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.

Changes:

The added information listed in "Analysis" above will be added to the online course material.

Continuance:

Overall, the final presentation project for this course is an excellent assessment tool. It gives students an opportunity for hands-on application of what they`ve learned throughout the course. It also not only allows the instructor to critique students` presentation techniques, but also allows the student to evaluate their own presentation after-the-fact and determine what areas they need to continue to work on.

Results of Prior Assessment:

N/A

Date-Time:

5/15/2007 9:57:40 AM

Cessar, J 07S TI

OSH-226-C11

job analysis assnmt, program-level=No

Results:

Using checklists and questionnaires, students assess either a work station or a specific task for possible ergonomic issues, then recommend solutions. Students, even those with prior experience in the area of ergonomics, were often surprised at the helpfulness of questionnaires and checklists; yet, they also determined that checklists alone do not always provide a complete picture of the situation and the problems or potential problems.

Analysis:

This is another useful assessment tool, although it is in the form of an assignment rather than a quiz or project, because it helps to determine students` understanding of the tools that can be used in ergonomic analysis, along with their understanding of the limitations of these tools. These are important points for students to comprehend, and through the use of this exercise, they do. They also get knowledge of unique ergonomic solutions that other students or their co-workers may have designed and implemented.

Changes:

None at this time.

Continuance:

Again, through discussing their individual results, students gain knowledge of issues to which they have not had direct exposure, widening their own knowledge base.

Results of Prior Assessment:

N/A

Date-Time:

5/15/2007 9:40:32 AM

Cessar, J 07S TI

OSH-165-C11

Soil Analysis, program-level=No

Results:

Students analyzed a soil sample to determine the type of soil in order to then decide upon the appropriate protective measures for a trench or excavation in that type of soil. Some students had prior experience with this, while others did not. Their determinations were posted in a discussion board.

Analysis:

Students noted that they felt this exercise was very helpful, even when they weren`t entirely sure of their analysis. Clarifying questions and feedback from other students and myself helped them to gain confidence and further understanding with regard to soil analysis and classification.

Changes:

None; this assessment will remain in the course, based on student feedback.

Continuance:

Again, this demonstrates the usefulness of the discussion tool in the online courses. Instructors who are not utilizing the discussion tool to its full capability will be strongly encouraged to do so.

Results of Prior Assessment:

N/A

Date-Time:

5/15/2007 9:32:48 AM

Cessar, J 07S TI

OSH-155-C11

web search, program-level=No

Results:

5/15/2007 7:46:38 AM

Larson, T 07S TI

HWE-100-001

survey, program-level=No

Results:

End of semester survey given for extra credit. Out of the 17 students n the class 12 responded. This was an open paper as to what they thought of the class. All of the respondents stated they benefited form the class. 10 students stated they changed their or families eating habits as a result of the class. 9 students liked the examples/ stories given in class and class decisions. 8 students liked the note card to help on tests 9crib sheet). 7 students asked to have the time of the class changed. 7 students said the class has or will help them in their career. 6 students asked for copies of their test back to see what questions they got wrong. 4 students would rather have homework over quizzes. 1 student asked to have quizzes timed. 1 student did not like the movie on water showed in class

Analysis:

I was very please to have the feed back about students changing there eating habits. My goal was to have students see the big picture of how nutrition effects over all heath. Students do not like having classes at 8:00 pm. Student woud reather do homework than have quizes.

Changes:

I will have all students give a survey on what they thought of the class. Students will have an opportunity to look at their test if they show up the day we review them in class. I will look at having class at a different time. I will limit the time in class spent taking quizzes.

Continuance:

I will continue to use example and stories to teach the fundaments of nutrition. I will also continue to let students have crib sheet on test.

Results of Prior Assessment:

This is my first one.

Date-Time:

5/14/2007 9:33:14 PM

Rasmussen, G 07S TB

BTE-108-0xx

Pre/Post, program-level=No

Results:

Students had increases over the PreTest anywhere from 1220 SPH to 6320 SPH. All students made improvements. The software that tests these skills is very useful. Students are required to complete all lessons and employment tests with AT LEAST 95% accuracy or the score is not recorded. This is industry standard. As well, 10000 SPH is the industry standard speed for 10 Key data entry.

Analysis:

Students will be able to enter a job with the minimum skills required for this type of job.

Changes:

Students need to be encouraged to keep trying and acknowledged when attaining specificed goals. Better utilization of the message center that is part of the software program will be utilized to see if this increases scores and progress.

The portfolio will be a continued portion of evaluation and plans to improve and build upon this. The pre/post is helpful. The survey will also continue, but I will get more feedback on the portfolio portion.

Results of Prior Assessment:

Students were more prepared for their mock interviews. The students also felt more prepared.

Date-Time:

5/14/2007 3:36:33 PM

Carter, K 07S MS

MAT-135-xxx

Student Record Form, program-level=No

Results:

Of 28 students, 20 turned in fewer than half of the assignments. Of 28 students, 8 withdrew after half the semester and of the remaining students, many had poor attendance after mid-semester. In general tests were not taken on time. I did suggest to students who were not completing assignments that they get tutoring. I did not have time to check on these students, but I think my suggestion was usually ignored. I had similar problems with three of my other classes this semester. I also had problems with students forgetting or simply not getting the required calculator.

Analysis:

Students need to be encouraged to submit assignments on time, take tests on time, and get tutoring when they need it.

Changes:

Currently assignments are 10% of the grade for a chapter; I will change this to 20%. I will offer some extra credit for tutoring from our learning center and I will give pop quizzes. I will place emphasis on obtaining the required calculator and brining it to class. I will include pop quizzes on using the calculator.

Continuance:

Orher than the above changes, I will basically continue teaching this course as I have.

Results of Prior Assessment:

I placed greater emphasis on recognizing an outlier, but only four out of nineteen students were able to do so. I did not expand the project. In fact I discontinued it, because there was not enough time to complete it.

Date-Time:

5/14/2007 3:36:27 PM

Valdez, Martha Jo 07S CD

REA-090-200

Pre-post-test, program-level=COM

Results:

Those students taking the pre-post-tests have demonstrated a significant rate of improvement in reading skills. Using the computer lab helped augment their current reading text and vocabulary workbook.

Analysis:

In Reading 090, the majority of students gained a good basic understanding of the different concepts presented in their texts.

Changes:

I will take more time to present more exercises on each major concept (Main ideas, inferences, etc.) covered in class. I feel that some students have difficulties grasping abstract concepts.

Continuance:

I will continue to offer a wide variety of reading tasks so that students continue to gain an appreciation for the different types of reading materials.

Results of Prior Assessment:

To varify the score on the accuplacer test, the students must take a pre-test and post-test on comprehension and vocabulary to show the rate of improvement that the student has achieved.

Date-Time:

5/14/2007 3:31:58 PM

Burns, S 07S TB

ECE-205-0xx

Pre-Post, Portfolio, program-level=No

Results:

This course focuses on nutrition, health and safety as key factors for optimal growth and development of young children. A total of 10 students were enrolled in this course; 7 students completed with 2 withdrawing and 1 not completing assignments or the final assessment. The pre-assessment scores ranged from 32 to 56 and from 68 to 96 on the post assessment. Chapter quizzes were utilized for practice. A video showcasing the student�s understanding of the concepts of family style dining, appropriate interactions and language was assigned, along with 2 activities to be planned, taught and evaluated. Students also completed an analysis of their daily food intake for 3 days, utilizing mypyramid.gov website and concepts from the text.

Analysis:

Assessments for each individual chapter, 2 activity plans, a video and a food intake analysis are effective methods for students to learn the information and to evaluate their performance and knowledge.

Changes:

The only changes will be a new textbook with My Pyramid information will be used-should be available by January, 2008.

Continuance:

I will continue to teach the nutrition section first, allowing more time to complete the units and the video; it takes time to evaluate each video in class. I believe learning was better of nutrition facts when completed earlier in the semester with more time and fewer projects to complete at the end of the semester for other courses competing with student�s time and attention. I will continue the Blackboard testing and practice tests that are available to students. One nutrition and one safety activity presented and taught in the classroom seems adequate, and will be continued, as will the food intake analysis. Each student�s video was evaluated by the student, the class and by myself. Students wrote objectives for their video and evaluated their objectives. The class learned from each video, offering constructive feedback to each student.

Results of Prior Assessment:

I will continue to teach the nutrition section first, allowing more time to complete the units and the video; it takes time to evaluate each video in class. I believe learning was better of nutrition facts when completed earlier in the semester with more time and fewer projects to complete at the end of the semester for other courses competing with student�s time and attention. I will continue the Blackboard testing and practice tests that are available to students. One nutrition and one safety activity presented and taught in the classroom seems adequate, and will be continued, as will the food intake analysis. Each student�s video was evaluated by the student, the class and by myself. Students wrote objectives for their video and evaluated their objectives. The class learned from each video, offering constructive feedback to each student.

Date-Time:

5/14/2007 3:27:02 PM

Valdez, Martha Jo 07S CD

ENG-090-200

Pre-post-test, program-level=No

Results:

Based on the results of the mid-term and final, I feel that the majority of students in the class have developed a basic understanding of writing good developed paragraphs with development and proof of thesis. They also have the ability to paraphrase and summarize using the basic skills of grammar to write an essay with meaningful context along with their use of critical thinking skills.

Analysis:

Many of the students coming out of high school or those students who have been out for years admit not knowing how to study. The examination of their writing from beginning to end allows them to understand how to apply good writing techniques for success in all areas of their life.`

Changes:

I am continually working on ways to improve my teaching. I plan to use more creativity English exercises to make instruction more meaningful. I`d like to try a "group debate" format on various English exercises to help the students feel more confident to improve their own writing skills.

Continuance:

I feel by using continual creative exercises on basic skills, students will respond with higher scores in writing and be more enthusiastic to improve their overall skills.

Results of Prior Assessment:

By using various tasks in English, I found it gave the students a better foundation to write good paragraphs.

Date-Time:

5/14/2007 3:11:12 PM

Burns, S 07S TB

ECE-112-0xx

portfolio, program-level=No

Results:

A total of 7 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.

Analysis:

The individual components of the Creative Curriculum weekly lesson plans were too easy to complete. The ITERS and portfolio of teaching materials for Learning Basket will be utilized again-students were able to do the work thoughtfully and the demonstrations in class were helpful to all students. Journals about the use of Learning Basket items were helpful, but not as effective as I hoped.

Changes:

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 matches the anecdote.. The summary and discussion of the special needs information provided in the text will be done in ECE 111.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. Some checklists and quality ratings will be discussed in class, allowing students more time to complete their activity plan teaching, teaching of learning basket items, and comparisons of the ITERS rating scale

Results of Prior Assessment:

I did change the text for this course 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:

5/14/2007 2:48:16 PM

Carter, K 07S MS

MAT-121-002

Student Record Form, program-level=No

Results:

Five of the eight students in this class submitted less than 60% of the assignments. Six of the eight students missed ten or more classes. Taking tests on time was definitely not a priority with these students. I had similar problems with three of my other classes this year. Test performance for this class was much lower than for previous classes. My suggestions to get tutoring given to students who were not performing well were either ignored or the student attended one or two tutoring sessions and no more.

Analysis:

Students need to be encouraged to attend class, submit assignments on time, and take tests on time. They also need to be encouraged to get tutoring.

Changes:

Currently assignments are 10% of the grade for a chapter; I will increase this to 20%. I will give some pop quizzes. I will offer some extra credit for tutoring from our Learning Center.

Continuance:

Except for the above changes, I will continue teaching this class as I have been doing.

Results of Prior Assessment:

In general, there were no improvements as the result of chanages made from last semester`s assessment. In fact, things were generally worse. I did devote more class time to solving rational inequalities, but that can`t do much good if students are not attending class.

Date-Time:

5/14/2007 2:47:01 PM

Carter, K 07S MS

MAT-122-001

Test item analysis, program-level=No

Results:

Seven of nine students were unable to correctly sketch one cycle of a graph of a function with a phase shift and with a change in period and amplitude.

Analysis:

More problems should be assigned from the chapter covering the above topic.

Changes:

I will assign more problems from this chapter.

Continuance:

Except for the above change, I will continue teaching this class as I did this year.

Results of Prior Assessment:

I added more exercises on bearing. As a result, six of nine students correctly completed the item on bearing on the final exam. Of the three incorrect answers, one had a correct drawing, but may have entered the answers in the wrong place. The other two were students who completed very few assignments. I included more exercises on angular velocity. Seven out of nine were able to correctly answer the question of angular velocity on the final exam. I did not continue the classroom use of the author`s DVDs, because this class was more attentive than last year`s class. For the most part, they were attentive, took notes, and asked questions when they did not understand something.

Date-Time:

5/14/2007 2:18:17 PM

Carter, K 07S MS

MAT-125-001

Student Record Forms, program-level=No

Results:

Two of the four students in this class completed assignments, attended class, and took tests on time. The other two had poor attendance, completed less than half the assignments, and did not usually take tests on time. In addition, they had difficulty following instructions for making up a test.

Analysis:

It is difficult to draw conclusions on the data for only two students. However, I had similar problems with attendance, assignments, and taking tests on time in three of my other classes and upon talking with other teachers, I discovered that others were having similar problems.

Changes:

Currently assignments are 10% of the grade for a chapter. I will increase this to 20%

Continuance:

I will continue with the current teaching methods and practices except as indicated above.

Results of Prior Assessment:

I increased the number of applications assigned and the number appearing on tests. I do not feel I can determine the outcome of these changes with this class.

Date-Time:

5/14/2007 1:38:39 PM

Burns, S 07S TB

ECE-111-0xx

Pre-Post, Portfolio, program-level=No

Results:

A total of 8 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 45 to 70, while post assessment scores, completed by 7 students, ranged from 67 to 100. 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 summarized answers to questions about observation and 7 special needs topics; their summaries were discussed in class.

Analysis:

Changes:

This course will remain the same.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will also continue the summary and discussion of the observation text in the first 7 weeks of the course, as well as the special needs summaries. 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 text.

Results of Prior Assessment:

Use of Blackboard for assessments is helpful. Extensive use of videos reinforce student�s understanding of concepts.

Date-Time:

5/14/2007 1:28:54 PM

Carter, K 07S TB

BUS-226-xxx

Test item, program-level=No

Results:

A test item on hypothesis testing was used, because it is comprehensive in nature. Five of the eight students were able to correctly complete this item. Of the remaining three, two did not correctly write the symbolic statement of the hypotheses correctly, although it was clear from the remainder of the work that they understood the process. The third student completed less than half the problem correctly. As with last year`s class, this was a good class in terms of attending class, completing assignments, and taking tests.

Analysis:

Correct writing of the symbolic statement of the hypotheses needs to be given more emphasis. I believe the difficulties encountered by the third student were due to a language barrier problem. Perhaps, he should have received assistance from an interpreter.

Changes:

I will give more empahasis to correct writing of the statement of the symbolic hypotheses.

Continuance:

I improved the PowerPoint slides used in this course. I will continue using the slides and continue trying to improve the slides.

Results of Prior Assessment:

I changed the review assignment for hypothesis testing to include items that were not so confusing as two of the items included last year.

Date-Time:

5/14/2007 1:08:44 PM

Gonzales, S 07S TI

GUS-221-001

PARTS PROJECTS, program-level=No

Results:

STUDENTS COMPLETED ALL PROJECTS, THOUGH WITH A BIT OF DIFFICULTY.

Analysis:

1: STUDENTS LACKED THE BASIC GRASP OF MATH SKILLS (TRIG & ALGEBRA) 2: PROBLEM SOLVING (NO ABILITY TO LOOK BEYOND THE OBVIOUS) 3: NO SELF CONFIDENCE 4: NO TEST TAKING SKILLS

Changes:

NONE AT THIS TIME. STUDENTS GREW OVER THE SEMESTER AND SHOULD ONLY IMPROVE OVER THE NEXT FEW SEMESTERS TAUGHT.

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.

Results of Prior Assessment:

Date-Time:

5/14/2007 11:25:00 AM

Gonzales, S 07S TI

GUS-220-001

PARTS PROJECTS, program-level=No

Results:

STUDENTS COMPLETED ALL PROJECTS, THOUGH WITH A BIT OF DIFFICULTY.

Analysis:

1: STUDENTS LACKED THE BASIC GRASP OF MATH SKILLS (TRIG & ALGEBRA) 2: PROBLEM SOLVING (NO ABILITY TO LOOK BEYOND THE OBVIOUS) 3: NO SELF CONFIDENCE 4: NO TEST TAKING SKILLS

Changes:

NONE AT THIS TIME. STUDENTS GREW OVER THE SEMESTER AND SHOULD ONLY IMPROVE OVER THE NEXT FEW SEMESTERS TAUGHT.

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.

Results of Prior Assessment:

Results of Prior Assessment:

Allow students more lab experience and emphasis terminology.

Date-Time:

5/11/2007 5:25:49 PM

Haverfield, G 07S TI

EMS-125-250

Skills Stations, program-level=No

Results:

Upon entry into the course, 2 of 14 students could pass 2 of 5 practical stations. Upon completion of the course, 13 of 14 students could pass 5 of 5 stations.

Analysis:

Skills are of paramount importance in EMS and our lecture/lab ratio seems to be working adequtely. However, from student evaluations at the end of the course, we would like to increase hands-on experience time for students.

Changes:

Increase hands-on (lab) times. Provide more exposure to EMS vocabulary/terminology.

Continuance:

Drilling students on curriculum content and skills practice.

Results of Prior Assessment:

Making gradual progress on vocabulary/terminology mastry.

