Dump DB

Bruce Billings 10F HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

The students took a pre-test during the first week of classes, and the identical post-test during finals week. It consisted of fill-in-the-blank and multiple choice questions. The pre-test was not handed back to the students. The same 9 students took both tests, with an average score of 41.7% on the pre-test and 55.0% on the post-test.

Analysis:

The scores on both the pre-test and the post-test were about average for this class, although the grades were above average for the class. 6 of the 9 students scored either 50% or 55% on the post-test. Two students scored above that range, with one below.

Changes:

Taking advantage of new document camera equipment recently installed which is accessed through the computer. That should be very useful in making using of maps which can be projected on the screen. Also try to stimulate more discussion which was lacking in a class of this size.

Continuance:

Written study question assignments and required oral presentations. Both help students to focus on specific topics of interest. Handing out chapter outlines also helps.

Results of Prior Assessment:

The increased use of study question assignments seems to help performance in both assessment and test results.

Date-Time:

1/5/2010 2:26:21 PM

Bruce Billings 10F HSS

HIS-101-001

pre-post-Test, program-level=No

Results:

The students were given a pre-test during the first week of classes consisting of fill-in-the-blank and multiple choice questions. They were given the same test as a post-test during finals week. The pre-test was not handed back to them. 20 students took the pre-test was an average score of 40.0%. 16 students took the post-test with an average score of 58.8%. 15 students took both tests, and averaged 44.7% on the pre-test and 58.3% on the post-test.

Analysis:

The scores on both the pre-test and the post-test were above average for previous classes. The percentage improvement was about average. On the pre-test, 3 students scored 60% or better. On the post-test, 9 students scored 60% or better, including one 100%, which was an improvement from 70%. While there were some low grades, the majority of the class got A`s and B`s. The assessment results were consistent with the final grades. Everyone who got an A (there were 7 A`s) got at least a 60% on the post-test.

Changes:

Encourage more class discussion. That is sometimes especially difficult in 8:00 AM classes dealing with history.

Continuance:

The use of study question assignments and required oral presentations. Both tend to get students focused on specific topics in the course. The handing out of chapter outlines also helps.

Results of Prior Assessment:

The use of written study question assignments has been increased in recent classes and seems to be improving assessment results as well as test scores.

Date-Time:

1/5/2010 2:16:10 PM

Bruce Billings 10F HSS

HIS-201-001

pre-post-Test, program-level=No

Results:

The students were given a pre-test during the first week of classes consisting of fill-in-the-blank questions. They were given the identical test as the post-test during finals week. The pre-test was not passed back to the students. 42 students took the pre-test and averaged 31.4%. 32 students took the post-test and averaged 48.9%. 31 students took both test and averaged 29.4% on the pre-test and 48.9% on the post-test.

Analysis:

The average score for the pre-test was fairly low and that was consistent across the board. Only one student scored above 60% and that student dropped the class. Among those who completed the class, no one scored above 55% on the pre-test. 9 students improved their scores by 25 or more points. 9 students showed no more than 5 points of improvement on the post-test. Those students who were motivated and wanted to get something out of the class showed substantial improvement on the post-test and got the highest grades in the class. There was however, a significant part of the class that was not motivated and it was reflected in the post-test results and overall class performance.

Changes:

At the end of the Semester there was an upgrade in the document camera and access is now through the computer. I hope to better master that to take advantage.

Continuance:

Study question assignments and required oral presentations by all students. Also providing students with detailed outlines of each chapter in the text. For a large class, there was a group of students interested in engaging in meaninful discussion, and I encouraged them to do so which helped the class as a whole.

Results of Prior Assessment:

The study question assignments helped the students to focus more on particular topics in the class and improved test scores and the assessment results.

Date-Time:

1/5/2010 1:58:35 PM

Bruce Billings 10F HSS

POS-105-001

pre-post-Test, program-level=No

Results:

The students were given a pre-test during the first week of classes consisting of fill-in-the-blank and multiple choice questions. They were given the identical test during finals week. The pre-test was not given back to the students. 8 students took the pre-test. 7 of the 8 were still enrolled the end of the Semester and took the post-test. The average score on the pre-test was 39.4%. The average score for those who took both tests was 37.9%. The average score on the post-test was 57.9%.

Analysis:

Everyone improved on the post-test. Only one student scored below 50% on the post-test. Only one student scored above 65% on the post-test. The class got all A`s and B`s with the results being fairly consistent with the grading. The performance on the post-test was above average for this class, consistent with the final grades being above average. The level of improvement was average to slightly above average.

Changes:

I would like to find ways to engage the class in a greater level of discussion. At times the level of discussion for a class this size was about right, but other times it was somewhat lacking.

Continuance:

Use of written study question assignments and required oral presentations by each student.

Results of Prior Assessment:

The recent wider use of study question assignments contributed to both better test scores and best assessment results.

Date-Time:

1/5/2010 1:37:15 PM

Jane Schoenecker 10F TB

HPR-178-001

pre-post-Test, program-level=No

Results:

The results of the data are as follows: In August, when the pre-test was administered the average for the class was a 23 correct out of a possible 50. In December, the post test was administered and the average for the class increased form 23 correct to 41 correct out of a possible 50. The average point improvement was 17.

Analysis:

I conclude that the students did in fact learn something during the class by the improved test scores. The pre-post test method is an effective tool in evaluation of a class completely centered on vocabulary.

Changes:

At this time, no changes will be made to the course. The current methods of teaching are effective.

Continuance:

The flashcard method is used in this class to touch on all three types of learners: visual - seeing the words, auditory - hearing the words - kinesthetic - touching the flashcards. Repetition is key as well.

Results of Prior Assessment:

Previous assessments have resulted in similar results. The students test average is in the low 20`s in the beginning of the semester and they make a dramatic improvement by the end, typically in the mid-40`s.

Date-Time:

12/18/2009 9:58:01 AM

Bruce Billings 09S HSS

HIS-102-001

pre-post-Test, program-level=No

Results:

This was another fairly small polycom class with students at 3 different locations. 15 students took the pre-test during the first week of classes, and 13 students took the post-test during the finals week. The pre-test was identical to the post-test, and consisted of fill-in-the-blank and multiple choice questions. The average on the pre-test was 28.3% and the average on the post-test was 51.5%. The 13 students who took both tests averaged 27.0% on the pre-test and 51.5% on the post-test.

Analysis:

The class average on the pre-test was no better than average, and may have been slightly below average. The score on the post-test was somewhat above average, but the percentage improvement was substantially above average, especially for those students who got th higher grades. Even the student who got a 75% on the pre-test improved to 90% on the post-test. 7 of the other students improved by 25 points or more. Only one student scored above 50% on the pre-test. 6 students scored above 50% on the post-test. 9 students in the class got either an A or B, and generally these were the same students who got the higher post-test scores.

Changes:

Try to introduce power-point as part of the instructor presentation to make class more interesting.

Continuance:

Required oral presentations and written study question assignments help student understanding of material. Students did a good job on the oral presentations and that helped class performance and performance on assessment exercise. Handouts of chapter outlines to students also helped.

Results of Prior Assessment:

Written study question assignments appear to helping class performance and performance on assessment exercises.

Date-Time:

5/12/2009 4:22:10 PM

Bruce Billings 09S HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

5/12/2009 3:23:18 PM

Bruce Billings 09S HSS

POS-111-001

pre-post-Test, program-level=No

Results:

This class had 9 students; all of whom took the post-test. 8 took the pre-test, and 7 took both tests. The pre-test and the post-test were identical and consisted of fill-in-the-blank and multiple choice questions. The pre-test was given during the first week of classes and the post-test was given during finals week. The pre-test was not handed back to the students, so the students were not able to use the test to study for the post-test or other exams. The average on the pre-test was 31.3%. The average on the post-test was 52.2%. The 7 students who took both tests averaged 32.9% on the pre-test and 52.9% on the post-test. The scores on the pre-test ranged from 20% to 40%. The scores on the post-test ranged from 35% to 80%.

Analysis:

The greatest numerical correlation was between the results of the last exam and the post-test. The 5 students with the highest scores on the exam, scored between 55% and 85% on the post-test. The 4 students with the lowest scores on the exam scored either 35% or 40% on the post-test. A tiny percentage of the questions were identical on both exam and post-test. All students in the class received A`s or B`s. The level and percentage of improvement between pre-test and post-test was probably slightly above the average for past American Government classes.

Changes:

Allocate coverage of topics in the class to avoid a lack of time late in the Semester for those topics which seem to interest students the most: Criminal defendant rights, the First Amendment, Civil Rights.

Continuance:

Required oral presenations and Study Question assignments help students to better understand course material. Students are also provided with Chapter Outlines.

Results of Prior Assessment:

Results of Prior Assessment:

Used TSJC online more effectively.

Date-Time:

4/23/2009 1:57:46 PM

Ann Marie Rigdon 09F TB

BUS-115-001

Capstone Project, program-level=BUS

Results:

Their capstone project was to create their own business plan using what they have learned throughout the semester. This is an online class with only meeting several times. The students that did not withdraw all had a "C" or higher on their business plans. Approximately, 5 withdrew before the semester was over.

Analysis:

The students that complete their business plan treated the class like a lecture class and maintained contact via e-mail or setting up an appointment to talk. Those that withdrew procrastinated.

Changes:

I am going to have them begin thinking of a business on the first day of class when we meet in person. I will show them an example of a business plan and stress how completing each chapters assignment will make the capstone project easier.

Continuance:

TSJC online has worked very well. I will incorporate the "chat" room for discussions.

Results of Prior Assessment:

Maintained more contact with students which helped.

Date-Time:

4/23/2009 1:47:39 PM

Ann Marie Rigdon 09F TB

CIS-118-001

Quiz, program-level=CIS

Results:

There are 4 software programs the students were tested in: Word, Excel, PowerPoint and Access. They followed 3 textbook assignments and labs then completed a test. All students passed the Word Test with a B or higher. All passed Excel (but struggled) with a C or higher. All passed PowerPoint with an A! Finally, all understood the basics of Access and received a "satisfactory." There were 3 students that withdrew.

Analysis:

All the students that completed the class learned the programs.

Changes:

For Word, Excel and PowerPoint, no changes will be made. For Access, I will spend one more day of class time explaining the basics.

Continuance:

The textbook is a good book and incorporating TSJC online worked well for the athletes.

Results of Prior Assessment:

Adding TSJC online increased the average grade for athletes and those with jobs that often missed class.

Date-Time:

4/23/2009 1:37:51 PM

Curtiss 09S CD

ENG-121-0XX

, program-level=No

Results:

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

4/13/2009 10:36:08 AM

Philbin, R 09S MS

AST-102-050

Test, item analysis, program-level=No

Results:

Item analysis on 20 short essay question midterm exam (given to 30 students in three versions where the question order was random for all three versions). By far the worst performance was on the angle=width/distance concept. Average score on �given parallax, compute distance� was 30%, 43% for �describe how an astronomer might measure parallax,� and finally an actual angle computation given width and distance (64%). The other questions which had average scores below 70% were: �How to measure and use B-V for star temperature,� 39%; �EM radiation speed,� 45%; 57% for �describe the nuclear reactions taking place in the center of the sun;� 66% for �explain Wien`s Law;� 68% for �what frequencies constitute thermal emission?� and 68% for explanation of apparent constellation motion.

Analysis:

Insufficient time/energy spent on doing parallax calculations. Ditto for nuclear physics concepts.

Changes:

Need one (possibly two) more complete worksheet assignment(s) for angle manipulation and parallax. Create laboratory exercise where intensity vs. wavelength is measured. Also a lab exercise with B and V filters � would need a bolometer ($$$). Need to spend more time explaining the difference between atoms and nuclei plus chemical vs nuclear reactions, prior to stellar nuclear physics.

Continuance:

Continue with thermal emission simulations; enhance follow-up questions to make peak wavelength clear. Continue using ppt and www resources.

Results of Prior Assessment:

Results of Prior Assessment:

Date-Time:

1/13/2009 3:16:37 PM

Ted Smith 08S TI

AQT-333-1

DOWState EXamination, program-level=AQT

Results:

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

1/9/2009 11:49:15 AM

Rich Olguin 09F TI

CAR-12x-001

Module Test, program-level=No

Results:

1/6/2009 10:30:55 AM

Rasmussen 09F TB

BUS-102-200

Capstone Project, program-level=No

Results:

89% of the students completing the course presented business plans that were a C or higher. Only one student earned an F due to the fact that they did not complete the project.

Analysis:

This was a learning experience. Many of the students had never been exposed to writing business plans, so a lot more time needs to be invested in showing examples and learning how to write the various parts of the plan.

Changes:

More information and time will be invested in proforma statements. The students this semester learned about the amount of time this aspect takes when setting up a business plan. The text book that was chosen was not of good quality. A new text will be chosen for the coming semester.

Continuance:

We will continue to build a library of online resources that students can pull from. Information on becoming an entrpreneur is very valuable and needs to be utilized.

Results of Prior Assessment:

Date-Time:

1/5/2009 1:33:07 PM

Rasmussen 09F TB

MAT-107-200

Pre-Post Test, program-level=No

Results:

"PRE "POST TEST" Score Increase Student 10 60 50 1 77 0 -77 2(Quit attending course) 67 93 26 3 63 0 -63 4(Quit attending course) 71 84 13 5 0 77 77 6 40 53 13 7 39 0 -39 8(Quit attending course) 17 0 -17 9(Quit attending course) 73 96 23 10 24 73 49 11

Analysis:

For the students that completed the course, the socre increase ranged from 23 to 77 percentage points.

Changes:

Need to figure out how to retain students so that they complete the course. Four of the students quit showing up for class about mid-semester. Retention needs to be focused on.

Continuance:

Continue to post lectures from the Smartboard tools. As well, videos may be checked out for reference.

Results of Prior Assessment:

There was not as many students that quit showing up. Retention needs to be the focus.

Date-Time:

1/5/2009 12:57:50 PM

Rasmussen 09F MS

MAT-103-200

Cumulative Final, program-level=No

Results:

Final Exam Results Score Number of students 100 6 98 2 97 1 96 1 95 2 93 2 92 1 91 1

Analysis:

38% of the students were able to attain a perfect score on the final. This is required by the nursing department in order to continue in the program. After completing the second attempt, the number of student attaining a perfect score rose to 63%. All students increased in their scores the on the second attempt. For the second attempt, the lowest score was 97%. Very minor errors were made. Generally, closer reading and remembering the conversion equivalencies and IV calculations seemed to be the items at issue.

Changes:

To help reinforce IV calculations, the MAT 103 IV calculations will be presented when the Pharmacology course does. Students said this would help with continuity within courses so that concepts are reinforced.

Continuance:

Continue to teach to student learning style as far as Ratio & Proportion; Formula Method; or Dimensional Analysis.

Results of Prior Assessment:

Date-Time:

1/5/2009 11:31:55 AM

Rasmussen 09F TB

BTE-108-H01

pre-post Test, program-level=No

Results:

PreAssessment PostAssessment Speed (ksph) Accuracy Speed (ksph) Accuracy Increase (ksph) Accuracy Increase Student 9540 98% 10080 100% 540 2% 1 8620 99% 10100 95% 1480 -4% 2 9120 97% 10560 100% 1440 3% 3 4000 98% 6400 95% 2400 -2% 4 5240 97% 9620 99% 4380 2% 5 11300 100% 11300 100% 0 0%

Analysis:

Students made progress in their 10 key data entry skills, except for the one student who did not perform the pretest so there was no pretest data to compare to. Again, the site that is utilized to record student progress has been very reliable. Not as many students are completing this course, but those that are, have done well.

Changes:

Communication is always something to work to improve. I will strive to do better on checking student progress and then encourage the students to work and improve their scores.

Continuance:

The site that is utilized has been very reliable and consistent. This will continue to be used. As well, the hybrid course seems to work very well, especially for students that are self-motivated.

Results of Prior Assessment:

Results are similar to previous semesters and not much change has taken place. One thing that could be offered is to get student surveys from students to see how it can be improved from their perspective.

Date-Time:

1/5/2009 10:47:58 AM

Shirley Johnson 09F TB

BUS-216-200

pre-post paragraphs, program-level=No

Results:

For a pre assessment I had the students write at least three paragraphs about what they knew about business law. At the end of the semester the students were to write at least three paragraphs about what they knew about business law.

Analysis:

Pretest showed that students had some information about the legal environment that was relevant to them or others they knew personally; however, students also showed that they were mistaken on several points of law. Posttest demonstrated that students had acquired more knowledge and corrected their misconceptions. Most of the students in the class added that they enjoyed taking the class and found it to be quite beneficial to their learning process and relevant to everyday life and business.

Changes:

none

Continuance:

Lecture each chapter, TSJC Online assignments and testing.

Results of Prior Assessment:

none. This was my first semester to teach this course.

Date-Time:

1/4/2009 9:31:58 PM

Shirley Johnson 09F UK

ACC-245-H01

Capstone Project, program-level=No

Results:

Nine students were registered for the class and four earned "A`s", two earned "B`s" and 1 earned a "C", one student earned and "F", and I gave one student an incomplete. The scores on the capstone project ranged for 90% to 100%. This project involved setting up a company and everything that goes into the accounting for a business including payroll. The students had to complete the payroll manually because of the charge from Intuit for the assisted internet payroll program.

Analysis:

I was very impressed with the students that completed the requirements and the capstone project for this class. Five of the students that took the class were taking it to use in business so they showed the incentive and determination to learn and utilize the concepts of computerized accounting, QuickBooks Pro 2008, in real situations.

Changes:

none

Continuance:

I allow the students to check their work as they progress through the problems. If they have mistakes, they utilize problem-solving skills to find and correct their mistakes before moving on to the next chapter. I feel this method helps students in analyzing and correcting mistakes by applying concepts learned and I will continue with this method.

Results of Prior Assessment:

none

Date-Time:

1/4/2009 8:59:00 PM

Shirley Johnson 09F TB

ACC-121-200

pre-post test & proj, program-level=No

Results:

Of the seven students in the class, four completed and passed the class. The four students pre- and posttest results showed improvement of 27 to 58 points. The four students completed the capstone project with a 90 or better.

Analysis:

I like using both methods of assessment for this class. The capstone project requires the students to use the concepts learned in the class. These include the nine steps of the accounting cycle which are analyzing, journalizing, posting, preparing the Income Statement, Statement of Owner`s Equity, and the Balance Sheet, adjusting and closing entries, and the post closing trial balance. They are to complete the accounting cycle twice to realize the continuation of the accounting records.

Changes:

none

Continuance:

I lecture all chapters, assign required work, discuss the work and allow students to check their completed work, and give chapter quizzes and tests and then give an achievement test after every two chapters. The achievenment test is an application of the skills learned in the two chapters.

Results of Prior Assessment:

The number of students in the class allows or limits the amount of indivudual instruction available to each student. This semester I had a small class so I was able to give more individual instruction.

Date-Time:

1/4/2009 8:29:15 PM

Judy MacLaren 09F MS

MAT-121-0xx

, program-level=No

Results:

Analysis:

Changes:

I would like to use hands-on activities in the class. I will be attending a faculty development workshop in January to learn a math software program that will provide a mans to accomplish this. I also intend to use on-line assignments and discussion to get more student interaction.

Continuance:

Results of Prior Assessment:

Date-Time:

12/23/2008 7:42:46 PM

Judy MacLaren 09F MS

CHE-111-001

ACS Test, program-level=No

Results:

The ACS test is a standardized test but the students only answered the questions that related to the material covered in class fall this semester. Nineteen(19) students took the test. The test counted as 10% of their final grade. The scores ranged from 10 to 48 (out of 48) with a median score of 27 and a mean of 28. This test is multiple choice. The number of students choosing A, B, C, or D for each question was collected and the number of students choosing the correct answer was compared to the number of students choosing the incorrect answer. The main concept tested for each question was listed.

Analysis:

Some concepts were very well understood by the whole class and others were not. Concepts requiring mathematical computations were missed more frequently than terms or purely conceptual tests. Multiple choice questions allow for some guessing and I could not review the results of the test with the students because of ACS testing rules.

Changes:

I am going to write my own final that will have more weight on the final grade but will continue to administer the ACS test for credit. I am going to produce a review sheet for the students who continue to CHE 112 to go over when classes begin in the spring.

Continuance:

I will post more discussion topics on TSJC online.

Results of Prior Assessment:

I administered the two-semester ACS test in the spring of the 07-08 school year. I decided to administer the single semester test in the fall and spring semesters and to test the material covered during that period of time.

Date-Time:

12/23/2008 7:34:56 PM

Bruce Billings 09F HSS

HIS-101-001

pre-post-Test, program-level=No

Results:

This was a pictel class, with college students on the Trinidad Campus and Alamosa Campus, and high school students at Hoehne High School and Aguilar High School. Students from all campuses except the Aguilar High School which enrolled after the pre-test, took the pre-test and post-test. The pre-test was given during the first week of the Semester, and consisted of fill in the blank and multiple choice questions. The post-test was given during finals week and was identical. 39 students took the pre-test and averaged 36.4%. 34 students took the post-test and averaged 51.3%. 31 students took both exams and improved from 38.4% to 52.0%.

Analysis:

There was a correlation between test scores and performance in the class, although it was not a perfect correlation. The best performing student in the class improved from a 70% on the pre-test to a 100% on the post-test, which may have been a first. The performance on the pre-test was above average compared to previous classes, and probably slightly above average for post-tests. The improvement was only about average, perhaps attibutable to having four different class locations, which does detract from effectiveness of class instruction, especially with the frequency of technical problems with the equipment used.

Changes:

Greater variety in presentation of class materials, to combat boredom in large classes.

Continuance:

Study question assignments and oral presentation assignments help improve student performance and mastery of course material.

Results of Prior Assessment:

The recent increased use of study question assignments seems to helped improve performance, although not as much in this particular class as in the others. The students did better writing essays on their class exams than on the objective type questions, which are more of the type used in the pre- and post-tests.

Date-Time:

12/22/2008 4:32:04 PM

09F TB

ECE-101-H50

Pre-post test, program-level=No

Results:

Scores ranged from 22% to 58% on the pre-test and for the post-test they ranged from 90-98%. The students that came to class regularly all mastered all the competencies. I had two students that stopped coming and they failed the class. For the first time all the students that completed the class were able to demonstrate understanding of and application of Piaget`s concept of pre-operational intelligence and conservation, reversability and centration.

Analysis:

The students enjoyed the hybrid nature of the class, but I had a hard time with one student because she did not have adequate internet access at home. The students that dropped out of the class also had trouble because they did not have adequate internet service for WEbCt. I think that the fact that all students mastered Piaget`s theory was because all of them were either practicing teachers or had children in the early childhood age range. One student very excitedly reported that she had observed two of her students arguing over a conservation experience--which glass had the most milk.

Changes:

I need to emphasize to the students that they will be required to spend at least an hour a week on WebCt and if this is going to be a problem, they need to let me know. I will then try and set up a support group or schedule class twice a week and have them go to the library during one of the scheduled class times. In addition, I need to find a better way to insure that students keep current with their online work. It is hard with nontraditional,often working students, to have set deadlines to get all the assignment in because of problems with computer access and needs of the job and family. I need to figure out a better way to handle this problem.

Continuance:

I will continue with the supplemental materials that I have used this year.

Results of Prior Assessment:

The hybrid portion of the class was better organized due to problems from the previous semester. I also found more effective ways (bringing in supplemental materials that I have just located) to teach some of the more sophisticated theoretical concepts.

Date-Time:

12/22/2008 4:25:35 PM

Bruce Billings 09F HSS

HIS-201-001

pre-post-Test, program-level=No

Results:

This was a pictel class with about 30 students on the Trinidad Campus, and 3 students on the Alamosa Campus. 33 students took the pre-test during the first week of the Semester, which consisted of fill in the blank and multiple choice questions. 27 students took the identical post-test during finals week. The Alamosa students did not take the post-test. The pre-tests were not handed back, so the students could not use them to study for the post-test. The average on the pre-test was 22.7%,and the average on the post-test was 47.6%. 26 students took both tests and improved from 22.7% on the pre-test to 48.6% on the post-test.

Analysis:

This was the lowest pre-test score of any class I have taught. The post-test score showed the most dramatic improvement of any class I have taught, with the students more than doubling their scores. The increase in points of 25.9 was among the highest. Only one student got above 40% on the pre-test; 13 students got 50% or better on the post-test. There was a correlation between high grades and high post-test scores.

Changes:

More variety in the way in which course materials are presented to try to combat boredom. Large pictel classes present problems in this regard that smaller classes do not present.

Continuance:

Study question assignments and Oral presentations by students. One of the keys to the improvement in the test scores was the fact that with only a few exceptions, almost all of the students completed all four study question assignments on time.

Results of Prior Assessment:

The recent use of study question assignments appears to have significantly improved performance.

Date-Time:

12/22/2008 4:16:36 PM

Kate Carlisle 09F HSS

PSY-238-PHO

Pre-post, program-level=No

Results:

Students had highly variable pre-test scores ranging from 28% to 70%. For the post test the scores ranged from 85% (from the student with the lowest pretest score) to 98% for the other two students.

Analysis:

The students all mastered the competencies that were required. This class was a hybrid and entailed quite a bit of online work. Two of the younger students were able to complete it all and said it had been helpful, but the nontraditional student had a great deal of difficulty and will require an Incomplete to finish the online work

Changes:

Due to the degree of difficulty that the nontraditional student had, I will try to insure that there is some way to provide assistance to students who are at a loss with the online component of this class. This was a very small class or else I would have instituted a Supplemental Instruction class for this course. I am also thinking of establishing a set time every week where I can work with the students on a one-to-one basis if they are having trouble understanding the mechanics of the online work. For the nontraditional student, whenever possible, I allowed her to turn her assignments in, in paper rather than online.

Continuance:

The students all reported that they enjoyed the format of having open-book tests that required application of theory rather than multiple-choice tests. They also enjoyed having the choice between doing a Case Study or an Age and Stage Report. THey enjoyed the videos and interactive materials on Course Compass

Results of Prior Assessment:

I made very few adjustments in my class this semester.

Date-Time:

12/22/2008 4:14:31 PM

Bruce Billings 09F HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

This was pictel course with students on both the Trinidad and Alamosa Campuses. 6 students were on the Trinidad Campus and 4 students were on the Alamosa Campus. 10 students took the pre-test, which was given during the first week of the Semester, and consisted of fill in the blank and multiple choice questions. 9 students took the identical post-test during finals week. The pre-tests were not handed back to the students to allow them to study for the post-test. The average on the pre-test was 41.0%, and the average on the post-test was 62.8%. For the 9 students who took both tests, the average improved from 41.1% to 62.8%.

Analysis:

This class performed quite well with 6 of the students getting A`s. Of those students, 1 got 90% on the post-test, 2 got 85%, and the other 3 got 55%. Only 1 student got below 50%. There was a correlation between grades and post-test scores. The students were relatively knowledgable compared to previous classes coming in, and showed solid improvement on the post-test. It was among the best post-test performances of any of the Geography classes.

Changes:

Try to generate more discussion, and make better use of equipment available.

Continuance:

Study questions and oral presentations seem to be effective. Oral presentations get the students more engaged in aspects of the course material, and study questions help the students to get greater understanding of the course material.

Results of Prior Assessment:

The greater use of study question assignments has helped improve performance.

Date-Time:

12/22/2008 4:00:19 PM

Alicia Massarotti 09F UK

Mat-107-050

embedded assessment, program-level=No

Results:

This section was taught in the math lab. Two students were enrolled and one completed the course. The one student earned 5/8 points on the math questions embedded in the final exam. He scored an 80% on the final and earned an A in the class.

Analysis:

Class numbers for Mat 107 in the math lab has decreased because the course is also taught in specific program areas for which the course is needed. Mat 107 courses not taught in the math lab do not use the same assignments, tests, or embedded assessment. Therefore it is challenging and nearly possible to make a complete and thorough analysis of the course assessment. From the one embedded assessment, analysis is that students have trouble connecting ideas within multi-step problems. Students have trouble applying and connecting common sense and everyday math concepts. Embedded problems continue to be challenging for most entry level students.

Changes:

Re-evaluate the placement of the embedded questions within the final exam. Even though the embedded questions are challenging, they will remain as is in the final exam for courses taught in the math lab for now.

Continuance:

Continue to offer the course in the math lab and from individual program areas as needed. The individualized attention and help students receive in the math lab is a plus. Students are also able to move through course material at a comfortable pace.

