstate.edu/AISL/reports/Spring2004Reports.htm). I have also written a synopsis of recommendations, observations, comments, etc., which I called Highlights (linkable from above pg, but the explicit URI is www.trinidadstate.edu/AISL/reports/ay04/AY2004report.htm. Please read this - and any individual assessments, especially the gen-ed assessments. The Bylaws, Article VII, section 2.3 specify that: Each campus COMMITTEE will meet at least three times annually in addition to the August meeting: Fall Discussion of assessment results, analysis, and findings from the previous academic year, including a discussion of any additional assessment activities that should be implemented and other appropriate items. Winter .... Spring Develop final recommendations to the President for changes to be made in the budgets, planning, or assessment activities. The COMMITTEE will review the draft or final Improvement of Student Learning report to be disseminated to the faculty by the August in-service So please send me any additions, changes, suggestions, complaints, .... to the "Highlights" report and we'll generate an official "Improvement of Student Learning Report" to disseminate to stakeholders at August In-service. The Bylaws are posted at www.trinidadstate.edu/AISL/bylaws.htm. At the August in-service, we will probably ask folks to present at a "Best Practices" session. Let me know of any ideas you have regarding what needs to be clarified or presented. Robert Philbin AISLC Chair Trinidad State Junior College 600 Prospect St. Trinidad CO 81082 1-800-937-6884 719.846.5518 (voice) 719.846.5050 (fax) From: Ulibarri, Debbie Sent: Monday, May 10, 2004 2:28 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Introduction to Statistics textfield=MAT 135 textfield2=Debbie Ulibarri checkbox4=checkbox checkbox6=checkbox otherMethod=Chapter test analysis results=The chapter test analysis provides insight as to changes needed for subsequent semesters. The oral presentation of class projects allows the students to demonstrate their ability to use and explain statistical concepts used throughout the course. The Student Self Evaluation/Course Satisfaction survey provides insight as to how the students feel about the way the course is taught and to provide suggestions for improvement. conclusions=Chapter test analysis: Most chapters were comparable to last semester, with this semester being just slightly (1%-3%) lower than the previous semester. Based on these results, I don’t see the need to change anything for next semester. There was, however, a big improvement (an increase of 12%) in Chapter 6. I spent more time this semester, as a result of last semester’s course assessment, and it paid off. Oral presentation of class projects: Students did class projects using the statistical concepts used throughout the course. They could work alone or with a partner. Oral presentation of projects were judged by a panel of judges composed of staff, administration, and faculty. Depending on the day and time and availability of volunteers, there were anywhere from 3 to 6 judges for each presentation. Students were judged on the following components on a 5 point scale: Introduction of the Topic Student was able to state what the project was about Student provided necessary background/research information The hypothesis was clearly stated Technique Student explained how the data was collected/organized Sample survey/questionnaire was included Presentation of Data Student provided good graphics of the data collected Student included appropriate calculations and was able to explain them to the audience Student presented the results of the project graphically Summary/Conclusion Student provided a final conclusion that is clearly stated and related to the aims of the report that were stated in the introduction. Student was able to answer questions from the audience. Judges scores were averaged together for the overall oral presentation grade (worth 30% of the project grade). This semester, there were 16 projects presented. The average score for the 16 projects was 86%. The scores ranged from 69% to 97%. Of the 10 components being judged, the lowest average score was for “included appropriate calculations and was able to explain them to the audience.” The average score was 3.9, or 78%. Some students, not wanting to sound repetitive, skimmed over the explanation of calculations, not realizing that by doing so, their score would be lowered. Student Self Evaluation/Course Satisfaction Survey: 100% of the students indicated they felt that they have an understanding of Introductory Level Statistics. 95% of them indicated that they would feel comfortable tanking another Statistics course, if necessary for their education. 95% also indicated that they would feel comfortable recommending this class to a friend. On a scale of 1 to 10, the students rated their effort/involvement in the class as a 7.7. Things the students liked most about the class: Learning the different types of math, working with charts & graphs. It was interesting The project The group study sessions Enjoyed seeing everyone’s project The PowerPoint being on-line Things students liked least about the class: It was hard Too many formulas It went too fast, more time is needed to grasp the material The project; getting up in front of everyone The tests The room was inadequate Suggestions for improvement: Slower pace Different class room Show more examples in class Slower on the PowerPoint presentations changesToMake=Even though we started talking about the class projects earlier than in previous semesters, I still want to do what I can to alleviate the last minute rush and frustration of pulling the projects together. Next semester, I want to make sure that not all of the students are using the same statistical methods for their projects. When several students are presenting on the same day, the explanation of the calculations is too repetitive. Overall, I am pleased with the results of this semester, and will continue to conduct the class in a similar manner next