Date-Time:

5/11/2007 5:20:58 PM

Nolan, D 07S TI

GUS-All-001

Post test , program-level=GUS

Results:

5/11/2007 3:50:03 PM

Philbin, R 07S MS

PHY-212-001

CSEM, program-level=No

Results:

Date-Time:

5/11/2007 9:19:05 AM

Gipson, K 07F TI

GUS-GUS-001

test scores, program-level=No

Results:

Average scores for this semester are 80% a decline of 10%

Analysis:

We lost a full week of class this semester due to the filming of a gusmithing video for Brownells.

Changes:

No change at this time. Will reevaluate at end of next semester.

Continuance:

Results of Prior Assessment:

Date-Time:

5/11/2007 8:50:50 AM

Gipson, K 07F TI

GUS-118-001

test items, program-level=No

Results:

Average scores for this semester (74%) are down about 8% from last semester. There were two students who earned Fs due to lack of attendance or failure to complete their work.

Analysis:

I am unsure if these results reflect a need for change or perhaps is a true evaluation of this group of students.

Changes:

Continuance:

I will run the class in a similar manner next semseter and reevaluate the course then.

Results of Prior Assessment:

Date-Time:

5/11/2007 8:43:50 AM

Pearson, L 07S TB

ACC-115-B01

capstone project, program-level=No

Results:

Students were assigned a capstone project at the end of the course. The project requires students to use all of the concepts learned throughout the semester and apply their knowledge in very practical, real world setting. Students had the option of completing the assignment manually or using Excel templates. Of the five students in the class, three completed the project completely, one made a feeble attempt at starting it, and one student did not even attempt the project.

Analysis:

This is the first time I offered this class as a hybrid course and I need to provide more in-depth examples for each section. I relied too heavily on the students` comprehension of the examples in the textbook. The capstone project is intensive and requires 25 - 30 hours of work to complete. The students who completed the project gained a working knowledge of payroll accounting (you can`t complete the project without having done so).

Changes:

Incorporate more examples into each section; add assessment surveys to each unit to gauge student understanding; add writing assignments to reinforce concepts learned

Continuance:

The capstone project is great - will continue.

Results of Prior Assessment:

Date-Time:

5/10/2007 5:08:14 PM

Pearson, L 07S HSS

ECO-202-B01

abstract, program-level=No

Results:

Students were asked to prepare two "abstract" reports on two current articles (newspaper, magazine, internet sources) that were related to economics. Each report had three sections: article overview, correlation of article content to economics, and student`s opinion of the article. The intent for the assignment was to get students to apply economic concepts learned in class to real world situations and events, and to encourage students to read some articles and information they might not otherwise read. All students completed the assigned abstracts, with varying levels of competency. This was the first semester I have offered this course as a hybrid course.

Analysis:

I did not structure the course appropriately for a hybrid setting. It was too easy for students to attend the class sessions and do very little work outside of class.

Changes:

I need to incorporate additional tutorials, assignments, and article reviews to increase student participation in the "on-line" portion of the course.

Continuance:

The class handouts are effective, as are the abstract assignments.

Results of Prior Assessment:

Date-Time:

5/10/2007 5:01:07 PM

Pearson, L 07S HSS

ECO-201-001

writing assignment, program-level=No

Results:

Analysis:

Many students seem to struggle in applying economic concepts to daily life.

Changes:

I need to use more examples of correlations, introduce additional current events/news items into class to further demonstrate the connections.

Continuance:

Abstract assignments are a great way for me to gauge student understanding of concepts and analytical thinking skills. I will continue to use them.

Results of Prior Assessment:

Date-Time:

5/10/2007 4:53:33 PM

Pearson, L 07S TB

ACC-122-001

capstone project, program-level=BUS

Results:

Students were assigned a master budget problem to complete and were required to complete the project in Excel and utilize sheet linking, cell referencing, and formulas. The students were required to complete the budget in such a way that if changes were made to the input sheet, then those changes would be reflected in each of the respective budgets and schedules. Students were given four class days to work on the project, but had two weeks total to complete the assignment. Of the eleven students in the class, 7 students submitted completed budgets, 3 students submitted partially completed budgets, and 1 student did not complete the project.

Analysis:

Students are still leaving the business program without competency in using Excel. Most students were so focused on getting the project done that they didn`t grasp the big picture (relevance of master budgets, necessity of planning, analytical approach to estimating costs).

Changes:

I need to introduce Excel in smaller pieces throughout the semester (require some homework problems to be completed in Excel), so students learn how to use formulas, set up spreadsheets, and utilize cell referencing. I also need to spend more time introducing managerial accounting concepts before jumping into the "how to" part. Some of the students simply memorized the steps to complete a problem without truly understanding why the steps are needed or what the end result is used for.

Continuance:

The in-class cases are useful, but I need to incorporate more peer-to-peer teaching into those activities.

Results of Prior Assessment:

The master budget capstone project was a better fit for managerial accounting concepts than the capstone project I used previously.

Date-Time:

5/10/2007 4:47:46 PM

Pearson, L 07S TB

ACC-121-001

capstone project, program-level=BUS

Results:

Students were assigned a comprehensive problem set that takes them through each step of the accounting cycle, and requires the students to work through the entire process. Students were given four weeks to complete the assignment, but interim deadlines were assigned for each phase of the project. Students were provided with check figures to use throughout the project to ensure accurate solutions for each phase of the project before proceeding. Of the 10 students in the class, 10 submitted the comprehensive problem for grading at interim points and 9 of 10 completed the assignment in its entirety.

Analysis:

Six of the ten students struggled with the closing entries, so coverage of closing entries needs to be expanded and improved. There is still a gap in students` understanding of relationships between accounts and the relevance of financial statements.

Changes:

The section on creating financial statements and recording and posting closing entries needs to be strengthened. My attempt at a visual demonstration of closing entries this semester was only marginally successful.

Continuance:

Five-question quizzes used to assess student comprehension of assigned reading will continue, as will the use of visual aids for inventory valuation.

Results of Prior Assessment:

Still need to work on presentations for adjusting entries; modifications made for this semester were not enough

Date-Time:

5/10/2007 4:34:44 PM

DeCristino, K 07S TI

COS-220-001

pre-post Test, program-level=No

Results:

This test is administered to all incoming first semester students and then given at the end of the certificate program. The goal for this assessment is to have 90% of students demonstrate gains of at least 50 points. The student group analyzed for this test did not meet the goal as 70% of the group demonstrated gains of 53-62 points and the remaining students demonstrated gains of less than 50 points.

Analysis:

I believe the students not reaching the marker did so for one main reason, they did not value the importance of this test.

Changes:

Continuance:

The next time the post-test is given I will include it as one of the final written exams so students will be more likely to try their best.

Results of Prior Assessment:

Date-Time:

5/10/2007 3:10:30 PM

DeCristino, K 07S TI

EST-110-001

practical final exam, program-level=No

Results:

The students have to take a final practical exam modeled after the Colorado state licensing exam and in the group of students enrolled for this class 75% scored 90% or above. The 25% that did not meet a minimum score of 70% did so due to not taking the final exam.

Analysis:

The teaching techniques used for this class are effective. The percentage of students not reaching the minimum was due to personal issues not related to teaching/instruction methods.

Changes:

None

Continuance:

Students are immersed throughout the semester with hands on instruction and practice of technique on models, school clinic clients and mannequin work which all contribute to development of good technique and knowledge of procedures.

Results of Prior Assessment:

None

Date-Time:

5/10/2007 2:56:04 PM

DeCristino, K 07S TI

COS-111-001

quiz on color theory, program-level=No

Results:

The overall average score for this group was 74%. 50% of the group scored at 84% or above and 50% scored between 60-68%. After I compiled this information I reviewed the material again with the class and those that scored below a 70% were allowed and encouraged to retest. I did not have any retesters but the final color test which included color theory questions all students but 10% scored between 81-96%.

Analysis:

The review of the information was helpful to students allowing for increased test scores when the comprehensive color test was taken.

Changes:

Continuance:

I have in the past and will continue to review the material when a majority of the students do not acheive at least 70% on a test and/or quiz as this improves student learning.

Results of Prior Assessment:

Date-Time:

5/10/2007 2:40:46 PM

Lee, J 07S CD

LIT-278-001

Pre-post analysis, program-level=No

Results:

At the start of the class, I asked the students what literature they had read that was written by African-Americans, and across the board, that reading was limited to one or two books, mostly written by living authors. At the end of the class, I had students write about what they learned, and in each case, that learning was significant. Students wrote about how the slave narratives really helped them understand the experience that slaves went through and how the other early writings helped them to understand how closely African-American literature is tied to the struggle for basic human rights. They also talked about learning a lot from doing their own research projects as well as listening to the presentation of other students` projects.

Analysis:

I think that they students learned a great deal about the material we covered and have a much clearer understanding about the origins of African-American literature and how it is so closely tied to the culture(s) of the time. I also think that the class opened up their eyes to the issues of racial prejudice and discrimination as we talked about this a lot. My only regret is that we were not able to get through as much literature as I had hoped, and this was one of the things that one student mentioned in her evaluation as well.

Changes:

Now that I have a better understanding about the flow of the class, I think that I would assign fewer readings in some areas so that we could cover more material in the class. I also think that because this is a seminar, that I would require the students to lead discussions of the material periodically. As with all literature classes, if the students haven`t read the material, it makes discussions difficult. So I think if I give them responsibility for part of the discussion that this will help them do closer readings of the material.

Continuance:

I thought that the individual projects worked very well. I gave students the latitude to study an area of interest related to African-American literature/history, and each student came up with a very good project that not only taught them a lot, but also taught the other students and me a lot. I will definitely continue this. I will also continue with many of the same readings although I will try to move through them a little quicker so that we can read more works from different time periods. I loved taking the students on a field trip up to Denver to do research at the Blair-Caldwell African-American Research Library and to a play, and if the opportunity presents itself for another such activity, I would like to do that. Since this is a seminar class, it is nice to do something special for the students.

Results of Prior Assessment:

This was the first time that the English department has taught an honors seminar class. Based on the success of my class, it is something that will be continued.

Date-Time:

5/10/2007 2:31:02 PM

Lee, J 07S CD

LIT-115-001

Pre-post analysis, program-level=No

Results:

At the start of the class, I give student`s specific literary terms to see what they are familiar with. I then check with the students to see what background they have had in literature and what books, etc. they read in high school. This gives me a good feel for "where they are" in their knowledge of literature. I then compare this level of knowledge to the level that they show on both the midterm and the final. By the end of class, the majority of students have a good grasp of the basic literary elements, and they are familiar with short stories, plays, and poetry. This semester, the only students who failed my class were those who quit coming around the middle of the semester. Because they missed out on the class discussions and did not do the reading outside of class, they were not able to pass the tests.

Analysis:

If the students come to class regularly and do the assigned readings, they are almost assured of passing the class. They also end up with a good basic understanding of the basic elements of short stories, poetry, and drama, and are able to do some analyzing of literary works.

Changes:

Because we didn`t get the Bill Moyer`s tape in time, I was not able to use this when I taught the poetry section. This summer I plan to review the tape and will definitely use it the next time I teach LIT 115. I think this will really help in this area because poetry is always the hardest area for students to understand.

Continuance:

I still like the way that I have the course structured. We first talk about the basic elements of a genre and then discuss lots of example of this particular genre in class. I think that gives the student the basic knowledge they need to continue with other literature classes. I also like having the students actually "perform" one of the short plays in class as this gives them a feel for what a live performance is like.

Results of Prior Assessment:

I indicated in my last assessment that I would use the Bill Moyer`s tape when I taught poetry this semester. But because we didn`t get the tape in time, I have made that a goal for the next time I teach LIT 115. Otherwise, the class was structured basically the same.

Date-Time:

5/10/2007 2:17:33 PM

Lee, J 07S CD

ENG-121-ITP

Pre-Post analysis, program-level=No

Results:

5/10/2007 1:46:10 PM

Lee, J 07S CD

ENG-122-004

Pre-post anaysis , program-level=No

Results:

The English Dept. keeps the first draft of the first essay the student writes in ENG 121 and compares it to the last essay the student writes in ENG 121/122. This assessment will occur this summer. For this particular class, I look at the improvement in writing skills from the first class to the last class. With a few exceptions, the students` writing improved significantly over the course of the semester. Each student became more proficient in using outside sources in his/her paper, and was able to write more clearly. There were a couple students in the class who were also in my ENG 121 class, and I was very impressed with the improvement in their writing.

Analysis:

Probably the best part of the format of this class is the extended focus on different kinds of essays. Students first get ideas, then put these ideas together and formulate a rough draft. These drafts are critiqued by the students and me, and helpful suggestions are given. Students then have the opportunity to revise their drafts, and this method of teaching allows them to understand that teaching is a process. There were still problems with documentation and plagiarism issues, and this is something that needs to be worked on.

Changes:

I think that the basic structure of the course is good, so I will continue that. What I plan to work on over the summer are ways to help the students to learn the different writing styles that are required. I also want to continue to work on how I present information about the research paper. I want students to be enthused about doing research because it opens up so many doors. I plan to include more research "exercises," and hopefully I can be creative with some of these.

Continuance:

The class will be formatted in the same way as this continues to be effective. It is important that students learn that writing is a process. So, we will continue to read examples of essays, generate ideas, write rough drafts, critique them, and revise them before the final paper is generated.

Results of Prior Assessment:

I am always looking for new ideas that I can include in my classes. As noted on my last assessment, I wanted to work on my presentation of the research paper, and I think I did a better job with that because I found a good "packet" that described the research paper in more detail and was more accessible to the students. I also continued to use the "debate" idea, and this worked well again.

Date-Time:

5/10/2007 1:40:18 PM

Spencer, L 07S CD

ENG-121-003

Portfolio, program-level=No

Results:

There were only two students left in this class. All others fell too far behind by mid-term because of non-attendance and late papers. The two students did well, one received an "A", the other a "B."

Analysis:

Both students succeeded through the practice of revision, peer critiquing, excellent attendance, and class participation.

Changes:

None

Continuance:

Multiple revisions and the development of the portfolio allow the students to continually improve their writing and to produce a high quality product that shows them what they are capable of doing, and prepares them for writing in all college courses.

Results of Prior Assessment:

Extra time on paraphrasing and summarizing is paying dividends of fewer instances of plagiarism.

Date-Time:

5/10/2007 1:33:41 PM

Lee, J 07S CD

ENG-122-B50

Pre-post analysis, program-level=No

Results:

This class was an evening class, and the students met as a class about every 3 weeks. On the dates that we met, their first drafts on different papers were due, and we evaluated those. The students were responsible for doing the rest of the work independently outside of class. This was the first attempt at teaching this class as a hybrid class. The results of this class were varied, based on the grades students received and on their discussion about the class. Alot of them liked it because it met so infrequently, and they were able to do the work independently. Others had difficulty with the format because they were not self-motivated and didn`t keep up with the work. My feelings on the class are mixed too. If I was to teach this class again, I would definitely want to use Web CT/Vista to establish a good means of communication with students between class sessions. There are too many students who struggle with this format, and some of the better students even missed getting papers in on time.

Analysis:

As noted above, the only way I would teach this class again would be to add Web CT/Vista to the class so that I could keep in close touch with the students inbetween classes. I would also them to write responses to some of the readings in the text to make sure that they understood the essay assignment. Few of the students here are able to work independently well enought to succeed with this kind of a class format.

Changes:

I would use Web CT with the class and require students to do some writing assignments that they would submit during the 3 weeks between class sessions. They would receive grades on their responses to these questions as well. Otherwise, you "lose" too many students over the course of the semester as they get more and more behind in their work.

Continuance:

One thing that helped the students in this class is that I passed out a sheet that set the guidelines for what they needed to do on each essay. I think this helped them to better understand the requirements of each essay.

Results of Prior Assessment:

None

Date-Time:

5/10/2007 12:54:22 PM

Harris, S 07S CD

SPE-125-001

essay test, program-level=No

Results:

The sample was small since the class was small (4 students). Comparing the mean (98%)on the final assessment essay exam/application paper in the small class to the mean (83.125%)on the same exam in the class of 12 held in the fall of this year, a significant difference between the classes is clear.

Analysis:

A setting that is primarily seminar in design and that contains students who are mature, thoughtful, and able to cope with abstraction and personal application is optimum for communication studies. In fact, the score differences that existed on the final assessment in the smaller class were probably a function of lesser or greater writing and critical thinking abilities rather than a greater or lesser command of course concepts. All students demonstrated mastery, unlike the students in the larger class. The larger class varied more in degrees of motivation and aptitude for the material.

Changes:

This small class was an expression of the ideal. A seminar format is not effective for most undergraduate Interpersonal Communication classes, because it doesn`t contain enough activity for most individuals. Seminars don`t work well with large, diverse groups. I will continue to adapt the course methods to the student population that presents itself. In addition, I need to keep working on ways to allow differentiation in the exam without compromising rigor or incidentally assessing written communication in an oral communication course.

Continuance:

I will continue to rely heavily on student self-assessments and illustrative activities throughout the course to maintain a learner-centered approach that encourages personal application and practice. This approach has been reliably effective with students who are able to cope with the concepts. The activities are sometimes meaningful even to students who cannot grasp abstract concepts or who are not self-aware.

Results of Prior Assessment:

This year, I included more detail in the final essay test/application paper after previous versions of the exam did not reflect student progress specifically enough. The detail did not require rote learning, but it did necessitate understanding. This change has enabled me to develop better grading rubrics to lessen subjectivity in evaluation.