Results of Prior Assessment:

No changes were made last semester therefore, no results to report. Even though the embedded questions are challenging, they will remain as is for now for the Mat 107 course taught in the math lab. The course will also be offered through the individual program areas.

Date-Time:

12/22/2008 3:47:58 PM

Bruce Billings 09F HSS

POS-105-001

pre-post-Test, program-level=No

Results:

There were only 5 students in the class. 4 students took the pre-test, which was given during the first week of the Semester. 4 students took the post-test, which was identical, during finals week. 3 students took both tests. The average on the pre-test was 33.8%. The average on the post-test was 41.3%. The 3 students who took both tests averaged 31.7% on the pre-test, and 51.7% on the post-test. The tests were not handed back to the students, so they could not study them to get better results on the post-test.

Analysis:

There was a correlation between class performance and performance on the post-test. The two students who got A`s in the class both got 35% on the pre-test. One got 60% on the post-test, and the other 65% on the post-test.

Changes:

I probably would spend a little more class time on the course material in the textbook to make sure all of the students understand the materials. Given the major political developments, especially the presidential election campaign, we spent a lot of time discussing current events, which made the course more interesting, but perhaps somewhat at the expense of understanding course content, at least for some of the students.

Continuance:

Class discussion, study question assignments, and student oral presentations all seem to be helpful.

Results of Prior Assessment:

Increased use of study question assignments in the last two semesters seems to helped the results of assessments.

Date-Time:

12/22/2008 3:42:26 PM

Alicia Massarotti 09F TI

MST-106-001

survey, program-level=No

Results:

Overall students were satisfied with the course. Many students stated they learn best by visualizing and by applying the concepts with hands-on learning projects. More of these types of learning resources are needed. One student thought the class time was not long enough. Lecture presentations were organized, clear and helped with learning and understanding the course material.

Analysis:

(1)Students would like to have more visual and hands-on resources from which they can use to apply and to help with learning concepts within the course material. (2)More differentiated activities would help break up long lecture stretches even more and students welcome the change of pace. (3)Quality videos, and other hands-on learning resources will help students visualize course concepts and help in successful learning. (4)Students would like to have more worksheets, assignment projects.

Changes:

(1)Continue to show more videos (2)Assign more homework and take home assignments/worksheets (3)Provide more hands-on learning projects (4)Add more differentiated instruction activities for difficult concepts (5)Add course to TSJC-online as a hybrid course (6)Learn how to better use the new sympodium classroom technology

Continuance:

(1)Class discussions (2)Use differentiated instruction activities and take home assignments/worksheets (3)Review information prior to exams (4)Class taught by one instructor

Results of Prior Assessment:

(1)The course was not team taught this semester which helped with course organization for both the instructor and students. This will be continued in Fall 2009 (2)A video was shown for each unit and 9/10 students had very favorable comments that the unit videos helped them to better understand how the concepts from the unit connected. Workbook assignments were assigned as additional resource to the lecture material and 10/10 had positive comments on this. (3)A mini grant was written and awarded in Spring 2008. With the grant money 8 sets of flash cards covering material and information the skeletal and muscular system were purchased. Students used the cards (a) as visual learning resources for this course and other massage therapy courses (b) the flash cards themselves were used as questions on quizzes and use was incorporated into tests as test questions (c) test scores on relative material for both chapter tests and the final exams improved when compared to test scores from fall 2007 without the flash cards. (4)Anatomy in Clay model set purchased with program funds was used for differentiated hands-on-learning activities for the muscular system and 8/10 students stated they thought actually building the muscles on the �man-a-kin� helped them to learn, remember and retain information. (5)Students in this class did not like the review sessions prior to exams. They preferred an individual review sheet so that request was accommodated. (6)The change to add the course to TSJC-online as a hybrid course did not happen. I have kept this as an �added change� for Fall 2009.

Date-Time:

12/22/2008 2:18:11 PM

Speedy Gonzalez 09F TB

gus-105-001

Parts Projects, prog, program-level=GUS

Results:

STUDENTS COMPLETED ALL PROJECTS, WITH GREATER DIFFICULTY AND A LESSER UNDERSTANDING OF THE MATH INVOLVED.

Analysis:

1: STUDENTS BASIC GRASP OF MATH SKILLS (TRIG & ALGEBRA) HAS MUCH IMPROVED 2: INTRODUCTION TO BASIC MACHINE PRACTICES EARLIER IN GUS-115 HELPED IMPROVE THE STUDENTS SKILLS IN PREVIOUS SEMESTERS BUT IS NOW LACKING DUE TO LOWER MACHINE SKILL LEVELS.

Changes:

STUDENTS GREW OVER THE SEMESTER AND SHOULD ONLY IMPROVE OVER THE NEXT FEW SEMESTERS TAUGHT. INVOLVE STUDENTS IN MORE COMPLEX MACHINING PROJECTS.

Continuance:

ALLOWING THE STUDENTS TO WORK AS A GROUP. THIS ALLOWS THEM TO DRAW ON THEIR STRENGTHS AND ALLOW THEM TO VIEW EACH OTHERS FAILURES ALONG THE WAY AND IMPROVE THEIR METHODS AS THE SEMESTER MOVES ALONG. THIS SEEMS TO WORK OUT VERY WELL AND WILL CONTINUE FOR FURTHER REVIEW

Results of Prior Assessment:

THESE STUDENTS HAD NO INTRO TO MACHINE WORK IN GUS 115 AND ARE NOT EXCELLING IN THEIR MACHINE TOOL PRACTICES AND PROJECTS. THERE MAY NEED TO BE SOME TYPE OF INTRO A BIT EARLIER?

Date-Time:

12/22/2008 1:06:07 PM

Speedy Gonzalez 09F TB

gus-121-001

Parts Projects, prog, program-level=GUS

Results:

STUDENTS COMPLETED ALL PROJECTS, WITH GREATER EASE AND PRECISION AND A BETTER UNDERSTANDING OF THE MATH INVOLVED.

Analysis:

Changes:

STUDENTS GREW OVER THE SEMESTER AND SHOULD ONLY IMPROVE OVER THE NEXT FEW SEMESTERS TAUGHT. INVOLVE STUDENTS IN MORE COMPLEX MACHINING PROJECTS.

Continuance:

Results of Prior Assessment:

THESE STUDENTS HAD NO INTRO TO MACHINE WORK IN GUS 115 AND ARE NOT EXCELLING IN THEIR MACHINE TOOL PRACTICES AND PROJECTS. THERE MAY NEED TO BE SOME TYPE OF INTRO A BIT EARLIER?

Date-Time:

12/22/2008 1:03:37 PM

Speedy Gonzalez 09F TB

gus-122-001

Parts Projects, prog, program-level=GUS

Results:

STUDENTS COMPLETED ALL PROJECTS, WITH GREATER EASE AND PRECISION AND A BETTER UNDERSTANDING OF THE MATH INVOLVED.

12/21/2008 7:38:04 PM

Tressa Sadie Burns 09F TI

ECE-288-200

Portfolio, observati, program-level=No

Results:

A total of 3 student was enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Analysis:

All of the above methods are useful teaching and assessment tools. The student was able to complete assignments successfully alone.

Changes:

None.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assignments. The text will remain the same. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities.

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text or Art of Awareness text. Implementing class meetings was effective and will continue. The immediate feedback allowed by using a laptop and printer on site is effective and will be continued.

Date-Time:

12/21/2008 7:34:10 PM

Tressa Sadie Burns 09F TI

ECE-225-0xx

Pre-post, port, quiz, program-level=No

Results:

Eight students were enrolled. Pre assessment scores, with a possible score of 200, ranged from 66 to 124. Post assessment scores ranged from 100 to 170. Students completed in class reading a book, a storytelling-flannel board story and a puppet activity. Written activity plans for the flannel board story and the puppet activity were required. Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. Students successfully planned and taught and presented 2 activity plans for language activities with evaluation and reflection required. Each student presented 3 activities in class, allowing them to share with each other transition in and out activities and ideas for making puppets and flannel board characters..

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions. The activity plan scores were very high; my expectations were clearly defined and demonstrated in class with student presentations. Evidence of the application of necessary techniques was demonstrated in class presentations. Students learned from each other-this was a small class and the comfort level was very high, as reported by the students.

Changes:

I will keep the main text and continue to use Learning to Read and Write as an additional text; students found it helpful in working with parents and in creating literacy environments. I will eliminate the video assignment and continue having students do 3 activities in class to demonstrate requirements of activity plans and best practices in the classroom.

Continuance:

I will keep the literacy and listening portfolios, as well as the TSJC Online assessment and learning opportunities. I will continue to spend less time on the first 8 chapters of the text, allowing more time for literacy exploration at the end of the course. Assigning points for each portfolio resulted in more planned preparation for portfolio items.

Results of Prior Assessment:

More time spent on the literacy explorations at the end of the text improved literacy portfolio components.

Date-Time:

12/21/2008 7:29:56 PM

Tressa Sadie Burns 09F TI

ECE-226-0xx

Pre-Post, port quiz, program-level=No

Results:

12/21/2008 2:58:43 PM

Gipson 09F TI

GUS-101-001

Tests + lab project, program-level=No

Results:

Average Test Score 81.66% Average Pistol Project Score 76.31% This was a large class 16 students

Analysis:

This is the first time for this course to be offered. Test scores above average and project scores in average range. This data will be the baseline for this particular course offering

Changes:

I hope to include more technology based resources in this course. Photo slide shows and video demonstrations perhaps

Continuance:

The pistol project seems to be an excellent teaching tool. I believe it should be continued into the future

Results of Prior Assessment:

This was the first offering for this course

Date-Time:

12/21/2008 2:55:04 PM

Griffis 09F HSS

HUM-122-0xx

pre-post test, program-level=HSS

Results:

The students showed significant improvement at the end of the semester with knowing basic themes of humanities over the approximately 8 centuries of cultural development for the this course. Similarities in various contemporaneous locations of the landmasses near the Mediterranean and Northern, Central and Western Europe were more obvious to students, based on papers/projects and final exam results.

Analysis:

Students in this course, as with those in HUM 121, apear to have a weak background in history, and this course aided those in 122 to gain an outline understanding of history of the early Middle Ages and the height of the Middle Ages based on similar cultural themes by geographic, religious, and political regions.

Changes:

I will offer opportunities in the first month of coursework for students to specialize in presentations of creative expressions of culture through arts, architecture, religion, and music/literature.

Continuance:

Strong reliance on PowerPoints for lecture materials on the Student Drive and online at TSJC Online for convenient reference, as well as expanded weblinks.

Results of Prior Assessment:

There was obviously less studying of the contents of the chapters regularly and sequentially as the fall semesdter proceeded, so I will add the 1 - Minute paper assignments in class on a frequent basis as a measure of what the students have gained that week (this being a Hybrid class meeting once a week)concerning a given chapter`s theme.

Date-Time:

12/20/2008 2:47:05 PM

Griffis 09F HSS

HUM-121-Oxx

pre-post test , program-level=HSS

Results:

Much improvement in grasping basic themes of humanities over several milennia of Meditarranean and North European cultures and nationalities. Political organizations, styles of art/sculpture and literature, music and architecture show similarities for the given time in many locations, and students evidenced awareness of such similarities in various contemporaneous locations, along with awareness of individual exceptional achievements.

Analysis:

Students with weak backgrounds in history can gain an outline nerstanding of history while looking at variotions of cultural expressions of creativity.

Changes:

offer opportunities in lthe first month of coursework for students to specialize in presentations of historical and creative expressions of cultures through powerpoints. At least one more quiz to accompany the standard two quizzes, midterm and final exams and capstone project/papers.

Continuance:

Strong reliance on PowerPoints for lecture material and crossreference to the textbook publisher`s website for those available PowerPoints and from weblinks and study tools.

Results of Prior Assessment:

There was a sense apparent of the students` not studying chapter contents regularly and sequentially, so I will add one-page papers for several chapters to be done in class to measure learning of that chapter`s theme.

Date-Time:

12/20/2008 2:31:58 PM

Griffis 09F HSS

PHI-114-0xx

pre-post test, program-level=HSS

Results:

12/19/2008 4:50:29 PM

Chelo Ludden 09F CD

ENG-121-004

paper, tests, pp, program-level=No

Results:

see ENG121 002

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

12/19/2008 4:46:17 PM

Chelo Ludden 09F CD

ENG-121-002

paper, tests, pp, program-level=No

Results:

Students preformed the best on power points.

Analysis:

They perform best on power points because they like them more and are more familar and easier for them to do.

Changes:

I will keep the power points but they still need to write papers. Although the power point helps them get started as it is due first.

Continuance:

Having students do some of the work on their papers in class has resulted in less plagerism and better papers as they are more likely to ask for help is a question comes up and I am right there.

Results of Prior Assessment:

Date-Time:

12/19/2008 4:45:05 PM

Chelo Ludden 09F CD

AAA-101-002

paper, tests, program-level=No

Results:

see AAA101 001

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

This class had 2 students enrolled and as a result was not sucessful. The class is designed to be interactive and build relationships and networks which is near impossible with 2 students.

Date-Time:

12/19/2008 4:39:38 PM

Chelo Ludden 09F CD

AAA-101-001

paper, tests, program-level=No

Results:

Students did well

Analysis:

Students were interested and put forth effort.

Changes:

None

Continuance:

The paper on a service at TSJC worked well and students learned more of school so will keep paper and topic.

Results of Prior Assessment:

Date-Time:

12/19/2008 4:36:34 PM

Griffis 09F HSS

PHI-112-0xx

pre-post test, program-level=BUS

Results:

Much improvement in grasping of basic ethics theories using the currently chosen textbook from that of the previous three years the Ethics class was taught.

Analysis:

Those who study the textbook and the powerpoint materials on the student drive and on TSJC Online (a comprehensive collection from me and from students in previous semesters) did remarkably well in demonstrating their learning. A few also went to the publisher`s website and expanded their learning with links to contemporary literature about issues that were not even in the published text.

Changes:

I will add a unit on genetic engineering and genetic screening, since that topic is missing from the currently chosen textbook and the students will run into the social issue of genetic engineering increasingly.

Continuance:

Having the course now fully established in powerpoint form with TSJC Online presence, I will allow volunteer selection of research topics by students in each of 8 conceptual areas so students do some of the teaching tro fellow students while I superintend.

Results of Prior Assessment:

The more weblinks and jazzy text formatting, the more attractive, while the requiremtn to be responsible for spelling punctuation, grammatical accuraqcy and organization aided the students in the accumulation of thinking process.

Date-Time:

12/19/2008 4:33:43 PM

Griffis 09F HSS

PHI-111-0xx

Pre-post test, program-level=HSS

Results:

Students (6)have learned a signficant number of introductory philosophy theories as tested by essay at the start of the semester and compared with performance on the essay question of the final examination.

Analysis:

Teaching Philosophy by conceptual topic rather than by chronological arrangement of philosophers is easier to grasp and retain, since memorizing names and dates focuses attention on history and events rather than on basic ideas.

Changes:

Having the couyrse now fully established in powerpoint form with TSJC Online presence, I will allow volunteer selection of research topics by students in each of 6 conceptual areas so students do some of the teaching while I superintend.

Continuance:

Use of Powerpoints on the Student Drive and TSJC Online material available to students at their convenience will continue, along with emphasis on their submitting research work electronically for others to learn from.

Results of Prior Assessment:

The computer in the room the class was sent out by Polycom had a machine too slow and too limited in bandwidth for consistent use of DVD learning materials.

Date-Time:

12/19/2008 4:23:26 PM

Holdread 09F UK

ART-111-P01

pre-post, embedded , program-level=HSS

Results:

On the pre-post test 25 students tested. They scored an average of 33% on the pre-test and an average of 85% on the post-test. On the embedded question to measure program-level assessment 60% scored a "4" which is the highest level. 12% scored "3", 16% scored "2", 0% scored "1", and 12% scored "0."

Analysis:

There was one post-test question which was missed by 64% of the class. All other outcomes were positive.

Changes:

As a result of the question which was missed by most of the class I will focus more on MesoAmerican art next semester.

Continuance:

I will continue to assign written, higher-order thinking/writing assingments at the current level.

Results of Prior Assessment:

These results are a significant improvement over previous years.

Date-Time:

12/19/2008 2:10:01 PM

Holdread 09F HSS

ART-110-P01

Embedded Question, program-level=HSS

Results:

All students who attempted the embedded question scored "4" but two students did not attempt it.

Analysis:

Most of the students in the class, (70%) were able to respond to the question at the highest level. This represents 100% of students who attempted to answer the question.

Changes:

No change. I am satisfied with this result.

Continuance:

This positive result is attibutable to an increased number of critical thinking writing assignments which were build into the course.

Results of Prior Assessment:

Results of Prior Assessment:

N/A

Date-Time:

12/18/2008 8:40:22 PM

Judy Lee 09F CD

LIT-255-001

pre-test post-test, program-level=No

Results:

I gave the students a pre-test focusing on the different elements of literature and on the genres of children`s literature. Students had little or no idea of how to answer the questions as they were unfamiliar with what was covered. I then included these items on exams over the course of the semester, and all students scored a B or higher on the exams. This indicated that they had learned a great deal about literature, and specifically children`s literature, over the course of the semester.

Analysis:

I think that the method I use to teach this class is effective. The students read a piece of literature from each different genre and then we discuss it as a class. We analyze each piece of literature based on the different elements of literature. Then students present books to fellow students in the class. Since all of my students wanted to be teachers, this was a beginning step in teaching them how to present a lesson to a class. Another thing the students always enjoy is making their own picture book. I got some very creative ones this semester.

Changes:

We got a grant with the library in town to create kits for children, and we will do this in all future classes. I am really excited about this because students will design the kit and then present a lesson to young students at the library. The kits will then become a part of the library collection so that parents, students, and teachers can check them out and use them. Since I already require my students to do a similar project as this, it will work well with my curriculum.

Continuance:

I will continue with the basic structure of the course as I like its design and they way it works with students. Doing the picture books and the kit allow students to be creative and develop ideas that will help them in their future teaching careers.

Results of Prior Assessment:

The one change that was made this semester was the introduction of the "kit" idea. Because we got the grant so late in the semester, students were not able to fully create a kit, but they were introduced to the idea. This idea will definitely be used next semester.

Date-Time:

12/18/2008 6:45:38 PM

Judy Lee 09F CD

AAA-101-001

survey, program-level=No

Results:

Based on the survey that was given to the students, some students liked the class and other students thought the class was a waste of time. Part of the problem was that not all students were required to take the class, and they resented having to take it. Two of my classes went very well with good discussions and learning. One of my classes went poorly because the students seemed to resent having to take the class, and I had a couple of "trouble-makers" in the class who brought the level down.

Analysis:

I am still undecided aboutwhether or not this class should be continued on campus. Unless the college makes a commitment to it (requiring all incoming freshman to take it), the resentment factor will always be there. I think the class is a valuable class and is important to the students, but it can`t be done in a haphazard way.

Changes:

I will be using a new textbook next year that I think is much better than the one I used this past year. I will also require that students look at the material and learn from it. This past semester I asked the students to read different chapters, but I don`t think many of them did. I will have quizzes over the information in the text this next semester.

Continuance:

I like that students have a place to be with other incoming students where they can discuss their concerns, etc. I like the papers that I assigned this semester as they required the students to think about issues they may not have thought about before. Finally, I liked the class discussions we had as I think they were important to the students.

Results of Prior Assessment:

Because I knew more about the subject this year, I think I was able to focus the class better than I did last year. I still had a hard time covering all the areas I wanted to in just one class a week.

Date-Time:

12/18/2008 6:32:51 PM

Judy Lee 09F CD

ENG-121-IT1

pre-post papers, program-level=No

Results:

We have not done our program assessment yet this year, but it was clear that the students writing improved over the course of the semester because for most students, their grades made a steady upward climb. I had a couple older students in my classes, and we talked about how pleased they were with their improvement over the course of the semester. With regard to specific date, I gave the students a pre-test on grammar at the start of the semester and then compared this to the average of their quizzes over the course of the semester. The improvement was 14 points, which is almost a grade and a half. This is significant, and I could see the improvement in grammar over the course of the semester in their papers as well.

Analysis:

Most students felt more secure in their writing at the end of the semester, and it is clear that they learned a lot about grammar, sentence structure, and the generation of ideas. As in most classes, there were some students who just "skated" through the class without really caring about their grade as long as they passed. I try to push those students as well, but the results are limited.

Changes:

I will continue to do the grammar training in class rather than in a lab setting. The students seem to improve the most when the training is done this way. I will also keep the basic structure of the course the same. One of the changes I will make is to focus more heavily on research and documentation. I don`t think I gave that area enough attention this past semester, and it showed up in the research paper the students did.

Continuance:

I will keep the same format of talking about the process of writing an essay as students need to learn that revision is a key part of the writing process. I will also keep the lab the same. I will be taking a course on Grammar over the summer and hopefully will learn some new ways/t3echniques to address this subject.

Results of Prior Assessment:

I used some different writing exercises at the start of this class that I thought were more effective than ones I have used previously. The students seemed to enjoy them more, and they seemed to be more effective than some of the other exercises I was using.

Date-Time:

12/18/2008 6:24:05 PM

Kim Croll 09F TI

RTV-107-001

pre-post-Test, program-level=No

Results:

Students did between 80 and 87% better on the post test vs the same test they took the first day of class.

Analysis:

I believe the data shows that the students gained knoledge in terms used in the field. But reflects little on their over all knowlege of studio production. My students were more interested in film making. They did make use of the techniques that are common to in both.

Changes:

Changes will depend slmost entirely on class size. Thier is too much subject matter and equipment to deal with to cover it all throughly. Class size and student interest will help to define course content.

Continuance:

Working, hands on with the equipment avialable using the text as a guide seems to work well.

Results of Prior Assessment:

N/A

Date-Time:

12/18/2008 3:27:06 PM

Ted Smith 09F TI

MAT-107-201

Pre-post test, program-level=No

Results:

The pre-post test results for MAT-107201 show a mean average increase of 43% in cognitive learning. The high score was a 87% increase and the low score was a 25% increase. A total number of 11 students were enrolled in MAT-107201.

Analysis:

Learning in aquacultural education has occurred.

Changes:

To update more lecture materials to Smart board and PowerPoint presentations. To increse the frequency of quizzes.

Continuance:

The current Culture of Assessment includes a pre-test and post-test administered to students of MAT-107 to determine their knowledge base and skill level of the subject taught. Students will be assessed on prior knowledge of subject matter coming into the Aquaculture Program and knowledge gained exiting the program. This class involves primarily lectures with some applied aquacultural mathematics. Methods of instruction include but are not limited to lecture and discussion, chalkboard illustrations, overhead projector, slide projector, power-point presentations, VCR, CD-Rom and individual assignment/project completion. Students will be required to take field trips to the TSJC Aquafarm, as well as other fish production facilities within the San Luis Valley and beyond. Guest speakers will also address the class from time to time on subject matter pertaining to MAT-107. The final course grade will be computed according to the following criteria: Pre-test 0%; Attendance and Participation 10%; Mid-term examination 30%; Final examination 40%; Weekly quizzes 20%; Post-test 0%; for a total percentage of 100%.

Results of Prior Assessment:

None at this time.

Date-Time:

12/18/2008 12:19:11 PM

Dave Nolan 09F TI

GUS-12X-0XX

Pre-Post Test, program-level=GUS

Results:

Average Pre-test score of all who have taken it since August of 2001. 159 taken with and average score of 8.87% Average Post-test score of all who where eligable to take since August of 2001. 83 taken with and average score of 71.87% Out of the 159 students who have started the program since August 2001 128 where eligable for graduation. Of the 128 student, 82 successfully Completed the Department requirments for a completeion rate of 65%

Analysis:

That the TSJC Gunsmithing department is meeting state level requirment for completion rates

Changes:

We have had problem getting our students to apply for graduation. In responce to this an application for graduation is a course requirment for the Comprehensive skills examination at the end of the gunsmithing program.

Continuance:

Lecture, discussion, show and tell items, hands on assignments.

Results of Prior Assessment:

The TSJC gunsmithing program has recently been through a program review process with a 5 year approval being granted by the state of Colorado. We will be implimenting appropriate change to course as the new course are implimented with the fall 2008 group of new students.

Date-Time:

12/18/2008 12:19:05 PM

Ted Smith 09F TI

AQT-102-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-102200 show a mean average increase of 17.25% in cognitive learning. The high score was a 34% increase and the low score was a 4% increase. A total number of 8 students were enrolled in AQT-102200.

Analysis:

Learning in aquacultural education has occurred.

Changes:

To update more lecture materials to Smart board, PowerPoint presentations and most recent 3rd edition of required textbook.

Continuance:

The current Culture of Assessment includes a pre-test and post-test administered to students of AQT-102 to determine their knowledge base and skill level of the subject taught. Students will be assessed on prior knowledge of subject matter coming into the Aquaculture Program and knowledge gained exiting the program. This class involves lectures, numerous field trips, and hands-on lab work. Methods of instruction include but are not limited to lecture and discussion, chalkboard illustrations, overhead projector, slide projector, power-point presentations, VCR, CD-Rom and individual assignment/project completion. Students will be required to take field trips to the TSJC Aquafarm, as well as other fish production facilities within the San Luis Valley and beyond. Guest speakers will also address the class from time to time on subject matter pertaining to AQT-102. The final course grade will be computed according to the following criteria: Pre-test 0%; Attendance and Participation 10%; Mid-term examination 30%; Final examination 40%; Quizzes and laboratory exercises 20%; Post-test 0%; for a total percentage of 100%.

Results of Prior Assessment:

None at this time.

Date-Time:

12/18/2008 12:07:08 PM

Ted Smith 09F TI

AQT-101-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-101200 show a mean average increase of 26% in cognitive learning. The high score was a 50% increase and the low score was a 3% increase. A total number of 7 students were enrolled in AQT-101200.

Analysis:

Learning in aquacultural education has occurred.

Changes:

To update more lecture materials to Smart board and PowerPoint presentations.

Continuance:

The current Culture of Assessment includes a pre-test and post-test administered to students of AQT-101 to determine their knowledge base and skill level of the subject taught. Students will be assessed on prior knowledge of subject matter coming into the Aquaculture Program and knowledge gained exiting the program. This class involves lecture and theory as well as current trends and issues within the Aquaculture industry. Methods of instruction include but are not limited to lecture and discussion, chalkboard illustrations, overhead projector, slide projector, power-point presentations, VCR, CD-Rom and individual assignment/project completion. Students will be required to take field trips to the TSJC Aquafarm, as well as other fish production facilities within the San Luis Valley and beyond. Guest speakers will also address the class from time to time on subject matter pertaining to AQT-101. The final course grade will be computed according to the following criteria: Pre-test 0%; Attendance and Participation 10%; Mid-term examination 30%; Final examination 40%; Approved project/research paper 20%; Post-test 0%; for a total percentage of 100%.

Results of Prior Assessment:

None at this time.

Date-Time:

12/18/2008 11:56:03 AM

Ted Smith 09F TI

AQT-105-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-105200 show a mean average increase of 19.27% in cognitive learning. The high score was a 50% increase and the low score was a negative 28% decrease. A total number of 11 students were enrolled in AQT-105200

Analysis:

Learning in aquacultural education has occurred.

Changes:

None at this time.

Continuance:

The current Culture of Assessment includes a pre-test and post-test administered to students of AQT-105 to determine their knowledge base and skill level of the subject taught. Students will be assessed on prior knowledge of subject matter coming into the Aquaculture Program and knowledge gained exiting the program. This class involves lectures, numerous field trips, and hands-on lab work. Methods of instruction include but are not limited to lecture and discussion, chalkboard illustrations, overhead projector, slide projector, power-point presentations, VCR, CD-Rom and individual assignment/project completion. Students will be required to take field trips to the TSJC Aquafarm, as well as other fish production facilities within the San Luis Valley and beyond. Guest speakers will also address the class from time to time on subject matter pertaining to AQT-105. The final course grade will be computed according to the following criteria: Pre-test 0%; Attendance and Participation 10%; Mid-term examination 30%; Final examination 40%; Quizzes (i.e. water samples) and laboratory exercises 20%; Post-test 0%; for a total percentage of 100%.

Results of Prior Assessment:

None at this time.