semester. continuance=PowerPoint presentation seems to work well for this class and it provides those who so choose, to go over the lecture at their convenience. I will continue to allow extra time for the material in Chapter 6. priorResults=There was a big improvement (an increase of 12%) in Chapter 6. I spent more time this semester, as a result of last semester’s course assessment, and it paid off. SubmitT=Submit From: Ulibarri, Debbie Sent: Thursday, May 06, 2004 4:49 PM To: Philbin, Robert Subject: oops I hate it when that happens!!! -----Original Message----- From: Philbin, Robert Sent: Thursday, May 06, 2004 4:37 PM To: Ulibarri, Debbie Subject: RE: Embedded Test Results There was no attachment here ... ? -----Original Message----- From: Ulibarri, Debbie Sent: Thursday, May 06, 2004 4:06 PM To: Philbin, Robert Subject: Embedded Test Results Hi Bob, Here are the results from the EMA from my students. I will bring the tests to you when we meet tomorrow @ 2:00 for your evaluation. Debbie From: Ulibarri, Debbie Sent: Thursday, May 06, 2004 4:44 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Career Mathematics textfield=MAT 107 textfield2=Debbie Ulibarri otherMethod=Chapter test analysis results=The chapter test analysis provides insight as to changes needed for subsequent semesters, as well as during the current semester. conclusions=This semester's scores were slightly lower than the previous semester in the beginning. Students seemed to know the material in class, but really didn't do well on the tests. I decided to make up "practice tests" for additional practice of concepts in the format of the test they would take in order to reduce test anxiety. Students indicated that they felt the practice test helped them to prepare for the real test, so I continued this routine for the remainder of the semester. Scores began to meet or exceed those of the previous semester. The big stumbling block this semester was the chapter on graphing algebraic equations on the rectangular coordinate system using various methods. I was surprised at the low scores - not even the practice test seemed to help. Next semester I will plan on spending more time on this concept. changesToMake=I plan on keeping up the use of practice tests to review the concepts in the format of the test student will be taking in order to reduce test anxiety. I plan on spending more time on the graphing chapter. continuance=The chapters on Algebra are always difficult for these entry levle math students, so I will continue to spend as much time on these concepts as the schedule will allow. priorResults=Supplemental Instruction (SI) work sell for those students who attend the sessions, but I am finding it more and more difficult to get students to attend. SubmitT=Submit From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Intro. To Aquaculture secNum: AQT-101200 facName: Ted Smith campus: valley measurePrepost: Prepost measureInterview: Interview measureEssay: Essay measureOther: Other other: Experiential learning and Research Paper conclusion: Of the four (4) students enrolled in AQT-101200 for the Spring 2004 semester, 1 withdrew, 1 failed due to severe lack of attendence, and 2 others made significant progress in learning. Pre-test and Post-test scores increased significantly from 51% and 54% to 79% and 72% respectively. Interviews and classroom discussion also indicated that learning was achieved based on knowledgeable statements pertaining to industry and subject matter being made by students at the end of the semester vs. the beginning of the semester. changes: None at this time. success: Daily classroom discussions, research paper, experiential learning activities at our fish-farm, field trips to other fish farms in the area, guest speakers from industry and traditional written examinations with multiple catagories in True & False questioning, Matching, Short Answer and Fill-In-The-Blank, and Essay questions. results_from_assessments: None to report at this tiem. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Practicum: Health & Physical Assessment for Nursing secNum: NUR288200 facName: Amanda Jojola campus: valley measureOther: Other other: Pre/Post Assessment Skills Competency Form conclusion: The students were given a list of physical assessment skills. They were told at the begin of the semester to be honest in filling it out. They were to place a checkmark in one of four columns next to each skill. The columns were labeled: very comfortable, somewhat comfortable, not comfortable and never done. At the end of the semester, the same form was given to them to fill out again. When comparing the pre and post assessment forms, there was definitely knowledge gained. Whereas in the beginning, there were mostly checks on never done and not comfortable columns and now they are either very comfortable or somewhat comfortable. There were no marks on never done. changes: I think the class went really well. I may make some changes with the way they deliver their physical assessment demonstrations. success: Hands on instruction. Video tapes. Practicum time. results_from_assessments: I think I need to make this form a little more measurable in order to evaluate my intended outcomes a little better. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Intro to PC Applications secNum: CIS 118200 facName: Donna Meyerholz campus: valley measurePrepost: Prepost conclusion: Student's scored 90% better on the post test than they did on the pre-test. Those students who showed gains of less than 75% could be directly attributed to their attendance records. All of the students who attended class at least 95% of the time obtained a minimimum of 80% gains over the course of the semester. changes: Because the next time I teach this course will be over the summer months, I don't anticipate changing anything at this time. I made a major change in the curriculum for the Spring 2004 semester and I would like to monitor it's effect for another semester. success: The major change that has been made in the curriculum is the addition of the SAM assessment tool. It has been difficult for many of the students taking the CIS 118 course to feel confident in the use of the Microsoft Suite. I had tried reducing the number of assignments that were required for the course, but students seems to fall further behind. This semester I increased the number of required activities that needed to be completed. Students seemed to grasp more concepts with the increased expectations. The SAM program was benefitial in regards to measuring students comprehension of specific skills. This also allowed students to analyze a problem and trouble shoot methods of solving the problems. results_from_assessments: This question was answered in the current methods question. I saw measurable differences in performance and comprehension of concepts required in utilizing PC's. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Basic Composition secNum: ENG 090200 facName: Marti Jo Valdez campus: valley measurePrepost: Prepost conclusion: The pre-test is given to show the student at what level they are on; the post-test is given to see how how much the student has gained during the semester. changes: No changes as of the current semester. success: The testing part will definitely be kept in the curriculum. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Career Mathematics secNum: MAT 107 200 facName: Genia Rasmussen campus: valley measurePrepost: Prepost conclusion: This semester's class was comprised of 15 students. It was very exhilarating to see that everyone of the students had increased their scores by at least 20 points! Most of the math concepts were a review of what students had learned, but because it had been a while utilizing these skills they had to be refreshed on the steps of completing the problems. The coverage of the chapters during the semester allowed for this. They were all hardworking individuals that didn't slack off during the semester. As well, I feel that my explanations of math concepts and ways to remember concepts have been beneficial. changes: Overall, I am encouraged by the results of the pre/post tests. Although we can always strive to improve to provide better courses. Probably the most beneficial ways to improve are through providing more visual aids--especially when discussing Geometry. success: While presenting Algebra, I have found that using varied colored pens on the Smartboard have made it a lot easier for students to follow along and know how the combine like terms and to separate the various steps that are needed to complete the problems. As well, providing strategies to deal with test anxiety have been beneficial. Many students do fabulous until the word "test" or "assessment" is mentioned. This seems to be an ongoing challenge. results_from_assessments: As from before, providing more visual aids make a big difference in assisting students to understand geometry. The changes made since the previous time seem to have helped many of the students. Students grasped the concept when they could visualize it. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Intro to ECE Lab secNum: ECE 102 facName: Patti Newman campus: valley measurePrepost: Prepost measurePortfolio: Portfolio measureOther: Other other: Student feedback form conclusion: Students gained understanding from their experience at the Children's Garden and following a child for the semester. changes: None. Only suggestion is to change the hours the class is held but the majority of the students cannot attend on anyother schedule. success: The portfolio changes attitude and knowledge about young children. results_from_assessments: This semester, I increased the number of grading sessions which improved the student's performance. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Intro to ECE theory secNum: ECE 101200 facName: Patti Newman campus: valley measurePrepost: Prepost measurePortfolio: Portfolio measureEssay: Essay measureOther: Other other: Student feedback form conclusion: Students showed growth and gained competancy in the subject matter and their own attitudes. changes: Only minor adjustments were suggested which I will consider, such as reviewing readings. (Time is the problem) success: Students appreciate the examples used in class & the resources brought in from the community results_from_assessments: Increased the requirements of the professional portfolio to increase the students' readiness for work. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Nursing secNum: NUR 210 facName: JoAnn Crownover campus: valley measurePrepost: Prepost conclusion: Pretest/Posttest was administered to the students. The students scored an average of 46% on the Pretest, and an average of 88% on the Posttest. changes: I will reevaluate the questions next year to make sure that the content remains up to date and applicable to second year nursing students. success: The students have expressed that they feel the teaching/learning strategies were effective. I used lecture/ powerpoint presentations with multiple pictures and visual aids. Much interaction and discussion was encouraged in this class. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: CNG secNum: 275 facName: Monica Falk campus: valley measurePrepost: Prepost conclusion: Special Topics (CNG 275) is a new course requirement for the CNG program. The topic selection is at the discretion of the instructor. This semester the topic was Linux Administration. The course concentrated on Linux operating system installation, management, networking and troubleshooting. Both pre- and post-assessments were implemented for this course. A total of four students were enrolled during the semester. All students submitted the pre- and post-assessments. The course consisted of lectures, discussions, and hands-on exercises. The results of the pre-assessment ranged from a low of 20% to a high of 44% correct responses. The class average was 30% correct responses. The results of the post-assessment ranged from a low of 94% to a high of 100% correct responses. The class average was 96% correct responses. All students showed improvement in their knowledge of Linux operating system by the end of the course. The lowest percent of increase was 53% while the highest improvement was 80%. The class showed a 69% increase in knowledge on average. changes: More assessment is required before determining any suggested changes to this course. success: The combination of lectures, hands-on exercises, and discussions helped the students gain a solid working knowledge of Linux operation system in both stand-alone and network environments. Therefore, these aspects will continue to stay in place for this course. results_from_assessments: No previous assessment compiled for this course. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Introduction to Business secNum: BUS 115 facName: Pat Robbins campus: valley measureOther: Other other: questionnaire conclusion: As a group students seem to be satisfied with the class and method of teaching. As a class, they enjoyed group projects and activities the most. changes: Add more group work and another oral presentation. success: Lectures, videos, quizzes, tests, article reviews, and real-life applications to teach important points. Students love the true stories about the business world! results_from_assessments: The oral presentation was new for this semester, and most students liked it. However, I plan to change the requirements for this assignment for next semester. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: ECE Administration secNum: ECE 240200 facName: Patti Newman campus: valley measurePrepost: Prepost measureOther: Other other: Student feedback form conclusion: Students reported that all assignments were meaningful to them. Although they did not enjoy every assignment, they understood the purpose. They also realize there is more to learn to perform as a competent administrator. changes: No changes are proposed since student performance and feedback confirm the validity of the course assignments. success: The students completed business plans, budgets, resource scans, group staff development projects and advocacy projects. Students enjoyed the hands on projects and although it was stressful, they reported learning from the group work about personal dynamics. results_from_assessments: This semester I added two quizes to "encourage" students to be more conscientious in completing the reading assignments. It worked! More students reported "liking" the textbook. From: Valley Assessment Mail To: Philbin, Robert Subject: Valley Web Form Assessment programName: Welding secNum: WEL facName: Norm Williams campus: valley measurePrepost: Prepost measureInterview: Interview measureOther: Other other: Competency Sheets conclusion: Pre-test (written test) Average entry test scores were 31.2% Post-test scores averaged 96.4% Increase of 65.2% A welding skills test is also given. Students enter the class at all different skill levels, most can't strike an arc, some are better. Students complete a series of welds in each welding process and must reach an entry level of performance to industrial standards before moving to the next weld. changes: In interviewing students some stated that they preferred to stay in there booths and weld to attain the skill levels desired, while others would like to do more fabrication work on the floor. Door to communication with students must remain open. Each student has a goal to reach and they are all different. success: Students must reach a skill level in each welding process that will allow them to become entry level welders. To do this I have a Skills Evaluation Sing-Off sheet. For each class taken they must complete a series of welds, and I evaulate and grade them daily as each required weld is completed.The evaluation system and consistant testing. results_from_assessments: I think that students need a short term goal that they can reach, so that they can see improvement on a daily basis, and see that they are improving. The sign-off sheets are working. From: VaugeoisH@aol.com Sent: Thursday, May 06, 2004 11:21 PM To: Philbin, Robert Cc: Vaugeois, Harriet Subject: Assessment Report #2 From: VaugeoisH@aol.com Sent: Thursday, May 06, 2004 11:20 PM To: Philbin, Robert Cc: Vaugeois, Harriet Subject: Assessment Report #1 Bob, I'm still at home without access to your suggested Assessment website. Wanting to get things off my ToDo list, I created my own form of assessment. If I can get into my office tomorrow, I'll check the site and shoot that off to you if it appears I'm way off base. I'll be sending my assessments in two separate mailings because AOL and TSJC email are not compatible in multiple attachments. Harriet From: Veltri, Sandy Sent: Tuesday, May 11, 2004 2:54 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Introduction to Business 04F textfield=BUS 115-001 textfield2=Sandy Veltri checkbox5=checkbox otherMethod= results=While the majority of the students take this project seriously, I still have one or two students who procrastinate and fail to turn the completed assignment in on time. For the most part, the students are amazed at the maze of paperwork, knowledge, and stamina it takes to own and operate their own business. conclusions=While the students creativity is fantastic, their realism is not always evident. They are still learning that events must occur in a chronological order and there is an agency that regulates everything in business. changesToMake=I would like to have guest speakers visit the class. I think this would help put a face to a name so the students can go to another for help when collecting data, tossing about ideas, or just want a second opinion. continuance=Blackboard is still a strong resource for the students and they like having the various Internet sites easily accessible, as well as Power Points, lecture notes, and practice quizzes. priorResults=Grades for tests have improved by at least 7-10 points on each test because students are logging on to Blackboard and taking the practice quizzes to help them study for the test. SubmitT=Submit From: Veltri, Sandy Sent: Tuesday, May 11, 2004 2:48 