Date-Time:

5/10/2007 12:33:07 PM

Robbins, P 07S TB

MOT-132-200

Pre-Post Test, program-level=No

Results:

Average score on the pretest was 61% for the class. Average score on the posttest was 93% for the class.

Analysis:

The class had some knowledge of medical terminology at the beginning of the class, which is unusual for this course. The only students that failed the class were those who did not complete all assignments; moreover, failing students did not take the posttest. This helps to explain the rather high average on the post test.

Changes:

The posttest has traditionally not been averaged into the final grade. I will average this assessment into the final grade next semester. Students will use the modules provided on WebCT for this course next semester.

Continuance:

Continue with all.

Results of Prior Assessment:

No changes last time.

Date-Time:

5/9/2007 3:06:26 PM

Robbins, P 07S TB

MAR-216-200

Pre-Post Test, program-level=No

Results:

Average score on the pretest was 41% for the class. Average score on the posttest was 98% for the class. This is a remarkable improvement.

Analysis:

An excellent learning experience for all students. No one failed the class, and the lowest final grade was 83%.

Changes:

Status quo seems to be working. No changes right now. Since this class is taught only once a year, changes will be determined a year from now.

Continuance:

Continue all methods and assignments.

Results of Prior Assessment:

None

Date-Time:

5/9/2007 2:58:56 PM

Robbins, P 07S TB

BUS-115-200

Pre-Post Test, program-level=BUS

Results:

Average pretest score for the class was 41%. Average posttest score for the class was 85%.

Analysis:

Students obviously increased their knowledge of business throughout the semester.

Changes:

Assessments measures will remain the same; however, a new edition of the text book will be used next semester. I will no longer provide handouts for the students; they will have to use WebCT to obtain information.

Continuance:

Continue all teaching methods and assignments, but emphasize the utilization of WebCT resources rather than a hard copy study guide.

Results of Prior Assessment:

None.

Date-Time:

5/9/2007 2:52:47 PM

Robbins, P 07S TB

BUS-216-200

Pre-Post essay, program-level=No

Results:

On the first day of class, students were asked to write 2-3 paragraphs about their knowledge of the legal environment of business. On the last day of class, students were asked to do the same, and the two essays were then compared.

Analysis:

Pretest essays were quite brief and generalized in natures. Students had heard of the constitution, employment rights, and discrimination in a very general way. Posttest essays were more specific in knowledge and included information on agencies, tort law, criminal law,intellectural property, bankruptcy, cyberlaw, employment discrimination, contract law, and legal language.

Changes:

I plan to include a "midterm" essay next semester, so I can assess what students seem to be learning at a halfway point as well.

Continuance:

Continue all other methods of teaching and assessment.

Results of Prior Assessment:

Previous change was the pre/post test essay that I used this semester. The results were interesting as students seem to each have their favorite topic(s) of Legal Environment of Business.

Date-Time:

5/9/2007 2:43:59 PM

Compton, T 07S CD

REA-all-0xx

Various, program-level=COM

Results:

Methods of assessment that were used to collect data: Pre-test, final exam, book analysis, exit survey Summarize the results of the data collection: REA 090 students improved comprehension, developed new vocabulary, increased rate for reading college textbooks, utilized dictionary skills, and learned study systems. Of the nine students in this course, 88% achieved mastery with a B or better. Seventy-seven percent earned an A, 11% a B, and one student (11%) failed as a consequence of non-attendance. No student Accuplaced out of 090 on the pre-test. REA 060 students worked toward vocabulary development, improved reading comprehension, and reading enrichment. Of the twelve, three earned A�s (25%), 33% B�s, 33%C�s, and one student failed (8%) because she had no textbook for the entire semester. No student Accuplaced into 090.

Analysis:

As Coordinator, I am extrapolating analysis from data given to me as I did not teach these courses. All nine REA 090 had previous success in 060. Eighty-eight percent of the REA 090 students successfully passed at the mastery level which is directly correlated to previous skill building. REA 060 students come to us with a myriad of skill gaps [which includes brain damage and English as a Second Language] as well as overwhelming personal issues. The lab teaching style demands that students practice daily self-discipline and responsibility for their own learning, which correlates with lower mastery [58%] levels. Exit results indicate that 97% of Reading students like self-paced style.

Changes:

Require students in REA 090 to apply note-taking and comprehension skills that they are currently learning in their Reading textbook to a textbook from another class at least once a week. This level reader needs to practice these skills across the curriculum and not isolate them into a �reading� box.

Continuance:

�Lab� style format with Individualized/small group instruction for reading students, additional vocabulary, Dictionary skills, speed reading exercises, and reading enrichment.

Results of Prior Assessment:

The rigorous and varied curriculum in these classes is working! These courses are producing student�s who have reading and study skills for college success once they pass 090. They are producing students who know where to go if they get stuck and need help. Barring �personal� hurdles of this fragile population, retention should not be a problem.

Date-Time:

5/9/2007 10:07:58 AM

Philbin, R 07S MS

PHY-x12-001

LabReports, program-level=SCI

Results:

GenEd Embedded Lab Report using 100 pt rubric: two reports were assigned, the first was partial (theory, data and calculations sections only - avg(stdv)=68(24)% for algebra-based (AB) with calc-based (CB) =95(1)%. The full lab report was 65(29)% for AB and 94(6%) for CB.

Analysis:

Because classes were taught simultaneously, AB students were often bewildered while CB students were not fully challenged. I probably went through the mathematics too fast for ABs, even when it was algebra-only.

Changes:

Separate sections.

Continuance:

Assign parts of the lab report earlier, e.g., just data analysis on a kinematics lab, then both theory and data analysis on Newton`s 2nd law lab, then just conclusion on rotational dynamics lab and finally a full lab report on bouyancy lab.

Results of Prior Assessment:

Requested changes to break AB and CB not made, so no results from those assessments. Need to go back to more hands-on spreadsheet analysis of data for computer-collection labs, plus continue with group work on hard problems and board-work.

Date-Time:

5/9/2007 10:07:40 AM

Compton, T 07S CD

ENG-Lab-0xx

Various, program-level=No

Results:

Collection of Assessment Date: Accuplacer Pre-test, final exam, portfolio, exit survey. Results of data collection: ENG 090-Students fine-tuned pre-writing/revising/editing processes and they developed critical thinking skills for the Expository, 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. They also learned to utilize the Writing Center for revision of first draft. An overwhelming majority of the students indicted that they preferred ENG as a Lecture course, as opposed to the Lab format, yet received individual attention. Positive responses from Exit Survey included: �I learned to think before I write and not just write without thinking.�, and �I got to do my papers in my own words.� Many of the students reported that the organizational skills required for this course were helping in other classes. Those who took notes, actively participated in class and in peer group review, and regularly attended class received the highest grades. No student Acuuplaced into ENG 121 after pre-test. Of nineteen students in two sections, 63% earned A�s, 5% got B�s, 21% got C�s, and 10% failed due to non-attendance. ENG 060-These students were introduced and learned prewriting/revising/editing for Description of a Place, Description of a Person, Narrative, Process, Cause/Effect, and Compare/Contrast paragraph�s. They mastered topic sentences that stated an attitude or opinion, and began to develop sentence structure from rudimentary to mildly complex using concept and grammar. They responded to outside reading models in the form of analysis (with much direction), but did not relate other�s writing/s and techniques to their own because of their inexperience. They benefited from other students questions. They didn�t seem to grasp the idea of peer critique as a tool for revision, but these are fledgling writers. Exit Survey indicated that almost one-hundred percent appreciated small class size with individual help (�You get individualized attention; it really helped me�), and liked the lecture style. Of the nine students, fifty-five percent earned A�s, 11% B�s, 22% C�s, and one student (11%) failed for non-attendance. No student Accuplaced from 060 into 090, but of the nine, two Accuplaced into 060 from 030. Of those two, one earned an A, and the other, a C. That student missed twelve days of class.

Analysis:

Changes:

�Slam Dunks� with an emphasis on Note-taking skills will be presented by Lori Holdread and mandatory of all ENG students. Thereafter, all students will be required to practice those skills in class. I am actively reviewing texts that will teach writing across the curriculum.

Continuance:

Small Lecture classes, peer evaluation, reading from different genres, Writer�s Toolkit (grammar), mandatory Writing Center for critique/revision, all work for this skill level.

Results of Prior Assessment:

Student�s confidence, skill growth, and personal ownership dramatically improve when they learn to value good writing and all its processes in small, focused groups. Of course, this is only achieved when they choose to use the �tools� we provide them.

Date-Time:

5/9/2007 9:54:58 AM

Heusted, M 07S TI

MST-284-200

Post, program-level=MASS

Results:

There was a 51% increase from pre to post test.

Analysis:

The current curriculum is successfully serving student needs.

Changes:

None at this time.

Continuance:

Auditory and visual teaching methods simultaneously.

Results of Prior Assessment:

Ther test scores were higher.

Date-Time:

5/9/2007 9:13:00 AM

Heusted, M 07S TI

HHP-242-200

Post, program-level=MASS

Results:

There was a 88% increase from pre to post.

Analysis:

The current curriculum is successfully serving student needs.

Changes:

None at this time.

Continuance:

Auditory and visual teaching methods simultaneously.

Results of Prior Assessment:

The test scores were higher.

Date-Time:

5/9/2007 9:11:19 AM

Heusted, M 07S TI

HHP-145-200

Post, program-level=MASS

Results:

A 42% increase from pre to post test.

Analysis:

The current curriculum is succesfully addressing student needs.

Changes:

None at this time.

Continuance:

Auditory and visual learning simultaneously.

Results of Prior Assessment:

The test scores are higher.

Date-Time:

5/9/2007 9:08:38 AM

Heusted, M 07S TI

MST-204-200

Post, program-level=MASS

Results:

43% increase from pre to post test

Analysis:

The cureent curriculum is successfully meeting student needs.

Changes:

None at this time.

Continuance:

Auditory and visual teaching methods simultaneously.

Results of Prior Assessment:

The test scores were higher.

Date-Time:

5/9/2007 9:05:32 AM

Heusted, M 07S TB

HPR-216-200

Post, program-level=No

Results:

47% increase from pre to post test scores

Analysis:

The curriculum in place is successfully meeting student needs.

Changes:

Non at this time.

Continuance:

Teaching is auditory and visual simultaneously.

Results of Prior Assessment:

Higher results this year.

Date-Time:

5/9/2007 8:59:05 AM

Amenta, C 07S TI

MST-178-001

pre-post-Test, program-level=MASS

Results:

59% increase from pre to post test

Analysis:

Class is structured well.

Changes:

None.

Continuance:

Lecutre, use of models.

Results of Prior Assessment:

None

Date-Time:

5/8/2007 4:15:27 PM

Amenta, C 07S TI

HHP-116-001

pre-post-Test, program-level=MASS

Results:

63% increase from pre to post test

Analysis:

Class is structured well.

Changes:

None.

Continuance:

Lecutre, Hands on.

Results of Prior Assessment:

None

Date-Time:

5/8/2007 4:14:11 PM

Amenta, C 07S TI

HHP-243-001

pre-post-Test, program-level=MASS

Results:

67% increase from pre to post test

Analysis:

Class is structured well.

Changes:

Use more of the media options available.

Continuance:

Lecutre.

Results of Prior Assessment:

None

Date-Time:

5/8/2007 4:12:41 PM

Amenta, C 07S TI

MST-113-001

pre-post-Test, program-level=MASS

Results:

83% increase from pre to post test

Analysis:

Class is structured well.

Changes:

None.

Continuance:

Hands on, Lecutre.

Results of Prior Assessment:

None

Date-Time:

5/8/2007 4:10:54 PM

Burns, S 07S TB

ECE-103-B20

Pre-Post , Portfolio, program-level=No

Results:

A total of 9 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 23 to 72, while post test scores, completed by 7 students, ranged from 63 to 86. Two 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 12% 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 15% to 100%. Of those completing the class, 100% completed 3 other assignments, including the prosocial activity, the rituals and lesson plans for class meetings that were demonstrated in class.

Analysis:

The portfolio, 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. My change from the last time I taught this course to discontinue using the text There�s Gotta Be a Better Way, and to I will introduce concepts in lecture work well.

Changes:

I will develop discussion questions for Positive Child Guidance to enhance reading and understanding of the ECE CARES strategies.

Continuance:

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. � 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 prosocial curriculum examples for students.

Date-Time:

5/8/2007 3:41:29 PM

Williams, N 07S TI

WEL-12X-200

Pre-Test & Post-Test, program-level=No

Results:

Average entry pre-test scores were 34%,just about the same as last year. This was testing 11 full time students. Post-test scores were up to 70%, a 36% increase. This is lower than last year but was expected. I had several students with very low reading skills.

Analysis:

This year was a very challenging year, I had a full class, and a mix of students at different levels, some very low and some that challenged me. I had several students that could not take tests but knew the subject matter. I had to work with them more one on one. It was a great feeling for both them and me when they started believing that they could do the work and the progress was there.

Changes:

I`m going to try a knew program put out by Lincoln Electric that is on Disk and is very user friendly. It has quizs and test and work sheets. This should help some students and also free up more time for me to work more with students in need.

Continuance:

The most important thought in my mind is that all teachers are always looking for knew ways of reaching out to each and every student. The ability to adapt and change to knew ideas. Keeping up with current technology, listening to what students needs are and trying to meet their requests.

Results of Prior Assessment:

Try to let students set thier own goals and to always encourage their individual creativity. Also let students learn from their mistakes, they will not make them twice.

Date-Time:

5/8/2007 2:59:46 PM

O`Brien, E 07S TI

HEM-210-200

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

Results:

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

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

Results of Prior Assessment:

Date-Time:

5/8/2007 2:03:35 PM

Salbato, M 07S TI

FVT-105-002

pre-post-quiz, program-level=No

Results:

The class improved by an average of 16% throughout the semester.

Analysis:

I believe the increase would have been larger if I had tested them about five weeks earlier (before we began working on projects). They didn`t seem to retain some of the less important information. This class also had the problem of the pre-reqs not being followed. Five of the six students hadn`t taken the post production class last semester so we were forced to spend a great deal of time covering something they should have known when entering the class. This caused us not to cover as much as we should have throughout the semester and lowered their post test scores.

Changes:

Being able to meet the pre-requisite of Post Production or Digital Editing before this class is a must. It cost us over a month covering information that they should have already had. Also, I think that the next time I teach this class I will try to refresh the information throughout the class so they don�t forget the information covered in the early parts of the semester. I think I will try to do this through projects that make them use more minute details. A group project is also needed in this class.

Continuance:

The information that was put into practice in the projects seemed to have stuck with the students the best. I incorporated Powerpoint early in the semester which seemed to help the students. I would like to develop a web site dedicated to this information so they could access it at any time on the web.

Results of Prior Assessment:

This was the first time I taught this class

Date-Time:

5/8/2007 9:49:17 AM

Pearson, T 07S TI

ENT-144-001

10 minute paper, program-level=No

Results:

Half of the class had a very hard time with the traversing portion of this class. In spite of the fact that I spent 9 of 15 weeks on the traverse, half the class performed very poorly on the test. I asked them to write free form for 10 minutes on the reasons for their success or failure in this portion of the class. The student responses include the following: 1. I understood the field/practical portion of the traverses, because it was all demonstration and practice, and I`m a visual learner. 2. The calculations (inside) were not as easy, because I got Bearings and Azimuths mixed up during the test. I really was not prepared for this exam, but that is my own fault, because everything on the test had been explained in class. 3. I understood everything in the field, but I really should have attended class more often. I need more practice with the calculations, but I`ve been slacking this semester, and ditching class way too much! 4. We have been doing the traverse section so long that I forgot most of the stuff we learned last semester, and the beginning of this semester. This section of the class ran a lot longer than previous sections such as level loops, and instrument set up. 5. I believe I did well on the outside portion of the test, but I needed to practice more on the calculations part.

Analysis:

I tried to do 75% of all calculations in class, and didn`t assign enough homework. I also covered the homework quickly each lesson, in order to have enough time for field work. It is clear from the comments on this paper, that everyone was prepared for the field portion of the exam, which is a good thing, but no one believed themselves prepared for the calculations. (Half of the students quoted above scored 95% or higher on the calculations for this exam, so they were better prepared than they gave themselves credit for.)

Changes:

It seems that I need to cover the material faster. I thought the comment about "this section was much longer than previous sections" was particularly indicative of a need to keep the traverse part of the course moving, and not get so hung up on it. I`ll cover it in 7 weeks next year, and see if that helps. I need to have more homework assignments on this section, and I need to make the points for those assignments significant enough to get the students to put some time and effort into the calculations.

Continuance:

The field portion of this section seems to have been very successful. I need to keep the long hours in the field, and continue to make sure everyone is comfortable with the field work.

Results of Prior Assessment:

N/A

Date-Time:

5/7/2007 4:20:57 PM

Pearson, T 07S TI

ENT-12x-001

pre-post-test, program-level=No

Results:

5/7/2007 3:20:23 PM

Harris, S 07S CD

SPE-175-002

oral assessment, program-level=No

Results:

All student government students who attended the group dynamics workshop were able to identify the major components of group dynamics that were functioning in the final group meeting.

Analysis:

A specific context such as membership in student government vastly improves the motivation and comprehension of people studying group dynamics, providing real-world application.

Changes:

A workshop environment supplies a forum for the presentation of concepts, but the time limitations do not permit the students to practice to a point of mastery. We should look for ways in which the students could have more experiences using what we discussed. Also, providing group dynamics workshops for other functioning organizational groups would be a good idea.