Date-Time:

12/18/2008 11:40:53 AM

Dave Nolan 09F TI

GUS-12X-001

Assigment & Tests, program-level=No

Results:

22 A`s, 14 B`s, 8 C`s, 0 D`s, and 5 F`s.

Analysis:

This was a very good semester with basically all good grades. Of the failing grades 4 out of the 5 where from one student who left school without following up on a discussion between her, myself and the Dean. She had the opportunity to withdraw or recieve incompletes she just had to follow through and she neglected to do so.

Changes:

We have recentently gone through a program reveiw and approval process and 3 of my 9 course for the next semester (Gus 130, 131, and 134) are all effected so I will be focusing on them and their materials to bring them up to date.

Continuance:

Lecture, Discussions, Handout materials, Show and tell items, demonstrations and classroom assigments

Results of Prior Assessment:

I`ve been working over the last several years to try and keep students from falling behind in their classroom assignments leading to poor end results because of time constrants and I believe I am seeing the results from this managment.

Date-Time:

12/18/2008 11:20:48 AM

Deb Haverfield 09F TI

EMS-205-270

Skills Assessment, program-level=No

Results:

At the start of the course, 1 of 7 students successully completed 1 of 7 stations. Upon completion of the course, 5 of 5 students successfully completed 7 of 7 skills stations.

Analysis:

Students are receiving entry level skills necessary for employment.

Changes:

Provide more time to prepare for National level exam.

Continuance:

Drilling students on skills performance.

Results of Prior Assessment:

Include additional practice time for skills

Date-Time:

12/17/2008 4:00:39 PM

J Torr 09F TI

EMS-125-050

Skills Assessment, program-level=No

Results:

At the start of the course, 2 of 14 students successfully completed 1 of 5 stations. Upon completion of the course, 11 of 11 students succesfully completed 5 of 5 skills stations.

Analysis:

Students are receiving entry level skills information

Changes:

Students want more information in lectures

Continuance:

Drilling students on skills demonstration. Keep quality eqiupment on hand.

Results of Prior Assessment:

Include more indepth lecture information.

Date-Time:

12/17/2008 3:57:18 PM

G Haverfield 09F TI

EMS-125-250

Skills Assessment, program-level=No

Results:

Upon entry into the class 1 of 10 students successfully completed 1 of 5 stations. Upon course completion, 7 of 7 students successfully completed 5 of 5 skills stations.

Analysis:

Students are receiving entry level skill training in the class

Changes:

Students reported that the course gave them the information, but wanted more in depth information

Continuance:

Provide additional information for students

Results of Prior Assessment:

Add depth to lectures

Date-Time:

12/17/2008 3:54:18 PM

Kathy DeCristino 09F TI

COS-131-001

Performance Exam, program-level=COS

Results:

The practical/performance exam administered as a final exam and as a method to assess the competency of the students skill level on various hairstyling and cosmetology procedures had the following results. 79% of the students passed the exam 80% or above. 15% failed because the did not participate in the exam, and the remaining students failed to pass with a 70% or higher.

Analysis:

After reviewing the data for the failing students, it was determined that their skills were not at the competency level of the other passing students for several possible reasons. These students had several low scores throughout the semester on lab assignments as well as incomplete work and more absenteeism compared to successful students.

Changes:

No changes except for again stressing how incomplete daily lab assignments and poor attendance can have a detrimental effect on their success and competency level.

Continuance:

Demonstration of procedures followed by application and repetition, repetition, repetition of skills through daily assignments and customer work.

Results of Prior Assessment:

Because this performance exam is modeled on the state licensing exam, I am concerned that other skills not included in the test are not meeting competencies necessary to job skills. I implemented a separate performance final exam requiring the students to bring in a model and then I assessed their competency on several basic procedures necessary for job success. What I found was that I need to add more of these types of performance tests/markers on a more regular basis as several weak areas were identified.

Date-Time:

12/17/2008 3:44:43 PM

Kathy DeCristino 09F TI

COS-130-001

Written final exam, program-level=No

Results:

35% of the first semester students enrolled for COS 130 as well as other introduction cosmetology and hairstyling courses failed to meet the minimum standard of passing the exam with a 70% or higher.

Analysis:

After reviewing the data it was determined that 11% of the failing students did so because they did not take the exam. The other failing students scored low not only on the final test but their daily average for coursework was below 70%.

Changes:

For the next semester, I will counsel the failing students into taking advantage of tutoring or other services available at the Learning Center. Also, the failing students need to reminded that failure to complete and submit daily assignments and weekly chapter tests ultimately has a detrimental effect on the final test score.

Continuance:

The majority of the first semester students were successful at scoring 70% or above on the written final. The methods that are conducive to success has been the implementation of a weekly written review of the material covered in preparation for the weekly chapter test. This was implemented a couple semesters ago and has seemed to be helpful for the majority of students.

Results of Prior Assessment:

This semester and the previous semester I implemented a change on the written weekly workbook assignments. Rather than have the students complete both workbooks which at times could be very lengthy depending on the chapter covered, I replaced the workbook assignment with the written chapter review. I received favorable feedback from several students that this helped them prepare for the test and retain the material better than the workbooks did.

Date-Time:

12/17/2008 3:23:06 PM

David Barrack 09F TI

MGD-112-001

Interview & Observe, program-level=No

12/17/2008 9:43:23 AM

Lexey Spencer 09F CD

ENG-121-003

exams, portfolio, program-level=No

Results:

All students who completed the course passed with a C or better. They engaged the portfolio process and learned to use resourses across campus (study groups, Writing Center, conferences with the professor, on-line resources). Students were able to compare their early efforts with their final research paper and recognize that there was a dramatic difference. They saw that they had gained skill in descriptive and specific writing, documentation, format, focus, transitions, clarity, and audience acknowledgement.

Analysis:

Changes:

none

Continuance:

Results of Prior Assessment:

Conferences were very beneficial in giving students the opportunity to discuss progress (or lack there of) with the instructor. It was my time to give them specific instruction for their problems and to recognize and praise their strengths. I should have done it a long time ago, but in this atmosphere of overloads, committees, and low pay I hadn`t felt that I could find the time to do this important addition to instruction. The administration might want to look at how excessive overloads and demands take away some of the best innovative instruction.

Date-Time:

12/17/2008 9:43:08 AM

Dawson 09F

quiz, program-level=No

Results:

A 47% increase between pre and post

Analysis:

Students learned new concepts and applications

Changes:

More resesarch studies for student review

Continuance:

Two cases studies required by each student.

Results of Prior Assessment:

Date-Time:

12/16/2008 12:30:04 PM

Shoman 09F TI

HHP-101-001

quiz, program-level=No

Results:

A 20% increase between pre and post tests

Analysis:

With only two students in the class, I don`t know how statistically applicable this is.

Changes:

Enrollment needs to increase - I think this course could be completed for half credit in half of a semester.

Continuance:

Results of Prior Assessment:

Date-Time:

12/16/2008 12:24:46 PM

Heusted 09F TI

MST-184-200

clinical procedure, program-level=No

Results:

Ninety perecnt of the class were successful in providing clinical instruction to the public.

Analysis:

The students felt confident in performing massages on people that they had never met.

Changes:

Add more clinic hours for each student.

Continuance:

Students were instructed on the proper way to have their clients fill out an intake form. Helped them to discern what their client needed.

Results of Prior Assessment:

Results of Prior Assessment:

Add a little more deep tissue instruction in this first semester.

Date-Time:

12/16/2008 12:17:12 PM

Marta Shoman 09F UK

MST-105-001

quiz, program-level=No

Results:

A 40% increase between the pre and post test

Analysis:

Students learned new concepts and applications, they knew nothing about the subject matter when the course began.

Changes:

Continuance:

I will keep the same texts and change the assignments.

Results of Prior Assessment:

Date-Time:

12/16/2008 12:13:19 PM

Heusted 09F TI

HHP-276-200

Pre and Post Test, program-level=No

Results:

Students increased test scores from pre to post test by 44%.

Analysis:

Most students knew nothing about the modality of aromatherapy beginning the course.

Changes:

A little more hands on using the Vita Flex Technique next year.

Continuance:

Using the best essential oils available for classroom use.

Results of Prior Assessment:

Date-Time:

12/16/2008 12:08:43 PM

Marta Shoman 09F TI

HHP-235-001

quiz, program-level=No

Results:

67% increase between the pre and post assessment

Analysis:

Students learned many new concepts and became more familiar with self-care

Changes:

Continuance:

I changed the text book for this class between last year and this year.

Results of Prior Assessment:

Date-Time:

12/16/2008 12:05:39 PM

Compton 09F CD

ENG-12x-0xx

Writing Sample.Accu., program-level=No

Results:

The new texts in both courses worked well on many levels. ENG 090--Students read/annotated/ stories and developed critical thinking skills while reading about social issues in 090. They acquired writing techniques after each story which culminated in fine-tuning pre-writing/revising/editing processes and for the Illustration, Description, Narrative, Compare/Contrast and Cause/Effect Essay. They also learned Thesis Statement as well as wrote topic sentences that expressed an attitude or opinion effectively drawing the reader into the essay. Students learned the importance and proper placement of transition words and reviewed and/or learned grammar as needed and responded to reading from outside sources in the form of analysis. Those who took notes, actively participated in class and in peer group review, and regularly attended class received the highest grades. Two students Accuplaced into ENG 121 after pre-test. Of twenty eight students in three sections, 51% earned A�s, 0% got B�s, 15% got C�s, one student [4%] got a D and three students [11%] failed due to non-attendance. Five students withdrew. Average passing rate [grade C or better] was 86%. ENG 060-These students� not only mastered topic sentences that stated an attitude or opinion, but learned and applied Thesis Statement. They developed sentence structure from rudimentary to mildly complex. They responded to outside reading models in the form of analysis and submitted no less than ten paragraphs and three five hundred word essays. Of twelve students, 33% earned A�s, 33% B�s, 16% C�s, 8%, a D, and 8% an F. No student withdrew. 84% passed with a C or better. Five students Accuplaced from 060 into 090. Both 090 and 060 were required to keep a journal and to submit a Self-Assessment Essay as part of their final exam. 090 students submitted index cards [most/least valuable] after various class sessions.

Analysis:

Acquiring new texts raised the bar for course competencies. Both courses were more comprehensive in terms of content and demanded not only academic growth but personal growth for the students. Because the readings in 090 were comprised of social issues, I was surprised when the most/least valuable index cards indicated that students� most valuable part of the session was learning about those issues and discussing them, and the least valuable was learning writing structure! Many of the students were not aware of some of the issues. The final self-assessment essay [in lieu of the exit survey] was enlightening as well. Because the assigned papers required students to look inward instead of inventing scenario�s, many of the assessment�s looked like this: �Some of Mrs. Compton�s assignments came so easy to me, it took no time to write the cause and effect paper about how I earned the name Knockers in high school, but she assigned some not so easy papers that you would have to dig deep to write making you feel emotion like the description essay I wrote about my grandma. I think I cried while writing that paper. It was very hard for me, but I think that�s what makes you a great writer, going where you�ve never gone before.� As I did not teach the 060 courses, I have only statistical analysis. I did receive four copies of self-assessment essays. A good synopsis of those essays is: �In conclusion, I am now a writer that can be very successful. My writing will gradually improve next semester because of this class showing me the right things in writing. I would give myself an A for growth because I have grown up as a writer and ready to grow even more.�

Changes:

I will require the Illustration essay first instead of third as it was more basic than the narration and description sequence. I will decrease the required reading to three stories per essay instead of four. Four stories gave us little chance to have adequate discussions. I will add a �no electronics in class� clause as well as a �no late paper clause� to the syllabus.

Continuance:

I will appraise the new 060 text Spring semester. I once again scheduled one �pilot� paired course for Spring: ENG 090 and LIT 115, but because of scheduling complications, it will not fly. I am certain that by Fall 09, we will offer the class.

Results of Prior Assessment:

Text in 090 is much better; mandatory attendance and �no late papers� seem to work with this fragile population who need more direction to achieve success.

Date-Time:

12/16/2008 10:54:03 AM

David Barrack 09F UK

MGD-213-001

Interview & Observat, program-level=No

Results:

The data collection method is effective with a group of this age and size.

Analysis:

I need to redesign this class.

Changes:

I did not like the text. I found a new one during the semester, but it was too late to change. We have had ongoing computer and network issues. The lab was move and a new operating system was put in place. The normal and expect start up problems happened and continued into the semester. IT is working on the project. I will design more projects for the students.

Continuance:

This class was so small and the students had such diverse skill sets that I had to react on a daily basis. This turned out to be positive. When I am redesign the class I will rely on this experience.

Results of Prior Assessment:

This is the first time I have assessed this class.

Date-Time:

12/16/2008 9:13:23 AM

David Barrack 09F TI

MGD-113-001

Interview and Obser., program-level=No

Results:

The students learned about the program and design and layout.The students had some sugestions about improving the program.

Analysis:

First, a class with two students is very hard to teach. Second, the moving of the lab along with the introduction of a new operating system caused a dificult startup.

Changes:

I have obtained a suggest course study outling from Quark. I will analyse it and adapt. I will try to find a better text. I will give them more projects.

Continuance:

Projects, lectures and working one on one the the students as time allows.

Results of Prior Assessment:

First assessment

Date-Time:

12/16/2008 8:56:52 AM

Susan Harris 09F CD

REA-12x-0xx

pre-post-Test, program-level=No

Results:

Out of a total of 29 students who were graded at the end of the semester, 20 improved their Accuplacer Reading test scores over the semester, 6 received lower scores than the originals, and 3 didn`t take the post-test. Of those who improved, the average improvement was 14.7 points in a range from +2 to +36 points. Of those who decreased in score, the average decrease was -13 points in a range from -3 to -24. The median score in the entire range was +10. (Naturally, the scores that demonstrate the smallest improvement or decline probably indicate that either the test did not identify modest improvements, or the class did not meet the individual student`s needs in a significant way.) Oral comments from students indicated that many noticed that their reading for other classes became easier over the semester.

Analysis:

Reading is an unnatural human skill. People are not equitably equipped to adapt to reading, and intelligence is not the only determining factor. In other words, the basic processes of reading can be taught, but not everyone will incorporate them. A myriad of abilities come into play�not the least of which being the amount of concentration, instruction, and effort expended by the reader. (For example, students who are experiencing significant personal problems/illnesses do not test reliably.) Reading can improve with practice, but no one can predict precisely when the improvement will appear. The size/nature of a person�s vocabulary confuses the issue�especially at the college level, as does the student�s level of sophistication (range of experiences). All sorts of neuronal/brain differences and preferences complicate the matter immensely. For example, the degree to which students are able to conceptualize can vary widely. I have found no single reading test that identifies processing differences reliably or tests reading skills with 100% accuracy, and no reading instruction technique that works for everyone. However, students who do not score well on the Reading Accuplacer may still be able to accommodate for their own shortcomings to succeed in college and/or a career.

Changes:

No instructor can work too hard on trying to find reading methods and/or exercises that come to the problems of reading from different directions. Only a buffet of techniqes has any hope of reaching the majority of the students since the variety of problems students exhibit is nearly infinite. Therefore, I will add new materials and/or approaches as I discover or invent them to keep the class feeling fresh, relevant, and personal. In addition, the course will be adjusted to be more flexible in its demands/assessments to suit the needs of the individuals. It must encourage and inform without wasting student time and/or money. It must recognize and be sensitive to student ego issues. It must not punish students for being diverse.

Continuance:

The reading courses will continue to rely heavily on adult learning research, providing an environment that is non-threatening and supportive, an environment that gives the student responsibility and choices. Criticism will be kept to a minimum (only enough to provide honest feedback and a push) while support will be kept to a maximum. Reading should make the credit courses easier for the students to handle. In-class work will remain fast-paced, filled with as much variety as I can present, friendly, and alternately challenging and reassuring. Homework will be minimized to eliminate conflict with credit course work, although we`ll continue to use plenty of in-class worksheets with personal feedback.

Results of Prior Assessment:

This semester, our gains were more dramatic than ever before, although the percentage of students who are able to benefit from reading instruction remains fairly constant. One reason for our improvement may be the particular student population, but another reason is certainly the changes in classroom philosopy that were incorporated this semester--changes that built on problems I identified last year due to student reluctance and embarrassment, as well as a distracting environment. I assumed a role that was closer to reading coach/mentor than to judgmental critic to address the fact that most students who enter developmental reading come with a negative attitude toward reading in general and any kind of remediation. Our new location in a smaller, more remote, friendlier classroom has served the new atmosphere well. I`ve worked harder on creating a supportive classroom community in which trying is worth the risk. I do my best to make the class flexible and responsive to individual student needs.

Date-Time:

12/8/2008 12:08:11 PM

Paulsen 08F TI

WEL-10x-001

pre/post test, program-level=EPIC

Results:

The pre-test provides us with the level of competency that the students need to perform. The post-test measures gain in the course and the students` skills are evaluated.

Analysis:

These tests provide ino in determining the students comprehension of the course taught.

Changes:

We will investigate and develop other ways of assessing the students comprehension of the course taught.

Continuance:

Promoting team building helps to maximize the student ability to support their learning with the help of other students.

Results of Prior Assessment:

Evaluations are ongoing the program is in second year.

Date-Time:

9/24/2008 2:36:25 PM

Sue Nesbitt 08S HSS

SOC-10-001

pre/post, program-level=No

Results:

In both Soc 101 and Soc 102 statistically significant differences were revealed between the before and after measures. In terms of student interest and involvement it appeared that videos and small group work resulted in greater student involvement and interest.

Analysis:

While there was significant change overall in student knowledge, measurement needs to be broken down more specifically in order to determine more precisely what activities have the greatest impact.

Changes:

Incorporate more measures to include both knowledge and interest. Increase student activities, incorporate measures to determine of students are learning from the videos or just enjoying them, although the latter is important as well.

Continuance:

All methods will be continued but student projects and activities will be increased and lectures shortened

Results of Prior Assessment:

Results of Prior Assessment:

I added more time for layout using the InDesign program as there was not sufficient time to complete it last year.

Date-Time:

5/15/2008 10:01:05 AM

Chelo Ludden 08S CD

LIT-278-001

journal, paper, test, program-level=No

Results:

Students wrote a response journal entry for all readings, led a class discussion on a chosen work, took essay tests, and wrote a research paper on a related topic.

Analysis:

Students did well writing in their journals, seemed to enjoy it and kept up with reading assignments. They also did well as class discussion leader which encouraged participation from all. They improved in test taking. However, they did seem to fall when they wrote their research papers.

Changes:

Next time I will assign 2 smaller papers as opposed to one long essay. This should give the students a better comfort level and enable them to take advantage of the learning curve.

Continuance:

Journals, class discussion leader, tests, and papers will all be kept.

Results of Prior Assessment:

none - not taught before

Date-Time:

5/15/2008 9:40:03 AM

Chelo Ludden 08S CD

ENG-115-001

excercises, program-level=No

Results:

Stdents read 6 chapters and completed real world writing assignments such as letter and memo writing.

Analysis:

Students learned the basics needed for success in entry level business positions.

Changes:

I would like to add a collaborative element if enrollment allows.

Continuance:

The practical application of learned material led to successful learning.

Results of Prior Assessment:

none - not previously taught

Date-Time:

5/15/2008 9:27:53 AM

Chelo Ludden 08S CD

ENG-122-001

essays, excerises, program-level=No

Results:

Students were to write 5 essays and complete exercises on MLA and APA formats, along with online grammar exercises

Analysis:

Students did better this semester with technical details having to do with format. This was due to increasing the amount of exercises assigned from the previous semester. Also, the online grammar exercises that are offered from the publisher helped with grammatical problems. Students overall writing improved with each paper.

Changes:

I think the technical aspect of writing could be increased even more by having students closely check one another`s work with this in mind. I am satisfied with the grammar exercises.

Continuance:

The writing of papers, peer critiques, writing center critiques, grammar and format exercises will all be kept.

Results of Prior Assessment:

Online grammar exercises were added as the students had individual needs so this was more efficient than class exercises.

Date-Time:

5/15/2008 9:21:23 AM

Chelo Ludden 08S CD

ENG-121-001

5 essays, exercises, program-level=No

Results:

Students were to write 5 essays and complete exercises on MLA and APA formats, along with online grammar exercises

Analysis:

Changes:

I think the technical aspect of writing could be increased even more by having students closely check one another`s work with this in mind. I am satisfied with the grammar exercises.

Continuance:

The writing of papers, peer critiques, writing center critiques, grammar and format exercises will all be kept.

Results of Prior Assessment:

Results of Prior Assessment:

I have continued to find new ways to present the material. This has resulted in better understanding and demonstration of the topics in the class.

Date-Time:

5/14/2008 9:44:29 AM

Deb Haverfield 08S TI

EMS-206-250

Skills Assessment, program-level=No

Results:

At the start of the course, 1 of 8 students passed 7 of 7 skills stations and 3 of 8 passed 3 of 7 skill stations. At the completion of the course, 8 of 8 students passed 7 skill stations.

Analysis:

Re-enforcement of field skills is successful.

Changes:

Provide more quizes and homework assignments to reinforce lecture material.

Continuance:

Hands on practice and enforcement of skills assessment scoring tools.

Results of Prior Assessment:

Lecure followed by skill demonstration, then to skill practice, and finally to skill assessment.

Date-Time:

5/13/2008 8:11:03 PM

Horton 08S MS

BIO-105-001

Test Item Analysis, program-level=No

Results:

The same question was asked on Midterm and Final exams. Question was scored using rubrics with increasing complexity. I was looking for students` ability to synthesize information regarding the concept of Genetic Diversity. Throughout the semester I present information building on this concept from different angles and topics. I scored the midterm question using a rubric with 10 pts possible. Each of the points were attributable to a piece of the genetic diversity "puzzle" that I expected the students to understand as important to the topic. I considered 8 out of 10 "satisfactory". 11 out of 20 (55%)students scored satisfactory on the midterm question. On the final question 14 out of 20 (70%) students scored proficient on the question. The final rubric contained additional requirements based on the added information since the midterm.

Analysis:

I believe that students have been largely unable to see how each of the points of genetic diversity fit together. They seem to be only recognizing a few of the points as being part of genetic diversity. The others points must be seen as isolated topics or irrelevant to genetic diversity.

Changes:

In the past, I have found that concept maps tend to help students make connections between seemingly unrelated topics. I will be developing a concept map that will be handed out to students blank at the beginning of the semester. Each time I add a piece of information I will have the class fill out that part of the concept map. This should help students make the connections needed to fully understand this concept.

Continuance:

-Natural Selection Simulation Activity -Drawing a graph of genetic diversity using many different scenarios throughout the semester. -Stressing the absolute necessity of genetic diversity in a population for long-term survival of a species.

Results of Prior Assessment:

In the past, concept maps have been successful in the students` ability to make connections. A concept map has been used to help students understand the differences and similarities between the constituent parts of vertebrate blood.

Date-Time:

5/13/2008 3:42:55 PM

08S TB

ECE-102-H50

Case-Study, tests, program-level=No

Results:

1. Students were given online quizzes to reinforce concepts. I had three students in this class. One stopped coming, one passed all the quizzes with an 80% or higher and the other passed the quizzes with close to 60% average. 2. Both students completed the portfolio and met all the requirements. The student with the higher scores on her quizzes was able to make more sophisticated analysis of data collected on her portfolio than the student who did poorly on her quizzes.

Analysis:

This is the beginning lab class for early childhood education. The requirements for the class consist of 60 hours of observation as well as completing a lab book and a case study on an individual student. 1. There is a wide range of innate capabilities of students that enter this program. The students who have adequate reading and writing skills are at an advantage. 2. Even without strong literacy skills, students can be effective observors of young children and sometimes can be effective at the analysis of data. 3. It would be helpful if all students had better literacy skills.

Changes:

1. I would like for all my students to take developmental classes in reading and English either before or simultaneously with this class. However, some of these students are in this particular class because they have to get a certificate for employment and this is required for all of the certificates. Most of these students will not take developmental classes. I cannot change this. 2. Take more time to help students with their reading and writing problems. 3. Require that all the lecture hours of this class be completed--they cannot be done online. 4. I would like to allow for more time for processing of classroom experiences.

Continuance:

I will continue to cover material in the text and rely on class discussion and interactions to help reinforce concepts. I will also use media where appropriate and possible.

Results of Prior Assessment:

I require that we talk about actual classroom observations, feelings etc at the beginning of each class. These have been helpful and I will continue them

Date-Time:

5/13/2008 12:42:42 PM

Kate Carlisle 08S TB

ECE-225-Pxx

Pre/post, self-asses, program-level=No

Results:

1.Pre test scores ( Ave 48%) and Post-test (86%) indicated that there had been a gain in understanding or core concepts. 2. Self-assessments indicated that all students, who had access to children, had made changes in the way they talked to children, viewed language and thought about reading and literacy. 2. an analysis of certain application questions on the exam demonstrated that 7 out of 10 students were able to get full credt and 2 of the remaing students got partial credit. 3. Vocabulary tests scores were much lower from the students in Alamosa. 4. Students who spent the most time using online resources did much better in application and critical thinking parts of the exams and assignments. (There seems to be a correlation between time spent online and grades! Duh.) I cannot give statistics on this, since this was an informal assessment.

Analysis:

1.Students who spend time and keep up with their online work do much better in the class than those students who fall behind, even though they eventually get caught up. 2. I need to find a better way to help students with vocabulary development--especially if I continue to have distant site students. It is known that young children do not learn vocabulary and language effectively from TV or Videos, rather they must have face-to-face conversations with people that they feel safe with. Perhaps this is a factor with adults as well. 3. The take home exams that consist of mostly application, critical thinking and problem solving seem to be helping the students in these areas. They mention on midterm evaluations that they think they learn more from this type of test.

Changes:

1. I will set strict time-tables for online course work to be turned in and when students show a pattern of falling behind I will intervene more quickly.(Getting in touch with distant students can be a problem--in this class two out of the 4 students in Alamosa checked their email at all and since they worked, getting in touch with them by phone is also difficult.)I understand that most of my students work as well as go to school and I try to be understanding when life happens to them, but I must balance this understanding with somehow making them feel accountable for getting their online work in on time. It seems harder to get assignments turned in online than face-to-face. 2. I will do a more complete training of how to sign on to WebCt and navigate through the platform. I cannot make assumptions that my nontraditional students have any computer skills at all and this is probelmatic for a hybrid class. 3. I will continue to try and make vocabulary development more meaninngful and effective for the students, especially the distant students. 4. I will bring in more current magazine, website and newspaper articles for reading and analysis. Students did well with these and I need to provide more. They seem to make learning more relevent. 5. I would like to be more consistent in using mini-assessments at the end of each class. It is harder to do this with distant students.

Continuance:

1. I will continue with the type of take-home exams I use. 2. I will continue with the midterm evaluation of the course. 3. I will continue using a self-assessment for the final exam.

Results of Prior Assessment:

I began using the midterm evaluation and the self-assessment as the result of previous assessments and student input. I found these to be very helpful. The midterm evaluation gives me time to make changes and the input I got on how to make the distant site more involved was valuable. I did mean to get over there to teach one class, but was unable to. I hope to be able to do that next year if I have a distant site for any of my classes. The self-assessments were very revealing and gave me specific examples of how students changed their behavior and thought about issues because of this class.

Date-Time:

5/13/2008 12:28:36 PM

Kate Carlisle 08S HSS

PSY-238-Pxx

Pre-post,self-assess, program-level=No

Results:

1. Pre-Post test results: pre-test (average was 32% and post test average was 83%) Pre/post tests indicated that the students did indeed go up in competency. Students did far better than last semester on the questions concerning Piaget`s cycle of accomodation and assimilation. 80% of the students ( 9 out of 12)answered the questions concerning these concepts correctly. Last semester,maybe half of the students did. (I did not follow that, so I am doing it from memory. 2. Self assessment results indicated that vocabulary and technology caused the most problems. This was a poly-com hybrid class and we had considerable problems with technology both with webct and with Course Compass. Part of the problem was the students in Alamosa had difficulty understanding how to access the sites, which access codes to use and how to get around the platforms. The students in Trinidad experienced less frustration with these problems. 3.All students indicated that they had learned concepts and facts that would change the way in which they delt with children. All of the tests involved application questions and an analysis of these questions indicated that the majority (80%) of the students understood and could apply core concepts.