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Principles of Accounting II - 04F textfield=ACC 122-001 textfield2=Sandy Veltri checkbox4=checkbox otherMethod= results=The data reveals that students have not fully comprehended the difference between "book" learning and "real-life" learning. The students continually fail to recognize basic principles. For example, if a notes payable is secured from a lending institution, the interest must be expended and that will affect the Income Statement, but the principal paid on the note affects the notes payable on the Balance Sheet. Students still have a problem comprehending basic facts such as these, because they have not experienced these principles in real-life yet. conclusions=Again, students need to read the directions for what is required and make sure they complete the assignment thoroughly. Students are not able to gather all the facts from just Internet research. The students need to interview various agencies/individuals to gather the facts and they are reluctant to do this. changesToMake=I think maybe guest speakers or maybe even field trips would help the students feel more comfortable with gathering information from agencies/individuals. It would be an interesting component to add to the class. It will need to be massaged into the schedule because time is always a factor. continuance=I have continued to take the students to the computer lab and given them a quick and easy tour of Excel spreadsheets. I continue to recommend to the students that they enroll in at least CIS 115 their freshmas fall semester so they have knowledge of this application. priorResults= SubmitT=Submit From: Veltri, Sandy Sent: Tuesday, May 11, 2004 2:41 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Principles of Accounting I - 04F textfield=ACC 121-001 textfield2=Sandy Veltri checkbox4=checkbox otherMethod= results=The class average for this capstone project was 93.75 and only two students earned a 60% (because they were late in turning in the assignment and did not read the directions correctly). conclusions=This class seemed to take the project seriously and many of them created learning communities to assist each other in completing the task successfully. They became coaches and cheerleaders for each other. There was a wonderful sense of unity from this class and the scores are proof of this. They encouraged each other to complete the task to the best of their abilities and they worked together as a unit (no class time was allowed for this project -- they had to complete the exercise on their own time.) changesToMake=In retrospect, comparing the spring semester to the fall semester, I would like to know why there is such a difference in scores. I tried to make it easier for the spring semester students by color coding the various parts of the packet and it did not make any difference. I read over the requirements with both classes, but one class was by far more successful in their interpretation and ability to follow explicit directions. I will still color code the packet, but I will make sure and ask the students to use a highlighter and READ the directions aloud to them. continuance= priorResults=I did review the adjusting and closing entries better with this class than the spring semester class and I think it made a noticeable difference. I will have to return to that practice and not ASSUME that students will read and follow the directions on their own. SubmitT=Submit From: Veltri, Sandy Sent: Tuesday, May 11, 2004 2:32 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Principles of Marketing textfield=MAR 216-B01 textfield2=Sandy Veltri checkbox5=checkbox otherMethod= results=This was the first year requiring a capstone paper/project and I asked the students to go back and "recycle" the business plan they wrote in Introduction to Business. Unfortunately, some students have taken this course prior to the Introduction to Business course (there is not a pre-requisite) and they are now having to do double work (which will be used once they enroll in Introduction to Business). conclusions=The data revealed that students do not read directions. I asked the students to complete the homework assignments and return those to me, so that I might review them, correct, or give advise on before the student incorporated that piece into the completed Marketing Plan. Only two students did this. The other students turned in the completed Marketing Plan and as I expected, key areas were not addressed in the final plan. As a result, the student was graded down for this reason. I need to find a way to ensure that students are reading and COMPREHENDING instructions, and if they have a problem, find a way to get them to ask for clarification or help. changesToMake=Review instructions for homework assignments and change any to make the student understand that homework is a must for this class and it must be finished in a timely manner and handed in for review. continuance= priorResults= SubmitT=Submit From: Veltri, Sandy Sent: Tuesday, May 11, 2004 2:26 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Business Communications and Report Writing textfield=BUS 217-BO1 textfield2=Sandy Veltri checkbox5=checkbox otherMethod= results=The data reveals that students are coming to realize the importance of their writing and presentation skills. In year's past I have had students complain about having to utilize the Writing Center's facilities and this year the students were receptive to the requirement and appreciated the services. Many of my projects required that they utilize the Writing Center's facilities and students just came to make it a routine to have someone proof their papers for content, grammar, punctuation, spelling, etc... The students realize the importance of making their writing clear, concise, correct, and flow with continuity. Their topic choice for the last project was to choose from: 1) how has communication changed in various eras, 2) communication between races, cultures, and nationalities and the differences between such, or 3) communication advances