Continuance:

The students responded best to the exercises that were provided to demonstrate concepts. Strongly action-oriented, learner-focused instruction should be continued.

Results of Prior Assessment:

Date-Time:

5/4/2007 10:56:22 AM

Campbell 07S TB

CIS-118-0xx

Post-Test, program-level=No

Results:

The post-test was taken online through WebCtVista. There were 4 A`s, 6 B`s,2C`s and one D. The exam was open book and covered the basics of PowerPoint. There were 25 questions which were a mix of multiple choice, T/F and short answer.

Analysis:

This class is primarily online with an optional lab on Thursdays. The students who are self-disciplined and complete the assignments on a timely basis did the best on the exam.

Changes:

Since the test was open book, and covered exactly the material that was contained in the assignments and the discussions, the scores should have been higher. To motivate students and get them more involved in the discussions and assignments, I would make the optional lab mandatory in the future.

Continuance:

The online aspect of the class leaves students in a position of having to experiment with different solutions in order to get a software to perform the required functions. This is good, because in the real world of software, that is often what is necessary. As an employee, they will find them themselves in the position of needing to figure something out, without having anyone to ask. By putting the student in the position of having to experiment with different solutions, the class provided an authentic learning experience.

Results of Prior Assessment:

The first assessment of the semester was not open book and students did not do well at all. I changed the tests to open book to make the assessment more like the reality of using a software package. The assessment was more authentic because like the user of a software package, they needed to research the answer to a question.

Date-Time:

5/1/2007 9:42:50 AM

Carlisle, K 07F TB

ECE-101-B50

Pre-test/post test, program-level=No

Results:

The average score on the pretest was 31%--the average score on the post-test was 89%, which was a gain of 58%. The results are satisfactory, however, this year, I had several student that had gains of 39%. I had a real division between students that seemed to "get" the material and students that didn`t get it.

Analysis:

I had a real problem with attendance and as might be expected the students that barely made the attendence requirements were the ones who were the least competent when it came to issues of comprehension. The class is taught in a hybrid fashion with regular work being done on the internet. Again, the students that had bad attendence were also the students that were way behind on the blackboard assignments as well. My conclusion is that students need to come to class and be responsible and timely with the blackboard work if they want to master the material

Changes:

I am going to make stricter rules about time limits for completing blackboard assignments and close quizzes and discussion boards after several weeks. This was a frustrating semester. On a positive note, I instituted one minute assessments in this class and the students found them to be helpful.

Continuance:

I will keep the one-minute assessments and I will continue with the hybrid formate, which the students appreciate.

Results of Prior Assessment:

Students have traditionally had problems with theorists and we did more case studies and applied problems which seemed to help the students.

Date-Time:

3/19/2007 10:03:42 AM

Harris, S 07F CD

SPE-125-001

final paper, program-level=No

Results:

100% pass rate; median 91.5; average 88

Analysis:

Making the questions on the final application paper more specific was useful in identifying those students who did not really comprehend the concepts in the course as well as the others. However, a few students are still neglecting to answer some of the questions, apparently due to poor sequential reading skills. Also, I need to find some way to accommodate those borderline students who are experiencing interference due to personal problems--especially those with their athletic teams.

Changes:

I will continue to use more specific questions on the final application paper for any classes in which the students have access to the textbook. However, I`ll work harder to emphasize that students need to go back to check their work to make certain they have answered all the questions as asked.

Continuance:

Exercises in which the students have illustrative projects are useful with students who are more visual or kinesthetic. Discussions are vital.

Results of Prior Assessment:

Previous assessments indicated that the application paper was too general to adequately measure classroom success.

Date-Time:

1/26/2007 10:40:17 AM

Johnson, S 07F TB

ACC-245-Oxx

Capstone Project, program-level=BUS

Results:

1/8/2007 2:23:37 PM

Rasmussen, G 07F MS

MAT-107-200

pre-post Test, program-level=No

Results:

The pre-post test score increase ranged from 7 to 63 percentage points.

Analysis:

All students made improvement from the beginning of the semester.

Changes:

Only one student failed this course but even at that, their score increase was 25 percentage points over the pre test. It would be nice to implement a SI (Student Instruction) session on our campus.

Continuance:

Colored markers have been very beneficial. Also, with the upgrades of the Notebook software, lectures can be saved and then posted on Blackboard or WebCT. This may be beneficial for students who miss something in the lecture.

Results of Prior Assessment:

Date-Time:

1/8/2007 2:14:05 PM

Rasmussen, G 07F TB

BTE-108-200

pre-post Test, program-level=No

Results:

Nine students enrolled in the course and the pre-post score changed anywhere from 1000 to 7260 strokes per hour.

Analysis:

Again, the way this course is laid out is a very good measurement tool. Students are given a Pre test the first day of class and then complete a post test towards the end of the the course and because a server is recording their scores it has provided a reliable, unbiased measurement.

Changes:

The students who did not pass the course need to be motivated and encouraged. This is a strong skill-oriented course, but it is possible to pass the course.

Continuance:

Because this is a very skill-oriented course, the pre-post test will be used as the primary measurement.

Results of Prior Assessment:

Prior students were more successful in completing this course. Because it is now required for our AAS degree, people that don`t have this experience may not do as well. This needs to be observed.

Date-Time:

1/8/2007 2:01:01 PM

Rasmussen, G 07F TB

BTE-225-200

Portfolio, program-level=No

Results:

This was the first semester that I utilized portfolios for this course. One of the course`s main components is to prepare students for the job market. Overall students did a good job in compiling their portfolios.

Analysis:

This was a good tool to assisst students to prepare for the job market. They provided examples of work they had created and also projects they worked on. This would be beneficial to show while job hunting.

Changes:

This was the first time I have used a portfolio and I came up with a rubric. Now I can adjust and tweek where needed.

Continuance:

This will continue to be a measurement tool for this course.

Results of Prior Assessment:

Date-Time:

1/8/2007 1:39:14 PM

Philbin, R 07F MS

MAT-121-003

Test Item Analysis, program-level=No

Results:

Mean(standard dev) was 46(27)% in MAT121-001, 47(16)% in MAT121-002, 40(20)% in MAT121-003; statistically the same across the board. Roughly half of all questions were left blank in all classes.

Analysis:

Students have a very difficult time describing mathematics in English.

Changes:

Either give up on this effort at demonstrating understanding, or somehow invent a way of forcing students to try.

Continuance:

Continue, actually I`ve doubled, the number of "short answer" math exercises. The problem is that they don`t count enough, so I`m going to have to make each SA exercise worth more.

Results of Prior Assessment:

Very little effect from assigning one written question per homework assignment.

Date-Time:

12/19/2006 6:00:59 PM

MacLaren, J 07F MS

MAT-121-0xx

TI analysis, surveys, program-level=No

Results:

I continue to teach one daytime section by the traditional lecture method and an evening section via PolyCom with students present in Trindad and Alamosa. The Polycom class has some logistical problems. This method is not apprpriate for everyone. The student must be mature and self motivated. An on-site "tutor" would be invaluable for students in the Alamosa class. One student prefers the Math Lab setting. He felt that this style forced him to work on the coursework during the class time.

Analysis:

There were a large number of withdrawals from the night class. It appears the students were not prepared to take this class or were not committed to coming to class as needed.

Changes:

I am still trying to hire an on-site tutor. I will write an assessment mini-grant for funds to pay this person although the grant amount limits the working time for the person. I would also like to prepare overheads for concept introduction but keep the interactive solving of problems using the document camera. Although I have discussed the problems with teaching a math class via PolyCom with the administration, there is not a person available at the Alamosa campus to teach the course. This will still be pursued. I would still like to require that each student use a graphing calculator but this has not been feasible.

Continuance:

I still feel that this method is better than taking the course via CCConline since there is a live teacher in the room or on camera. I will continue to allow the students to retake tests in order to improve their learning and icrease retention.

Results of Prior Assessment:

Starting in the spring, the night class will meet 4 days per week instead of two. I feel this will improve student learning.

Date-Time:

12/19/2006 4:31:01 PM

Lee, J 07F CD

ENG-122-B50

pre-post analysis, program-level=No

Results:

As with all our English papers, we compared the student`s writing on his first draft of his first paper to the last paper the student wrote. In nearly every case, it is evident that the students` writing is stronger based on using the six-trait analysis for evaluation. The six things we look at are ideas, organization, word choice, sentence fluency, voice, and conventions. With the great majority of students, their writing is much stronger after having taken a couple writing classes.

Analysis:

I would say that about 95-98% of the students improve in their writing during the time they study writing at TSJC. They have a much stronger "voice" in their writing, and it is evident that they feel more confident in expressing their ideas and opinions. They also learn how to do research papers which is essential for future college classwork.

Changes:

This course was structured in such a way that it met only 6 times a semester. Students were required to do a great deal of coursework on their own. This works well for students who are self-motivated, but it doesn`t work well for those students who are not. What I plan to do this next semester is make it very clear at the start of the course that it is the student`s responsibility to get the work done and into me without a lot of structured class time, and if they don`t think that they can work well with that structure, that they need to get into a "regular" class. Another thing I plan to do is hand out information regarding what is required in each paper rather than just talking about it in class. This should help the students understand the requirements better. Also, I will make better arrangements to get the students papers and drafts back to them.

Continuance:

This class can work well for those students who are already good writers and who are able to do the work on their own. If not, it is not a good way for the students to take writing classes. As noted, this will be emphasized to the students at the start of the class. I will be teaching ENG 121 & 122 this way again next semester, and I`ll then have a better idea of if this is an effective way of teaching this class.

Results of Prior Assessment:

This is the first time that ENG 121 or 122 have been taught this way.

Date-Time:

12/19/2006 4:29:00 PM

Lee, J 07F CD

ENG-121-B50

pre-post analysis, program-level=No

Results:

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

This is the first time that ENG 121 or 122 have been taught this way.

Date-Time:

12/19/2006 4:28:14 PM

Lee, J 07F CD

ENG-121-B51

Pre-post analysis, program-level=No

Results:

This was the class that was taught in Walsenburg via e-mail, etc. and with a teacher liaison to meet with the class every day. I sent the assignments over to the class, and then they were supposed to complete each day`s assignment. To assess the effectiveness of this class, papers written at the first of the semester were compared with papers written at the end of the semester.

Analysis:

I do think that the students improved in their writing and came away from the class with a better understandin of the "parts" of a paper. I also think that they learned the importance of revisiion. However, I would never teach a class again this way. Teaching writing by distance is difficult at best. You miss the interaction with the students and the ability to help them substantially. I tried to make complete comments on their papers, but I never really knew if they understand my comments because I had no interaction with the students. Also, there was the cumbersome problem of getting papers sent back and forth between Walsenburg and Trinidad, and that caused delays which caused frustrations, etc. This is just not a good way to teach a writing class.

Changes:

The only way I would consider teaching a class at a distant high school would be if the teacher could be there every day. I just don`t think it works well otherwise.

Continuance:

As noted above, the class would need to be completely re-structured to be effective. The teacher must be on site.

Results of Prior Assessment:

This is the first time we have taught a class this way.

Date-Time:

12/19/2006 4:12:44 PM

Lee, J 07F CD

ENG-255-001

pre-post-Test, program-level=No

Results:

At the first class, I talk with the students about what they know about children`s literature...if they know the different genres of children`s lit, it they know how to decide what age the books are for, if they are familiar with the different awards given to children`s literature, etc. Students generally know very little about children`s literature other than it was read to them as kids. I then compare this knowledge to how well they do on their midterm exam.

Analysis:

It is clear from the test results that students knowledge of children`s literature is increased significantly from the start of the class to the end of the class. All students got A`s or B`s on the midterm and did very well in analyzing the children`s lit that we looked at.

Changes:

I really like the way this class is designed. Not only do the students learn the theoretical parts of children`s literature, but they get a lot of practice presenting projects to the class. Since most of the students want to teach in the future, this gives them good ideas and experience to take with them as they begin their teaching career. I can`t think of any changes I would make except keeping the literature that we study up-to-date.

Continuance:

As noted above, I like the structure of the class and will maintain it. We first read about a genre of children`s literature and then look at examples of that genre. Then the students present projects. This format seems to work well. I also like the project that I have them do and will continue with that.

Results of Prior Assessment:

I think that I was clearer this semester in what I expected students to do on the inter-disciplinary project because overall, the projects were better and more complete this semester.

Date-Time:

12/19/2006 4:02:09 PM

Lee, J 07F CD

LIT-115-001

pre-post analysis, program-level=No

Results:

At the start of the class, I ask students about different literary terms to see what they are familiar with. Some have had a minimal background in literature, but the majority are not familiar with these terms. I then ask the students what short stories and plays they have studied. The results show little familiarity with the works we are going to study. I then compare this knowledge with the test scores on the various things we study.

Analysis:

Based on the results of the tests given, nearly all of the students gain good knowledge about literary terms and are able to analyze the literature that we read in the class. Those students who don`t come to class regularly are the ones that generally don`t do well on the tests. The average grade in this class was a B, and I think that the knowledge the students gain in this class will allow them to continue and do well in other literature classes.

Changes:

I still think that the weakest area of the class is in the study of poetry. I continue to learn about this area myself and also to work with the students in understanding poetry, but I never feel as successful about this area as I do with short stories and drama. The English department has received a grant to buy Bill Moyer`s tapes on poetry, and I will definitely be using these next semester to help enhance the students learning in this area.

Continuance:

I basically like the structure of the class. We first read and discuss short stories, then poetry, and then drama. Before we look at each genre, I give the students a working framework from which they can analyze that particular genre. Students get a lot of practice using this framework, and class discussions have gone well and show that the students are learning.

Results of Prior Assessment:

I think that the poetry section of the class went better, but improvements can still be made in this area. The Bill Moyer`s tapes should help a lot in this area.

Date-Time:

12/19/2006 3:44:07 PM

Billings, B 07F HSS

HIS-201-001

pre-post-Test, program-level=No

Results:

Students took the pre-test during the first week of classes, and took the post test during finals week, after the Final Exam. The tests were identical, and consisted of fill-in-the-blank and multiple choice questions. Students were not given back the pre-tests to study. Many of the questions on the test were over the first part of the course which was not covered on the Final Exam. The average score on the pre-test for the 35 students who took it was 30.9%. The average score on the post-test for the 35 students who took it was 47.1%. For the 28 students who took both tests, the average score on the pre-test was 30.5%, and the average score on the post-test was 48.6%.

Analysis:

There was a definite correlation between post-test score and class performance, including final grade. The 6 students who received A`s scored from 65% to 90% on the post-test. The range for the B students was from 40% to 70%, with only 2 students scoring below 50%. The students who received a C or lower, scored from 15% to 45%. There was a major gulf between the A and B students at one end and the C and below students at the other end in terms of mastery of the course material. A few of the lower graded students did show significant improvement, but not to the level of the A and B students, a few of whom already had significant command of the course material. The students with the lower grades seemed in many cases to be simply trying to pass the course. It was a large class, and many of the students sat as far back in the classroom as possible.

Changes:

May need to require students to sit closer to the front of the classroom. The introduction of the use of Powerpoint presentations particularly in Pictel classes. The instructor is also learning Vista and will be fully implementing it by Summer Semester. Also condensing chapter outlines.

Continuance:

Providing students with course outlines including questions. Requiring each student to give an oral presentation. The outlines help summarize and supplement the reading material, and point out the major issues. The oral presentations, if properly done, help the student to focus on a particular topic, and develop expertise in that topic. Also, it can provide valuable information and insight to other students. Helps the student develop oral communication skills. The use of essay questions in exams helps students develop written communication skills.

Results of Prior Assessment:

Increased emphasis on chapter out-line handouts. In Pictel classes, there were previously no outline hand-outs; instead the students viewed the outline on the screen in class. A lot of time was wasted by students copying the outlines. The pre-test scores were fairly low compared to previous U.S. History classes, but the improvement level was at the upper end od the U.S. History classes.

Date-Time:

12/19/2006 3:35:18 PM

Lee, J 07F CD

ENG-121-ITO

compare 1st & last , program-level=No

Results:

The papers that the students write the first day of class are graded and compared to the grade they receive on thier last paper in their last English class. It is rare that the student`s writing hasn`t improved. Generally we see improvements in ideas and organization as well as in grammar, punctuation, etc. In my ITOP classes, I also give the students a pre-and-post test on grammar, sentence structure, and punctuation. This semester, the average score on this test went up 11.2 points which is equivalent to a full letter grade.

Analysis:

About 95-98% of the students improve in their writing over the course of their work at TSJC. They also seem to gain confidence in their writing, and many of the students actually begin to like writing and see it as a way to give "voice" to their ideas, opinions, and feelings. The lab work that the students do definitely helps. Many of the students in the ITOP class come to campus with a poor background in grammar, etc. The lab helps them review/learn about grammar so that they are more proficient in their writing.

Changes:

The one area where I think I can still improve is in teaching research writing. Again, this is an area where students are generally very weak, and they need a lot of work in learning how to do research and in how to put that research in their papers. Also, I will continue to work on introducing exercises at the start of class that help students with their writing.

Continuance:

I like the basic structure of the class. Students get a chance to write a variety of essays and to do evaluations of not only their work but other students` work as well. There is an emphasis on revision as a way to make a paper the best it can be. I really still like the final I use as it allows the students to be very creative, and the lab structure will be maintained as well.

Results of Prior Assessment:

I think that the exercises I used at the beginning of the class to stimulate student ideas were helpful. These exercises seemed to ease the students into writing and give them ways to get started.