Analysis:

1. Some students need considerable technical support and hand-holding to make effective use of technology. 2. The students that had the most difficulty applying concepts in exams were also the students who spent the least amount of time making use of the supplemental material available to them online. 2. Vocabulary continues to be problematic for the students. Interestingly enough, the students in Alamosa were across the board lower in their vocabulary skills than the students in Trinidad. I have no idea why this is so, but wonder if it helps with vocabulary development to have the face-to-face interactions, rather than video inateractions. Research in early childhood education indicates that children do not learn language or vocabulary well from Videos or TV. Rather it is the face-to-face interactions and communications that enrich children`s language. Could this be true with college students as well? Who knows, it is something to consider. 3. Students who got behind in their online work did more poorly in the class even if they got caught up.

Changes:

1. If I teach more polycom classes I will spend much more time going over the mechanics of getting online, finding and using access codes and getting around the site at the very first class. I will also make myself available via polycom to work with the students in Alamosa if they need more help. 2. I believe that all students who use WebCt or other online platforms should be required to take a workshop in how to do it, of if they refuse, they need to sign a waiver. 3. I will require more frequent cut-off dates for online assignments so that students who are not"getting it" will be identified more quickly. I will monitor the students and be more hard-core about late assignments. I tend to be a sucker for hard luck stories, but onece students get behind in online courses, they suffer. 4. I will continue to attempt to help students learn vocabulary in more varied ways. This is always a problem in this class. 5.I will use more journal articles and newspaper and magazine articles as a means of encouraging application of knowledge. 6. I will be looking for ways to get students more involved in online discussions. 7. Some students indicated that they wanted more lecture time and even though this is a hybrid class, I may increase my lecture time by about 15 minutes or institute a questions and answer period after regular class time if it can be done with Polycom scheduling. 8. I am considering posting chat hours for my students in these classes.

Continuance:

1. I will continue to use take-home exams that require application, critical thinking skills and problem solving. The students prefer them and end up spending far more time on them than they would if they were administered in the classroom. In the students self-evaluations almost all of them mentioned the fact that the liked these exams and felt they learned more from them. 2. I will continue to use the self-assessment as an important part of their final grade. It was facinating and very revealing to me about what students actually learned---not always what I would have thought!

Results of Prior Assessment:

As a result of previous assessment, I instituted the self-assessment as their final exam. I will do this again.

Date-Time:

5/13/2008 12:02:01 PM

Speedy Gonzalez 08S TI

GUS-251-001

Parts Projects, program-level=GUS

Results:

STUDENTS COMPLETED ALL PROJECTS, WITH GREATER EASE AND PRECISION AND A MUCH BETTER UNDERSTANDING OF PRECISION FIT AND FINISH

Analysis:

1: STUDENTS BASIC GRASP OF MATH SKILLS (TRIG & ALGEBRA) HAS MUCH IMPROVED 2: INTRODUCTION TO BASIC MACHINE PRACTICES EARLIER IN GUS-115 HELPED IMPROVE THE STUDENTS SKILLS THIS SEMESTER.

Changes:

CHALLENGE THE STUDENTS TO LOOK BEYOND THE OBVIOUS AND TO INSTRUCT THEM HOW TO TAKE TOTAL CONTROL OF THEIR WORK, TO ACHIEVE THE BEST PERFORMANCE

Continuance:

Results of Prior Assessment:

THESE STUDENTS HAD AN INTRO TO MACHINE WORK IN GUS 115 AND ARE EXCELLING IN THEIR MACHINE TOOL PRACTICES AND PROJECTS. THERE MAY NEED TO BE SOME TYPE OF INTRO A BIT EARLIER?

Date-Time:

5/13/2008 10:41:26 AM

Lynn Johnson 08S TB

MST-178-251

pre-post test, program-level=MEDA

Results:

Student scores on the pre-test were an average of 29% correct answers. Out of a possible 31 correct answers, the low out of was 19%correct answers; the high was 35% correct answers on the pre-test. On the post test the average score of correct answers was 78%. On the post test 60% of the students scored 84% or higher while 40% of the students scored 58% or better.

Analysis:

Students learned and retained an average of 50% more information than at the beginning of the semester.

Changes:

This course for medical assistant students was redesigned at mid-term. The information presented prior to mid-term was too specific for what medical assistants needed to have to perform a satisfactory job in their profession. For the following fall 2008 semester students will have the advantage of visusal learning of the layered location of muscles. A new one-semester medical textbook for the course has been selected to replace the textbook used to teach massage students the specific attachments of each muscle. The new textbook will be more relevant for medical assistants.

Continuance:

Continuance:

Oral presentations are required of each student, and does help students to better understand class material by helping to teach the class. Increased use of study question assignments has helped performance on essay questions on tests.

Results of Prior Assessment:

The increased use of study question assignments has helped performance in writing essays, although it is not clear whether they help in performance on this type of assessment exercise.

Date-Time:

5/12/2008 10:36:31 PM

Bruce Billings 08S HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

19 students took the pre-test at the beginning of the Semester conisting of 20 questions (fill in the blank and multiple choice questions). The average pre-test score was 35.3%. During finals week 17 students took the identical post-test with an average score of 64.7%. 17 student took both tests, with an average pre-test score of 35.3%, and an average post-test score of 64.7%.

Analysis:

This was one of the best records of improvement from pre-test to post-test of any previous class, and the average score for the post-test was either the highest or close to the highest of any class. This class had excellent attendance with most students completing all assignments and it was reflected both in the assessment exercise and performance on the regular class tests and other assignments.

Changes:

Increased use of power-point presentations and more emphasis on class discussion.

Continuance:

Required oral presentations by each students which can be satisfied in part by bringing in outside speakers. Also increased numbers of study question assignments to help students better understand broad concepts.

Results of Prior Assessment:

Increase number of study question assignments which in this class seemed to help both on the assessment results and the performance on class assignments.

Date-Time:

5/12/2008 10:25:46 PM

Bruce Billings 08S HSS

HIS-102-001

pre-post-Test, program-level=No

Results:

30 students took the 20 question pre-test consisting of fill in the blank and multiple choice questions, and had an average score of 24.5%. 23 students took the identical post-test, with an average score of 46.3%. 22 students took both tests with an average pre-test score of 23.2%, and an average post-test score of 47%.

Analysis:

The students average pre-test score was the lowest of any pre-test for any previous class. While the post-test score was about average or slightly below average compared with previous classes, the percentage improvement was the best for this class. In the early tests in the class, the students showed similar difficulties in answering objective questions of this type. They did show satisfactory writing skills and ability to understand major concepts on the essay questions, which the pre and post-test do not directly measure.

Changes:

Increased use of power-point presentations and greater emphasis on class discussion. Some of the pre-test, post-test may be updated to reflect current topical emphasis in the class.

Continuance:

Continued required oral presentations by each student, and assigned study questions. The students were required to turn in more study question assignments than in the past.

Results of Prior Assessment:

Increased use of study questions, which may not have improved results on the assessment exercise, but helped in terms of better anwering essay questions on exams.

Date-Time:

5/12/2008 10:15:43 PM

Bruce Billings 08S HSS

HIS-202-001

pre-post-Test, program-level=No

Results:

Students took a pre-test with fill in the blank and multiple Choice questions during the first week of the Semester and an identical post-test during Finals Week. 11 students took the pre-test with an average score of 36.4%. 12 students took the post-test with an average score of 49.6%. 10 students took both tests with a pre-test average score of 38% and a post-test average score of 50.5%.

Analysis:

The scores on the pre-test and post-test were within the typical range for these tests in the past. What was most notable about the scores was the fact that 11 of the 12 students who took the post-test scored within the 40% to 65%, which coincides with the regular test scores in class where there was only a narrow variation in scores.

Changes:

Use of more powerpoint presentations, and more attempts to engage students in class discussion.

Continuance:

One oral presentation is required from each student. Students also turn in written answers to study questions, which assist them answering essay questions on exams, and contribute to better understanding of the course material.

Results of Prior Assessment:

Increased use of study questions may not have contributed to better scores on the post-test, but did help students to better understand major concepts.

Date-Time:

5/12/2008 10:04:22 PM

Griffis 08S HSS

PHI-214-001

pre-post test, program-level=HSS

Results:

Students showed increase in vocabulary and conceptual knowlege in the post testing (through the final exam) compared to the pre-test levels of knowlege.

Analysis:

Vocabulary building aids in increased ability to conceptualize and assigned reports by students increased their personal investment in the class content and in their test performance.

Changes:

More assigned work by students, with questions and analysis of those reports from other students, will continue to increase their personal "investment" in their learnings.

Continuance:

Careful exposition of the chapter (and issue) contents from the textbook, with frequent content reviews, will continue to contribute to student learning.

Results of Prior Assessment:

Student assignments this semester brought a new dimension of participation by the students and have made this a differne sosrt of assessment instrument this semester.

Date-Time:

5/12/2008 3:29:58 PM

Griffis 08S HSS

PHI-112-0xx

pre-post test, program-level=HSS

Results:

Students in the 2 Ethics sections showed a gratifying increase in knowlege gained from the pre-test to the post-test (as part of the final exam). The athletes, being gone on excused absences so often, showed less gain overall but passed for credit with acceptable scores.

Analysis:

The group activities I incorporated from the CELT training of last summer increased student learnings and enthusiasm substantially, and the opportunties to earn extra credit through independent reports on social issues not covered by the textbook enriched the class content.

Changes:

Group activities will be expanded in coming semesters and reports assigned on particular social issues the textbook covers will be expanded to increase student participation.

Continuance:

Use of films with ethics themes will continue as an important component of student enrollment and enthusiasm. I will also add reframing of issues and ethics analysis from the textbook to reframe the issues, broadening the scope of the consideration of such issues.

Results of Prior Assessment:

The results look better (in my understanding) with a broadened appeal to issues and two-sided balanced analysis of such issues.

Date-Time:

5/12/2008 3:16:31 PM

Griffis 08S HSS

PHI-113-001

pre-post test, program-level=HSS

Results:

Students in this Informal Language Logic class showed a remarkable increase in their knowlege and understanding of informal language logic, as measured in a pre-test given at the semester`s start and compared with a course post-test at its end.

Analysis:

Vocabulary terminology and English language sentence structure were unknown to many of the students at the beginning of the semester, according to the pre-test, but were much more familiar by the semester`s conclusion, as the students used principles of analysis for fallacies, deductive and inductive inferrence, and Venn-based truth tables to analyze examples of written and transcribed spoken communication.

Changes:

The class in the future will use more group-based learning, which I incorporated in the second half of this semester and found to aid student learning processes substantially.

Continuance:

The course will continue as text-based, looking at transcriptions of speeches and letters, rather than based on oral communication (to avoid becoming a second type of Speech Communication class).

Results of Prior Assessment:

The students who worked alone (not in small groups) appoear to have incorporated fewer of the course contents and thus I will require participation in groups consistently, though I wlll vary the group memberships for variety and to help the students learn from other students of other learning styles.

Date-Time:

5/12/2008 2:47:19 PM

Carter, Karen S. 08S MS

MAT-135-XXX

test-item analysis, program-level=MAT

Results:

The average score on the embedded test item was 16.6 this semester compared with last semester.

Analysis:

Possibly the results are lower than those from the fall semester, because many students who struggle with math put off taking their required math course as long as possible and that is usually the spring semester. A greater emphasis was placed on the individual steps of hypothesis testing, but there appears to be no improvement from this.

Changes:

Fall and spring semester should be compared over the next two years to see if spring scores are significantly lower than fall courses. Also more problems should be assigned in this area.

Continuance:

Basically, I will continue the current teaching methods with the above noted change.

Results of Prior Assessment:

A greater emphasis was placed on the individual steps of hypothesis testing, but there appears to be no improvement from this.

Date-Time:

5/12/2008 2:05:58 PM

Griffis 08S HSS

HUM-121-PH1

pre-post test, program-level=HSS

Results:

Approximately 67% of the students in theis Hybrid class increased substantially (using this test based assessment method) in their understanding of interconnected Humanities themes from ancient times up through the early Middle Ages, while those who did not regularly attend the weekly Hybrid class sessions increased less so or not at all.

Analysis:

A number of the enrolled students appear to have relied upon studying for class tests and the major project (paper/PowerPoint Project or hand-made model)using the TSJC Online - accessible materials and not being regular in attendace of the weekly classroom session. They may also have neglected study of the textbook, relying upon my PowerPoint materials in its place) and both their grades and demonstrated mastery of the material suffered.

Changes:

1. Make more resources of Web-based art, architecture, and music available to students in my TSJC-Online documents as well as steering students more vigorously to the website of the textbook publisher, requiring student presentations on chapter material from there. 2. Assign topics from each chapter of the textbook for student presentations in class.

Continuance:

1. Continue the high level of hybrid teaching, using TSJC Online for web-based accessiblity when off the students are off the campus 2. Continue with vocabulary lists that they must research and can present for extra credit

Results of Prior Assessment:

The hybrid nature of this class made this a new class from previous classes (meeting once per week in the classroom instead of 3 hours per week meant more time for them to study or not to study but less time for me to direct their exposure to required material to round out their understanding)

Date-Time:

5/12/2008 1:45:19 PM

Carter, Karen S. 08S MS

MAT-135-H50

Test item analysis, program-level=No

Results:

2 of 3 students answered the item on hypothesis testing correctly (better proportionally than the lecture class where only 3 of 9 answered correctly) and the third answered the item paritally correctly.

Analysis:

This class was a hybrid class with 2/3 of the class being on line and 1/3 of the class was lecture. Results seem good, but it is difficult to draw any conclusions because the size of the class was extremely small.

Changes:

No changes for now.

Continuance:

This course will be continued as is with consideration to changes being made in the future.

Results of Prior Assessment:

None. This is the first semester the course was offered as a hybrid class.

Date-Time:

5/12/2008 1:26:51 PM

Carter, Karen S. 08S MS

MAT-135-001

test item analysis, program-level=No

Results:

3 students answered the item correctly, 4 answered the item partially correctly and 2 answered the item incorrectly. The biggest sourse of error was finding the critical value and test statistic and correctly drawing the graph.

Analysis:

More time needs to be spent on hypothesis testing, particularly in the areas of finding the critical value and test statistic and in drawing the graph. Pop quizzes should be given on these items.

Changes:

Assign more problems in the needed areas and give pop quizzes on these items.

Continuance:

More emphasis was placed on tutoring with bonus points being given for tutoring sessions, but only one student took advantage of it. I will continue this practice anyway.

Results of Prior Assessment:

More emphasis was placed on tutoring with bonus points being given for tutoring sessions, but only one student took advantage of it.

Date-Time:

5/12/2008 1:19:26 PM

Griffis 08S HSS

HUM-122-PH1

Pre-Post Test, program-level=HSS

Results:

The data collected shows that well over 75% of the students in the class increased in their understanding of interconnected humanities themes in the late Middle Ages, Renaissance and Baroque and Rococo periods in Italy and Central/Northern Europe through 1750 AD.

Analysis:

The students who did not attend on a regular basis did not increase in their understanding of humanities themes (although they appear to have assumed that they could study the material through TSJC Online and not need to come to class even the standard once per week), while those who did attend regularly benefited remarkably, especially those who had takent he predecessor class HUM 121.

Changes:

1. Make more resources of Web-based art, architecture, and music available to students 2. Assign topics from each chapter of the textbook for student presentations in class.

Continuance:

A high level of hybrid teaching (Web-CT accessibility off the campus, at the conveninece of the student), while requiring the weekly in-classroom session for personal contact, testing, and questions.

Results of Prior Assessment:

This is a new class and so no assessments of it had been done in the past.

Date-Time:

5/12/2008 1:15:42 PM

Rich Olguin 08S TI

CAR-12x-001

Module Test, program-level=COST

Results:

5/12/2008 11:15:12 AM

Carter, Karen S. 08S MS

MAT-122-001

test item analysis, program-level=No

Results:

5/12/2008 11:03:32 AM

Philbin, R 08S MS

PHY-112-001

CSEM, program-level=No

Results:

The CSM was given as the pre-test while the post-test was the CSEM. Results for electric topics: 50%, 33%, 20%, 0%, & 67% (cond/insul, kqQ/r2, E, V, gradV) while magnetic topics: 63%,50%,67% (qvB,I->B,dPHI/dt) were generally higher. Overall results are 45+/-12% (natl norm = 44+/-13% and prior year 41+/-16%).

Analysis:

Essentially unchanged from last year. The only significant pedagogical changes from last year are 4-day schedule plus splitting P112 from P212. The class split occurred mid-year, and there were a large number of absences from illnesses.

Changes:

As indicated by the CSM pre-test, I really should give the CSEM as a pretest in January, then the CSE and CSM as mid-terms, and finally the CSEM again as a final post-test.

Continuance:

Continue with computer simulations (add E-field hockey). Focus on major electricity and magnetism topics to leave time for atomic and nuclear and applications.

Results of Prior Assessment:

Students indicated huge relief over splitting P112 from P212, though the CSEM outcome does not indicate any improvement. This could very well be due to the lack of time due to excessive absences (students missed ~6 of the last 24 scheduled class periods).

Date-Time:

5/12/2008 10:54:27 AM

Gipson 08S TI

GUS-120-001

Test grades, program-level=No

Results:

Average test scores are 93% a continued increase from the past

Analysis:

Continued use of classroom technology is a significant benefit to students

Changes:

Next Fall this course will be discontinued and elements of its curriculum will be included in the new GUS 101 Introduction to Gunsmithing course

Continuance:

Results of Prior Assessment:

Date-Time:

5/12/2008 10:45:17 AM

Gipson 08S TI

GUS-248-001

test scores, program-level=No

Results:

Average Test scores are 70.5% this semester.

Analysis:

Test scores still average in the C range as in past semesters.

Changes:

Next semester this course will be combined with GUS 249 as a Lecture/Lab class.

Continuance:

Results of Prior Assessment:

Combination of lab and theory starting next semester

Date-Time:

5/12/2008 10:41:39 AM

Carter, Karen S. 08S MS

MAT-121-002

test item analysis, program-level=No

Results:

Students completing more than 60% of the assignments increased from 83% to 92% over the fall semester. Only 1 student failed to complete at least 60% of the assignments and that was a student who stopped coming to class. Data on solving polynomial inequalities include 64% correct, 27% partially correct, and 19% incorrect. Data on solving rational inequalities include 36.5% correct, 27% partially correct, and 36.5% incorrect.

Analysis:

Greater emphasis was placed on submitting assignments in a timely manner resulting in increased submission of assignments. Greater emphasis was placed on showing one`s work on assignments and tests. Reasonable results were obtained on solving polynomial inequalities, but the results on solving rational inequalities needs to be improved. Getting students to show their work on assignments and tests is a time-consuming task. This is something that should be an established practice before they get to College Algebra.

Changes:

More time should be spent on solving rational inequalities. More problems on solving rational inequalities and on graphing rational functions should be assigned. Additionally, pop quizzes should be given on these topics.

Continuance:

In the fall semester, assignments were increased from 10% of the grade to 20% of the grade. The percentage of students submitting at least 60% of the assignments increased from 38% to 60%. This grading scheme was retained and greater emphasis was placed on showing their work and on how to do this. The percentage increased this semester to 92%. These practices will be continued

Results of Prior Assessment:

Students have done much better at solving polynomial inequalities, but they need to improve when it comes to solving rational inequalities.

Date-Time:

5/12/2008 10:40:20 AM

Dave Nolan 08S TI

GUS-23-001

Test and Lab project, program-level=No

Results:

Average Theory Grade was a B and the average lab grade was a B

Analysis:

Class was a good class who worked well along the way completeing assigments by posted deadlines.

Changes:

None at this time

Continuance:

Theory and discussion time, show and tells, domonstrations and hands on lab work.

Results of Prior Assessment:

This class was the start of posting expected completion dates for parts of the Lab project. Most of the students used really good time managment and met those posted dates allowing them time to finish their projects well above their past classes I have had with them. I will continue posting expected completion dates.

Date-Time:

5/12/2008 8:41:07 AM

Dave Nolan 08S TI

GUS-13x-001

Test and Lab project, program-level=No

Results:

5/12/2008 4:26:29 AM

Leslee Watson-Flores 08S MS

BIO-204-001

Survey, program-level=No

Results:

Students were surveyed at mid-term and asked to list 2-3 things they liked about the course and 2-3 things that they didn`t like or could provide implementable suggestions for doing differently. Most students said that they really liked the lectures because they followed what they were reading about in their textbooks fairly closely. Students also seemed to really enjoy the labs, and overall, I was pleased with how most of the labs progressed; however, a few changes will be made to both lecture and lab as noted below.

Analysis:

Attendance was not an issue because the students knew that they couldn`t make up missed labs or missed unannounced pop quizzes that were administered throughout the semester. Students responded well to the survey given at mid-term, and offered very valuable input and suggestions, some of which I was able to implement during the remainder of the semester. Those changes are noted below.

Changes:

Chapter tests covered 3-4 chapters, and students used to be given a study guide for the entire test a few days before the test. A student suggested that they be given a study guide at the end of each chapter so that they could start to study from the study guide sooner. As a result, I implemented this suggestion and began to give study guides for each chapter as soon as we completed each chapter in lecture. The tests given at the beginning of the semester had 3-5 essay questions, and students were expected to answer all of the essay questions on each test. A student suggested that I allow them to choose which questions they wanted to answer, so as a compromise, I started putting 6-7 essay questions on each test and allowed students to choose the 4 questions they wanted to answer. The only change I would like to make to the lecture format is to use Power Point visuals for some of the genetics topics (i.e. DNA replication, transcription, and translation) because I feel that they would make the lecture on those topics more meaningful and easier to follow. In some lectures, too much time was spent on topics that weren`t as important or relevant to the student population as others, so I will modify a few of my lectures (i.e. on taxonomy and fungi) to reflect those changes and allow more time to be spent on more relevant and more difficult topics. The only lab I would like to modify is the lab concerning yeasts and fungi. I had difficulty finding a lab covering those topics that I felt was appropriate for microbiology. The lab I chose was fun and interesting, but I feel that it may have been a little too basic for a 200 level college science course. In the future, I would like to do something slightly more advanced. In the future, I will need to be more specific regarding my expectations for student`s presentations on microbiology-related topics currently in the news. Some student`s topics were not very closely related to microbiology, and some were far too brief.

Continuance:

The format of the lecture will not be changed much in the future as most students commented that they enjoyed how closely the lecture followed the topics covered in the textbook. The format of the lab will also remain virtually the same as I will continue to write my own labs each week instead of requiring students to buy a lab manual. I will continue to give unannounced pop quizzes in the future to ensure that students are attending class and studying regulary; however, I may try to give the quizzes more frequently because it seemed like students studied daily when they had more frequent quizzes. The format of the exams will not be changed because the several different ways that questions were asked on each test (i.e. matching, fill in the blank, modified true/false, multiple choice, and essay)seemed to accommodate all of the different student`s testing styles.

Results of Prior Assessment:

Date-Time:

5/11/2008 4:46:53 PM

Holdread 08S HSS

ART-110-H01

application, program-level=HSS

Results:

Students were asked to compare two different works of art, comparing and contrasting them in terms of form, content, context and style. Using the approved 4-point rubric, 22 students scored a 4, 4 students scored 3, two students scored 3, and two students scored 1. No students scored 0.

Analysis:

These scores are an improvement over previous years. Because of the significant amount of online content in this course, students were required to do more writing, more frequently than in traditional classes. I also gave assignments during the course which were similar to this assessment, so the question was not unfamiliar to them.

Changes:

I will continue to assign short but frequent writing assignments which require higher order thinking and application of learning. I will also embed this assessment as a graded part of the final exam, rather than as an extra-credit question as I have in the past.

Continuance:

Lots of short writing assignments during the course rather than one long "research paper." The shorter assignments are much more an expression of original thinking. Term papers often include questionable content that seems to have simply been lifted from sources without much analysis.

Results of Prior Assessment:

These results are an improvement over previous years. I believe it is because there were more repetitions of the activity. Students got some practice responding to this type of question. And because the assesment was embedded into to the final exam and not offered as "extra credit" student appear to have taken this assessment more seriously.

Date-Time:

5/10/2008 7:20:37 AM

Holdread 08S HSS

ART-111-H01

pre-post, , program-level=No

Results:

Students averaged 53% on pre-test. They averaged 83% on post-test.

Analysis:

Students acquired a knowledge base in the course.

Changes:

Validates current approach.

Continuance:

Repetition of knowledge base by comparisons between the various historical periods.

Results of Prior Assessment:

I have not done pre-post testing for a few years. No prior results for comparison.

Date-Time:

5/10/2008 7:04:32 AM

Valdez, Martha J. 08S CD

REA-090-0xx

Pre-post-tests, program-level=No

Results:

The students taking the pre-post tests have demonstrated a significant rate of improvement in reading skills, They use the computer using many exercises to augment their current reading text and vocabulary workbook.

Analysis:

The students gain a good basic understanding of the different concepts presented in their texts.

Changes:

Some students have difficulty grasping abstract concepts; I will take more time to present more exercises on each major concept to make it easier to grasp abstract concepts.

Continuance:

I will continue to offer a wide variety of reading tasks so that students continue to appreciate the different types of reading materials.

Results of Prior Assessment:

This course with so many varied exercises certainly produces students with reading and study skills for life.

Date-Time:

5/9/2008 3:58:48 PM

Deb Haverfield 08S TI

EMS-203-260

Skills Assessment, program-level=No

Results:

At the start of the semester 0 of 8 students passed a megacode. At the end of the semester 6 of 6 students successfully completed a megacode

Analysis:

Students completed were prepared but not confident.

Changes:

Allow more practice time

Continuance:

Lecture followed by skill demonstration and then skill practice

Results of Prior Assessment:

Include new trends in the field

Date-Time:

5/9/2008 3:45:40 PM

Jeff Torr 08S TI

EMS-125-050

Skills Assessment, program-level=No

Results:

At the start of the semester 0 of 5 students passed 5 stations. At the end of the semester 2 students passed 5 of 5 stations

Analysis:

We need to work on retention. The students who complete, do well.

Changes:

Add more tutoring and support outside of class time.

Continuance:

Lecture followed by skill demonstration and then skill practice

Results of Prior Assessment:

Included current trends of the industry

Date-Time:

5/9/2008 3:43:12 PM

Dennis Bertin 08S TI

EMS-205-P20

Skills Assessment, program-level=No

Results:

At the start of the course 2 of 7 students successfully passed 1 of 7 stations. Upon course completion, 6 of 6 students passed 7 of 7 stations.

Analysis:

Skill training has been successful

Changes:

Include more didactic to prepare students for National exam

Continuance:

Lecture followed by skill demonstration and skill performance.

Results of Prior Assessment:

Include more current trends of the industry.

Date-Time:

5/9/2008 3:41:10 PM

Gary Haverfield 08S TI

EMS-125-250

Skills assessment, program-level=No

Results:

At the start of the semester 1 of 8 students passed 1 of 5 stations--7 of 8 students passed 0 of 5 stations. Upon course completion 5 of 5 students passed 5 of 5 stations.

Analysis:

Skills practice has proven successful.

Changes:

Changes need to be added to better prepare students for the National exam

Continuance:

Lecture followed by skills practice and scenarios

Results of Prior Assessment:

Included more technical information to assure students were prepared for use of the technology of the field.

Date-Time:

5/9/2008 3:36:04 PM

Ted Smith 08S TI

AQT-110-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-110-200 show a mean average increase of 40.75% in cognitive learning. The high score was a 56% increase and the low score was a 22% increase. A number of 4 students were enrolled in AQT-110-200. In addition, student interviews and classroom discussions also indicated learning was achieved based on knowledgeable statements pertaining to industry and subject matter being made by students at the end of the semester versus the beginning of the semester.

Analysis:

Cognitive learning in aquaculture education has occurred.

Changes:

To technologically update lecture materials and incorporate into smart board and PowerPoint presentations. Service Learning will also be incorporated into the curriculum of this class.

Continuance:

The current culture of assessment includes a pre-test and post-test; attendance and participation; laboratory participation and quizzes; 2 interim examinations; a final examination; applied experiential learning at various aquafarm sites; visitation and guest lecture with industry experts and other academia; field trips and general observation.

Results of Prior Assessment:

None at this time.

Date-Time:

5/9/2008 3:34:46 PM

Ted Smith 08S TI

AQT-104-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-104-200 show a mean average increase of 34% in cognitive learning. The high score was a 47% increase and the low score was a 11% increase. A number of 7 students were enrolled in AQT-104-200. In addition, student interviews and classroom discussions also indicated learning was achieved based on knowledgeable statements pertaining to industry and subject matter being made by students at the end of the semester versus the beginning of the semester.