and how it is affecting our world today. The students utilized skills gained from ENG 121 and ENG 122 in referencing their papers, creating and working from an outline, punctuation, spelling, and grammar, and applied those skills to what was learned in this class. conclusions=Procrastination is still a problem. The students are aware of this final project and know that it is a capstone project. They are asked to start researching (interviewing international students or those from different cultures, race, age, etc...) and still the students wait until the last minute. Many papers could have been stronger, if the student had spent the time gathering the data and interpreting the results in the paper in a more comprehensive manner. changesToMake=I will start incorporating the final (capstone paper) into earlier discussions and require the students to discuss their findings with the class via the discussion board in Blackboard. Each student will be required to share their expereinces with the class monthly on their progress with the paper. continuance= priorResults= SubmitT=Submit From: Veltri, Sandy Sent: Thursday, May 06, 2004 4:54 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Introduction to Business textfield=BUS 115-001/B01 textfield2=Sandy Veltri checkbox=checkbox checkbox5=checkbox otherMethod= results=The data informed me that students are more business savvy then we think. Many do want to eventually open a business and they have fantastic, creative ideas. This class has opened their eyes to their own potential. As one student put it, "I can see myself as a business mogul one day." conclusions=It is an introductory class, so the data gathered is crude and if it is taken (Introduction to Business) early in the student's course requirements, the data is refined and the student has a working document that can actually be taken to a venture capitalist or banker. changesToMake=I didn't make the students go to the Writing Center for assistance, and I can see that their basic grammar, spelling, punctuation, and formatting skills are lacking. Their creative side is fantastic, but the mechanical side needs help. I require my students in another class to have their reader sign off on their last project and I have seen a huge difference in the quality of work (they must turn in both papers to earn the grade). So, I will change this requirement. continuance=I have continued to require the Business Plan as the capstone project/paper because it forces the student to work not just with my class or area, but also with other skills -- math, English, ethics, economics, political issues, etc... and I have seen the benefit of their learning. When the student hands in their project, they are amazed at what they learned and how it all tied in together. One student handed it in with a big grin and just said, "Wow! I never knew I had it in me." I was thrilled for him. priorResults= SubmitT=Submit From: Veltri, Sandy Sent: Thursday, May 06, 2004 4:17 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Accounting AA Degree Program textfield= textfield2=Sandy Veltri otherMethod=None this year results=Since I had no students declared as Accounting majors this year, I did not have to administer a final project for any students. conclusions= changesToMake= continuance= priorResults= SubmitT=Submit From: Veltri, Sandy Sent: Thursday, May 06, 2004 4:16 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Principles of Accounting II textfield=ACC 122-001 textfield2=Sandy Veltri checkbox4=checkbox otherMethod= results=The capstone project is the same that has been used in the past. Students create the financial plan of a business plan for the first, third, and fifth years of a proposed business. It is still evident that students have a difficult time putting all the components learned from Principles of Accounting I and II together into this project. They have a hard time forecasting, using primary and secondary data, for future events. Budgeting is something that is out of their realm of thinking. Many times their data is unsubstantiated and unrealistic. Comments given back to me: "I never realized all the things that you have to remember and retain from the first class to this one." "You're right -- there is book learning and then there is real life learning and this project is a slice of real life. It's pretty hard." conclusions=Looking at the data collected from this last semester, I need to find some way to show the students how to read the textbook for learning and not just to get through the material. When I asked them to buy a highlighter and mark their book for specific directions, I was told, "Then the bookstore won't buy it back or if they do, I won't get as much back." changesToMake=I have all the materials on Blackboard and I even have pre-tests with answer keys posted, I will continue to do this and instead of it being optional, I will give mandatory pre-tests or pre-quizzes before lectures. Blackboard is a good medium for this. continuance=Use of Blackboard. priorResults=I gave more pre-tests over Blackboard and there was much enthusiasm and the students seemed to benefit from it (at least those that logged on and took advantage of it.) SubmitT=Submit From: Veltri, Sandy Sent: Thursday, May 06, 2004 3:55 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Principles of Accounting I textfield=ACC 121-001 textfield2=Sandy Veltri checkbox=checkbox checkbox4=checkbox otherMethod= results=I was a little disappointed to say that the average grade for the capstone project was 79.3. I had even color-coded the various parts of the assignment to make it more easily identifiable to the students and still the biggest problem seemed to be that the students did not read the instructions correctly or at all. Most of them admitted to procrastinating. Because of these low scores, I decided to ask the students to submit to me what they learned in the whole process and following is their responses: Spring 2003-2004 What Did You Gain From Doing the Accounting Packet? Austen Hyatt I gained yet another lesson