Date-Time:

12/19/2006 3:27:32 PM

Horton, B 07F MS

BIO-105-001

Laboratory Report, program-level=No

Results:

Each student in Bio 105 was required to produce a scientific study and subsequent laboratory report based on their research. This lab report was required to contain an appropriate and scientific based title, a thorough and informative introduction, a comprehensive materials and methods section, graphically and verbally represented results and an analytical, well developed discussion. The average score on this final lab report for the class was 85%. The success of this assessment was good overall. Generally, the introductions, material and methods and the results sections were well done by most students. Through previous assessment, I had determined that the weakest point of virtually all of the reports was the discussion. They lack careful analysis and meaningful conclusions. This trend was evident in this assessment also. Out of 17 students only 3 gained full points from the discussion section of the lab report rubric used. However, there was overall improvement in the discussion section of the student reports (i.e., they weren`t as bad).

Analysis:

Based on previous assessment (Spring 2006), I employed several tactics to increase student understanding of the discussion section of a scientific report. Because of this, students can articulate what should go into a well written discussion. I also employed assignments to allow students to practice writing their own meaningful discussion. The students were able to produce better results from examples and class discussion. However, there is a breakdown somewhere when we add the facet of students having to thoughtfully analyze and discuss results of their own research project. This section of the lab report is admittedly the most difficult to write because of the thought and synthesis required. I believe that when students get to this point the answers/procedure/recipe feeling of the rest of the paper is not there. When called upon to break new ground in thought the students are intimidated and are unable to complete the discussion section.

Changes:

I will continue to utilize the practice assignments and modeling employed this semester to further student understanding of the discussion section. Furthermore, I will employ increased modeling and also expose students to more properly written discussions in the hopes that students will become more familiar with the wording and ideas that should be generated in a good discussion. Finally, students will be required to draft more discussions from example data with careful correction and revision that is instructor guided.

Continuance:

See "Changes" section.

Results of Prior Assessment:

See "Analysis" and other previous sections.

Date-Time:

12/19/2006 3:24:20 PM

Billings, B 07F HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

Students took the pre-test during the first week of classes, and took the post-test during finals week, the class meeting after the Final Exam. The tests were identical, and contained fill-in-the-blank and multiple choice questions. Students were not given back pre-tests to study. Many of the questions on the test were over the first part of the course which was not covered on the Final Exam. The average score on the pre-test for the 16 students who took it was 38.0%. The average score on the post-test for the 14 students who took it (all of whom took the pre-test) was 54.6%. For the 14 students who took both tests, the average score on the pre-test was 39.1%.

Analysis:

There were two students who were absolutely outstanding, and also finished with very high post-test scores. (One improved from 95% to 100%, the other from 67.5% to 90%). The other student who got an A in the class inexplicably dropped from 75% to 50%. I have no explanation for that. He came to all of the classes, did a good job on his oral presentation, and consistently got B+ or A on tests. The other students generally were far back behind these students and got much lower scores on the post-test than the top two, although a number showed significant improvement. Overall, there was a correlation between final grade and performance in class and on the post-test.

Changes:

The introduction of the use of powerpoint presentations particularly in Pictel classes. The instructor is also learning Vista and will be fully implementing it by Summer Semester. Once problem that occurred in the class was the malfunctioning of equipment related to the document camera which interfered with the effectiveness of looking at maps. Hopefully, those glitches will be minimized in the future, since maps are such an important part of study in Geography class.

Continuance:

Providing students with Chapter outlines including questions over the text material. Reauiring each student to give an oral presentation. The outlines help summarize and supplement the reading material, and point out the major issues. The oral presentations, if properly done, help the student to focus on a particular topic, and develop expertise in that topic. Also, it can provide valuable information and insight to other students. Students are encouraged to bring in guest speakers, or speak on topics in which they have personal, first-hand information and experience. Oral presentations help the student develop oral communication skills. Use of essay questions on exams helps students to develop written communication skills.

Results of Prior Assessment:

Handing out copies of the chapter outlines to the students, rather than simply putting them up on the screen. Avoids wasting time in Pictel classes copying outlines off of screen. Post-test scores as good or better than in previous classes.

Date-Time:

12/19/2006 3:08:58 PM

Billings, B 07F HSS

POS-105-001

pre-post-Test, program-level=No

Results:

Students took the pre-test during the first week of classes, and took the post-test during finals week, right after the Final Exam. The tests were identical and contained fill-in-the-blank questions, and multiple choice questions. Students were not given back pre-tests to study. Many of the questions on the test were over the first part of the course which was not covered on the Final Exam. This was a very small class with only six students, one of whom inexplicably stopped coming to class and doing assignments only two weeks before the end of the Semester. Up to that time he was the best student in the class. He did not take the Post-test. The average score on the pre-test (all 6 students) was 31.7%. The average score on the post-test (remaining 5 students) was 41.0%. The average score on the pre-test for the 5 students who took both tests was 26.0%.

Analysis:

Except for the one student who stopped coming to class, the students did not have a very extensive background in the subject matter. The student who left the class, scored 60%; none of the other students scored over 35%. The 3 students who got B`s all improved by either 20 points or 25 points on the post-test. The D student improved from 10% to 30%, but the C student dropped from 35% to 20%. The B students scored higher than the other two on the post-test, so there was some correlation between post-test performance and final grade.

Changes:

The introduction of Powerpoint presentations, particularly when this course is offered as a Pictel course. The instructor is also learning Vista and intends to fully implement it by Summer Semester.

Continuance:

Providing students with Chapter outlines including questions over reading material. Requiring each student to give an oral presentation. The outlines help to summarize and supplement the reading material, and point out the major issues. The oral presentations, if properly done, help the student to focus on a particular topic, and develop expertise in that topic. Also, it can provide valuable information and insight to other students. Helps the student to develop oral communication skills. Use of essay questions on exams helps students to develop written communication skills. Because of the small size of the class, we were able to carry on the class in a more informal, conversational type mode. I think that may have helped the students to perform somewhat better than otherwise. They came to class and had a good attitude.

Results of Prior Assessment:

Class carried on more informally, almost one-to-one instruction. Allowed for more student feedback than in larger classes, and even in some small classes where the students were not motivated.

Date-Time:

12/19/2006 2:42:34 PM

Billings, B 07F HSS

HIS-101-001

pre-post-Test, program-level=No

Results:

Students took the pre-test during the first week of classes, and the post-test during finals week right after completing the Final Exam. The tests were identical and contained fill-in-the-blank questions and multiple-choice questions. Students were not given back the pre-tests to study. Many of the questions on the test were over the first part of the course which was not covered on the final exam. The average score on the pre-test for the 34 students who took it was 42.4%. The average score on the post-test for the 29 students who took it was 57.1%. For the 28 students who took both tests, the average score on the pre-test was 44.6%, and the average score on the post-test was 57.7%.

Analysis:

There was a definite correlation between class performance and the results of the post-test. Students who received A`s in the course scored from 55% to 95% on the post-test. The B students scored from 30% to 80% with only 3 students below 50%. C and below students scored from 20% to 75%, with only 5 students above 50%. The A and B students either had the highest scores on the pre-test, showed the greatest improvement between the two tests, or both, generally speaking, with a few exceptions.

Changes:

The introduction of the use of Powerpoint presentations particularly in Pictel classes. The instructor is also learning Vista and will be fully implementing it by Summer Semester. Consider condensing the chapter outlines.

Continuance:

Providing students with Chapter outlines including questions. Requiring each student to give an oral presentation. The outlines help summarize and supplement the reading material, and point out the major issues. The oral presentations, if properly done, help the student to focus on a particular topic, and develop expertise in that topic. Also, it can provide valuable information and insight to other students. Helps the student develop oral communication skills. Use of essay questions on exams to develop written communication skills.

Results of Prior Assessment:

Results of Prior Assessment:

This was the first semester for Hospitality

Date-Time:

12/19/2006 8:43:43 AM

Haverfield, D 07F TI

EMS-125-250

Skills Assessment, program-level=No

Results:

Upon entry into the course, 1 of 12 students could pass 3 of 5 skills stations and 11 of 12 passed 0 of 5 skills stations. Upon completion of the course 9 of 9 students passed 5 of 5 skills stations.

Analysis:

Keep enforcing skill practice sessions and skill evaluation sheets in the training.

Changes:

Provide more opportunities to test students more often in class in skill scenario settings. Increase vocabulary testing.

Continuance:

Reinforcement of skill practice and skill assessments.

Results of Prior Assessment:

Results of Prior Assessment:

More even-numbered exercise were assigned. I am unsure whether this was useful, because it is difficult to compare this class to last spring`s class. In general this class had better attendance, better behavior, and were better at doing assignments and completing tests on time.

Date-Time:

12/15/2006 1:15:25 PM

DeCristino, K 07F TI

COS- -

Pre-Test/PostTest, program-level=No

Results:

All students completing the Post-Test for cosmetology, hairstyling, manicuring,and esthetician programs for fall 2006 saw an increase of at least 59 points from the pre-test scores. No student scored less than 71% on the exit Post-test.

Analysis:

The exiting students demonstrated significant gains in knowledge acquired as a direct result of taking the cosmetology, hairstyling, manicuring or esthetics program.

Changes:

Revise a few questions on the pre-test that students have consistently scored well on entering the program.

Continuance:

Daily lecture with extensive notes, review, weekly workbook assignment and tests, daily lab assignments to acquire technical skills, and the continuance of mid-term and final practical exams that are modeled after the state licensing exams. The students also get valuable experience during the daily clinc time where they perform services on the public under direct instructor supervision.

Results of Prior Assessment:

Date-Time:

12/15/2006 12:59:23 PM

DeCristino, K 07F TI

NAT-110-001

Daily course average, program-level=No

Results:

Not all students enrolled in NAT 110 for fall 2006 achieved at least 70% or above on the daily/weekly theory or written coursework average.

Analysis:

The students with a daily average below 70% were able to bring up their final average by doing well on the final exams. Also, after reveiwing the students with averages lower than 70% the reason for the lower scores was due to coursework not getting turned in rather than low test scores.

Changes:

Continue to stress the importance of turning in daily/weekly assignments and how it correlates to student success.

Continuance:

Daily lecture with extensive notes, review, weekly workbook assignment and test.

Results of Prior Assessment:

Results of Prior Assessment:

Adding interim due dates for each phase of the project provided incentive for students to start on the project earlier and focus on each section. The quality of the projects this semester was higher overall than in semesters when I just assigned one due date for the entire project.

Date-Time:

12/15/2006 12:12:16 PM

Carter, K 07F MS

MAT-135-0xx

Test Item Analysis, program-level=No

Results:

Analysis of test item on hypothesis testing was again used because it is comprehensive. The following results were obtained: 1) a smaller proportion of students were able to calculate the standard deviation (only 4 of 16) 2) only 2 students out of 16 were able to correctly find both the critical value and the test statistic 3) Only 9 students out of 16 were correctly able to find n, the sample size 4) the proportion of students who can correctly identify an outlier is approximately the same, but is still too low (7 of 16). The project on correlation was expanded to include regression analysis and students did well on this.

Analysis:

In general, results were not good. A smaller proportion of students were able to correctly complete the item on hypothesis testing. This can probably be attributed to the fact that many students did not complete assignments.

Changes:

A greater emphasis should be placed on completing assignments. Perhaps they should be a larger proportion of the grade for each chapter.

Continuance:

I will continue using the slides. I will continue the use of the current assignments and the use of the PowerPoint slide shows.

Results of Prior Assessment:

The only change was an expansion of the project on correlation to include regression analysis. This change was well received and the students seemed very enthusiastic about the project.

Date-Time:

12/15/2006 12:09:31 PM

Spencer, L 07F CD

Eng-226-050

Portfolio, program-level=No

Results:

Portfolio allowed the students to develop a collection of writings that showed increased proficiency at using conventions of good creative writing. All students recognized several conventions at the end, and were able to apply them to final rewrites of their works. The workshop format of the class allowed them to discuss their original works and obtain feedback from an audience of readers.

Analysis:

The workshop format works as long as there is gentle direction and encouragement from the instructor. Revision allows the student to see improvement and to explore various ways of dealing with the conventions of writing.

Changes:

none

Continuance:

all

Results of Prior Assessment:

N/A

Date-Time:

12/15/2006 10:28:56 AM

Spencer, L 07F CD

Eng-122-003

self-critique, evalu, program-level=No

Results:

Students were required to write a self-critique examining their learning experience, and an evaluation of the class. The evaluation paper is a required assignment, and the use of it for a self- and class evalution involved the students in a project of immediate importance and gave relevance to the assignment. Students agreed that critiquing, the syllabus, workshops, problem solving exercises, group problem solving, required attendance, extensive research all made the class a complete success (although there was one student who had very poor attendance who missed the point of the workshops)and felt that they had gained so much knowledge that they would be able to apply the learned skills to the rest of their college careers and to use them in everyday life. They all liked the casual atmosphere but admitted that they had to exercise a lot of self discipline in order to keep up with the work. They said they thought they were much better time-managers because of it. They said that the workshopping of problems as a group was particularly helpful because all questions got answered and they were able to apply new knowledge to their final project immediately. There were six A`s, five B`s, and one C. One young woman broke into tears when she handed in her evaluation because she had never seen herself as a writer and couldn`t believe how well she had done.

Analysis:

This class works! The combination of structure and need for self-direction really helps the students to invest in learning and research, not on just turning in an assignment.

Changes:

None

Continuance:

All

Results of Prior Assessment:

None

Date-Time:

12/15/2006 10:23:22 AM

Spencer, L 07F CD

LIT-115-050

final, program-level=No

Results:

All students were able to talk about the conventions of fiction and poetry, to recognize the use of conventions such as symbol, connotations, image, structure, meaning, etc., and to do an analysis of a complex work.

Analysis:

Attendance and in class discussion were critical in developing skill in analyzing anad interpreting literature. Students struggled most with the research paper documentations. I need to take more time with teaching documentation.

Changes:

Do more with documentation and avoiding plagiarism.

Continuance:

Group discussion, interpretive papers, research, attendance policy

Results of Prior Assessment:

More focus on MLA style documentation. More directive questions to spur engagement.

Date-Time:

12/15/2006 10:10:16 AM

Spencer, L 07F CD

ENG-121-003

exams, portfolio, program-level=No

Results:

This class was a nightmare. In 18 years of teaching, I have never run into a class that was so resistant to becoming invilved in the process. There were two students who undermined any energy that was generated. I waited too long to talk to them or to remove them from class...the damage was done and continued.

Analysis:

I`ll intervene in negative behavior more quickly.

Changes:

None

Continuance:

All

Results of Prior Assessment:

none

Date-Time:

12/15/2006 10:04:22 AM

Spencer, L 07F CD

ENG-121-001

exams, portfolio, , program-level=No

Results:

All students produced an "A" portfolio. Every student raised their level of writing to produce excellent papers through a process of peer critique, workshopping, and revision. The in-class assessment in which the students had to reflect on their own learning experience and what worked best for them in class revealed that they thought the attendance policy was critical in that by attending they realized the value of each piece of instruction and could apply it to their writing. Additionally, they said that the strict due dates helped them realize that they had problems with procrastination and poor time management, a common freshman dilemma. They said the syllabus was clear and concise, gave all the necessary information, and helped keep them focused. I had asked them about the syllabus because my other 121 class had a terrible time handing in papers on time and keeping up with the reading assignments. This class said they couldn`t understand that since everything was clearly outlined. Every student said that their writing had become much better than they had ever thought it could be. The portfolio allowed them to assess their earlier writings in comparison to what they produced at the end of class.

Analysis:

Attendance can help engineer success. It IS possible to teach well enough to have everyone get "A`s!" The portfolio continues to be a valuable tool in helping students understand the process of writing and the value of revision. It also solidifies the concepts taught during the semester.

Changes:

Perhaps additional handouts to outline instructions for each paper

Continuance:

Critiquing, workshopping problem areas, in class examples

Results of Prior Assessment:

I addressed summary and paraphrase more and went over and over what constituted plagiarism and how to avoid it. I encouraged everyone to use the Writing Center to have someone double check for documentation errors. Many students did and said that it was extremely helpful. There were no cases of plagiarism in this class.

Date-Time:

12/15/2006 9:49:51 AM

Pearson, T 07F TI

ENT-141-001

test item analysis, program-level=No

Results:

The horizontal angle measurement section of the class produce very good results in terms of students field ability. The class room portion, and the resulting office work area of competencies, was far less successful. Students loved the field work, and got good at it. They didn`t enjoy the office calculations as much, and didn`t put in as much effort in that area.

Analysis:

I relied on class deminstration, and lecture, with a minimal number of homework assignments for this section of the class. The field time required to teach students field proceedure ate up a great deal of the class time, which shorted the office calc`s portion of the class.

Changes:

I need to require more homework assignments. The homework needs to come in work sheets that will take students about 1 1/2 hours each, and there should be four such work sheets for the angular measurement section of Survey I. Bearings to Azimuths, Azimuts to Bearings, Angles to and from Brg and Az, and Deflection angles each need a homework worksheet.

Continuance:

The field proceedure section of the class was a great success. When we began, no student could set up a total station in less than 8 minutes. By the time the took the practical portion of their test, no student took longer than 1.75 minutes. The improvement was remarkable, and the students loved the time we spent working with the equipment.

Results of Prior Assessment:

first effort for this class, more to follow.

Date-Time:

12/14/2006 2:44:14 PM

Pearson, T 07F TI

ENT-255-001

Capstone Project, program-level=No

Results:

All Civil Drafting students produced a high quality land survey plat. The plat involved coordinate geometry, area calculations, angle-distance-bearing calculations, presentatin skills, etc. This project requires the use of all skills learned in all of the AutoCAD classes.