Analysis:

Cognitive learning in aquaculture education has occurred.

Changes:

To technologically update lecture materials and incorporate into smart board and PowerPoint presentations.

Continuance:

Results of Prior Assessment:

None at this time.

Date-Time:

5/9/2008 3:26:26 PM

Valdez, Martha J. 08S CD

ENG-090-0xx

pre-post test, program-level=No

Results:

Pre-post tests show the students on what level of grammar and writing skills that they are performing.

Analysis:

Students really are amazed on how they have been communicating and how they can change their bad habits.

Changes:

No changes

Continuance:

The students love the one-to-one practice of teaching; it will be kept in the curriculum.

Results of Prior Assessment:

No changes.

Date-Time:

5/9/2008 3:25:40 PM

Ted Smith 08S TI

AQT-103-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-103-200 show a mean average increase of 20.33% in cognitive learning. The high score was a 44% increase and the low score was a 5% increase. A number of 6 students were enrolled in AQT-103-200. In addition, student interviews and classroom discussions also indicated learning was achieved based on knowledgeable statements pertaining to industry and subject matter being made by students at the end of the semester versus the beginning of the semester.

Analysis:

Cognitive learning in aquaculture education has occurred.

Changes:

To technologically update lecture materials and incorporate into smart board and PowerPoint presentations.

Continuance:

Results of Prior Assessment:

None at this time.

Date-Time:

5/9/2008 3:13:53 PM

Valdez, Martha 08S CD

REA-101-001

pre-post-test, program-level=No

Results:

The pre-post tests are given to show the students how much they gain in vocabulary and reading comprehension.

Analysis:

The students are so pleasantly surprised how much they gain from practicing the vocabulary and reading different types of reading materials.

Changes:

None

Continuance:

The one aspect that the students enjoy is the one to one teaching.

Results of Prior Assessment:

No changes,

Date-Time:

5/9/2008 3:07:44 PM

Mondragon 08S TI

Eng-060-001

, program-level=No

Results:

pre-post-tests are given to review English principles found on the accuplacer test.

Analysis:

The students reviewed the material and found that they needed the mastery in grammar and writing skills.

Changes:

No changes

Continuance:

The instructor will continue the oral presentation of principles covered in the textbook. The students will continue with computer work in order to supplement the text.

Results of Prior Assessment:

No changes

Date-Time:

5/9/2008 3:07:18 PM

Valdez / Mondragon 08S CD

Rea-060-0xx

Pre-post-test, program-level=No

Results:

The instructor recorded a score from the pre-test and checked to see the number of words learned on the post-test.

Analysis:

Students learning vocabulary at this level scored at about 30 percent higher from the pre-test administered at the beginning of the semester.

Changes:

In order to further build vocabulary skills the students will look for vocabulary words given in each chapter in their reading o6o textbook. After the words are located, they will cite the page number. This should help the students see the usage of the word(s) in every day usage.

Continuance:

The students will continue to have reviewing of vocabulary words, vocabulary tests, and mastery tests.

Results of Prior Assessment:

The instructor has observed that most students are weak in vocabulary skills and definitely need all of the applications used in the course.

Date-Time:

5/9/2008 2:56:50 PM

Ted Smith 08S TI

AQT-101-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-101200 show a mean average increase of 33% in cognitive learning. The high score was a 58% increase and the low score was an 8% increase.

Analysis:

Cognitive learning in aquaculture education has occurred.

Changes:

To update more lecture material to smart board and power-point presentations.

Continuance:

The current culture of assessment includes a pre-test and post-test; attendance and participation; laboratory participation and quizzes; a mid-term examination; a final examination; applied experiential learning at various aquafarm sites; visitation and guest lecture with industry experts and other academia.

Results of Prior Assessment:

None at this time.

Date-Time:

5/9/2008 2:54:31 PM

08S CD

REA-090-0xx

, program-level=No

Results:

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

5/9/2008 2:23:56 PM

Judy Lee 08S CD

ENG-122-002

pre-post analysis , program-level=No

Results:

5/9/2008 11:28:20 AM

G. Rasmussen 08S TB

BTE-225-H01

Pre/Post, Interview, program-level=No

Results:

Pre/Post Test scores showed anywhere from 5% to 28% increases. Students were required to participate in a mock job interview. A person from the community conducted the interview to provide a realistic setting. Each of the students felt this was very beneficial in preparing them for interviewing upon graduating. According to the interviewer, the students were well prepared for most of the questions and had well-thought out questions that they asked at the end of the interview. The students presented their resumes, cover letters, and samples of projects they had worked on throughout the semester. The interviewer felt these were well done, rating them from 96 to 100 percent for scoring.

Analysis:

The pre/post test is helpful, but the interviewing aspect is more revealing and helpful students as they prepare for graduation and entering the job force. The portfolios were a great part of the interview and the experience gained from the interview was invaluable. Two students had never experienced an actual job interview and felt that this was very beneficial from this course. Overall, the students were well prepared and provided good examples of their work.

Changes:

The portfolio is very basic. It may serve beneficial to have an electronic portfolio for students to share with potential employers. This is being looked into.

Continuance:

The portfolio will be a continued portion of evaluation and plans to improve and build upon this. The pre/post is helpful. Interviewing with someone outside the college provides a more authentic feel for this experience. Students felt this was very beneficial.

Results of Prior Assessment:

Students were better prepared for the interview and it was an added plus to have the interviewer be someone from the community.

Date-Time:

5/9/2008 11:11:03 AM

Rasmussen 08S MS

MAT-107-200

Pre-post, program-level=No

Results:

The pre/post assessment score increase ranged from 15 to 61 percentage points. The assessment was comprised of concepts that were covered throughout the course. This semester I analyzed the scores based on each chapter to see if this might bring up scores and provide guides for better instruction chapter by chapter. This will be used to improve instruction for the next semester. Previously, students were asked what they would like to see change in the course and they stated longer class time. For Fall 2008, we will make the class time go from 50 minutes to 1 hour and 15 minutes. Again, we have the video resources, but are unable to post them on TSJC Online. Thus I did the second best and posted as many sample problems that were video type. As well, I saved the sample problems that were shown in class via the Smart Board software and posted these in PDF format to TSJC Online.

Analysis:

All students made improvement from the beginning of the semester. Some more than others, but they all made an increase. We focused heavily on visual aids and making lecture notes available using Smartnotebook software that enabled me to save the notes in PDF format and put them on the Blackboard system so all students had them available. The most challenging chapter is on Algebra, then geometry, and then percents.

Changes:

More focus will be placed on percents, geometry, and algebra concepts and link them into the more established mathematical basic.

Continuance:

The use of the smartboard has been very beneficial. Using different colors to represent different steps seems to help students understanding. Also, saving sample problems to TSJC Online will continue.

Results of Prior Assessment:

Since tracking results chapter by chapter there has been a slight increase of improvement with these chapter exam results.

Date-Time:

5/9/2008 10:53:48 AM

norm williams 08S TI

WEL-12X-200

pre-post-test weldi, program-level=WELD

Results:

5/8/2008 2:43:48 PM

Pat Robbins 08S TB

MAN-226-Pxx

Midterm/Final, program-level=No

Results:

Test scores for the midterm and final exam were compared.

Analysis:

Midterm scores were an average of 5 percentage points higher than final exam scores. This does not seem to be a significant difference.

Changes:

None.

Continuance:

Same.

Results of Prior Assessment:

Date-Time:

5/8/2008 1:51:21 PM

Pat Robbins 08S TB

MOT-132-250

Pre/Post Test, program-level=No

Results:

Students take a pretest on medical vocabulary and then the same test at the end of the class as a posttest.

Analysis:

Average scores on this particular assessment increase by 20%.

Changes:

I would like to try a proofreading pre/post test next semester.

Continuance:

Same,other than as stated above.

Results of Prior Assessment:

I don`t believe the pre/post test is very effective for this particular class in assessing learning. Different methods need to be explored.

Date-Time:

5/8/2008 1:46:29 PM

Pat Robbins 08S TB

BUS-216-200

Pre/Post Essay, program-level=No

Results:

Students are asked to write what they already know about Business Law on the first day of class and then again on the last day of class.

Analysis:

They, obviously, know more on the last day of class, but their essays are also more specific about their knowledge. It is also interesting to see what information is more important for each individual student.

Changes:

None. I really like this method of assessment for this class.

Continuance:

Same, same.

Results of Prior Assessment:

Date-Time:

5/8/2008 1:42:21 PM

Susan Harris 08S CD

REA-12x-004

pre-post, program-level=COM

Results:

The average improvement over the semester in Accuplacer scores for both classes together was 5 (ranging from -8 to 12 points); while the median improvement was 4. The average improvement on the GSRT was 5.6--a 1.8 average improvement in grade level. However,when the classes were considered separately, the Accuplacer scores for the 060 students averaged a 9 point improvement (over a range of 4 to 12 points); while their GSRT scores averaged a 12.7 point improvement (ranging from -7 to 25)or an average improvement in grade level of 3.8. The average Accuplacer score improvement for the 090 students was 2 points (ranging from -8 to 12). Their GSRT scores improved an average of only .3 points (ranging from -5 to 4) or an average of .25 grade level.

Analysis:

Those students who come into a reading class most deficient in basic reading skills are likely to experience the greatest gains, if they have the native capacity to learn the techniques they had missed previously. However, once the students have reached a level where their primary deficiencies lie in higher order thinking skills and/or vocabulary, they are likely to experience far smaller advances, because those deficiencies are more difficult to address. Also, those deficiencies may reflect deeply seated limitations in conceptualization or a lack of background knowledge that may or may not hinder their future plans. Unlike problems with decoding skills, which are more common in 030 classes but certainly not unknown at the 060 level, the problems addressed by the higher level reading classes can be improved with fewer hours spent in class, as evidenced by the fact that the 060 students in this analysis (students who had already spent time on decoding skills the previous semester) missed many classes and still progressed. Most 060 and 090 students are already immersed in other college-level classes that provide reading experience. Developmental classes are most practical when the students are convinced that the time/effort they are spending is worthwhile.

Changes:

Perhaps students should be sub-grouped into learning communities that are related to their future plans or thinking styles, since Career and Technical Education students or other concrete thinkers often find literary excerpts irrelevant, while more conceptual students find them stimulating. REA 060 should contain both textbook work on finding main ideas, supporting details, inferences, organizational patterns, etc. and small group work on decoding skills as needed. REA 090 should be a two-hour individualized class with the majority of coursework being directly related to the interests and future plans of the students, as well as specifically suited to the needs of the individual so that the course addresses comprehension (visualization) skills, higher order thinking skills, and vocabulary. Class time should be reserved for discussion, analysis, and assessment of the work and not hours sitting reading silently. The major change, then, in both classes will be to further diversify the assignments given according to the needs/interests of the students present. We will also reinstate generalized versions of the techniques but not the material involved in the Lindamood-Bell Visualizing and Verbalizing program.

Continuance:

The reading text exercises were helpful and should be continued and supplemented with exercises from real-life sources (we used articles from the New York Times)and literature (the currently mandated Sourcebook textbook). (It should be noted that these students expressed a belief that the literary excerpts/exercises in their currently mandated textbook were not worthwhile.) Sitting, working through the reading skills exercises--sharing the thought processes that should be happening--with the students was helpful. The Lindamood-Bell Seeing Stars exercises are magical for helping students improve decoding skills, although most traditional college students don`t believe they have any decoding problems. Also, reading instruction is most effective if the instructor(s) is specifically trained in the techniques and requirements of reading and coping with learning disabilities.

Results of Prior Assessment:

Results of Prior Assessment:

Average post assessment scores continue to improve; therefore, I will continue spending more time on nutrition at the beginning of the course and utilizing practice quizzes on WebCT. The website mypyramid.gov is working well and provides lots of information for children and adults; it will be used for the 1 day food intake analysis.

Date-Time:

5/7/2008 7:03:00 PM

Tressa Sadie Burns 08S TB

ECE-103-200

Pre-Post, Portfolio, program-level=No

Results:

A total of 17 students were enrolled in the course. A pre and post assessment was given, utilizing WebCT with questions from only 1 text. Pretest scores ranged from 0 to 198, while post test scores, completed by 13 students, ranged from 150 to 294. Four students withdrew. A portfolio of 5 ECE CARES posters were prepared to utilize in class by all students who completed the class. A total of 100% of the students who enrolled prepared and demonstrated appropriate use of all 5 CARES posters compared to 10% of students who even knew what the posters were at the beginning of the course. The appropriate design and use of a cozy corner increased from 10% to 90%. Of those completing the class, 100% completed 3 other assignments, including the prosocial activity, the rituals and lesson plans for class meetings and demonstrated each in class.

Analysis:

The portfolio of posters, lesson plans and class activities are beneficial to understanding and implementing concepts into practice in the workplace. I need to continue to teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student�s ability to understand not, except, but, least, etc. in the questions.

Changes:

I will keep some discussion questions for Positive Child Guidance to enhance reading and understanding of the ECE CARES strategies. However, I made too many questions and some are better completed as a class activity.

Continuance:

I will continue: � to introduce the teaching and practice videos earlier, utilizing Power Point presentations accompanied by small group discussion of application problems for each chapter of the text; � to use the text book with WebCT support for chapter quizzes and for chapter discussions; � to utilize some discussion questions about ECE CARES strategies; � to include some concepts from There�s Gotta Be A Better Way text in lectures and activities.

Results of Prior Assessment:

� I have discontinued use of two texts. � I have utilized I Love You Rituals and Kindness Curriculum activities in class, increasing understanding of what prosocial activities are and how to implement them in the curriculum. � Earlier due dates have resulted in more use of posters during the semester, practicing skills and strategies learned in class. � Developing the discussion questions for ECE CARES was a good idea. Presenting and reviewing information in the text Positive Child Guidance, utilizing power point, and assigning written observations of the guidance skill utilized in the chapter has resulted in more understanding of the posters and ECE Cares strategies. � Having students teach activities from I Love You Rituals and Kindness Curriculum, has provided interactive, student-led relationship building and pro-social curriculum examples for students.

Date-Time:

5/7/2008 6:32:01 PM

Tressa Sadie Burns 08S TB

ECE-240-0xx

Pre-Post, research p, program-level=No

Results:

A total of 4 students were enrolled in this hybrid course. Both pre and post assessments were given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center. Pretest scores ranged from-0 to 213 out of 300, post test scores, completed by 2 students, ranged from 240 to 294 out of 300. Two students completed a presentation for an advocacy, completing research, and preparing a documentation panel. Each student chose a leadership problem that a director might encounter and researched solutions, utilizing a human resource, an Internet resource and a published resource.

Analysis:

Students were able to complete assignments using WebCT. Those students who have good computer skills were very successful in completing assignments and assessments. Student research advocacy presentations were effective learning methods, as was the leadership research on a director�s problem. Students who have good computer skills were extremely happy with meeting 5 times and doing discussion questions, assignments and assessments using WebCT and polycom. Those who did not have good computer skill were allowed to submit work on paper. The use of the text with a CD containing forms and spreadsheets made budgets, cash flow, etc. much easier for students to complete.

Changes:

This is the second time I have taught this course. Utilizing polycom and WebCT is working well; some assignments needs to be presented in class rather than submitted online, such as floor plans.

Continuance:

I will continue to use the texts and WebCT Vista section assessments, the power point presentations, the videos, advocacy documentation project and the student research on a leadership problem assignments for this course. Student�s research skills, presentation skills, and documentation panel preparation skills were expanded, with students benefiting from the work all students did for the class. Assignments will remain the same.

Results of Prior Assessment:

Having early childhood education relevant spreadsheets available on the CD was worth $19.00 for the text. I will keep that text. A few assignments were deleted that were repeated on the CD; some discussion questions can be eliminated

Date-Time:

5/7/2008 6:06:19 PM

Tressa Sadie Burns 08S TB

ECE-289-0xx

Pre-Post, Portfolio, program-level=No

Results:

A total of 1 student was enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. Both pre and post assessment were given with a score of 10, while post assessment score, completed by the only student, was a 100. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Analysis:

All of the above methods are useful teaching and assessment tools.

Changes:

No changes will be made in assessment or texts. However, this course was offered as a polycom course, as well as a hybrid on WebCT Vista, to deliver to students in the Trinidad area as well as here in the San Luis Valley. No students enrolled in Trinidad this spring, again. Students are becoming more sophisticated in the use of Internet based courses, and were able to submit assignments in WebCT Vista easily. Creating the course in Vista, as this course does not have an epack, was extremely time consuming and tedious last spring, but it has worked well since. Little time and revision is necessary. Submitting discussion projects to allow students to see the work of others was helpful; I will require this on all assignments. This course requires no test proctor, TA from the IT departments has proved very helpful-met my and student�s needs very well.

Continuance:

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Assignments are working well. Texts are appropriate and will continue. Use of WebCT has worked well for students.

Date-Time:

5/7/2008 5:49:06 PM

Tressa Sadie Burns 08S TB

ECE-288-200

Portfolios-Ind & Chi, program-level=No

Results:

A total of 1 student was enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Analysis:

All of the above methods are useful teaching and assessment tools. The student was able to complete assignments successfully alone.

Changes:

None.

Continuance:

Results of Prior Assessment:

Date-Time:

5/7/2008 5:38:55 PM

Tressa Sadie Burns 08S TB

ECE-112-0xx

Portfolio of 1 child, program-level=No

Results:

A total of 5 students were enrolled in the course which covers information relating the attachment theory, brain development and development in the 4 domains-cognitive, physical, social and emotional development, with the opportunity for students to observe Infant/Toddler classrooms for 60 clock hours, completing many observation assignments, writing anecdotal records, as they interact with parents, teachers and babies in the child care classrooms. A portfolio of teaching materials was collected by each student and presented in class to demonstrate the materials and methods used to teach �Learning Basket� curriculum for Infants or Toddlers. Students completed the ITERS rating scale and the Creative Curriculum Developmental Profile for 1 child, along with weekly lesson plans, family plan, and summary for a conference with the parent of the child. No pre-post assessment was used.

Analysis:

The individual components of the Creative Curriculum weekly lesson plans were too easy to complete last spring; therefore I asked for 2 group plans to be completed and for students to complete assignments from the text to increase understanding. The ITERS and portfolio of teaching materials for Learning Basket will be not utilized again as completely as in the past. The Learning Basket curriculum is not being implemented in the classrooms for students to observe. Students find it difficult to implement the curriculum without teacher support. ITERS takes a great deal of time to teach effectively.

Changes:

I will introduce the ITERS and students will practice using it; however, I will discontinue the assignment and teach a 1 credit course about ITERS, discontinuing one text for ITERS. I will demonstrate Learning Basket items in class and not require the text. Journals about the use of Learning Basket items will be discontinued. Learning Basket items will be utilized in class for role play and practice. Creative Curriculum Developmental Profile will be completed for each of the 4 children described in the text in vignettes in each chapter, allowing students to compare anecdotes and which goals and objectives of the Developmental Profile best match the anecdote. To reduce the number of discussion questions and increase student participation, I will require a student presentation for the content areas in the text; the class can then compare and contrast use of the items in the Developmental Continuum and in group and individual plans.

Continuance:

I will continue to use power point presentations, discussion questions and the observation videos to complement the text information. The summary and discussion of the special needs information provided in the text will continue to be done in ECE 111. Various checklists and quality ratings will be discussed in class, allowing students to compare the ITERS rating scale to other scales and checklists.

Results of Prior Assessment:

I did change the text for this course again this semester to Creative Curriculum for Infants, Toddlers and Twos. This text is a brand new publication that teaches the new Developmental Profile observation system for children ages 0-3. This is the Results Matters observation tool that is being used in the San Luis Valley; therefore, I chose this text. Students recommended keeping this text, and I found it to contain useful information with effective presentation. The text that was formerly used in this course will be used in ECE 111.

Date-Time:

5/7/2008 5:33:27 PM

Tressa Sadie Burns 08S TB

ECE-111-0xx

Pre-Post ,portfolio, program-level=No

Results:

A total of 3 students were enrolled in the course which covers information relating the attachment theory, brain development and development in the 4 domains-cognitive, physical, social and emotional development. A pre and post assessment was given, utilizing Blackboard. Pre-assessment scores ranged from 15 to 30, while post assessment scores, completed by 2 students, ranged from 72 to 78. One student did not complete the course. A portfolio of teaching materials was collected by each student and presented in class to demonstrate the materials and methods used to teach a unit for Infants or Toddlers. Students also answered Threaded Discussion Questions about observation and 7 special needs topics; their Discussion Questions also were discussed in class.

Analysis:

I will teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student�s ability to understand not, except, but, least, etc. in the questions. The assessments, chapter quizzes and portfolio of teaching materials for a unit will be utilized again-students were able to do the work thoughtfully and the demonstrations in class were helpful to all students.

Changes:

This course will remain the same; this spring semester I added more discussion questions.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will also continue the Threaded Discussion Questions of the observation text in the first 7 weeks of the course, as well as the special needs discussion questions. I will continue to require a weekly lesson plan of teaching materials to be completed by each student; these units will continue to be posted in Blackboard or WebCT for other students to view if they want to create a resource file. I will continue to use the texts.

Results of Prior Assessment:

Use of Blackboard for assessments and discussion questions is helpful. Extensive use of videos reinforce student�s understanding of concepts. This course meets Division of Child Care and Department of Education training requirements.

Date-Time:

5/7/2008 5:13:00 PM

Eric O`Brien 08S TI

DPM-121-200

pre-post-Test, quiz, program-level=No

Results:

Pre test provides instuctor and student with information on the of competencies students and crrently able to perform.The Post test measures gain in each of the areas and is helpful in assessing areas where students will need extra help or reteaching of and part of the coures.

Analysis:

Students will demonstrate rate competencies learned.

Changes:

I will investigate other ways of assessing students that may be more user friendly and provide more accurate information on the students in order for me to maximize my support in their learning.

Continuance:

Reteaching and and all materials the students do not pass successfully with 77%. Presentation of testiong materials written, orally, or with hands o application to a minimum 77%.

Results of Prior Assessment:

Results pending on ongoing assessments.

Date-Time:

5/7/2008 3:51:52 PM

Tanner Kingery 08S TI

ASE-134-280

pre-post-test quiz, program-level=No

Results:

Pre test provide instucter and student with information on the level of competent performance.The post tests measure individual gain in each area and is benificial in assessing there progress

Analysis:

Students will demonstrate competencies learned.

Changes:

I will look into other methods of assessing the students to provide the most information on the student in order for me to maximize my support in their learning

Continuance:

Reteaching and and all materials the students do not pass successfully with 75%.Presentation of testion materials written,orally, or with hands on application to a minimum 75%.

Results of Prior Assessment:

When assesing students they uderstand hands on learing more then written material and lectures.Results pending on ongoing assessments.

Date-Time:

5/7/2008 3:38:41 PM

Stuart 08S MS

AST-102-001

post Test, program-level=No

Results:

Test average was 84%. This test was over everything covered in the semester. It also includes an evaluation of the observational labs done during the semester.

Analysis:

The students did not completely understand the importance of the observations and how they related to the material covered in class. One of the biggest problems in this class was attendance.

Changes:

Since this was the last time I will teach this class there are no proposals I would make.

Continuance:

See above

Results of Prior Assessment:

Based on previous assessments I began using PowerPoint material during the lectures which seemed to help students understand the material and made reviewing for tests easier.

Date-Time:

5/7/2008 1:10:24 PM

Lynn Johnson 08S TI

HHP-218-200

pre-post test, program-level=MASS

Results:

The average pre-test student score was 29% with the low of 15% and the high of 65%. The majority of students scored 20% of the pre-test questions correct. The post test score averaged at 89% with a low of 70% and the high of 100% with 83% of the students scoring 80% or higher.

Analysis:

The design of the course work is efficient for students to gain knowledge of the subject. Students must show up to class to participate in their demonstration of technique.

Changes:

None.

Continuance:

The course is designed with the greatest inside classroom activity and little outside class requirements. As an instructor there will be more demonstration of applying the practical technique of the couse work.

Results of Prior Assessment:

1st time teaching this course.

Date-Time:

5/7/2008 9:54:07 AM

Lynn Johnson 08S TI

MST-178-250

pre-post test, program-level=MASS

Results:

The pre-test student average score was 39% of the test questions correct (31 question test). The low being 13% and the high 52%. The average post test percentage correct on the post test was 89% with the low of 42% (of only one student) and the high 97%; dropping the one low score the mean was 95%.

Analysis:

The material presented in the course, the time allotted to presnt the materail,the instructor`s knowledge of the material was sufficient to make the course interesting enough to challenge the students to learn the information presented.

Changes:

Continue the presentation of material as outlined in the course. Not due to assessment, but to enhance the course and work with muscles we have purchased a model for students to visualize in 3 dimensional form and manipulation of structural model for better understanding of musculature location and attachments on the human body.

Continuance:

Both instructor and student correlating past experiences with course material; demonstrating methods of note-taking and studying for quizzes and exams; stuents working human skeletal model for hands-on experience.

Results of Prior Assessment:

Instructor`s second semester teaching this course and feeling more at ease with role of teaching.

Date-Time:

5/7/2008 9:35:55 AM

Lynn Johnson 08S TI

MST-243-200

pre-post test, program-level=MASS

Results:

The pre-post test included a 20-question test with none of the students scoring greater than 50% on the pre-test. The average score was 27% of the answers correct. On the post test none of the students scored less than 50% with the average score 61%. The highest post test score was an 80% compared to a 30% by the same student on the pre-test.

Analysis:

On average, the course information presented demonstrated that the students gained 25% more knowledge about the subject than their beginning level. The majority of students gained 50% more knowledge about the subject than their entry level.

Changes:

The course work is intimidating to most students in the one-hour course. The course will be changing to a three-hour course which wil give students more time with the instructor to apply (hands-on) the information presented. It will give the instructor time to present the material in depth.

Continuance:

The semester project gives students the opportunity to apply the information presented in the course. It gives them the opportunity to work in groups and share knowledge gained about the subject.

Results of Prior Assessment:

Results of Prior Assessment:

The test scores were very high, and I`m very pleased.

Date-Time:

5/5/2008 1:51:56 PM

Heusted 08S TI

HHP-242-200

pre and post test, program-level=MASS

Results:

The students scores increased 51% from the pre to post test.

Analysis:

That the students gained a lot of information from this material.

Changes:

I would like to review key concepts more next year.

Continuance:

Involve students more in review class discussions.

Results of Prior Assessment:

An increase from last year`s scores.

Date-Time:

5/5/2008 1:47:47 PM

Heusted 08S TI

MST-113-200

pre-post test, program-level=MASS

Results:

Students scored 66% higher on the post test than the pre-test.

Analysis:

The students learned the information very well.

Changes:

Little if any.

Continuance:

Lots of in class practicum. Involving students in every demonstation.

Results of Prior Assessment:

Higher scores than last Spring.

Date-Time:

5/5/2008 1:44:08 PM

Heusted 08S TI

HHP-225-200

pre-post Test, program-level=MASS

Results:

There was a 66% increase from pre to post test in this subject area.

Analysis:

Quite frankly the students knew very little about massage therapy upon entering this course.

Changes:

Very little actually.

Continuance:

Will spend just a little more time going over trigger points.

Results of Prior Assessment:

Higher scores this year.

Date-Time:

5/5/2008 1:39:12 PM

Paulsen 08S TI

WEL-10x-001

pre post test, program-level=EPIC

Results:

pre test provides the welding instructors with the information needed to set the level of competency. The post test measures the gain in knowldege that the students aquired in the course.

Analysis:

The pre/post tests provides the welding instructors with enough information to evualuate the level of comprehension and skills needed to preform the job of welding.

Changes:

The welding instructors will investigate and tweek the information in the pre/post tests to assure the students comprehend the information as it applies to the technology advances in the welding field.

Continuance:

The welding instructors will continue to promote the team building concept this helps in there learning process with the support and help from other students and help promote good job skills.

Results of Prior Assessment:

The evaluations are ongiong but the assessment so far has been that the pre/post tests have had a positive impact on the teaching of the welding course these are early findings we are now ending the second year of the EPIC program

Date-Time:

5/5/2008 11:14:05 AM

Griffis 08F HSS

PHI-112-0xx

Pre & Post Test, program-level=No

Results:

Of 22 students in 2 sections, 20 showed evidence of positive learning from comparision of ethics knowledge after the class and before the semester`s class had begun. One student showed a 50% increase, and numerous others showed 15% to 45% increase (based on tabulation of "correct answers" on my multiple-choice test instrument). 2 students showed no change.