in procrastination and what happens to people that do. This packet also let me know where I was in understanding the concepts of accounting that we as a class have gone over and been tested over so far. Another lesson learned until you completely memorize it for later and not just for the moment. Overall this packet was a very good learning tool for me personally. Chris Bauman Having to do this packet I learned how to post entries in their correct journals. I also learned to use the methods of accounting like calculating percentages and post my references. Korey Stalel What I gained form doing this packet! This packet helped me to understand all of the chapters better & how they all coincide. It was like refreshment. After our Spring break, I had forgotten how to do some things but by doing this packet, it gave me more practice & understanding. I realized how important it was that I understood each chapter separately because in order to do this packet, we had to fit all the chapters together like a puzzle. Each chapter was a piece of the puzzle. I also gained patients! K. M. (4) What I learned from doing this packet was for one not to procrastinate. I procrastinated and it hurt me. I also learned the importance of paying attention in class and remembering everything that we have covered. Without remembering that I would have failed this packet. This packet also makes mean learn and teaches me a good study habit. Sam Chavez (5) I learned this is not something to take lightly; this is someone’s money or even my own money. And I learned never to wait because when a problem happens, it’s better to find out right away. Because when I finished I figured out that I ain’t Qualified to account money yet! And it is very important for me to understand my own limitations and how I looking forward to understanding the material more. (6) I learned from the packet the importance in correct original documentation. Remembering the fundamental steps is imperative. And most of all procrastinating the inevitable can become a fatal error. Latisha DeHerrera (7) What did I gain from this accounting packet? I learned that I know a lot more than I had thought by breaking down the problem into smaller parts that I could understand. I also learned that I need more help journalizing- it killed me terribly!! Most importantly I need to do homework earlier, so I can receive the help I need in order to finish-which I did not. Darlene Coon (8) This packet gave me more of the actual accounting practices of a business. There were a lot of diverse entries, which was good. It was good to see how all of it works together. I actually enjoyed it. (9) By doing this packet I gained more knowledge on accounting. At the start of this packet, I was really confused. After I came in for help form Sandy, I understood it better. Now I feel like I have a good strong base to continue with accounting I now understand how to post and do the general journal. I understand accounting a lot better after this packet. Joe Minarovich (10) 26 Apr 04 Acc-121 The semester’s financial reporting problem required me to review all the material covered in the course up to the point. The problem was assigned. I benefited from working through the problem by reworking adjusting entries, closing entries, posting and journalizing, and using subsidiary accounts and preparing trial balances Bonnie Brewster (11) From doing this packet I learned that everything really does go all together and you really have to remember every step that you have to take or the transaction will not come out right. It was a lot harder than I expected and really helped me wake up and realize that I need to focus more on the new material so when I have to start including that in a packet or something down the road I will know what I am doing. It also helped me to think back and remember all the stuff we learned at the beginning that I was starting to forget. John Noel (12) I gained a lot of things by doing the accounting packet. I gained knowledge about all the journals we had to prepare. I found determination inside myself to get the packet done on time. While I was doing the packet I learned that you have to have patients while doing something so complex such as the accounting packet. Paul Stone (13) What did I gain from this packet? I felt that there is a lot to starting a business of accounting. If you are not careful in what you do in your budget, your business will go down the drain real quick. You must keep on track with your accounts and discipline yourself to do your work in each one of the journals, ledgers, etc. I still have a lot to learn and I just need to keep at it. Annie Montano (14) What I learned by doing this packet was how all of the different pieces of the accounting process work together as a whole to complete the overall task of keep the books up to date at all times. The packet also helped to refresh what I have learned through out the course. Lori Veltri The assessment packet in accounting helped me to understand the whole accounting process from beginning to end. I had an idea and I knew bits and pieces, but completing the project helped me to understand the entire picture. I feel the class in its entirety, was a refresher for me and I learned a lot of new things as well as reinforced the information I already knew but had not been using for a while. conclusions=I already knew that students failed to read instructions completely and do not see the relevance of the textbook (at one point I asked my students how many had read a chapter, as requested, prior to my lecture. Over 90% admitted sheepishly that they hadn't read it. changesToMake=I am going to require more pre-tests on each chapter or at least on chapters that I feel are key (which seems to be all of them). The challenge will be how to do this in the limited amount of time I have in class. continuance=I re-instituted pre-tests toward the latter part of the class. I was posting pre-tests on Blackboard and I was finding that my conscientious students were taking these tests and their grades prove that