Analysis:

The Capstone Project provides a great deal of motivation for students. They worked very hard, and produced a quality product, which can be displayed to future employeers, and were very proud of their hard work. The project acted as a confidence builder for students.

Changes:

I introduced the capstone project with 5 weeks + finals left in the semester. This required to students to spend many hours outside of class on the project. It also prevented me from reviewing the project prior to final submittal, and the students could have learned much from that review. I need to introduce the project at mid term, so there is enough time to get the full value of the work.

Continuance:

The emphasis on the real world application of the project helps students to get motivated. The fact that the project is worth around 33% of the grade for the class helps too. The long hours pay off with a very impressive finished project, which gives students pride.

Results of Prior Assessment:

First one for this class. More to follow!

Date-Time:

12/14/2006 2:33:26 PM

Robbins, P 07F TB

MAN-226-0xx

Midterm & Final, program-level=No

Results:

I decided to compare scores on the midterm and final exams to see if students improved in their test-taking abilities. The average score on the midterm was 98%, and the average score on the final exam was 96%.

Analysis:

There is little difference between the average scores. Students received a test review and were allowed to use one sheet of notes for both tests, so they were very well prepared for the tests.

Changes:

Eliminate the notes for these two tests.

Continuance:

Continue with the test reviews prior to giving tests.

Results of Prior Assessment:

N/A.

Date-Time:

12/14/2006 2:25:39 PM

Robbins, P 07F TB

BUS-216-200

Pre/Post test, program-level=No

Results:

Average pretest score was 36%, and average posttest score was 90%. Obviously there is significant improvement over the course of the semester.

Analysis:

Student learning has increased in the area of testing; however, other assignments such as the research paper and case presentation were a significant part of assessment as well.

Changes:

Perhaps a writing assignment the first day and last day of class that summarizes what the student learned from the class.

Continuance:

Continue current methods.

Results of Prior Assessment:

N/A.

Date-Time:

12/14/2006 2:17:31 PM

Burns, S 07F TB

ECE-214-0xx

Pre-Post, 2 presenta, program-level=No

Results:

A total of 6 students were enrolled in the course. A pre and post assessment was given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center.. Pretest scores ranged from---- while post test scores, completed by 5 students, ranged from 61-100. All students completed a presentation, 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:

Changes:

I will drop the notebook requirement.

Continuance:

Results of Prior Assessment:

This is the third formal assessment of this course. Continued diligence in teaching reading comprehension and test taking skills was helpful, and needs to be continued. Dropping the notebook assignment resulted in more meaningful assignments for students.

Date-Time:

12/14/2006 2:07:10 PM

Burns, S 07F TB

ECE-102-200

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

Results:

A total of 10 students were enrolled in the course with 6 completing the course. Pretest scores ranged from 0 to 25 while post test scores ranged from 140 to 200, with 200 being a perfect score-50% of students achieved this score. All students completed weekly observations on various topics, compiled a portfolio of one child, analyzed that child�s development in 4 domains and summarized what they learned about the child. All students who completed the course observed more than 50 hours of the 60 hours required.

Analysis:

Students need repeated concrete assistance with writing anecdotals, completing checklists and using other observation methods.

Changes:

I will provide and require forms for various observational methods to be completed for the child�s portfolio, in addition to what those observation forms in the lab manual. I will provide guided observations in class using video and CD recordings of children�s behaviors, ask students to complete anecdotals in class, and then compare their writings with the desired results being more students completing the course when they have increased competence in completing the class observations. I will require the child�s portfolio to be completed and handed in before Thanksgiving to allow for my evaluation and any remediation of the assessment that needs to be completed.

Continuance:

I will continue to use power point presentations, as well as video and CD recordings to illustrate children�s behaviors and concepts. I will continue the practice of reviewing the chapters in class and then having students complete the observations for those chapters during the week that follows the class presentations and discussions.

Results of Prior Assessment:

This is the first time I have taught this course.

Date-Time:

12/14/2006 1:53:35 PM

Burns, S 07F TB

ECE-101-200

Pre-Post, ProDev Por, program-level=No

Results:

A total of 10 students were enrolled in the course. A pre and post assessment was given. Pretest scores ranged from 0 to 25 while post test scores, completed by 6 students, ranged from 140 to 200, with a possible score of 200. A mid-term assessment consisting of 2 parts, 1 part essay questions from the text and 1 part about child development theorists, was given. All students completed a presentation on a curriculum topic and a Professional Development Personal Portfolio containing their resume�, a cover letter, a letter of reference, transcripts and certificates of trainings completed.

Analysis:

I need to teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I believe chapter quizzes in class and small group discussion of the answers to chapter questions would be helpful. Students reported learning from small and large group discussions of chapter topics. 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 search for another text book with some Internet study helps and assessment capabilities. Some students need stronger computer/Internet skills, which could be enhanced. I will continue the Professional Development Personal Portfolio assignment with more direct instruction for the resume� and cover letter. Instead of a mid term assessment and a final, I will use 5 section assessments and the child development theorist summary.

Continuance:

The text is easy to read and coordinates well with the lab assignments. I would like to continue with a similar format in texts, if possible. Meeting face to face was beneficial to students and to myself�lots of good ideas and frustrations were shared. Some videos were used to illustrate concepts; I have purchased additional CD�s and videos to illustrate concepts, as many of the students have never worked in a child care center and all concepts were new to them. The child development summary was helpful, as was the student presentations in a curriculum area for hands-on experiences.

Results of Prior Assessment:

This is the first time I have taught this course.

Date-Time:

12/14/2006 1:46:41 PM

Philbin, R 07F MS

PHY-211-001

FCI, program-level=No

Results:

Force concepts inventory - Average dropped to 59%, down from those years where this course was taught on its own, 67%. Specifically, questions pertaining to Newton`s first and third laws and force diagrams were down by 3.4, 1.5, and 6.9 standard deviations. Curiously, Newtons 2nd law questions were up 2.7 std dev.

Analysis:

Newton`s laws were emphasized more this year, but apparently not enough attention paid to the two more qualitative laws, the first and third. Calculus-based physics should be taught separately from algebra-based physics because, though the topics are almost identical, the treatment is entirely different.

Changes:

Teach Phy111 and Phy211 at different times.

Continuance:

Continue to emphasize the basics, probably with more conceptual introduction followed by applications.

Results of Prior Assessment:

Last years suggestion to do more lab-based work was untenable because classes simultaneous. Group work on chalkboard was helpful, but need to do even more.

Date-Time:

12/14/2006 1:31:01 PM

Philbin, R 07F MS

PHY-111-001

final exam, program-level=No

Results:

Force concepts inventory - Abysmal 40% average. Average post-test score ought to be in the low 60%. Past years` low was 42% and high 69%.

Analysis:

PHY211 met simultaneously with PHY111, making it impossible to optimize any presentation for either group.

Changes:

Separate PHY 111 from PHY 211. More active lab work ... give up on trying to "cover" all the material and focus on essentials.

Continuance:

Increase amount of time on lab work.

Results of Prior Assessment:

Changed to simultaneous instruction of PHY111 and PHY211 with disastrous results.

Date-Time:

12/14/2006 12:23:11 PM

Compton, T 07F CD

Lab-all-all

various, program-level=COM

Results:

[Assessment Description: Pre-test, final exam, portfolio, exit survey] 1. GSRT was not used in Reading courses as placement indicator this semester. Reading students pre-tested with hard copy Accuplacer. Results: all REA 030 tested into REA 060, 5 REA 060 tested into REA 090, and 1 REA 090 tested out of required reading. Of those students who tested up to the next level, all achieved mastery [B or better]. 82% of total Reading students who remained in the Lab achieved mastery and 18% received grade C or lower. 2. The Writing Sample was still used as a pre-test of all ENG students. Two students from ENG 090 tested into ENG 121. Of the two, one failed [discipline problem] and the other passed with a B. One student tested from ENG 060 to ENG 090 and earned a B for the course. 73% of total ENG students achieved mastery and 27% earned grade C or lower. The Exit Survey indicated that 61% of students rated the overall lab grade an `A`, 35% a `B`, and 3% a `C`.

Analysis:

1. The hard copy Accuplacer used for reading students places them with greater accuracy than computer generated test. 2. Although success rate statistics [Mastery-B or better] was lower this semester because we did not withdraw students for non-attendance [we failed them], students responded positively to having same level, same course instruction. 3. Many reading students plagerized the book analysis and at instructor`s disgression, were failed for the project or the course. 4. Overall, the lab is a constructive experience for develpmental language students.

Changes:

1. Assign instructor`s to same course `level`. Keep reading as a lab experience, but change writing to more a lecture style which will allow for collaboration, communication and differentiation. 2. Instructor`s in reading courses will better inform and better educate student`s with regard to writing with honesty and integrity. 3. Accuplacer will be used to pre-test all writing students Spring 07.

Continuance:

1. Individualized/small group instruction for reading students.

Results of Prior Assessment:

1. Instructor`s taught either reading or writing in one class period which intensified subject focus. Additional vocabulary, timed readings, and short/classic books/novels helped give the student a balance for skill gaps which include inference and critical thinking. 1. Hard copy Accuplacer replaced GSRT as a pre-test and is acceptable for student placement.

Date-Time:

12/14/2006 12:01:58 PM

Robbins, P 07F TB

BUS-115-200

1-page paper, program-level=No

Results:

One-page written article reviews were assigned four times throughout the semester. I compared the scores on article 1 with the scores on article 4.

Analysis:

The average score on article 1 was 76%, and the average score on article 4 was 90%. Students received the same written instructions for all four writing assingments; however, after the first article was graded they were given a brief lecture on grammar and mechanics. This seems to indicate that students had a better idea of what was expected as the semester continued. This is certainly not phenomenal research, but it does seem that trial and error does result in a certain amount of learning.

Changes:

None.

Continuance:

Will continue all current methods.

Results of Prior Assessment:

None.

Date-Time:

12/14/2006 11:47:21 AM

Burns, S 07F TB

ECE-220-B20

Pre-Post, Portfolios, program-level=No

Results:

A total of 6 students were enrolled in their first hybrid class; therefore, we met F2F every other week for videos and student presentations, because both are vital to learning and applying the course content. Pre assessment scores ranged from 232-63. Post assessment scores ranged from 82-100. 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 and presented each in class. All students completed a portfolio of 1 child, including many observations and a Creative Curriculum summary, assessing development in all 4 domains and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home.

Analysis:

The scores on multiple choice assessments, as well as threaded discussion answers and responses improved as the semester progressed. Use of Blackboard practice quizzes and chapter quizzes has helped students with concepts and test taking skills. Meeting every other week F2F allowed the hands-on learning activities in music, sensory, cooking, outdoor, and math that has proved helpful in the past. Students reported learning from other student�s presentations, as well as from the discussions.

Changes:

No changes-students and I were pleased with the format and the knowledge and skills gained.

Continuance:

I will continue to use the same texts with Blackboard, videos and portfolio components and the 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:

This is the 5th time I�ve taught this course with 2 texts. I will continue using both & requiring the child observation/assessment.

Date-Time:

12/13/2006 4:35:36 PM

Burns, S 07F TB

ECE-289-200

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 11 to 56, while post assessment scores, completed by all students, ranged from 115, a perfect score, to 98. 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 assessment tools.

Changes:

No changes will be made in assessment or texts. However, this course will be 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. Students are becoming more sophisticated in the use of Internet based courses. I will require assistance to create the course in Vista, as this course does not have an epack. 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. Students will post activity and lesson plans and discussion questions on Vista.

Continuance:

Results of Prior Assessment:

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

Date-Time:

12/13/2006 4:14:05 PM

Burns, S 07F TB

ECE-288-200

Pre-post, portfolio, 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 pre and post assessment was given with scores ranging from 11 to 56 while post assessment scores, completed by all students, ranged from a perfect score of 115 to 98. 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 assessment tools.

Changes:

I will not use of the text Art of Awareness, due to difficulty covering all the material. Other texts will remain the same.

Continuance:

Results of Prior Assessment:

Date-Time:

12/13/2006 4:09:47 PM

Larsen, K 07F TI

CRJ-110-001

pre-post-test, program-level=No

Results:

A pre-test, identical to the final exam was administered on the first instructional day of class yielding a result of 42.7% with a high of 56% and a low of 37%. The final exam was offered on the last instuctional day of class, yielding an average of 83.5% with a high of 96% and a low of 62%. This shows a learning growth average of 40.8%.

Analysis:

I realize that for most of the students, the information offered in this class was their first foray into criminal justice operations as evidenced by their low pre-test scores. I am quite satisfied in the growth of knowledge obtained by the students resulting from their final exam scores and feel that the class met its course objectives.

Changes:

I will continue to instruct this class in the future in the interactive lecture format, but am mindful of the benefits of increasing the use of visual aids and guest speakers who have source knowledge.

Continuance:

I believe that students have better retention when source material is applied in real life role playing scenarios in class and believe that this was of utmost interest and benefit to the students and will continue with role playing teaching models.

Results of Prior Assessment:

No previous assessment data.

Date-Time:

12/13/2006 8:47:28 AM

Larsen, K 07F TI

CRJ-210-001

pre-post-test, program-level=No

Results:

A pre-test, identical to the final exam, was administered on the first day of attendance with a 52.4% average achieved. High score on the pre-test was 70%, with a low of 39%. The final exam was administered yielding a student average of 80.1% with a high of 95% and a low of 62%. It is noted that those students who performed at less than 70% on the final exam, had excessive absenteeism and were not present during the lecture phases of various course material.

Analysis:

I have concluded that the manner in which the course was instructed proved to be successful as evidenced by nearly a 28% growth in knowledge. I find this particularly gratifying as this class was taught to sophomores with much of the information repetitive from prior courses.

Changes:

I believe that assessment results would be further improved by an increase in student attendance and will create a more thorough reward/punishment system to discourage absenteeism.

Continuance:

I believe that the interactive lecture format employed in this course was effective in realizing learning objectives and will continue along this line with a likely increase in visual aids such as power point presentations and out of class assignments.

Results of Prior Assessment:

No previous assessment data for this course.

Date-Time:

12/13/2006 8:20:25 AM

Larsen, K 07F TI

CRJ-210-001

test item analysis, program-level=No

Results:

Students were orally quizzed on the information prior to any lecture or lab work per section. Results showed that students had a misconception about law enforcement operations. After presentation of course material, students were tested on each segment of the material with above average scoring.

Analysis:

Without the ability to offer a pre-test on the information, I found it difficult to gauge pre-existing knowledge on the subject. I however, am satisfied that students realized their goals of knowledge of the subject matter through outstanding performance on the final exams which averaged 80% with a low of 72%

Changes:

Should I be called upon to instruct this class in the future, I will have a pre-test prepared to more accurately gauge growth

Continuance:

With this being a law enforcement operations class, I required a ride along and essay completion assignment with a law enforcement agency. Students advised me that having an opportunity to witness law enforcement operations in this matter cleared up a lot of misconceptions they had about the day to day activities. I strongly encourage this continue to be a part of the instruction of this class.

Results of Prior Assessment:

No previous teaching activity on this subject matter.

Date-Time:

12/13/2006 8:09:42 AM

Amenta, C 07F TI

HHP-235-200

pre-post-Test, program-level=MASS

Results:

All students showed a substantial gain from pre to post test.

Analysis:

Substantial gain.

Changes:

None.

Continuance:

Lecture, Guest Speakers, Videos.

Results of Prior Assessment:

None.

Date-Time:

12/12/2006 12:20:22 PM

Amenta, C 07F TI

MST-178-200

pre-post-Test, program-level=MASS

Results:

All students showed a substantial gain from pre to post test.

Analysis:

Substantial gain.

Changes:

Some Videos.

Continuance:

Lecture, Lab Work.

Results of Prior Assessment:

None.

Date-Time:

12/12/2006 11:56:25 AM

Amenta, C 07F TI

MST-105-200

pre-post-Test, program-level=MASS

Results:

All students showed a substantial gain from pre to post test.

Analysis:

Substantial gain.

Changes:

None.

Continuance:

Lecture, demonstrations, class reading.

Results of Prior Assessment:

None.

Date-Time:

12/12/2006 11:54:49 AM

Heusted, M 07F TI

HHP-160-200

, program-level=MASS

Results:

Students showed a 51% gain in scores from a pre to post test.

Analysis:

The students knew very little about meditation at the start of the class, and that they successfully learned a good deal.

Changes:

none at this time

Continuance:

Actual time spent doing meditation during each class was helpful.

Results of Prior Assessment:

Overall increase in scores.

Date-Time:

12/12/2006 11:52:18 AM

Heusted, M 07F TI

MST-111-200

, program-level=MASS

Results:

12/12/2006 11:41:28 AM

Philbin, R 06S MS

MAT-121-003

EGEA-M, program-level=MAT

Results:

The results for all sections of MAT121 were slightly lower this semester (54+/-23%) compared to previous semesters (67+/-28%), (62+/-25%), (57+/-28%).

Analysis:

The only changes were to add one written question at the end of each section. Consequently, very little change has taken place in truly understanding the mathematics. Many students did not bother to try the questions. Almost every class period where Q/A was allowed prior to handing in homework, someone would ask the written question and then dutifully copy it down.

Changes:

Assign more short answer/discussion questions on homework and also on chapter tests.