Analysis:

Those who showed change and so, I think, gained knowledge, were those whose grades were high at the end of the term and whose attendance and participation were increased from my experience of them in other class settings in the past.

Changes:

Assigning topics concerning Ethics issues of our society not covered in our textbook makes a signficant difference in the learning of students, and I will expand that approach in future semesters.

Continuance:

See directly above.

Results of Prior Assessment:

Less time spent in lecture on ethics issues explored in the text and more time on assigned or extra credit research done on issues not in the textbook "pays off" for the students` academic performance and their retention of "fact knowledge" over time (the time of a semster) as they relate theories to social responses to given issues.

Date-Time:

3/1/2008 9:17:04 AM

Shirley Johnson 08F TB

CIS-135-0xx

performance quiz, program-level=No

Results:

Students were to take performance quizzes in the SAM internet program after each four units. The thirteen students in the class scored between 85 - 100 on the first quiz. The SAM program had been updated and started giving problems and we could not do any more of the performance quizzes.

Analysis:

From the results of the first performance quiz, I feel that the students would do well on the rest if the program worked. After calling the company, the representative suggested that we try CaseGrader and gave me keycodes to get in. This program seemed to work well, but we were running out of time so I didn`t require the students to take these online performance quizzes.

Changes:

Until SAM is corrected, I will prepare my own quizzes so students won`t have to stress about getting in and taking the quizzes. A lot of time was lost due to the problems.

Continuance:

Students work self-paced because of their level of knowledge and ability using Microsoft Word. I provide one-on-one assistance as needed.

Results of Prior Assessment:

none

Date-Time:

1/22/2008 11:05:23 AM

Shirley Johnson 08F TB

ACC-211-200

survey, program-level=No

Results:

I had two students in this class and one earned a "B" and the other earned a "C". They both felt that they had worked hard and learned what was required from the course.

Analysis:

This is the first time I have taught this class so it involved a lot of preparation time. I lectured the chapters and gave open book practice quizzes to help them learn the material. Students also did exercises for each chapter. They were then tested over the chapters.

Changes:

I will only teach this class during the fall semester and Intermediate Accounting II during the spring semester. It really helps to go over the material more often. I will continue to research ways to present the information.

Continuance:

I will lecture the chapters and give open book practice quizzes to help the students understand the material.

Results of Prior Assessment:

none

Date-Time:

1/21/2008 6:49:03 PM

Shirley Johnson 08F TB

ACC-122-H50

survey, program-level=No

Results:

1/9/2008 9:33:11 PM

Donna Meyerholz 08F TB

CIS-118-200

comprehensive projec, program-level=No

Results:

There are two parts to the final, comprehensive final assessment. The terminology and analytical portion resulted in a mean score of 73.2 and the median score of 71. The results of the integrated project, using Word, Excel, and Access demonstrated that 80% of the students scored at or above 95% on the combined project. The other 20% of students scored between 85% and 95%

Analysis:

In looking at the results of the final assessment, students were able to use the Microsoft 2007 Office Suite, however, the demonstrated understanding of terminology between the software programs was weak and the ability to express methods of using the software programs via a paper test was very weak.

Changes:

There are a couple of changes that I am going to make in the program to help students learn the common terminology that is needed. First, students will be given more frequent quizzes covering the terminology. The quizzes will be given at the end of each chapter and then an assessment will be given at the end of the unit. Currently, students are provided with an open book study guide at the end of each chapter. The quizzes will force the students to concentrate a little harder on the language. Second, the course will continue to use the projects at the end of each chapter, but they will also have to use more critical thinking in mastering the material by completing some business related independent challenges. Third, I am currently looking at software programs that integrate terminology and applied skills with immmediate feedback. It`s not certain if the software program will be implemented during the Spring semester, or if it will need to be implemented either during the summer or fall semester.

Continuance:

The lectures at the beginning of each unit will be continued. These lectures seem to help students grasp the information faster. The projects (approximately 5) at the end of each chapter will also be continued.

Results of Prior Assessment:

Previous assessments resulted in a discontinuance of the SAM program. The program frustrated students because of continual connectivity issues, and the students also felt overburdened by completing both the projects in the book and the completionn of the projects in SAM. If the SAM program problems can be worked out it may be reconsidered in the future.

Date-Time:

1/9/2008 9:13:43 PM

Bruce Billings 08F HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

The students took the pre-test at the beginning of the Semester and the post-test at the end of the Semester. The test consisted of multiple choice and fill in the blank questions, of varying degrees of difficulty. 11 students took the pre-test and averaged 46.8. 9 students took the post-test and averaged 62.7%. 9 students took both exams and improved from an average of 44.7% to 62.7%.

Analysis:

The average pre-test score was above average for this class, and the post-test score was probably the highest it has been for this class. The students did some of their best work both on the final exam and oral presentations at the end, and the post-test scores seem to reflect that.

Changes:

Try to encourage more discussion and interaction among students as it seems to get students more engaged in the subject matter.

Continuance:

Required oral presentations work especially well in this class. Students bring their own personal experiences into their presentations, and provide greatest audience interest and questions.

Results of Prior Assessment:

With a smaller than typical class, there was more participation by students in the form of questions and comments and content of oral presentations.

Date-Time:

1/8/2008 5:50:07 PM

Bruce Billings 08F HSS

HIS-101-001

pre-post-Test, program-level=No

Results:

The students took the pre-test at the beginning of the Semester, and the same test at the end of the Semester. The test consisted of multiple choice and fill in the blank questions, of varying degrees of difficulty. 22 students took the pre-test and had an average score of 39.6%. 19 students took the post-test and had an average score of 55.0%. 17 students took both tests and improved from an average of 42.6% to 57.4%.

Analysis:

Both pre-test and post-test averages were somewhat above the norm. The level of improvement was about average. As has been the case in the past, there was a direct correlation between performance in class on graded assignments, and the scores on the post-test.

Changes:

Increased use of written study question assignments which the students may optionally complete and turn in. The questions from the study questions are used as the essay questions on exams.

Continuance:

Required oral presentations by each student. Providing the students with chapter outlines to help them understand basic concepts in the class and major topics, and prepare for exams.

Results of Prior Assessment:

The use of one study question assignment helped to improve performance on the quiz in which the questions were used.

Date-Time:

1/8/2008 5:38:04 PM

Gipson 08F TI

GUS-248-001

Test Scores, program-level=No

Results:

Average project grades are 77% down from last semester, but directly in line with results from previous sememsters.

Analysis:

Grades in this course historicaly seem to average in the upper "C" range. Perhaps average really is average.

Changes:

In planning for our Program Review and Approval, we are planning to combine all of our seperate lecture and lab courses into lecture/lab courses. Beginning Fall 2008 this course will be combined with GUS 249.

Required oral presentation assignments. Providing students with chapter outlines to highlight important topics. Providing a significant number of real-case examples.

Results of Prior Assessment:

Increased interaction with the students as a result of the small class.

Date-Time:

1/7/2008 5:56:54 PM

Bruce Billings 08F HSS

HIS-201-001

pre-post-Test, program-level=No

Results:

At the beginning of the Semester, the students took a pre-test which consisted of multiple choice and fill in the blank questions, and at the end of the Semester the students took the same test. The students were not provided with the corrected pre-test. The average score for the 41 students who took the pre-test was 32.1%. The average score for the 33 student who took the post-test was 48.0%. The average score for the 26 students who took both tests improved from 35.5% to 48.8%.

Analysis:

There is a direct correlation between class performance and the score on the post-test. More students got C`s, than either B`s or A`s. Almost all of those students scored under 50% on the post-test.

Changes:

More written study question assignments. That provides incentives for students to prepare better for the tests, and seems to enable them to learn and understand more of the material.

Continuance:

Required oral presentations in class. Providing students with chapter outlines to focus on the most important topics.

Results of Prior Assessment:

There was one written study question assignment and it seemed to help at least on the material covered in the questions.

Date-Time:

1/7/2008 5:46:50 PM

Shirley Johnson 08F TB

ACC-121-200

pre-post /capstone, program-level=BUS

Results:

12/19/2007 1:41:20 PM

Jeff Torr 08F TI

EMS-125-270

Skills assessment, program-level=

Results:

Upon entry into the course; 1 of 15 students passed 2 of 5 skill stations, 3 of 15 students passed 1 of 5 skill stations. Upon completion of the course, 14 of 14 students passed 5 of 5 skill stations.

Analysis:

Inclusion of more skills practice has helped.

Changes:

Keep skills stations intact, but include more didactic hours.

Continuance:

Learning while performing.

Results of Prior Assessment:

More time in evaluation level of skill stations. More work on theory.

Date-Time:

12/18/2007 6:41:56 PM

Deb Haverfield 08F TI

EMS-125-250

Skills assessment, program-level=

Results:

12/18/2007 1:57:10 PM

Tressa Sadie Burns 08F TB

ECE-226-PB2

Pre-Post, Video, program-level=

Results:

A pre and post assessment was given. Results of the pre assessment ranged from 33 to 67, while the post assessment results ranged from 60-87. A video of the student planning and conducting a sensory activity with a group of children was evaluated by the student, other students in the course and me.

Analysis:

Students gained knowledge of developmentally appropriate practices related to creative, open ended art activities for young children, as well as increasing their ability to answer multiple choice application questions. WebCT chapter quizzes and pre/post assessments were utilized, increasing technology proficiency and test taking skills. The video made by the student enables me to assess how students plan and conduct developmentally activities with children, with special emphasis on the language used as children participate in a sensory activity, as well as how students handle problems that arise.

Changes:

I will keep the text, which has WebCT components which enhance student test taking and technology skill. I will assign a participation activity for each chapter to demonstrate more creative materials and activities, rather than 14 creative activities.

Continuance:

I will keep the video assignment. I will continue to provide experiences with different art media in 75% of the class sessions, allowing students to experience first hand the different media.

Results of Prior Assessment:

This is the 3rd formal assessment that has been completed, as I did not teach this course in the fall of 2006. Continued use of the video assignment and incorporating section, rather than chapter quizzes are changes I made after teaching the course the first time; I will continue these changes.

Date-Time:

12/18/2007 1:51:29 PM

Ann Marie Rigdon 08F HSS

BUS-217-H01

Capstone Project, program-level=BUS

Results:

Students were given all semester to improve writing an communication skills to prepare for their final which was a Mock Interview. They learned to write a resume, how to dress, verbal communication, and proper interview techniques. Out of the 13 students here are the results: 10-A`s, 2-B`s 0-C`s. The other student did not take her final.

Analysis:

The students that completed the class learned a lot and improved their writing and communication skills.

Changes:

The discussion board on WebCt did not work this semester. Students only posted discussions once or twice a week. It was also difficult for me to grade. I am changing the use of the discussion board and going to "real" time Chat feature that is offered on WebCt. I believe the students will enjoy this and make more effort to communicate.

Continuance:

I will continue the same assignments. Since this is a Hybrid class, I will continue to have the students check in with me once a week as well as having monthly meetings.

Results of Prior Assessment:

Date-Time:

12/18/2007 1:50:32 PM

Ann Marie Rigdon 08F HSS

BUS-115-0xx

Capstone Project, program-level=BUS

Results:

The students capstone project was to write a business plan. The results were: 4-A`s, 7-B`s, 2-C`s and 3-F`s. There was one student that pagiarized.

Analysis:

Out of the 13 students that had completed their business plans all but 2 passed the class with a C or higher. There were 5 that did not do a business plan and they did not pass. The top 10 students passed with a C or higher. If you did a business plan and came to class the student passed with a C or higher.

Changes:

I had a new challenge this semester! Five of the Intro to Business students were also taking Accounting 1 this semester. Many of them were also taking more than 12 credits. They had a heavy workload in Accounting and their other classes. I felt because of this, there work in Intro to Business took a back seat to the other classes. Next semester, I am going to pass around the normal student information sheet, but I am also going to include on there how many hours they are taking and other courses that might interfere with their work.

Continuance:

I will continue to use the same book and teaching format but now that I have learned WebCT better I will give more tests using WebCT. Also, on WebCT the discussion boards need to be re-evaluated.

Results of Prior Assessment:

Everything is working good!

Date-Time:

12/18/2007 1:36:23 PM

Ted Smith 08F TI

AQT- -

State Examination, program-level=AQT

Results:

All nine Trinidad State Junior College, Valley Campus Aquaculture Technician Program graduates who participated in the spring 2007 Colorado Division of Wildlife Technician III (Fish Culturist) competitive examination in Denver passed the exam. With over 30 applicants, from both two-year and four-year post-secondary educational institutions, competing for fish hatchery jobs statewide, eight Trinidad State Junior College Valley Campus graduates scored in the top ten. One hundred percent passed the exam. Mr. Scott Caton, TSJC aquaculture program graduate, received the highest score and was offered a permanent position with the Native Aquatic Species Restoration Facility located west of Alamosa.

Analysis:

Learning in Aquaculture Education has occurred and TSJC Valley Campus aquaculture program graduates successfully compete with four-year post-secondary institutions for aquaculture employment opportunities.

Changes:

None at this time.

Continuance:

The Aquaculture Technician Program involves lectures, examinations, numerous field trips, research projects and papers, hands-on, experiential learning activities and networking with industry. Methods of instruction include but are not limited to lecture and discussion, chalkboard illustrations, overhead projector, slide projector, power-point presentations, VCR, DVD, and individual assignment completion. Students are required to take bi-weekly field trips to the TSJC Aquafarm, as well as other fish production facilities within the San Luis Valley and beyond. Students that qualify are encouraged to participate in extensive work-study and internship programming at various public and private aquaculture facilities located throughout the state, region and country. Guest speakers also address the students of aquaculture from time to time on subject matter pertaining to their chosen discipline. The Aquaculture Technician Program also incorporates Service Learning into its curriculum. Service learning is a teaching and learning strategy that combines community service and classroom instruction, with a focus on critical, reflective thinking and personal and civic responsibility.

Results of Prior Assessment:

None at this time.

Date-Time:

12/18/2007 1:18:40 PM

Ted Smith 08F TI

AQT-105-200

Pre - post test, program-level=

Results:

The pre-post test results for AQT-105200 show a mean average increase of 14% in cognitive learning. The high score was a 44% increase and the low score was a negative 11% decrease. A number of 8 students were enrolled in AQT-105200.

Analysis:

With the exception of one IEP student with serious barriers to learning, learning in Aquaculture education has occurred.

Changes:

None at this time.

Continuance:

The current Culture of Assessment includes a pre-test and post-test administered to students of AQT-105 to determine their knowledge and skill level of the subject taught. Students will be assessed on prior knowledge of subject coming into the Aquaculture Program and knowledge gained exiting Aquaculture Program. This class continues to involve lectures, numerous field trips, and hands-on lab work. Methods of instruction include but are not limited to lecture and discussion, chalkboard illustrations, overhead projector, slide projector, power-point presentations, VCR, and individual assignment completion. Students will be required to take field trips to the TSJC Aquafarm, as well as other fish production facilities within the San Luis Valley and beyond. Guest speakers will also address the class from time to time on subject matter pertaining to AQT-105. The course grade will be computed according to the following criteria: Pre-test 0%; Attendance and participation 10%; Mid-term examination 30%; Final examination 40%; Quizzes (water samples)20%; post-test 0%; for a total percentage of 100 %.

Results of Prior Assessment:

None at this time.

Date-Time:

12/18/2007 12:22:29 PM

Ted Smith 08F TI

AQT-102-200

Pre-post test, program-level=

Results:

The pre-post test results for AQT-102200 show a mean average increase of 29% in cognitive learning. The high score was a 50% increase and the low score was a 0% increase. A number of 8 students were enrolled in AQT-101200.

Analysis:

Learning in Aquaculture education has occurred.

Changes:

None at this time.

Continuance:

The current Culture of Assessment includes a pre-test and post-test administered to students of AQT-102 to determine their knowledge and skill level of the subject taught. Students will be assessed on prior knowledge of subject coming into the Aquaculture Program and knowledge gained exiting Aquaculture Program. This class continues to involve lectures, numerous field trips, and hands-on lab work. Methods of instruction include but are not limited to lecture and discussion, chalkboard illustrations, overhead projector, slide projector, power-point presentations, VCR, and individual assignment completion. Students will be required to take field trips to the TSJC Aquafarm, as well as other fish production facilities within the San Luis Valley and beyond. Guest speakers will also address the class from time to time on subject matter pertaining to AQT-102. The course grade will be computed according to the following criteria:Class participation and attendance 10 %; Mid-term examination 30 %; Final examination 40 %; Laboratory participation & final examination 20 %; for a total percentage of 100 %.

Results of Prior Assessment:

None at this time.

Date-Time:

12/18/2007 12:11:52 PM

Ted Smith 08F TI

MAT-107-201

Pre-post test, program-level=

Results:

12/18/2007 9:42:07 AM

Cheri Jones 08F TB

ECE-125-001

pre-post-Test, program-level=

Results:

The class average on the pre-assessment was a 39.63%. The class average on the post-assessment was 76.54%. Individual scores on the pre-assessment are as follows: A=0 B=0 C=0 D=2 F=9 Individual scores on the post-assessment are as follows: A=5 B=0 C=2 D=1 F=3

Analysis:

After analyzing the data it can be concluded that the class overall had improved and appeared to gain knowledge in math and science. The post-assessment seems to resemble a bell curve within the class.

Changes:

I would like to become more familiar with the CTWeb and how it works. I would also like to get my students more involved in their learning. I would like to see them interacting more with the children and be able to critique them on their teaching.

Continuance:

The hands-on and student interactions are the stregth of this class. I will continue to have the students involved in their learning and with other students.

Results of Prior Assessment:

Date-Time:

12/18/2007 9:41:58 AM

Barry 08F HSS

CRJ-240-001

Pre-Post Test, program-level=

12/17/2007 11:32:39 PM

Tressa Sadie Burns 08F TB

ECE-220-0xx

Pre Post, portfolio, program-level=

Results:

A total of 15 students were enrolled, 11 of whom it was their first hybrid class; therefore, we met F2F 8 times during the semester for videos and reinforcement. Pre assessment scores ranged from 30 to 67. Post assessment scores ranged from 49 to 90. The students completed 4 threaded discussion questions and 4 responses for each chapter, compiled a portfolio of activity and units lesson plans, prop box, learning center activities & book evaluations. All students completed a portfolio of 1 child, including many observations and a Creative Curriculum Developmental Continuum and summary, assessing development in all 4 domains and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home, which gives students the opportunity to apply concepts learned.

Analysis:

he scores on multiple choice assessments, as well as threaded discussion answers and responses improved as the semester progressed. Use of WebCT practice quizzes and chapter quizzes has helped students with concepts and test taking skills. Meeting often F2F allowed some hands-on learning activities in music, sensory, cooking, outdoor, and math that has proved helpful in the past. Problems with Polycom equipment on campuses, as well as student ID and login information was a problem all semester. Some improvements were made in Room 229 in Alamosa; however, more equipment is needed in that room. There was a great range in students� experience with college courses, distance learning and in their work with children. Student presentations were not required.

Changes:

To enhance student�s knowledge and skills and to assist in applying concepts, I will assign student presentations, as before. I will discontinue 1 text and use the Creative Curriculum text only, since that is what most employers in the area are using for curriculum and assessment.

Continuance:

I will continue to use the Creative Curriculum text with online components, videos and portfolio assignments to provide practical experience in various areas of curriculum development that students must be knowledgeable of to be effective in the work place.

Results of Prior Assessment:

Date-Time:

12/17/2007 4:27:12 PM

Tressa Sadie Burns 08F TB

ECE-289-200

Pre Post, Portfolio,, program-level=

Results:

A total of 2 students were enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. Both pre and post assessment were given with scores ranging from 10 to 35, while post assessment scores, completed by all students, ranged from 95 to 100. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Analysis:

All of the above methods are useful teaching and assessment tools.

Changes:

No changes will be made in assessment or texts. However, this course was offered as a polycom course, as well as a hybrid on WebCT Vista, to deliver to students in the Trinidad area as well as here in the San Luis Valley. No students enrolled in Trinidad this fall. Students are becoming more sophisticated in the use of Internet based courses, and were able to submit assignments in WebCT Vista-with much less problem solving and struggling than during the first semester. Creating the course in Vista, as this course does not have an epack, was extremely time consuming and tedious last semester, but required less adjustments this semester. Submitting discussion projects to allow students to see the work of others was helpful; I will require this on all assignments. This course requires no test proctor, but will require TA from IT department to facilitate student�s access to polycom and WebCT and to facilitate my use of all polycom equipment.

Continuance:

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Assignments are working well. Texts are appropriate and will continue.

Date-Time:

12/17/2007 4:18:59 PM

Tressa Sadie Burns 08F TB

ECE-288-200

Pre Post, portfolio, program-level=

Results:

A total of 2 students were enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Analysis:

All of the above methods are useful teaching and assessment tools.

Changes:

None.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the text, project approach and documentation assignments. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities

Results of Prior Assessment:

Date-Time:

12/17/2007 4:14:18 PM

Tressa Sadie Burns 08F TB

ECE-241-0xx

Pre-Post, portfolio, program-level=

12/17/2007 1:48:00 PM

Karen S. Carter 08F MS

MAT-135-001

Embedded Test Quest, program-level=MAT

Results:

The average for the embedded test question increased from 19 to 22.1 for Fall 2008 over Spring 2007. This semester 11% of the students scored 12 or below and last semester 26% of the students scored 12 or below.

Analysis:

The average score on the embedded test question increased. This was probably due to a greater emphasis on assignments. Assignments used to be 10% of the chapter score, but are now 20%.

Changes:

A greater emphasis needs to be placed on completing all steps of the hypothesis test on assignments.

Continuance:

I will continue the greater emphasis on completion of assignments.

Results of Prior Assessment:

The average score on the embedded test question increased. This was probably due to a greater emphasis on assignments. Assignments used to be 10% of the chapter score, but are now 20%.

Date-Time:

12/17/2007 1:32:09 PM

Karen S. Carter 08F MS

MAT-135-001

Student Record Form, program-level=

Results:

100% of the students in this clas turned in at least 80% of all assignments. Attendance was very good in this class and tests were taken on time. None of the students took advantage of available tutoring even thought 3 probably would have benefitted from the tutoring.

Analysis:

Increased emphasis on assignments (the weight for assignments was incresed from 10% to 20%) resulted in increased submission of assignments. All of the students in this class submitted at least 80% of the assignments. Last semester only 28% of the students turned in more than half of the assignments. Placing time limits on submission of assignments and taking of tests proved to be very useful.

Changes:

I will place more emphasis on tutoring for students who need it.

Continuance:

I will keep the increased emphasis on assignments and the time limits on submission of assignments and the taking of tests.

Results of Prior Assessment:

Date-Time:

12/17/2007 12:51:20 PM

Karen S. Carter 08F MS

MAT-121-002

embedded question, program-level=MAT

Results:

12/17/2007 12:00:08 PM

Dave Nolan 08F TI

GUS-131-001

Test and homework, program-level=GUS

Results:

out of 6 students in the class the average fianl grade was a B

Analysis:

This group was overall more interested in the discussed topics.

Changes:

None at this time

Continuance:

Using all available intructional techniques. Handouts, show and tell items, Discussions and demonstrations.

Results of Prior Assessment:

By asking students about a given topic at the beginning of a conversation generally made it obvius to the class how little they new about the given topic raising the overall emphasis on the topic for them to know it.

Date-Time:

12/17/2007 11:49:14 AM

Dave Nolan 08F TI

GUS-130-001

Test and Homework, program-level=

Results:

out of 6 students the average grade this term was a B

Analysis:

This group was overall more interested in the discussed topics.

Changes:

None at this time

Continuance:

Using all available intructional techniques. Handouts, show and tell items, Discussions and demonstrations.

Results of Prior Assessment:

Date-Time:

12/17/2007 11:47:33 AM

Philbin, R 08F MS

PHY-x11-001

test item analysis, program-level=

Results:

50% average on FCI, slightly better than the 40% average from last year.

Analysis:

Again, PHY211 met simultaneously with PHY111. Everyone in the course was either taking or had taken Calculus I, so there was more common ground than last year, but still optimizing for each course was impossible.

Changes:

Separate PHY111 from PHY211.

Continuance:

Continue to do more hands-on and differentiated instructional activities.

Results of Prior Assessment:

As per prior recommendations, I reduced the number of topics covered; we eliminated momentum and oscillations, greatly reduced rotational dynamics, and spent the extra time on Newton`s laws, energy and thermodynamics. The results did not improve as much as I`d hoped.

Date-Time:

12/17/2007 11:45:59 AM

Karen S. Carter 08F MS

MAT-121-002

Assign, tutor record, program-level=No

Results:

Assignments were raised from 10% to 20% of a chapter grade. In addition, strict limits were placed on time of submission. Fifteen of eighteen students submitted more than 60% of the assignments. Strict limits were also placed on the times when tests could be taken. Also, some extra credit was offered for tutoring, but only three students took advantage of this. Certainly several others could have used tutoring. Greater emphasis was place on showing work on assignments by giving instructions for what to include, but even more needs to be done.

Analysis:

The percentage of students who submitted more than 60% of assignments increased from 38% to 83% because of increased emphasis on submission of assignments. Increased emphasis needs to be given to showing their work. Some of the more complex algorithms (for example solving rational inequalities) could not be done by a majority of the class.

Changes:

I will place greater emphasis on showing work on assignments by giving more instructions on what needs to be done and by placing more emphasis on this area when grading assignments.

Continuance:

I will continue weighting assignments at 20% of the score for a chapter and I will continue offering some extra credit for tutoring.

Results of Prior Assessment:

The percentage of students who submitted more than 60% of assignments increased from 38% to 83% because of increased emphasis on submission of assignments.

Date-Time:

12/17/2007 11:45:20 AM

Dave Nolan 08F TI

GUS-131-001

AssignedLab Projects, program-level=

12/17/2007 10:54:28 AM

GONZALEZ, SPEEDY 08F TI

GUS-114-001

TEST ITEMS, program-level=

Results:

AVERAGE GRADE FOR THE SEMESTER :96.3%

Analysis:

SECOND SEMESTER TEACHING. THE SMALL STUDENT TO TEACHER RATIO ENABLES ME TO HELP THE STUDENTS TO BETTER UNDERSTAND AND APPLY THEIR THEORY TO THEIR LAB PRACTICES

Changes:

CONTINUE TO UPGRADE PRINTED HANDOUTS AND INCORPORATE CAD/ CAM INTO THE CLASS.

Continuance:

THE CLASS ACTING AS AN ENGINNEERING & MANUFACTURING GROUP.

Results of Prior Assessment:

MORE IN DEPTH TEACHING OF CERTAIN ASPECTS OF THE HAND AND ENGINEERING SKILLS

Date-Time:

12/17/2007 10:43:34 AM

Larsen 08F HSS

CRJ-220-001

Pre-test & final, program-level=

Results:

Students were administered a pre-test (identical to the final exam) during the first week of the semester, prior to any instruction and obtained and aggregate score of 46% with a high of 60% and a low of 34%. Students were administered the final exam on Dec. 10th and obtained an aggregate score of 84.4% with a high of 95% and a low of 61%.

Analysis:

Students are effectively increasing their scores within the course, as well as through other connected classes taught by this instructor. Consistency in instruction is believed to be a key factor in knowledge growth.

Changes:

Although minimal changes are required at this time, some consideration is being considered to exposing the students in this course to guest speakers of other disciplines, ie, psychologists, social workers to gain additional perspective of the psycho-social factors influencing deviant behavior.

Continuance:

The instructor will continue to use interactive lecture based instruction with periodic testing of subject material via examinations and essay assignments.

Results of Prior Assessment:

It is noted that the students came in to the course with a slightly higher level of subject knowledge than the previous assessment for this course (46% to 35%) and exited the course with a slightly higher aggregate score (84% to 82%) Although student growth appears to have only slightly increased, it is noted that most students had obtained subject material knowledge in other classes taught by this instructor. It is believed that scores will continue to elevate due to a consistent foundation of subject knowledge being built by this instructor in other courses similar in nature.