they helped. I just am at a loss as to what to do with the average student -- especially traditional-aged who doesn't see the relevance in the subject matter or class. They have to be in the class because it is required for the degree program, but it is difficult to make them subscribe to better study habits. I have even offered to have a SI session, but when arranged, only the good students show up -- not those that need the help. I am open for any suggestions at this point! priorResults=I did slow down my lectures as a result of complaints from the last semester and I thought it was helping, but again, I am disappointed in the grades from the capstone project. That is why I asked for the candid comments. SubmitT=Submit From: Whiting, Russell Sent: Thursday, May 06, 2004 6:41 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Advanced Composition textfield=Eng. 122 textfield2=Russ Whiting checkbox3=checkbox otherMethod= results=the portfolio method shows that there is indeed a progression in student writing and measured improvement. conclusions=The improvement is in critical thinking, researching, and writing skills that seems to take quantum leaps in those who attend regularly and stagnate in those who try to push papers out of themselves at the last minute. changesToMake=This year was an experimental year where I conducted all composition classes in a lab, kept lecture instruction to a minimum, and concentrated one to one assistance. It works, but is incredibly labor intensive for the instructor. continuance=I've begun to use a computer projector to illustrate points that are relevant to all in attendance and that seems to help. priorResults=The change to having a computer in front of each student has good and bad angles. The bad is that the student begins to rely on class to get ALL the writing done. The good is that they are at least writing three hours a week. SubmitT=Submit From: Whiting, Russell Sent: Thursday, May 06, 2004 6:33 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=creative writing textfield=Eng. 221 textfield2=Russ Whiting checkbox3=checkbox otherMethod= results=The portfolios suggest that maybe the definition of the book has not been clearly delineated. conclusions=By the varied results of assigning a portfolio of 50 pages with a contract written by the student, it is clear that new parameters need to be drawn. changesToMake=I'll ask for more specific information in the contract and also give them a checklist for what makes an "A" portfolio and so on. continuance=The use of writing exercises still seems to work, but making up my own and then making them writer specific (asking them to write out of their known comfort zone) as the class proceeds, really worked well. some of the biggest complaints and the best writing came from them. priorResults= SubmitT=Submit From: Whiting, Russell Sent: Thursday, May 06, 2004 6:11 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Fundamentals of Reporting textfield=Jou 106 textfield2=Russ Whiting checkbox3=checkbox otherMethod= results=The portfolios show that the students were able to grasp the concept of news writing and through revision were able to improve on their use of language. conclusions=Through this improved use of language, the students' critical thinking seemed to improve as well. It was a small class and each student had the freedom to work on her or his stories in relative privacy with the help of the instructor and in thier own time frame. changesToMake=In the future, I think I would make the class more rigorous by asking for more stories from each student. continuance=The use of "On Writing Well" has worked, but I think a journalism text written specifically for reporting is necessary as a tool used toward improving the class. priorResults= SubmitT=Submit From: Whiting, Russell Sent: Thursday, May 06, 2004 5:59 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Intermediate News writing and editing textfield=Jou 206 textfield2=Russ Whiting checkbox3=checkbox otherMethod= results=Although the program laid out in the syllabus seemed rigorous, it didn't seem like it was enough to affect change in the student writer. conclusions=The work turned in by the (my only ) student in this course was sub-par, even though she is an excellent student otherwise and diligent in coming to class and participation while there. changesToMake=I think what needs to be done is that I need to break the class into more definite units, adopt a text to that end, and follow through by arranging the class so the student has more hands-on experience attending events etc. so that the knowledge of public affairs reporting is grounded more in a variety of experiences. continuance=In the future I will be more proactive and not assume the student will be able to "do" the job, just by giving them the job. priorResults= SubmitT=Submit From: Whiting, Russell Sent: Thursday, May 06, 2004 3:02 PM To: Philbin, Robert Subject: Form posted from Microsoft Internet Explorer. courseName=Masterpieces of World Literature Lit. 201 textfield=Lit 201 textfield2=Russ Whiting checkbox3=checkbox otherMethod= results=Portfolios show marked improvement in individual writing abilities in almost all cases. conclusions=The continued assignment of papers for each reading, although it causes much grumbling among the tribe and they threatened mutiny, seems to have worked and the post-course comments said that they appreciated the challenge. changesToMake=The downside of this was that there was quite a bit of attrition in the first few weeks because of the workload. In order to keep more of these students it may be necessary to have a more informative teaching style that does not rely so heavily on the student's comments and writing. That pains me, because the student-centered approach beats a lecture and tests any day. Maybe there is middle ground. continuance=I will continue to give short quizzes on the readings to keep the class honest. priorResults=It was the first time to teach the class. SubmitT=Submit
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