Continuance:

see changes

Results of Prior Assessment:

see analysis

Date-Time:

8/23/2006 12:32:35 PM

Watson, L 06S MS

MAT-lab-all

placement survey, program-level=No

Results:

For each student, use your professional judgment to rate: + if you think the student was placed too high for his ability, 0 if you think that student was placed correctly, and - if you think that student was placed too low (into a class that was too easy for him). MAT 030: N=24, 21% +, 79% 0 MAT 060: N=30, 10% +, 73% 0, 17% - MAT 090: N=41, 34% +, 61% 0, 5% - MAT 106: N=20, 30% +, 70% 0, 0% - MAT 107: N=14, 86% +, 14% 0, 0% -

Analysis:

The placement tests work fairly well except for MAT107. There are still a large number of students taking courses too challenging for them. This is a big problem in MAT030 because over one fifth were ranked by their instructors as placed "too high" for ability, but there is no lower course into which they could be placed.
In 090 and 106, instructors thought that nearly one third had been placed too high, while this number is almost 90% in MAT 107! Perhaps Mat107 needs to include differentiated instruction activities so that the wide spectrum of students can both succeed and be challenged.

Changes:

This study will be repeated, but with more careful controls such as asking instructors to explain why each student was placed + or -. Also, MAT 107 faculty will look into introducing differentiated instruction into the course.

Continuance:

Continue this study.

Results of Prior Assessment:

Date-Time:

8/22/2006 8:40:53 AM

Rankin, R 06S MS

GEY-111-001

A. Exams/Lectures B. Semester Geology Project, program-level=No

Results:

A. Exams Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught. B. The project indicates that students can use communication skills, technology and critical thinking to determine where a specific formation is located utilizing maps, including Google Earth; how it formed; rock type or types; geological age of the formation; changes that have occurred over time to the area; types of plant and animal life inhabit the area today; and fossils found in the formation.

Analysis:

Changes:

A. Exams/Lectures (examples) 1. Some ambiguous questions were reworded. 2. For the semester project, I broadened the scope and allowed the students to choose from a written report, a PowerPoint with an oral presentation to the class, radio project, tv video project or a large graphic design poster.

Continuance:

A. Exams/Lectures (examples) 1. Overall student success was higher on the final exam than on previous exams. 2. A previous Multi-Media Arts major prepared a very good video on the geology of Capulin Volcano. Since I have a diverse group of students in the class, I have expanded to the project to include a written report, a PowerPoint with an oral presentation to the class, radio project, tv video project or a large graphic design poster.

Results of Prior Assessment:

Date-Time:

8/21/2006 9:28:44 AM

Rankin, R 06S MS

BIO-201-001

A. Exams/Lectures B. Labs, program-level=No

Results:

A. Exams/Lectures Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in an Instructor A/P Laboratory Notebook

Analysis:

A. Exams 1. Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. 2. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught. 3. Student comprehension was not as good on the last unit, Nervous System, as on the other material. This was probably due to not having enough time left in the semester. Additional time should be budgeted for this unit for addition review and drill. B. Labs Instructor observations/evaluations of the laboratory activities were recorded in an A/P Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management

Changes:

A. Exams/lectures Some questions may have been poorly worded. All or almost all students mastered some concepts and those concepts that gave students the most trouble were also identified. B. Labs The students readily mastered some laboratory techniques and some techniques are more difficult and require more practice and individual instruction. Some of the more challenging labs (cell culture) are more appropriate for near the end of the semester, when students have become more proficient at basic lab techniques. Some labs worked very well and will be continued and slightly refined.

Continuance:

A. Exams/Lectures (examples) Some ambiguous questions were reworded. Additional review time after the exam was devoted to some topics. B. Labs (example) Correct use of the SI System appears to be a continuing problem. An increased number of required metric measurements were worked into each lab activity. SI questions were also incorporated into the exams.

Results of Prior Assessment:

A. Exams/Lectures (examples) Overall student success was higher on the final exam than on previous exams. B. Labs (example) 1. A lab dissection of shark heads was added that allowed the students hands on work with semicircular canals of the vestibulocochlear apparatus. This activity resulted in a better understanding of hearing and balance. 2. X-rays were used to review the skeletal system material prior to the laboratory practical exam. This review method resulted in better student learning and higher test scores on the laboratory practical.

Date-Time:

8/21/2006 9:27:22 AM

Rankin, R 06S MS

BIO-204-001

A. Exams/Lectures B. Labs, program-level=No

Results:

A. Exams Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. Additional review time after the exam was devoted to some topics and different instructional strategies are planned for lectures for some difficult topics for the next semester the course is taught. B. Labs 1.Instructor observations/evaluations of the laboratory activities were recorded in a Microbiology Laboratory Notebook. Observations include student difficulty/success with lab techniques and time management. 2. The student identifies an unknown bacterium and presents the laboratory tests and literature search information used to come to this conclusion

Analysis:

A. Exams/lectures Some questions may have been poorly worded. Some concepts were mastered by all or almost all students and those concepts that gave students the most trouble were also identified. B. Labs 1. Some laboratory techniques were readily mastered by the students and some techniques are more difficult and require more practice and individual instruction. Some bacterial species were difficult to maintain and will be eliminated next time. Some labs worked very well and will be continued and slightly refined. 2. 21 out of 22 students (95%) correctly identified an unknown bacterium to the correct genus. 17 out of 22 students (77%) correctly identified an unknown bacterium to genus and species. This indicates good mastery of laboratory techniques by the students and excellent use of critical thinking and information gathering skills.

Changes:

A. Exams/Lectures (examples) Some ambiguous questions were reworded. A series of worksheets were developed in cooperation with the TSJC Writing Center that helped break preparation of a formal report into multiple sections with staggered deadlines. B. Labs (example) 1. For the Dental Caries Susceptibility Lab, the highest pH indicator Synder agar tubes used this time were eliminated. This allowed the lab to go faster and gave comparable results. 2. The Alban Modification Method was used and worked better. 3. The students with oral bacteria that produced the most acid were used for microscopic evaluation. 4. The practice of having students establish, maintain, and identify a pure culture of an unknown non-pathogenic bacteria was continued.

Continuance:

A. Exams/Lectures (examples) Overall student success was higher on the final exam than on previous exams. B. Labs (example) 1. Enterotube II lab packs were used for the Unknown Bacterium Identification Lab last time and worked well. This activity was continued. 2. A candle jar culture lab was added as a follow-up the thioglycollate broth tubes to the verify oxygen requirements of the unknown bacteria.

Results of Prior Assessment:

see continuance

Date-Time:

8/21/2006 9:25:50 AM

Rankin, R 06S MS

BIO-112-xxx

A. Exams/Lectures - Scantron item-analysis sheets B. Labs. C. Student Research , program-level=No

Results:

8/21/2006 9:16:14 AM

Story, W 06S CD

JOU-111-001

pre-post-test, standard testing, course satisfaction survey, program-level=No

Results:

pre-post-test, standard testing, course satisfaction survey

Analysis:

Presented with traditional book, lecture and hands-on demonstrations, all of the students satisfactorily learned this subject matter. However, when tasked with the mission of creating an advertising campaign that would dramatically improve TSJC, as well as their portfolios, the students stepped up and successfully nailed this challenge. In future classes, I will try to implement a similar group project strategy.

Though I did make some changes at the start of my class to introduce students to aspects of writing, I want to continue to improve in this area. I try to give them a foundation that they can use in all of the essays they write, and I will continue to try to find exercises that do this.

Continuance:

I think that the basic format of the class is good. We first look at examples of the kind of essay the students will be writing, and then we analyze them. Then student`s write their own essay which is critiqued by me and other students, and after revision, they turn in the final paper. I also like the format of my final and will continue to use the personal scenarios that I do. One other thing....The lab continues to work well in its new format, so I will continue to structure it this way next year.

Results of Prior Assessment:

I think I did a better job teaching the foundations of writing at the beginning of my class. I used some different exercises that helped to get the students "going" with their writing and gave them a better foundation of some of the qualities that are necessary for a good paper.

Date-Time:

8/21/2006 9:05:26 AM

Lee, J 06F CD

LIT-255-001

survey, exam, program-level=No

Results:

Students are surveyed at the beginning of the class about what they know about children`s literature. In all cases, my students had never had a class in this area and knew very little about the subject. Also, the class was given a midterm exam that included questions on literary terms as well as essay questions on the books. Summarize the results of the data collection: At the end of the semester, the class discussed what they had learned in the class. Without an exception, all students said that they were now much more familiar with children`s literature and the possibilities for basing projects on the readings. They now understood why reading was so important for younger children and how much they could influence their students lives by keeping reading an active part of their curriculum. The results on the midterm exam were solid as well. One student scored in the 70`s, but the rest were in the 80`s and 90`s, so it appears they learned the necessary material.

Analysis:

I like the way this course is designed. Not only is it fun for the students, but they learn a lot too. We look at each of the genres of children`s literature and read a book in that genre. That book is discussed. Then students are responsible for reading additional books on their own and presenting them to the class. They also have to design their own picture books, a project that most of the students really like.

Changes:

The one change I would make in this class is to be more specific about the class project and about what is expected on the final exam (a presentation to the class). Although I gave students a sheet specifying what I wanted on the class project, there still seemed to be some confusion on that. If I continue to do the final exam as I have, then I will make my expectations clearer. I may switch to giving an essay exam that covers the reading done in the last semester.

Continuance:

I generally like the way the class "works" as it is now structured. Students get a lot of experience presenting books to the class, and this is important because 95% of them plan to be teachers. I also like the books that I have chosen for them to read. They are all Newberry Award winners and are a good example of their particular genre.

Results of Prior Assessment:

This is the first assessment I have done on this class.

Date-Time:

8/21/2006 9:03:38 AM

Lee, J 06S CD

ENG-121-ITO

Essay, program-level=No

Results:

The first day of class, the students are asked to write an essay about a topic assigned to them. They are given no instructions as to form, content, length, etc. This enables me to know how the students write at the time the course starts. In addition, students are given a grammar test at the start of the semester. The paper that the students write the first day of class is graded and compared to the grade they receive on the concept paper which is written near the end of class. In the great majority of cases, it is obvious that the students` writing has improved. Not only are the technical aspects of writing....grammar, sentence structure, etc....stronger, but their ideas and organization have improved as well. To see if the ITOP lab is effective, the students score on their first grammar test is compared to average score of the 5 quizzes they take in the lab. This semester, the average student improvement was 10.6.

Analysis:

I think that this semester was successful from a number of viewpoints. First, at least 90% of the students improved in their writing skills. They now have a sense that writing involves revision and more revision. They also have learned how to organize papers more effectively and how important the technical aspects of a paper are. I also think that their thinking has broadened, and that is important. I am pleased with the improvement on the grammar test. An increase of 10.6 is a full letter grade raise. Interestingly, several students told me that they were not taught grammar before this class. This is a sad statement on certain high schools, but at least the students got this refresher to help them in future classes.

Changes:

What changes do you propose to make in the class/program as a result of this assessment? I think that the structure of the lab is fine, and I don`t plan on making any changes in it this coming semester. With regard to class content, I plan to do a more in-depth presentation on using outside sources and documenting them. Students seem to struggle with this. At this time, I don`t have plans to alter the rest of the course content.

Continuance:

I plan to continue to teach the essays in the same format. We first discuss the type of essay, then read some examples, and then students write their papers. This seems to be effective. I evaluate the first draft of their papers as well as other students, and then the student has a chance to revise the paper. That helps to give them an "audience" for their papers.

Results of Prior Assessment:

List results observed as a result of changes made from prior assessments. I did give students pictures of people and had them write about them. They seemed to enjoy this, and I think it helped them write their own essays.

Date-Time:

8/21/2006 9:01:08 AM

Miller, P 06S TB

ECE-260-001

Observations/Case Study, program-level=No

Results:

5/17/2006 9:03:26 AM

Carlisle, K 06S TB

ECE-205-050

Pre-Post-Test, program-level=No

Results:

The Average pre-test score was 47%--The lowest score was 28% and the highest score was 58%. The Average post-test score was 92% with the highest score being 100% and the lowest 75%. The average gain was 45 percent. The students apparently mastered the material on the pre-post-test.

Analysis:

Healthg Safety and Nutrition is an interesting course, because much of the material covers information that most of the students were somewhat aware of. They did learn more facts about nutrition. They also learned the vocabulary of the field.

Changes:

I would like to spend more time on nutrition. I would also like to enable all the students to recieve up-to-date CPR/First Aid training. This is not exactly the result of the assessment, although some of the areas of first aid were areas where the lower achieving students had problems.

Continuance:

The students were required to list the particular material that they were the most interested in learning about. We covered that material in more detail and spent less time on some of the aspects of the syllabus that they were not going to use in their teaching experiences. They liked this and were more involved in the material we covered. They also were encouraged to report on two different health problems or conditions that they were personally interested in and they also liked this.

Results of Prior Assessment:

This is the first time I have taught this class.

Date-Time:

5/16/2006 5:08:55 PM

Billings, B 06S HSS

POS-111-0xx

pre-post-Test, program-level=No

Results:

Students were given pre-test during the first week of classes. Students were given post-test during last class before Final Exam. Both tests were identical and consisted of fill-in-the-blank and multiple choice questions. Students did not get back graded pre-tests so they had no direct access to the correct answers prior to taking the post-test. The average score on the pre-test (all students) was 34.2%. The average score on the post-test (only those students who took the post-test) was 35.8%. The average score on the post-test (all students) was 41.9%. The average score on the post-test (only those students who took the pre-test) was 42.9%. 37 students took the pre-test. 34 students took the post-test. 31 students took both tests.

Analysis:

Student background was about average for this class. Only 4 students scored above 50% on the pre-test. The highest score was 65%. The overwhelming majority were clustered between 25% and 45%, indicating a small amount of prior knowledge and understanding of the subject matter. 11 students scored above 50% on the post-test. All of those students received an A or B in the class. About one-half of the class received A`s or B`s. The overall improvement in the test scores was below average. The students who received C`s and D`s showed no improvement on the post-test over the pre-test score. The average was a decrease of less than 1 point. In contrast, the average improvement for the A and B students was 15 points. There was a significant correlation between improvement in test scores and score on the post-test and the final grade in the course. The one-half of the class receiving C`s and D`s showed little motivation in the class.

Changes:

Require students to turn in written answers to study questions at least twice a Semester. This is difficult to do in a large pictel class such as this. Greater individual attention to those students who are falling behind to try to head off academic problems before they get too serious.

Continuance:

Requiring students to deliver oral presentations in class. Handing out chapter outlines to students and putting them up on the screen in pictel classes. Essay questions on exams.

Results of Prior Assessment:

There was not as much improvement shown in this class as in other classes. The particular problem was among those students who had the most limited background coming into the class and who ultimately received the lowest grades. Usually there is noticeable improvement in the scores even among the students who receive C`s and even D`s. That did not happen in this class.

Date-Time:

5/16/2006 2:42:11 PM

Lee, J 06S CD

ENG-122-001

The English Dept. keeps the first draft of the first essay the student writes in ENG 121 and compares it to the last essay the student writes in ENG 121/122. , program-level=No

Results:

In the majority of cases, students` writing improves significantly over the course of their English writing classes. Not only are their ideas and organization improved, but they are better on the technical aspects of writing. They have also learned to do research and incorporate that research into their writing.

Analysis:

In 122 classes, students continue to work on developing their "voice" in writing. Their writing becomes stronger, and their ideas become clearer. Because all of the papers require research, students also learn how to use outside sources in their papers. This will help them in all of their future classes in college.

Changes:

I always am looking for ways to improve my teaching, and in this class, I would like to find some methods to teach that involve the students more and make the class more dynamic. It is a matter of coming up with some fresh ideas to keep the students engaged in the class, and though at this time I don`t have any specific ideas, I will be thinking about this over the summer. I will also continue to work on ways to make the research paper more interesting to the students. I tried a couple new things this semester (a research "scavenger" hunt) and that worked well, but I need to come up with some more ideas in this area. I also want to come up with some other ideas to "energize" the class........maybe a project that goes along with the teaching of each paper.

Continuance:

I basically like the way the class is set up. We first look at examples of the kinds of essays the students will be writing and then analyze them. Students then write the first draft of their essay, and this is critiqued by me and the other students. After revision, students turn in their completed paper. This seems to work well. I will also continue to use the "debate" format in my ENG 122 classes. This helped the students figure out how to better develop their ideas for both the position paper and the problem-solving paper.

Results of Prior Assessment:

I think that the scavenger hunt that I used when we started the research paper taught the students a lot and was fun for them. The students also debated some topics, and this seemed to work well.

Date-Time:

5/16/2006 2:40:31 PM

Billings, B 06S HSS

HIS-202-001

pre-post-Test, program-level=No

Results:

Students took pre-test during first week of classes. Students took post-test right after they took Final Exam during same class period. Tests were identical, consisting of fill-in-the-blank and multiple choice questions. Students were not handed back pre-tests, so they did not have direct access to answers prior to taking post-test. Average score on pre-test (all students) was 27.2%. Average score on pre-test (only those students who took post-test) was 27.3%. Average score on post-test (all students) was 40.8%. Average score on post-test (only those students who took pre-test) was 39.5%. 18 students took the pre-test. 13 students took the post-test. 11 students took both tests.

Analysis:

Students came into this class with very limited background in the subject. The highest score on the pre-test was 50%. 5 students scored 50% or better on the post-test. The highest score on the post-test was 60%. There was a direct correlation between the score on the post-test and the final grade. Only 4 students received an A or B. They had the highest scores on the post-test. 2 or 3 students were fairly interested in the subject; the rest appeared to be simply trying to get a passing grade and some not trying very hard to do that. Nevertheless the overall improvement was about average for this class, and the overall results were only slightly lower than those in the previous U.S. History class.