Date-Time:

12/17/2007 1:27:12 AM

Larsen 08F HSS

CRJ-210-001

Pre-test & final exa, program-level=

Results:

Students were administered a pre-test (identical to the final exam) during the first week of the semester prior to any instruction and obtained an aggregate score of 54.1% with a high of 64% and a low of 45%. Students were adminstered the final exam on Dec. 10th and obtained an aggregate score of 87.9% with a high of 98% and a low of 61%.

Analysis:

Students arrived with some knowledge regarding constitutional rights issues, but vastly increased their knowledge in this area through their instruction in this course.

Changes:

Data suggests that minimal changes are necessary at this time, and student growth will continue with instructor experience and lessening the turnover rate of instructors in this class.

Continuance:

The instructor will continue the use of interactive lecture combined with real life examples in instruction. The continued use of periodical testing through examinations and essays is planned for future courses.

Results of Prior Assessment:

Results of prior assessment using similar criteria yielded a pre-test aggregate of 52.4% and final aggregate of 80.1%. Comparison between the last two instructions of this course indicate a similar level of initial knowledge of the subject, but a higher learning yield (80.1% to 87.9%). This information suggests that instructor effectiveness in teaching this course has increased to which I attribute to consistency in instruction as well as instructor experience growth.

Date-Time:

12/17/2007 1:11:56 AM

Kurt Larsen 08F HSS

CRJ-110-001

pre-test & final, program-level=

Results:

Students were administered the pre-test (identical to the final exam) during the first week of classes prior to any instruction and obtained and aggregate score of 57.6% with a high of 69% and a low of 39%. The final exam was administered on Dec. 10th with the students obtaining an aggregate score of 82.4% with a high of 95% and a low of 58%. This showed an aggregate growth of 24.8% per student with growth for each individual student ranging from 4% to 44%.

Analysis:

It has been determined that successful learning of the subject matter occurred during this instruction period and that minimal changes are required for future instruction of this course.

Changes:

I have observed that student growth is directly proportional to levels of attendance, and perhaps additional incentives must be created to ensure attendance is maximized.

Continuance:

The instructor is satisfied with the criteria used for instruction in this course and will continue the use of example based lecture to support subject material, as well as periodic testing via both examinations and essays.

Results of Prior Assessment:

Results were consistent with that of previous assesments

Date-Time:

12/17/2007 12:57:25 AM

Chelo Ludden 08F CD

ENG-122-0xx

essays, pp, exer., program-level=

Results:

Students wrote 5 essays of increasing complexity, presented a power point of research paper, sucessfully completed APA and MLA exercises.

Analysis:

This was the first semester using a new book that has more of an academic focus and I think students learned more from it. Also, the APA and MLA exercises helped students with the formats so that they had less trouble with them. Again, students, particularly older ones not familiar with power point, were grateful for the chance to learn and practice them.

Changes:

Next semester I will add grammar exercises as part of the grade, this semester it was only extra credit. Also, the class will have even more of a workshop format as students found this format helpful.

Continuance:

The new text, Seeing the Pattern, MLA/APA exercises from A Writer�s Reference, and power points will be kept. This semester the class worked more as a workshop with students writing more of their papers in class, this help them write better papers as they had more immediate help with problems.

Results of Prior Assessment:

Papers were worked on in class more as students found peer and instructor feedback more immediate.

Date-Time:

12/16/2007 8:49:33 AM

Chelo Ludden 08F CD

ENG-121-0xx

essays, pp, exer., program-level=

Results:

Students wrote 5 essays of increasing complexity, presented a power point of research paper, completed APA and MLA exercises.

Analysis:

Changes:

Next semester I will add grammar exercises as part of the grade, this semester it was only extra credit.

Continuance:

Results of Prior Assessment:

We changed the focus on the papers written by students so that this semester they only wrote 1 non-academic essay as opposed to 2 or 3. As a result they were writing more complex essays by the end of the semester.

Date-Time:

12/16/2007 8:42:17 AM

Patsy Miller 08F TB

ECE-238-001

pre-post-test, program-level=

Results:

12/14/2007 11:04:28 AM

Kathy DeCristino 08F TI

COS-12x-001

Practical Final, program-level=COS

Results:

100% of the first students enrolled in various cosmetology programs scored an 81 or higher on the practical final exam. This exam evaluates skills and techniques learned during the semester and is based on the state licensing exam.

Analysis:

The students are performing well and have mastered various technical skills that were introduced this semester.

Changes:

Sometimes this test identifies an area that we need to review or that the individual student is weak on. This was not the case this final.

Continuance:

The daily lab and clinic assignments that offer students sufficient time to practice and develop the necessary skills required for this profession.

Results of Prior Assessment:

As I stated above, sometimes this exam identifies weak areas where we go back in future semesters and work with the students to improve their skills.

Date-Time:

12/14/2007 10:54:49 AM

Valdez, Martha 08F CD

REA-90-200

pre-post test, program-level=COM

Results:

Analysis:

Portfolio, program-level=

Results:

All but one student completed a thorough, analytical, critical portfolio over a controversy and all passed. Amazingly, the students accessed their overall performance and accomplishments as outstanding, citing that they had become so familiar with the controversy and their arguments that many felt ready to present local issues to our administration or other appropriate audiences. They felt they had a sure, confident voice that they had never had before and they know they can approach research and critical thinking with energy and certainty. They said it was refreshing to know that their education had relevance and meaning.

Analysis:

The workshop format remains highly productive and the class format allows students to become critical thinkers and excellent communicators.

Changes:

None

See above

Results of Prior Assessment:

None

Date-Time:

12/13/2007 9:31:16 AM

Pat Robbins 08F TB

BUS-216-200

written narrative, program-level=

Results:

The first day of class students were asked to write 2-3 paragraphs detailing what they already knew about the legal environment of business. They were then asked to do the same on the last day of class, and I then compared their pre and post information.

Analysis:

Pretest showed that students had some information about the legal environment that they acquired personally; however, students also showed that they were mistaken on several points of law. Posttest demonstrated that students had acquired more knowledge and corrected they misconceptions. Every student in the class added that they enjoyed taking the class and found it to be quite beneficial to their learning process.

Changes:

None. I like this form of assessment for this particular class

Continuance:

Will continue all.

Results of Prior Assessment:

None.

Date-Time:

12/13/2007 9:19:04 AM

Judy Lee 08F CD

ENG-1xx-x

Pre-post analysis, program-level=COM

Results:

For our yearly Communications Dept. assessment, we look at a number of student files that contain the first writing assignment the student did in English and compare it to the last writing assignment the student did in English while here at TSJC. In this way, we can look at overall improvement and improvement in the areas the 6-trait analysis looks at: ideas, organization, word choice, sentence fluency, voice, and conventions. We looked at 31 student files this year from students who had graduated from TSJC. Analysis of the results showed that overall, students papers improved 13.07%, just a bit more than 1 letter grade. The following are the results from each individual area: Ideas, +13.04%; Organization, +15.6%; Word Choice, +12.1%; Sentence Fluency, +12.1%; Conventions, +13.8%; and Voice, +11.4 %.

Analysis:

Overall scores went up over one letter grade which is significant. Also, when you look at the individual traits of writing, each of them went up one letter grade as well. That shows me that we are doing well teaching in each of these areas and that students are growing in each of these areas. Specifically, organization showed the biggest improvement and voice showed the least improvement, although, again, both showed at least a one letter grade improvement. It makes sense to me that "voice" improvement would be the lowest as this is the hardest area of writing for any writer, not just college students. This is what personalizes a person`s writing, and until someone has had a lot of writing experience, their voice is not fully developed. It also makes sense to me that organization improved the most as this is something that is pretty concrete to teach. This improvement will help students in all of their classes as it is so important that answers to essay questions and written papers be well-organized.

Changes:

I think this assessment shows that the teaching done by all faculty is strong. I will share the results of this assessment with all members of the Communications faculty so that they know where to focus their efforts. It appears that none of the areas of the six-trait analysis are getting ignored because each area shows significant improvement. The results from this assessment were based on our teaching from The St. Martin`s Guide to Writing. It will be interesting to see if the results differ next year since we have changed textbooks and are now using Seeing the Pattern.

Continuance:

The individual teaching assessments from each instructor clearly delineate the teaching methods and practices used and indicate which of those methods have been successful. It appears that all of our methods have been successful based on the results of the assessment, and even though we do things differently, we seem to get the same results with them.

Results of Prior Assessment:

The department assessment has not been done in several years because papers were not collected from students regularly. That problem has been corrected, and we should be able to continue with yearly assessments from now on.

Date-Time:

12/12/2007 4:08:34 PM

Judy Lee 08F CD

AAA-101-001

Pre-post analysis, program-level=

Results:

I didn`t give an "official" assessment of students` knowledge at the start of the class, but at the end, I did have them write a paper about three things they learned as a result of this class and others. Per the students` writings, most learned about the necessity of time management in college while others learned about the importance of study skills and test taking. Nearly all students mentioned that the adjustment from high school to college was harder than they thought it would be.

Analysis:

I think the class had a positive impact on students in helping them understand some issues, but I also think that it can be improved dramatically. Because I had never taught this class before or taught a class anything like this one, I struggled with a lot of it. I now know that it is critical that I learn from other colleges what they do in these kinds of classes so that ours can be better. Thankfully, Chelo and I will be going to SC in January, 2008 to learn from the masters at SC. We will actually be part of the training session they do for their instructors, so it should be very helpful.

Changes:

I know that as a result of our conference in SC that a lot of changes will be made in the content and delivery of this class. At this time, it is hard for me to note what those are as I am waiting to learn about them. I need a model upon which to base our class here at TSJC, and until I have more knowledge, I`m not sure how my next class will be organized.

Continuance:

There were a couple things that I thought were effective in this class. The first was the presentation on time management. It got students to think about and realize the importance of this. The second thing that worked was the session on career choice where we used the computer program through Colorado college.org. Students seemed to enjoy looking around on this site and seeing what they might be based on their response to questions.

Results of Prior Assessment:

No previous assessment.

Date-Time:

12/12/2007 2:59:33 PM

Judy Lee 08F CD

LIT-211-001

Pre-post exam, program-level=

Results:

12/12/2007 2:24:47 PM

Judy Lee 08F CD

LIT-255-001

Pre-post analysis, program-level=

Results:

When I have my first class, I asked the students a series of questions to ascertain how much they know about Children`s literature. Examples are: What are the genres of children`s literature? What prizes are awarded to authors/artists of children`s literature? What are the elements of fiction? How did children`s literature develop over time? What I found was that these students were very limited in the amount of knowledge they had about children`s literature. Some had an idea of some of the elements of fiction as they had taken a literature class before, but knowledge of the other things was negligable. Students are then given a midterm exam which asked questions about the subjects noted above, and all students except for one passed the exam, and the one that didn`t pass was unaware that the exam was that day. (She had not been to the prior class where I reminded the students about the exam.)

Analysis:

At the end of this class, students have a good understanding of the history of children`s literature, the importance of reading across disciplines, the elements of literature, and what each genre in children`s literature is. In addition, they get a great deal of practical experience teaching/presenting to the class because they do presentations on each genre and then a special project at the end.

Changes:

I really like the way that this class is structured because not only do students learn a lot, but they have fun in the process. They get a lot of hands-on experience in presenting, and this is helpful because all of the students in this class planned to be teachers. I think that I would keep the course structure and content the same as the class was so successful this semester, and this was verified by the student evaluations that were done.

Continuance:

I will continue to teach this class very interactively so that students get a lot of experience making presentations. I will also continue to have discussions about the various books that we read as a class. I begin the class with a series of lectures about children`s literature to give them the necessary background to understand literature, and this seems to work well so I will continue to do that too.

Results of Prior Assessment:

The one change I can notice is that each time I teach this class, I think I do a better job because I am more confident in the way I teach it and in my knowledge of the subject matter.

Date-Time:

12/12/2007 2:07:06 PM

Judy Lee 08F CD

ENG-121-IT1

Pre-post analysis, program-level=

Results:

All students at the college who take ENG 121 and ENG 122 at the college are evaluated by the Communications faculty. We look at the first paper the student wrote in his/her ENG 121 class and compare it with the final paper the student wrote in either ENG 121 or ENG 122. Typically we see strong improvement in each student`s writing equivalent to one letter grade or more. In my ENG 121 classes, I could see definite improvement in the majority of my students` papers from the beginning of the semester to the end in all areas: ideas, organization, word choice, sentence structure, voice, and conventions. Papers were more strongly organized, had a stronger voice, and had fewer technical errors. Also in my ENG ITOP classes, students go to a lab where grammar skills are reviewed. When I compared the pre-and-post tests this semester, the average improvement was 10.5 points. This is equivalent to one letter grade and is significant.

Analysis:

I`m am pleased with the improvement in student`s writing this semester. I am also pleased with their progress on grammar skills as indicated by the improvement in their test scores. We changed textbooks this semester, and I like this newer book better than our last one. I like the types of essays that the students now write, and I like the reading examples in our new text, Seeing the Pattern by Kathleen McWhorter. It seemed that students grasped the concept of each essay easier than they had done in the past. I also think it was smart to move the interpretation of literature essay to ENG 122 as students usually struggled with that.

Changes:

I like the new textbook and the types of essays we have chosen for the class. I think that my teaching on these essays will improve next semester since I am now more familiar with the book. So there will be no changes in course content as far as types of essays that will be written. This semester I went back to using a lab assistant to do the grammar sessions. The success of the lab depends on the assistant, and the person who helped me this year was not as good as some assistants I have had in the past. But due to the large number of students I had, this set-up proved to be the best for this semester. I will try to get a stronger assistant for future labs so that they go more smoothly.

Continuance:

I always start my classes with some "warm-up" writing exercises just to get the students back to writing again. I think that this helps, and it gives me a chance to go over some of the basic skills of writing. These exercises also help students become familiar with the process of writing. As noted above, I like the new textbook too so we will be keeping that. It offers good explanations for each essay as well as using graphic organizers which help the students visualize the essay. I am always trying to come up with new approaches to teaching, etc. to make the class more interesting for the students, and I will continue to do that.

Results of Prior Assessment:

In my prior assessment, I had talked about keeping the lab in my class. However, due to large enrollment, I had a lab assistant. The scores on the grammar tests still increased by 10.5 points, so the lab is effective.

Date-Time:

12/12/2007 1:44:32 PM

Shoman 08F TI

HHP-103-250

fill in the blanks, program-level=MASS

Results:

A 40% increase between pre and post tests

Analysis:

Students were somewhat familiar with subject matter

Changes:

None

Continuance:

Good participation by students, good text and good teaching

Results of Prior Assessment:

None

Date-Time:

12/12/2007 11:55:21 AM

Shoman 08F TI

HHP-101-250

fill in the blanks, program-level=MASS

Results:

40% increase between pre and post tests

Analysis:

Students were unfamiliar with the subject matter and through presentors, videos, hands-on work and mother-baby demonstrations, they learned a great deal.

Changes:

None

Continuance:

See analysis

Results of Prior Assessment:

This is the first time this class has been offered in this system.

Date-Time:

12/12/2007 11:49:39 AM

Shoman 08F TI

HHP-200-250

fill in the blanks, program-level=MASS

Results:

61% increase between pre and post assessments

Analysis:

Students were unfamiliar with subject matter and learned a great deal

Changes:

None

Continuance:

Teaching flower essences by flower groupings; laying a strong philosophical foundation prior to studying specific flowers.

Results of Prior Assessment:

This class has never been taught before at TSJC. This is the first assessment.

Date-Time:

12/12/2007 11:43:01 AM

Shoman 08F TI

MST-105-200

fill in the blanks, program-level=MASS

Results:

From pre to post test an increase of 90% was seen.

Analysis:

Students were unfamiliar with the subject matter and based on experiencial and text-driven work, gained a baseline of information in this subject.

Changes:

None

Continuance:

Combining book study with actual exercise ball workouts made the students excited to particiate in class

Results of Prior Assessment:

As this is my first semester teaching at TSJC, I have nothing to compare to previous assessments.

Date-Time:

12/12/2007 11:38:57 AM

Shoman 08F TI

HHP-235-200

fill in the blanks, program-level=MASS

Results:

70% increase from pre to post

Analysis:

Indepth teaching and knowledgable presentors who are professional in their respective healing modalities. Students knew nothing about subject matter when entering the class.

Changes:

None

Continuance:

See analysis

Results of Prior Assessment:

This is my first semester teaching at TSJC; I do not know the results of previous assessments.

Date-Time:

12/12/2007 11:31:01 AM

Johnson 08F TI

MST-178-250

ore-post test, program-level=MASS

Results:

Knowledge base increase of 20%

Analysis:

emphasis was placed on teaching the basics of anatomy and the detail of the subject matter were apparently aequate for students to increase their knowledge base.

Changes:

more time will be spent on the location of muscle groups of the human body to reinforce for massage therapy basic class.

Continuance:

hands-on learning, and intenet access through the smart bord technology assisted in visual learning.

Results of Prior Assessment:

NA-first time teaching this class for this instructor.

Date-Time:

12/12/2007 10:01:48 AM

Johnson 08F TI

MST-178-200

pre-post test, program-level=MASS

Results:

Students increased their knowledge of Anatomy by 30%.

Analysis:

Emphasis on teaching the basics of anatomy, and the depth of the subject matter were apparently adequate for students to increase their knowledge base.

Changes:

Change the way the muscle groups are taught to reinforce the location on the human body.

Continuance:

Hands-on learning, and internet access through the smart board technology assisted in visual learning.

Results of Prior Assessment:

NA - first time teaching this class for this instructor

Date-Time:

12/12/2007 9:56:01 AM

Heusted 08F TI

HHP-224-200

pre-post test, program-level=MASS

Results:

Students scored 12% proficiency on a pre-test and ended up scoring 87% proficiency on the post test. This indicates a 75% increase in test scores.

Analysis:

Students really grasped the core contents of this program.

Changes:

Not many. May decide to give a higher percentage to the mid-term and final exam in overall evaluation.

Continuance:

Hours spent on in-class practicum, working on each other. A great text book as well.

Results of Prior Assessment:

none

Date-Time:

12/10/2007 3:18:55 PM

Heusted 08F TI

HHP-202-001

pre-post test, program-level=MASS

Results:

Students went from a 6% proficiency level on a pre-test to a 84% profeciency level on a post test. This suggests an overall increase of 78%.

Analysis:

To most students aromatherapy is a totally new course of study, and few have any working knowledge of it when they start.

Changes:

None

Continuance:

Working with live oils, case studies and the self healing brought about by using the oils on themselves.

Results of Prior Assessment:

Higher scores than last year.

Date-Time:

12/10/2007 3:14:19 PM

Heusted 08F TI

MST-100-200

pre-post test, program-level=MASS

Results:

On a pre-test students scored 64% at the begining of the semester and finished with 92% efficiency at the end of the semester. A gain of 28% proficiency.

Analysis:

Students expand their knowledge in the various modalities of healing in the classroom due in part to the numerous lectures and guest speakers.

Changes:

Continue to expand the curriculum by adding new modalities of healing.

Continuance:

Innovative, exciting and varied lectures on various modalities.

Results of Prior Assessment:

None

Date-Time:

12/10/2007 3:10:25 PM

Heusted 08F TI

MST-184-200

practicum, program-level=MASS

Results:

Students went from no exposure in a clinical setting to competency in all ten cases of completing a clinical massage. This included filling out an intake form, massage therapy and rescheduling clients.

Analysis:

Each of the ten students were fully competent in completing a clinical massage after course completion.

Changes:

Coninue with the same requirements.

Continuance:

Having students complete two semesters of clinical massage.

Results of Prior Assessment:

The same high standard of proficiency as last year.

Date-Time:

12/10/2007 3:05:22 PM

Heusted 08F TI

MST-111-200

, program-level=MASS

Results:

Students went from 12% proficiency on a pre-test in Massage Therapy to 87% proficiency on the post test.

Analysis:

The students gained a lot of knowledge from the instruction.

Changes:

None

Continuance:

Repetion and many hours spent doing body work.

Results of Prior Assessment:

Higher scores than last year.

Date-Time:

12/10/2007 2:54:08 PM

Compton 08F CD

REA-all-all

Pre-post test, program-level=COM

Results:

12/5/2007 2:06:06 PM

Mark Gordon 08F TI

EIC-12x-0xx

Pre-entry interview, program-level= ILW

Results:

Pre-entry interviews are conducted of perspective students in an effort to assess whether students possess the skills and capabilities required to complete this program

Analysis:

Pre-entry interviews are inconclusive as to whether student possesses motivation and or skills to complete program

Changes:

I will investigate other ways that assessment might be made for students wishing to enter this field. Perhaps a more personal interview or a pre-entry testing process to assess physical skill and comprehension.

Continuance:

Continuous coverage of materials involving discussion and testing as well as re-testing of materials that might prove difficult. Invidual reviews are done with students to assess their current comprehension of skills and knowledge required.

Results of Prior Assessment:

No previous results are available for this program.

Date-Time:

10/31/2007 1:09:37 PM

Charles Graham 08F TI

HEQ-225-001

pre-post-test, program-level=EPIC

Results:

Pre-post-test will provide information needed to evaluate learning prossess and structure to progressivly to teach needed skills to student.

Analysis:

Pretest provides instructor and student with information on the level of competencies students are currently able to preform. The Post test measures gain in each of the areas and is helpful in assessing areas where students will need help or reteaching of any part of the course. Interview assessment is very valuable in determining student comprehension of presented material. Most students are more comfortable discussing subjects and providing information verbally than they are writing information.

Changes:

I will investigate other ways of assessing students that may be more user friendly and provide more accurate information on the students in order for me to maximize my support in thier learnig.

Continuance:

Reteaching any and all materials that students do not pass successfully with 77%. Presentation of testing materials either written, orally, or hands on application to a minimum of 77%.

Results of Prior Assessment:

No prior assessments avalible to supply information.

Date-Time:

10/25/2007 3:37:39 PM

Paulsen 08F TI

WEL-10x-001

pre post test, program-level=EPIC

Results:

pre test provides instructor and student with information with the level of competency that they need to preform.The post test measures gain in each of the areas and is helpful in assesing student skill and knowledge.

Analysis:

The conclusions are these tests provide helpful information in determining student comprehension of presented material.

Changes:

I will investigate or develop other ways of assessing the students in order for me to maximize my support in there learning.

Continuance:

Reteaching any and all materials that students do not pass successfully with 77 percent

Results of Prior Assessment:

evaluations are ongoing.program is in the second year

Date-Time:

10/23/2007 2:56:43 PM

Heusted 08F TI

HHP-160-200

, program-level=MASS

Results:

Students increased pre and post test scores by 53%.

Analysis:

Most students have never experienced meditation before taking this class, therefore the information is new to them for the first time.

Changes:

None at this time. I am very pleased with the class.

Continuance:

I try to make the class as experiential as I can. Students meditate on their own as well listen to guided meditations.

Results of Prior Assessment:

Good results for the past few years.

Date-Time:

10/16/2007 12:05:23 PM

Spencer, L 07S CD

ENG----

Writing Ctr Survey, program-level=No

Results:

See www.trinidadstate.edu/AISL/reports/ay07/WritingCenterExitSurvey2007.htm

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

9/27/2007 12:06:04 PM

Carlisle, K 08M TB

ECE-226-H01

Sur., Capstone, P-P, program-level=No

Results:

The average gain in the pre-post test was 41 points. The capstone project was self-evaluated by the students and all students felt they had achieved their objectives and the survey indicated that the only thing that they would have changed was to have the class last longer. It was a short summer school schedule and I agreed with them.

Analysis:

This class was successful in spite of the short duration. The students indicated on an anonomous survey that they had all reached their pre-stated objectives for the course. In addition, the capstone projects indicated to me that they had all experienced success. They enjoyed the hybrid portions of the class and even stated that they enjoyed the discussions on the discussion board!

Changes:

I would not use the eight-week summer session for this class. There are just too many hands-on activities to do and to share. I will have more face-to-face sessions even thought the class is a hybrid.

Continuance:

I will keep the hybrid aspect of the class and re-use many of the discussion board topics which seemed to elicite much thought from the students.

Results of Prior Assessment:

This was the first time I taught this class as a hybrid and so previous assessments did not really pertain to many aspects of this revised class. By the way I did not know how to indicate that this is a summer school class.

Date-Time:

8/14/2007 12:04:24 PM

Falk, M 07S TB

CNG-261-B50

pre- post-test, program-level=No

Results:

Due to extenuating circumstances for the student the course will conclude during summer semester.

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

5/21/2007 2:44:51 PM

Falk, M 07S TB

CNG-260-B50

pre- post-test, program-level=No

Results:

The student improved comprehension of the course concepts from an average of 80% to an average of 88% through the use of the online curriculum, lab exercises, classroom discussions, textbook, and workbook.

Analysis:

The student`s success with the course concepts was enhanced through supplementing the online curriculum with classroom discussions, textbook, workbook, and lab exercises.

Changes:

The curriculum used this semester is being updated by Cisco Networking Academy this summer. Two new curriculum versions will be available giving the college two additional paths to select from for student success and retention in the CNG program. Addition of Polycom (twice monthly) and in-person sessions (instructor travel to Trinidad campus twice monthly) could be incorporated to support students through the course. The increase in face-to-face sessions would decrease the level of frustration for students while learning difficult technical concepts at a distance. This in turn would improve student rentention and success in the CNG program.

The use of the combined study methods mentioned above will continue. Adjustments will be made based on the requirements of the new curriculum.

Results of Prior Assessment:

The addition of the study tool of CCNA Video Mentor, the CCNA PrepCenter, and Packet Tracer this semester helped with student success.

Date-Time:

5/21/2007 2:26:00 PM

Falk, M 07S TB

CNG-263-200

pre- post- test, program-level=No

Results:

The student improved comprehension of the course concepts from 55% to 99% through the use of the online curriculum, lab exercises, CCNA TV shows, classroom discussions, Packet Tracer, textbook, workbook, and case study.

Analysis:

The student`s success with the course concepts was enhanced through supplementing the online curriculum with classroom discussions, textbook, workbook, lab exercises, Packet Tracer, Cisco CCNA Prep Center CCNA TV shows, and instructor`s personal copy of CCNA Video Mentor.

Changes:

Continuance:

The use of the combined study methods mentioned above will continue. Adjustments will be made based on the requirements of the new curriculum.

Results of Prior Assessment:

The addition of the CCNA Video Mentor study tool, CCNA PrepCenter, and Packet Tracer this semester helped with student success.

Date-Time:

5/21/2007 2:23:00 PM

Falk, M 07S TB

CNG-128-200

Interview/Final Proj, program-level=No

Results:

Initial interviews with students in CNG 128 and CNG 285 showed that 50% of the students had no experience with operating systems other than Microsoft Windows XP while the other 50% of students had experience with operating systems such as DOS, MS Windows, and Linux. By the end of the course all students were able to complete common computer administration functions in MS Windows XP and Red Hat Fedora.

Analysis:

Students with familiarity and knowledge of one operating system are able to transfer the knowledge to other operating systems and learn the new administration methods relatively easily. The ability to notice similarities among computer operating systems enhances the student`s ability to learn new operating systems and functions regardless of the electronic device, e.g., computers, servers, routers and switches.

Changes:

Changes for the course include: update software to keep current with operating systems in businesses today, incorporate a mid-term project/presentation to allow students the opportunity to review material midway through the course and share their knowledge with classmates, and lab simulations if available to enhance classroom discussions and curriculum topics.

Continuance:

Continue using the curriculum because of the technical accuracy and ease of reading topics and lab instructions.

Results of Prior Assessment:

The combination of technically sound curriculum, classroom discussions, weekly review questions, and hands-on labs has proven to be successful for this course.

Date-Time:

5/21/2007 1:59:06 PM

Falk, M 07S TB

CNG-110-200

Interview, program-level=No

Results:

Students began the course with minimal to no knowldege of electronics and associated components. By the end of the course each student was able to identify, properly describe functionality, properly implement common electronic components, and construct a circuit.

Analysis:

The implementation of electronics kits instead of textbooks was beneficial in student success. Students were guided by the kit workbook and instructor through a variety of circuits. This hands on aspect of the course helped student observe the function and use of common electronic components.

Changes:

Handouts in addition to class discussions and workbook instructions prior to a lab would increase student learning.

Continuance:

This course has been discontinued in CCCNS. The discussion of electronic components and circuits will be discussed in other CNG courses, e.g., CNG 260 Cisco Network Associate I and CNG 127 IT Essentials PC Hardware and Software.

Results of Prior Assessment:

The previous textbook was changed to electronic kits. This change proved to be successful during the last two semesters the electronics course was taught.

Date-Time:

5/21/2007 1:19:12 PM

Falk, M 07S TB

CNG-131-200

Pre- Post-Test, program-level=No

Results:

The pre-test scores averaged 25 out of 100. The post-test scores averaged 95 out of 100. The students started the course with minimal knowledge of network security. Through use of lectures, writing a paper, developing and presenting a presentation, discussion questions, and class discussions, the students gained a significant understanding of network security.

Analysis:

Students are able to learn about and comprehend computer network security topics through participation in classroom discussions, reading the textbook, and researching security topics.

Changes:

The inclusion of lab projects and exercises would be another method of improving student success in future courses.

Continuance:

The classroom lectures and discussions, security paper and presentation, and discussion questions would be continued in future courses.

Results of Prior Assessment:

The change of textbook has improved student success in this course.

Date-Time:

5/21/2007 1:08:22 PM

Griffis, S 07S HSS

PHI-112-P01

final exam essay, program-level=No

Results:

These students generally showed ability to apply ethical theories to ethical issues brought to their attention by the textbook

Analysis:

It is very useful to name and define ethical theories for discussion and research on ethical issues from the textbook and from contemporaneous sources

Changes:

I intend to introduce ethical theories by name, then study with the students given ethical issues and "flesh out" both the definitions and the application of the theories in those issues and extra issues not mentioned in the textbook but of contemporaneous significance.

Continuance:

Continuing use of the textbook, explanatory lecture slides based on textbook information, and peririodic small group consideration of externally supplied scenarios

Results of Prior Assessment:

More use of visual elements (internet visual resources) to heighten the students` interest in the topics considered for the course

Date-Time:

5/18/2007 1:14:11 PM

Griffis, S 07S HSS

PHI-112-P00

final exam essay, program-level=No

Results:

5/18/2007 12:35:41 PM

Rigdon, AM 07S TB

MAR-216-001

Capstone, program-level=No

Results:

After completing all the chapter assignments the students created a Professional Marketing Plan.

Analysis:

The students did well with 7 - 90%, 1 - 80 %, 1 - 70 % and 1-F.

Changes:

The book has many resources available and I will start having the students incorporate them more.

Continuance:

The majority of the students have taken Intro to Business and use their business plan as a basis. I will continue this and encourage students to take Intro to Business before Marketing.

Results of Prior Assessment:

This course is only offered in the Spring and I will continue. There isn`t enough enrollment to offer it in the fall, too.

Date-Time:

5/18/2007 12:14:39 PM

Rigdon, AM 07S TB

HPR-117-001

Pre/Post Test, program-level=No

Results:

A terminology quiz with 25 terms was given and the beginning and end of the semester. The words had to be spelled correctly and the correct definitions given. Pre: 12 < 50% 1 < 60%. Post 4 > 90%, 3 > 80%, 2 > 70%, 3 withdrew and 1 incomplete.

Analysis:

The class was successful with 90% scoring higher than 70%.

Changes:

I will make one change and increase the Pre/Post test vocabulary to 50 words.

Continuance:

Since most of this class is memorization I incorporated games like hangman and scrabble to help with spelling and definitions. This really encouraged the students to compete which definitely worked.

Results of Prior Assessment:

This was the first semester I have instructed this course.

Date-Time:

5/18/2007 12:01:18 PM

Rigdon, AM 07S TB

BUS-115-0xx

Capstone Project, program-level=BUS

Results:

The capstone project was to take all the information they learned over the semester and create a Profession Business Plan. Out of 17 students 10 - A`s, 4 - B`s and 1 - F. There were 2 students that withdrew.

Analysis:

The project was successful.

Changes:

The only change I am going to make is to have the hybrid students start coming in for one-on-one help about a month before the end of the semester. While they did a wonderful job, I was overloaded the last week.

Continuance:

The lecture class and the hybrid class both have the same assignments and the hybrid students are welcome to join the lecture class whenever they like. This has allowed for the students to study together.

Results of Prior Assessment:

The online discussion board was successful when I had the students participate at least 3 times a week.

Date-Time:

5/18/2007 11:47:28 AM

Rigdon, AM 07S TB

BTE-10x-0xx

Pre/Post Test, program-level=No

Results:

Students were tested on their gwpm and errors. The upper levels were also tested on their Microsoft Word skills. BTE100 Pre: 4<20 gwpm and 2 and 25 gwpm. Post: 5 > 20 gwpm with < 3 error. 1 withdrawal BTE102: Pre: 5 < 40 gwpm and 1 > 40 gwpm Post: 2 > 40 gwpm, 1 > 35 gwpm, 2 Incompletes, 1 withdrawal BTE103: Pre: 1 > 40 gwpm, 2 <30 gwpm Post: 1 > 40 gwpm, 2 > 30 gwpm, 1 incomplet, 1 withdrawal BTE204: Pre: 1 > 40 gwpm Post: 1 > 60 gwpm with < three error. All classes increased their knowledge of Microsoft Word by 50% or more.

Analysis:

BTE100, BTE103, BTE204 had good results and accomplished their goals BTE102 (the second level) did not do as well. Lack of attendance was a primary factor.

Changes:

I am going to add 2 requirements to BTE102. The first will be requiring work to be turned in at the end of each class. The second will be having the students to correct their assignments that are below 70%.

Continuance:

The keyboarding programs is very successful. I will only change the book when the computers are upgraded to Microsoft Vista.

Results of Prior Assessment:

I did create a sign in sheet to try and keep attendance regular. However, a student might come to class and sign in but that didn`t make them concentrate on their work anymore. I will keep the sign in sheet, but add the new work assignments listed above.

Date-Time:

5/18/2007 11:22:22 AM

Falk, M 07S TB

CNG-180-200

Interview, program-level=No

Results:

The student was able to apply theoretical knowledge obtained in the classroom and computer labs to a real business environment. The experience with the internship led to a full-time job offer for the student which was accepted.

Analysis:

Classroom theory and hands-on exercise knowledge can be applied in the workplace to develop concrete and soft skills. Skills taught in the classroom are valued in the local work force.

Changes:

A combination of soft skills, theory and lab exercises will be stressed to assist students when seeking jobs.

Continuance:

The information discussed in the classroom and hands-on lab exercise will continue in the CNG program to assist students wanting to enter the IT workforce. In addition, collaboration with local businesses, job placement officer, and instructor will continue.

Results of Prior Assessment:

Advice from Business Advisory Council will be sought and implemented where appropriate.

Date-Time:

5/17/2007 4:11:33 PM

Falk, M 07S MS

CSC-160-200

Interview, program-level=No

Results:

The student was new to programming and unfamiliar with the terminology and logic used in class. The textbook, lab assignments, and class discussions assisted the student in learning the terminology and logic associated with computer programming. The student progressed more quickly through the course material when access to the software was available at home with a trial version of Visual Studio. The use of Visual Logic during the course was another beneficial teaching tool for the student. Visual Logic is easy for students to use for designing flowcharts and seeing VB code.

Analysis:

The continued implementation of the combination of textbook, lab assignments, and class discussions effectively supports student success as does the availability of the software at home.

Changes:

Obtain trial versions of the software at the beginning of class to student access at home.

Continuance:

The use of a textbook, lab exercises, software at home, Visual Logic, and classroom discussions will be continued to promote student success with computer programming.

Results of Prior Assessment:

Updating of Visual Basic.NET and associated textbook are necessary for students to learn on the most current programming software.

Date-Time:

5/17/2007 4:01:28 PM

Meyerholz, D 07S TB

BUS-217-200

Student summary pape, program-level=

Results:

5/15/2007 10:48:01 PM

MacLaren, J 07S MS

CHE-112-001

survey, discussion, program-level=No

Results:

Student learning and interest would be improved by exposure to chemistry in the real world. Homework, tests, and lab reports need to be returned to students in a more timely fashion.

Analysis:

Student learning and interest would be improved by exposure to chemistry in the real world. Homework, tests, and lab reports need to be returned to students in a more timely fashion.

Changes:

Require greater preparation by the students for lab activities. Incorporate online homework, tutorials, and chapter assessments into the course. Add more materials to publisher provided powerpoint lecture presentations

Continuance:

Correlation of lab activity with text material so that students get hands-on experience with chemistry concepts.

Results of Prior Assessment:

Date-Time:

5/15/2007 10:27:07 PM

Carter, MacLaren, Philbin 07S MS

MAT-121-0xx

EGEA-MCA, program-level=MAT

Results:

The connection between numerical, graphical and algebraic solutions is weak. Test items that are not presented exactly as "expected" by students result in lower scores. Students are not applying learned mathemeatical skills to new problems.

Analysis:

Some students do not seem to connect concepts. They do not appear to see the "big picture". Students who have needed to and completed MAT 106 appear prepared for MAT 121.

Changes:

Emphasize connections, question students more during class presentations, set a more appropriate pace for proceeding to new material. Develop online resource materials for students.

Continuance:

Allowing students to retest.

Results of Prior Assessment:

Homework must be completed, turned in weekly, and returned to students in a timely fashion. This keeps the student up to date with the course and they are able to ask appropriate questions for clarification of course content.

Date-Time:

5/15/2007 10:09:18 PM

MacLaren, J 07S MS

CHE-102-001

survey, discussion, program-level=No

Results:

Students reported satisfied with their learning experience. Homework, test results and lab assignments should have been returned to the studnets in a more timely fashion. Students would have perferred the use of online homework assignements.

Analysis:

CHE 102 had only 6 students enrolled. The students were serious about learning, performed all tasks as assigned, actively participated in the course, and performed very well in the lab setting. The instructor needs to return students` work in a more timely fashion and use available technology.

Changes:

Incorporate online homework, tutorials, and chapter assessments into the course and the addition of materials to publisher provided powerpoint lecture presentations.

Continuance:

Use of powerpoint presentations and emphasis on lab work.

Results of Prior Assessment:

The text book and lab manual were new this year. The content of this text is more in line with the state-wide course objectives.

Date-Time:

5/15/2007 9:53:15 PM

Carlisle, K 07S HSS

PSY-238-B01

Pre/Post Test, program-level=No

Results:

The average pre-test score was 40% with a range of 60% to 16%. The average post-test score was 93% with a range of 96% high to 90%. The lowest score on the pre-test did not take the post-test and failed the class.

Analysis:

The students met the objectives of my class which was passing the test on the competencies with at least a score of 75%. This year I used a vocabulary test with approximately 1/3 of the test in application. I noticed that the students were much better at the application portion of the post-test than they were on the pre-test. The post-test scores were an excellent indicator of the grades that the students received.

Changes:

I changed text books for this class and I am very pleased with this textbook which has a website that has video clips, interactive experiences and an online study plan to help them study the portions of the material that seem to be giving each student the most problems. I will keep this textbook and design more interactive experiences, such as discussion boards and discussion groups to supplement this, because this class is given as a hybrid and it covers a tremendous amount of material.

Continuance:

I will keep the exams that stress critical thinking and application. I will continue on with the short web research topics as well.

Results of Prior Assessment:

Since I changed the entire structure of my class as well as text-books, the previous assessments do not apply directly to the ones I used in this class.

Date-Time:

5/15/2007 3:59:51 PM

Carlisle, K 07S TB

ECE-225-B50

Pre-Post Test, program-level=No

Results:

The average pre-test score was 35% with a high of 51% and a low of 18%. The average post-test score was 91% with a high of 97% and a low of 76%. These scores indicated that all the students met the objectives of passing the competencies with a score of 75% or higher.

Analysis:

Numerically the students may have met the objective, but qualitatively there were several student that did not seem to demonstrate the knowledge I had hoped for on the exams that stressed application of knowledge instead of memory.

Changes:

This class was a hybrid and I had problems with students not keeping up with the interactive parts of the discussion board as well as discussions in class. I am going to have to find more types of active learning to keep the students engaged in face-to-face class as well as the blackboard portion of the class. I also had frequent absences with some of the students, one who was in softball and with fewer face-to-face classes, theses absences were more noticable. I may start an online discussion group for the students who have to miss classes and see if the extra discussion topics would help them master the classes. I also had two independent study students in this class who had class conflict twice a month .

Continuance:

I will continue the exams that stress application of knowledge and critical thinking rather multiple choice. I had several open book exams that were all application and the students really enjoyed them and since they were application, I could really determine whether or not they had grasped the topic.

Results of Prior Assessment:

The application type exams came about as my frustration increased with student who could do well on multiple choice but failed to understand the material. I have been pleased with these and the students who generally exhibiting more critical thinking and higher level skills.

Date-Time:

5/15/2007 3:34:02 PM

Horton, B 07S MS

BIO-105-001

PPT Presentation, program-level=No

Results:

76% of students scored 3(high) on the rubric for presentation in the discussion category. 18% of students scored 2(satisfactory) and the remainder were unsatisfactory.

Analysis:

1. Scores were higher than usual. 2. Student written/presented discussions were of better quality than previous semesters. 3. Students were able to improve discussions based on modeling, exposure to well written and poorly written discussions, class project discussions and revision of their own discussions prior to submission. 4. Discussions submitted by students who were absent on days where discussions were read, critiqued and compared were severely lacking in quality. This indicates the importance of good attendance but more importantly points to the effectiveness of this portion of the curriculum.

Changes:

I plan to make some subtle changes to the treatment of discussions in class (compare/critique). However, I am pleased with the results.

Continuance:

The improvement of student discussions has been an ongoing topic for BIO 105 assessment due to its importance in the scientific process as well as the higher order learning activities it requires to write a meaningful scientific discussion. I believe I have reached a point in the curriculum that I am satisfied with the delivery as well as the student learning in this area and will therefore use the tools I have developed to teach non-science major students the elements and skills required to accomplish this task.

Results of Prior Assessment:

See above (Continuance)

Date-Time:

5/15/2007 3:07:38 PM

Burns, S 07S TB

ECE-288-200

Portfolio, observat, program-level=No

Results:

A total of 7 students were enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Analysis:

All of the above methods are useful teaching and assessment tools.

Changes:

None.

Continuance:

Results of Prior Assessment:

Date-Time:

5/15/2007 2:47:27 PM

Burns, S 07S TB

ECE-289-PB2

Pre Post, Portfolio, program-level=No

Results:

A total of 7 students were enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. Both pre and post assessment were given with scores ranging from 10 to 45, while post assessment scores, completed by all students, ranged from 85 to 100. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Analysis:

All of the above methods are useful teaching and assessment tools.

Changes:

No changes will be made in assessment or texts. However, this course was offered as a polycom course, as well as a hybrid on WebCT Vista, to deliver to students in the Trinidad area as well as here in the San Luis Valley. No students enrolled in Trinidad this spring. Students are becoming more sophisticated in the use of Internet based courses, and were able to submit assignments in WebCT Vista-after much problems solving and struggling. Creating the course in Vista, as this course does not have an epack, was extremely time consuming and tedious. Submitting discussion projects to allow students to see the work of others was helpful; I will require this on all assignments. This course requires no test proctor, but will require TA from IT department to facilitate student�s access to polycom and WebCT and to facilitate my use of all polycom equipment, if students enroll for fall 07.

Continuance:

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Assignments are working well. Texts are appropriate and will continue.

Date-Time:

5/15/2007 2:35:25 PM

Burns, S 07S TB

ECE-240-0xx

Pre-Post, portfolio, program-level=No

Results:

A total of 10 students were enrolled in this hybrid course, with one of those being an Independent Study, due to class schedule conflicts. Both pre and post assessments were given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center. Pretest scores ranged from-54 to 76 while post test scores, completed by 9 students, ranging from 66 to 98. Nine students completed a presentation for an advocacy, completing research, and preparing a documentation panel. Each student chose a leadership problem that a director might encounter and researched solutions, utilizing a human resource, an Internet resource and a published resource.

Analysis:

Students were able to complete assignments using WebCT; however, some assignments required a spreadsheet and some students did not know how to prepare their own. Those students who have good computer skills were very successful in completing assignments and assessments. Student research advocacy presentations were effective learning methods, as was the leadership research on a director�s problem. Students who have good computer skills were extremely happy with meeting 5 times and doing discussion questions, assignments and assessments using WebCT and polycom. Those who did not have good computer skill were allowed to submit work on paper.

Changes:

This is the first time I have taught this course. Utilizing polycom and WebCT for 3 sections which had to be built separately was very time consuming, but worked. I will utilize a small text with a CD containing forms and spreadsheets next time!

Continuance:

I will continue to use the text and WebCT Vista section assessments, the power point presentations, the advocacy documentation project and the student research on a leadership problem assignments for this course. Student�s research skills, presentation skills, and documentation panel preparation skills were expanded, with students benefiting from the work all students did for the class. Assignments will remain the same.

Results of Prior Assessment:

None-first time I have taught this course.

Date-Time:

5/15/2007 2:13:13 PM

Billings, B 07S HSS

HIS-102-0xx

pre-post-Test, program-level=No

Results:

Students took a pre-test during the First week of the Semester, and took an identical post-test during Finals week, consisting of fill in the blank and multiple choice questions. Students were not handed back the graded pre-tests so that the results on the post-test would more accurately reflect their actual knowledge and understanding of the course material as of the end of the Semester. It should be noted that the post-test included material that was covered in the first half of the class, and was not covered after the Midterm. 23 students took the pre-test and averaged 34.6%. 26 students took the post-test and averaged 54.8%. 22 students took both tests, with a pre-test average of 34.5%, and a post-test average of 58.6%. This represented an improvement of either 59% or 67%.

Analysis:

The average on the post-test was generally higher than in past Western Civilization classes, and the level of improvement was better than most previous classes. This class had an unusually high number and percentage of "A" grades and "B" grades, but also "D" grades, with almost no "C" grades. 5 students received a "D", with one "F". There were 12 "A" grades and 6 "B" grades. The "A" grades got in the range from 5)% to 90% on the post-test. The "C", "D", and "F" grades ranged from 10% to 35% on the post-test. In other words most of the students were good to very good, but there were a somehat high percentage of poor students, who also brought the post-test average down.

Changes:

Once we change or update textbooks, I will probably try to update the materials presented in class to include powerpoint presentations. May assign more written study question assignments to be turned in.

Continuance:

Required oral presentations can be very helpful to students in understanding the course material. The best students generally made the most of this opportunity, and gave good to excellent presentations. Many, but not all of the poor students simply read material out of the textbook, or in one case did not do the assignment, and didn`t make the most of the assignment. Handing out written outlines of each chapter with questions helps those students who take advantage of it.

Results of Prior Assessment:

Greater emphasis on the oral presentation seems to help with results. Providing each student with an outline of each chapter is also helpful, to supplement putting the outline up on the screen. Using the document camera to show maps in the book is also helpful.

Date-Time:

5/15/2007 1:59:17 PM

Massarotti, A 07S MS

BIO-090-001

Survey, program-level=No

Results:

Incorporating differentiated instruction and activities was a big plus. Students found this interesting and different from regular class instruction. Having hands-on in-class activities, discussions, web tutorials, homework assignments, and applications to real life helped connect and apply the concepts learned. Students liked having a lab with the course (lab was new this semester) and stated that the lab activities helped them learn and see concepts talked about in the text and during lecture, especially more difficult concepts. A comment regarding the research project and presentation was that �the scientific research project assignment was good but giving a little more direction, providing more examples, and allowing more time would have been helpful.� One student who had taken the course previously stated it was helpful to have lab with the course and credit hours increased for the material covered.

Analysis:

More differentiated activities would help break up long lecture stretches even more and students welcome the change of pace. I think it would be helpful if TSJC offered more workshops opportunities for instructors to learn more about this type of instruction. Reviews for exams were done as a Jeopardy style game. Students found this to be fun and effective. Using PowerPoint slides and textbook web resources were an asset to student learning. Although this was (a) my first time teaching a lab course, (b) the lab was only 80 minutes, and (c) the textbook did not have a laboratory manual for students, lab time was a positive experience. However each of these three items made the lab section of the course a little more challenging for me. A longer lab time would be better. As a result, labs were kept fairly simple and they were not as in-depth as I would have liked them to be.

Changes:

(1) Add more differentiated instruction activities for the difficult concepts. (2) Evaluate tests - students stated tests had a lot of material and took too long to complete. (3) Assign the research project earlier in the semester. Thus providing more time to help students plan, design, research, and read published scientific reports as examples. (4) Re-evaluate lab topics, activities, and schedule. To help students and myself better prepare for lab, prior to lab day I will provide students with a printout of the lab (via Blackboard) and I will have a short in-class lab overview. Also, 80 minutes for lab was not enough time. I will schedule lab for two hours so that labs can be more in-depth.

Continuance:

(1) Using Blackboard with course for resources and information (2) Schedule a classroom that has access to an overhead projector and computer (3) Use differentiated instruction activities and take home assignments/worksheets (4) Review sessions prior to exams (5) Scientific research project and presentation

Results of Prior Assessment:

I did not teach this course in Fall 2006; therefore the prior changes apply to the Spring 2006 course. Results of changes made were all very positive. From student comments summarized in the �Results� section, these changes helped students learn, visualize and apply the concepts learned. The changes included a classroom that has an overhead projector and computer; adding homework and hands-on assignments/ worksheets/examples; and using more visual tools/resources such as PowerPoint slides, videos, web-tutorials.

Date-Time:

5/15/2007 1:51:46 PM

Carter, MacLaren, Philbin 07S MS

MAT-121-ALL

EGEA-MCA, program-level=MAT

Results:

Three explanation-type questions on final exam. Mean(standard dev) was 59(34)%, roughly one half standard deviation above the mean for the past two semesters 48(22)% and 54(23)%. Note that both the mean and spread increased.

Analysis:

Students continue to struggle with written description of mathematics; they do not seem to make connections between concepts. Even though two instructors put the polynomial and rational inequality questions with the graphing, most students failed to see that they could solve the inequality by inspection.

Changes:

Perhaps de-emphasize computational skill and increase emphasis on understanding word problems as measured by ability to explain. This may be possible if we required graphing calculators and used them extensively.

Continuance:

Continue emphasizing discussion exercises.

Results of Prior Assessment:

This semester, I required at least one discussion question per assignment, and counted them as a significant fraction of the assignment. I also went over all of those questions in class on the next day. Emphasizing this seems to have made some impact.

Date-Time:

5/15/2007 1:43:43 PM

Burns, S 07S TB

ECE-241-H50

Pre-Post, Portfolio, program-level=No

Results:

A total of 3 students were enrolled in this hybrid course. Both pre and post assessments were given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center. Pretest scores ranged from-28 to 34 while post test scores, completed by 2 students, were both 100. All students completed a presentation for a staff development topic, completing research, citing 5 sources and providing a handout with information summarizing their research about a relevant topic. Group documentation projects were completed by each group, as assigned.

Analysis:

Two of the 3 students enrolled have good computer skills and were very successful in completing assignments and assessments. Student research presentations were effective learning methods, as was the group documentation panel and discussion. WebCT worked well for them in the hybrid format.

Changes:

This course was taught for the first time as a hybrid and only met 4 times. This was good for 2 students who were highly motivated to complete the course. One student enrolled late, got her book late and eventually withdrew. When I teach this hybrid course next fall, I will meet at least 6 times with students, as it will have WebCT and polycom components.

Continuance:

Results of Prior Assessment:

This is the 4th formal assessment of this course. Continued diligence in teaching reading comprehension and test taking skills has helpful for most students, and needs to be continued. Dropping the notebook assignment resulted in more meaningful assignments for students.

Date-Time:

5/15/2007 1:43:10 PM

Billings, B 07S HSS

HIS-202-001

pre-post-Test, program-level=No

Results:

Students took a pre-test during the first week of the Semester, and an identical post-test during the Finals Week, which consisted of fill in the blank and multiple Choice questions. The students were not handed back the graded pre-test, so that the results would be a better indicator of what was retained and understood with respect to the course material as of the end of the Semester. Only 5 students took the pre-test and averaged 27.0%. 5 students took the post-test and averaged 48.0%. Four students took both tests and the pre-test average was 30% and the post-test average, 43.75%. It should be noted that about one-half of the test was over material that was covered in the first half of the course and on the Midterm, and was not part of the material for the Final Exam. Depending on which students are included for improvement purposes, the improvement was either 78% or 45%.

Analysis:

This was a very small class. Three of the students got from 55% to 80% on the post-test. Two of these students received an "A". The other received a "C". The two other students who got a "C", got 20% on the pre-test and 20% on the post-test. I think they put reasonable effort into the course, but had major problems understanding the material.

Changes:

In the future when we change textbooks, material presented in class may be updated to include powerpoint. Rely even more on requiring written answers to study questions.

Continuance:

Extra credit - written answers to study questions on one occasion seemed to help on the next test. Required oral presentations, although not very effective except by best students. Handouts of written chapter outlines to each student.

Results of Prior Assessment:

Results seem to have improved since handouts of written chapter outlines provided to students. Turning in written answers to study questions by students has been of some help.

Date-Time:

5/15/2007 1:36:21 PM

Billings, B 07S HSS

POS-111-001

pre-post-Test, program-level=No

Results:

Students took the pre-test during the first week of classes, and the indentical post-test during Finals Week. The test consisted of fill in the blank and multiple choice questions. Students were not handed back the graded pre-test so that the post-test results would be a more accurate reflection of what was retained as knowledge and understanding as of the conclusion of the class. 14 students took the pre-test and averaged 30.7%. All 18 students took the post-test and averaged 37.2%. Of the 14 students who took both tests, the post-test average was 40.0%. It should be noted that about one-half of the test was over material covered in the first half of the class and on the Midterm and was not part of the material covered in the second half of the class. Depending on which students are included for calculation of improvement, the level was either about 21% or 30%.

Analysis:

The performance on the post-test and overall level of improvement was diappointing and significant lower than in past Political Science classes, and previous classes in general. Only two students out of 18 received an "A". 2 students received a "D", the rest got a "B" or "C". The two students with an "A" improved from 35% to 90%, and 55% to 85% respectively. The other students ranged from 15% to 50% on the post-test. Too many students appear to have been using the class as a time to socialize. They also seemed to have particular problems with fill in the blank questions. On one of the quizzes, none of the students except the two best students got more than 2 fill in the blank questions right out of 8. As a result the Final was pushed back to the last day during Finals Week. The students did much better on the Final, but there were no fill in questions. Most of the class handled the 20 matching questions fairly well.

Changes:

Assign written answers to study questions. Consider making the Final Exam cumulative over the entire course so that the students will have an incentive to retain material covered early in the course up to the end of the course. When course materials are updated as a result of new textbooks, prepare powerpoint materials. Consider also calling on students to answer questions in class, rather than wait for volunteers. Budgeting time more effectively so that we can spend more time in class on the later chapters.

Continuance:

Oral presentations are helpful to those students who put reasonable effort into their presentations and pay attention to other presentations. Providing chapter outline handouts to the students while putting the outline up on the screen so that the students can follow along.

Results of Prior Assessment:

Providing students with their own copies of Chapter outlines should have been more helpful, but in this class didn`t help that much at least with respect to fill in the blank questions.

Date-Time:

5/15/2007 1:19:05 PM

Billings, B 07S HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

5/15/2007 12:32:25 PM

Ludden, C 07S CD

ENG-122-B51

Essays, program-level=No

Results:

Students did improve somewhat with each essay.

Analysis:

This class only met every third week and did not have enough inteaction for me to feel comfortable that they were writing their own papers.

Changes:

I would only teach this class as a webct class so that students can post discussions on the readings from the book and I can be more assured that they are understanding what they should.

Continuance:

Multiple drafts, peer critiques.

Results of Prior Assessment:

Date-Time:

5/15/2007 12:27:21 PM

Ludden, C 07S CD

ENG-122-001

Essays, exam, , program-level=No

Results:

Stdents improved with each essay and showed considerable knowlege of techniques on the final.

Analysis:

Multiple drafts work. Also, this semester I let students work individually on their power points instead of in pairs and they liked it better and had better presentations.

Continuance:

I will continue with the current methods and curriculum with the addition of more powerpoint type presentations as the on-campus technology allows.

Results of Prior Assessment:

Date-Time:

5/15/2007 11:07:15 AM

Gipson, K 07S TI

GUS-148-001

Test Scores, program-level=No

Results:

Avverage score were 82% this semester, down somewhat from a year ago, and up some from last semester.

Analysis:

The students seem to be doing very well.

Changes:

Continuance:

I will continue with the current methods and curriculum with the addition of more powerpoint type presen