Changes:

More individual attention to students who are having trouble in the course. Encourage them to get extra help. More stringent requirements for oral presentations. Try to leave more time for more recent historical developments which seem to stimulate student interest to a greater extent than other course material.

Continuance:

The required oral presentation. Handout out chapter outlines to students. Essay questions on exams.

Results of Prior Assessment:

Results were fairly consistent with most recent U.S. History class. No students with high post-test scores. Usually there are at least 1 or 2 students who score above 70% on the post-test.

Date-Time:

5/16/2006 2:03:15 PM

Carter, K 06S MS

MAT-125-001

Class notes, program-level=No

Results:

Students had a great deal of difficulty with applications.

Analysis:

Students need more practice with applications. More problems should be assigned and more emphasis should be given to assigning similar applications. More test items should emphasize applications and students should be allowed to correct their work for partial credit on incorrect test items. Student surveys should be conducted at least twice during the semester to get their feedback on instruction in applications

Changes:

I will increase the number of applications assigned. I will increase the number of applications on tests and give students the opportunity to correct their work for partial credit. I will conduct at least two surveys during the semester to get student feedback on instruction in applications.

Continuance:

I will contiue to teach other materials as I have.

Results of Prior Assessment:

None. I have not taught this course in 3 years and the textbook has changed.

Date-Time:

5/16/2006 2:02:18 PM

Smith, T 06S TI

AQT-240-200

Business Plan Presentation, program-level=No

Results:

This advanced course engages the student in the development of a mock business and marketing plan. At the end of the semester, the students present their plan to the class and exhibit their knowledge of the principles, strategies and costs associated with the production, marketing and sales of aquacultural products. All 13 students enrolled in the class exhibited increased knowledge in the subject matter and adequately fielded questions from other classmates, intructors and members of industry.

Analysis:

Learning in Aquacultural Business and Marketing has occurred.

Changes:

None at this time.

Continuance:

Attendance and participation; Midterm Examination; HACCP Plan & Training; Seafood Marketing Project; Business Plan and Presentation; Visitation and Guest Lecture with Industry and Financial Community; General Observation and Interview.

Results of Prior Assessment:

None at this time.

Date-Time:

5/16/2006 1:50:07 PM

Carter, K 06S MS

MAT-135-0xx

test item, project, program-level=No

Results:

Analysis of test item on hypothesis testing revealed the following: 1) a greater proportion of students were able to calculate the standard deviation, 2) finding the test statistic and the critical value has improved, but results are still less than desirable. Those who were able to find these values, were able to distinguish between the two. 3) too many students had trouble finding n, the size of the sample, 4) the majority of students had trouble recognizing an outlier. A project was introduced this semester which required students to collect data for a student chosen hypothesis, calculate the correlation coefficient, and test to see whether the results were statistically significant. Results were very good and students were enthusiastic about the project.

Analysis:

An improvement was seen in calculating the standard deviation. There has been an improvement in calculating the test statistic and finding the critical value, but more improvement is needed. More emphasis should be given to finding sample size and recognizing an outlier. The project should be continued and expanded to include regression analysis.

Changes:

Greater emphasis will be place on finding the sample size and recognizing an outlier. This will be done during the class lecture and during the review for hypothesis testing. The project will be expanded.

Continuance:

I will continue using the PowerPoint slides developed by Debbie Ulibarri. The students always express their approval of the slides and they seem to be effective. I will continue the project.

Results of Prior Assessment:

More exercise were assigned requiring computation of the standard deviation and an improvement was seen in this are. Increased emphasis was placed on calculating the test statistic and finding the critical value. An improvement was seen in finding and using these.

Date-Time:

5/16/2006 1:45:45 PM

Lee, J 06S CD

LIT-115-001

Pre-test.....oral questions about literary terms, etc. to ascertain what students know, program-level=No

Results:

Based on the results of the midterm and final, it is apparent that the majority of the students in the class have developed a basic understanding of literary terms and the three genres we study: short stories, poetry, and drama. Most students have also developed the ability to analyze literature fairly well based on their answers to the essay questions on the exam.

Analysis:

The majority of students have gained a good, basic understanding of literature. This course introduces the student to short stories, poetry, and drama, and I think that each student walked away from the class with knowledge of literature as well as a greater appreciation for it. This basis will allow those students who wish to continue with literature courses the ability to continue in future literature classes.

Changes:

I am continually working on ways to improve my teaching. I think I did a better job of teaching poetry, but I still think this area can be improved. I also would like to figure out a way to make drama come "alive" more in class.

Continuance:

Overall, I think the course went well. I will continue to present the literary terms of each genre first, as this gives the student a framework from which to discuss the literature. I also will continue to involve the students in discussion of the works we read. This was a particularly successful part of my class this semester.

Results of Prior Assessment:

I think I did a better job in teaching poetry because I made a stronger attempt to give the students the basics of the form. I also helped them to look at the language of poetry so that they could begin to sense how each word was important. This is an area I will continue to work on.

Date-Time:

5/16/2006 1:42:51 PM

Billings, B 06S HSS

HIS-102-0xx

pre-post-Test, program-level=No

Results:

Students were given pre-test during first week of classes. Students were given the post-Test immediately after completing the Final Exam. Both tests were identical and consisted of fill-in-the-blank questions and multiple choice questions. Students did not get back the graded pre-tests, so they had no direct access to the correct answers prior to the post-test. The average score on the pre-test (all students) was 32.9%. The average score on the pre-test (only those taking post-test) was 42.5%. The average score on the post-test was 60.4%. 19 students took the pre-test. 12 students took the post-test. The students who took the post-test all took the pre-test.

Analysis:

Starting out, the student background for the students who originally enrolled in the class was about average. A number of the students who scored lowest on the pre-test did not complete the class. Those 6 students who took the pre-test, but not the post-test averaged about 18% on the pre-test, which is an exceptionally low score even for a pre-test. 2 students scored above 50% on the pre-test. 7 out of 12 students scored above 50% on the post-test. There was a correlation generally between the scores on the post-test and the final grade in the class. The average score on the post-test was significantly above average for previous Western Civilization classes and classes in general.

Changes:

Greater use of written study question assignments. The students seemed to do better on the test after turning in written answers to study questions. Try to make greater use of audio-visual equipment.

Continuance:

The students who stayed in the course put considerable effort into their oral presentations and that contributed to higher overall test scores. Continued use of chapter outlines which were handed out to students but also put up on the screen in the pictel class. Essay questions on exams.

Results of Prior Assessment:

Students did better on post-tests than in the past both in terms of overall improvement and final scores.

Date-Time:

5/16/2006 1:40:07 PM

Billings, B 06S HSS

GEO-105-0xx

pre-post-Test, program-level=No

Results:

Students were given pre-test during first week of classes. Students were given post-test during the last class before the Final Exam. Both tests were identical, and consisted of fill-in-the-blank and multiple choice questions. Students did not get back the graded pre-tests, so they had no direct access to the correct answers prior to the post-test. The average score on the pre-test (all students) was 35.9%. The average score on the pre-test (only those students taking post-test)was 35.3%. The average score on the post-test (all students) was 55.0%. The average score on the post-test (only those students who took pre-test) was 55.9%. 40 students took the pre-test. 45 students took the post-test. 39 students took both tests.

Analysis:

Student background was about average or slightly above average for this class. 9 students scored above 50% on the pre-test. 21 students scored above 50% on the post-test. The post-test percentage of students scoring above 50% was significantly above the percentage in past Geography classes. The overall improvement was above average. There was correlation, with limited exceptions, between final grade and post-test score. Two-thirds of the class received grades of A or B. No student who completed the class received below a C. The scores on the post-tests were not used in calculating the final grade.

Changes:

This was a large pic-tel class, so it was difficult to be very creative. I would like to encourage students to recruit guest speakers to satisfy oral presentation requirements; in recent Geography classes students have moved away from this. It makes the class more interesting, and therefore they learn more. With a smaller class, assigned study questions are useful.

Continuance:

Requiring students to deliver at least one oral presentation. Handouts of chapter outlines to be used to follow classroom activities and for use as a study guide. Viewing maps and charts on screen in pictel classes, and following outlines on the screen as well. Essay questions on exams.

Results of Prior Assessment:

Results were better on post-test than in the past. Significant improvement shown by most students.

Date-Time:

5/16/2006 1:12:39 PM

Carter, K 06S MS

MAT-122-001

test items, sudent record forms, program-level=No

Results:

Test item analysis indicates that students are having trouble with the following applications: angle of elevation/depression, bearing, and angular velocity. Attendance and tardiness were problems with this class. This was probably because this class met at 8 AM.

Analysis:

More problems need to be assigned on the topics of angle of elevation/depression, bearing, and angular velocity. Some method of encouraging attendance on time should be devised (perhaps pop quizzes).

Changes:

I will add more exercises on angle of elevation/depression, bearing, and angular velocity. I will devise a method of encouraging attendance on time.

Continuance:

Students were encouraged to ask questions and that seemed to be useful. The textbook author has some excellent, short DVDs on each topic. I used thes on several occassions and supplemented that material. I shall continue to use these and to get more feedback from the students on the DVDs to see if they perceive them to be useful.

Results of Prior Assessment:

None. This is the first time I have taught this class.

Date-Time:

5/16/2006 12:52:42 PM

Smith, T 06S TI

AQT-101-200

Pre-post test, program-level=No

Results:

Date-Time:

5/16/2006 11:06:02 AM

Johnson, S 06S TB

CIS-135-2xx

Theory & Performance Tests, program-level=No

Results:

Students did not do well on any of the three theory tests which are taken through the SAM internet program. The students did better on the three performance tests, also taken through the SAM program.

Analysis:

The students that took time and did well on the end-of-chapter review questions did better on the theory tests.

Changes:

I plan on analyzing the theory test questions and make sure they are all covered in the chapter work. I will encourage students to search the chapters and get better grades on the end-of-chapter questions and assist them to find the answers and then have the students study them to prepare for the theory tests.

Continuance:

I like the SAM testing and will continue using this method of testing. The students tend to take the tests just to complete the requirements, but fail to study beforehand.

Results of Prior Assessment:

NONE

Date-Time:

5/16/2006 10:59:08 AM

Rigdon, AM 06S TB

BUS-115-0xx

Capstone Project, program-level=BUS

Results:

The students in both the lecture class and the blackboard class were given a captone project-write a business plan. There were 17 students total A=2 B=2 C=3 D=1 F=2 Incomplete=3 Withdrew=4

Analysis:

The spring semester I discovered a lot of procrastination which lead to plajarism. All of the 7 passing grades, the students placed their classwork first and spent many hours in the computer lab. They also spent a lot of time asking me questions and using other resources to complete their business plan. The withdrawals and F`s did not seem to care. The students that took incompletes are also working full time jobs and just didn`t allow themselves enough time complete the business plan.

Changes:

I plan on finding out more about the students the beginning of the semester. I will be able to add additional homework assignments that correlate with their business plan. These additional assignments should get the students thinking and summarizing their business plan earlier in the semester.

Continuance:

The lecture/blackboard hybrid teaching still works wonderful for me. The students can access blackboard and participate in discussion boards, check their grades and drop off assignments. It allows students to be more up to date.

Results of Prior Assessment:

The new book is working well and blackboard/lecture hybrid classes are a success. The students enjoy being able to take a test on blackboard and see their grade immediately. They also like being able to keep an eye on their grades.

Date-Time:

5/16/2006 10:57:46 AM

Johnson, S 06S TB

ACC-245-2xx

capstone project, program-level=BUS

Results:

5/16/2006 10:13:25 AM

Smith, T 06S 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 22.0% in cognitive learning. The high score reported was a 31% increase and the low score reported was a 6% decrease. A number of 10 students were enrolled in AQT-110-200.

Analysis:

Learning in Aquacultural Education has occurred.

Changes:

None at this time.

Continuance:

Attendence and participation; three interim examinations; applied experiential learning at various aquafarm sites; visitation/guest lecture with industry and university; field trips; general observation and interview; strong work-study component.

Results of Prior Assessment:

None at this time.

Date-Time:

5/16/2006 9:43:31 AM

Smith, T 06S TI

AQT-104-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT104200 show a mean average increase of 27.0% in cognitive learning. The high score reported was a 37% increase and the low score reported was a 9% increase. A number of 9 students were enrolled in AQT-104-200.

Analysis:

Learning in Aquacultural Education has occurred.

Changes:

None at this time.

Continuance:

Attendence and participation; three interim examinations; lab exercises and examinations; applied experiential learning at various aquafarm sites; visitation/guest lecture with industry and university; field trips; general observation and interview.

Results of Prior Assessment:

None at this time.

Date-Time:

5/16/2006 9:33:43 AM

Smith, T 06S TI

AQT-103-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT103200 show a mean average increase of 33.0% in cognitive learning. The high score reported was a 40% increase and the low score reported was an 18% increase. A number of 10 students were enrolled in AQT103200

Analysis:

Learning in Aquacultural education has occurred.

Changes:

None at this time.

Continuance:

Results of Prior Assessment:

None at this time.

Date-Time:

5/16/2006 9:25:34 AM

Ludden, C 06S CD

ENG-121-P20

pre essay (ungraded), final essay, essay exam, program-level=No

Results:

All students who finished the class improved their writing. This class had a few outstanding writers, but quite a few had major problems with mechanics, however even their writing improved. I had more trouble with late papers than any class I have had before even though they were graded down for it.

Analysis:

I think with a class that displays such a variety of abilities, I would like to have a program like Plato for those that need a lot of grammar so that they don`t slow down the class but get the help they need. As for all the class papers, the turn around time for snail mail is way too long and papers get mixed up and lost which slows down the process even more.

Changes:

1. I will see if Plato is available to SLV if I teach this class again. 2. Although email was available to the students, few used it to hand in their papers. In the future I will demand that all students email final papers first, then turn in hard copies of drafts.

Continuance:

The peer and Writing Center critques will continue to be a part of this course, most students found them helpful when they wrote their self evaluation. The journal entries will also be kept as they force the students to think about possible subjects for their future papers.

Results of Prior Assessment:

First time teaching ENG121 though picturetel.

Date-Time:

5/16/2006 9:17:05 AM

MacLaren, J 06S MS

MAT-121-0xx

Survey, discussion with students, program-level=No

Results:

5/15/2006 3:17:37 PM

DeCristino, K 06S TI

COS-155-001

Practical Final Exam that is modeled after the state licensing exam to test proficiency in all practical hairstyling skills. , program-level=No

Results:

83% or the students enrolled in COS 155 that took the final practical exam scored at 80% or above. There was one individual who did not take the practical final exam and therefore scored 0%.

Analysis:

The teaching methods being used are effective in developing students technical skills necessary to an entry-level position in the industry.

Changes:

Continue to present assignments that will allow practice for students to successfully develop the technical skills required for hairstyling.

Continuance:

Demostration followed by student hands-on practice until proficient.

Results of Prior Assessment:

Date-Time:

5/15/2006 3:10:26 PM

Massarotti, A 06S MS

Bio-109-001

Muddiest point; student survey, program-level=No

Results:

*More homework assignments/worksheets/examples are wanted and needed. *Students liked using Blackboard and resources provided. *Students need and want more hands-on applications and visual aids such as Powerpoint slides; in-classroom web tutorials and videos. *Concepts that I was not confident explaining/teaching were evident to the students. *A lot of good suggestions, ideas, and feedback was received and noted. Input from the students will be evaluated and suggestions will be implemented for the next semester (see changes below). *Overall students enjoyed the course and think either the class time should be longer and/or credit hours increased relative to material covered (not in my control).

Analysis:

*Improve and add more homework assignments. *Personnaly I need to review concepts I might find confusing to teach. *Try to schedule to have a classroom that has an overhead projector so that PowerPoint and other computer aided resources (many that come with the textbook or can be accessed through the internet with the textbook) can be used.***NEEDED: More classrooms with an overhead projectors and computer to use PowerPoint slides, to quickly access internet resources and Blackboard, web videos/tutorial videos from textbook resources, etc. This would be an asset to help students to visualize difficult concepts and help with successful student learning.

Changes:

*Using more PowerPoint slides and overhead transparencies. *Add homework and hands-on assignments to the course. *Offer supplemental instruction through the learning center *Review my own muddy points of some course concepts for more effective teaching.

Continuance:

*Using Blackboard with course for resources and information *Having review sessions prior to exams *Regular muddy point assessments throughout the semester.

Results of Prior Assessment:

This is the first time I have taught this course, therefore, there are no results of prior changes to report.

5/15/2006 2:19:10 PM

Harris, L 06S TB

CNG-110-001

pre-post-Text, program-level=No

Results:

Two of the students did not return after spring break but the students that finished the course showed 90%+ mastery of the material. The students that attended class the most did the best.

Analysis:

Attendance is key in this course. The first half may be related to some Physics course the students may have taken in high school but the last half is totally new material and if you did not attend class you would have a hard time getting the material from the book.

Changes:

I want to encourage better attendance by giving more labs and hands on exercises. The students like the labs and hopefully it will improve their attendance.

Continuance:

The computer based digital lab was a success.

Results of Prior Assessment:

I will emphasize the lab simulator more next year.

Date-Time:

5/15/2006 2:14:15 PM

Harris, L 06S TB

CNG-224-001

pre-post-Test, program-level=No

Results:

Analysis:

Blackboard resources were well utilized and contributed to the students success. The text and its associated review assignments also contributed toward the student success.

Changes:

Compress the assignments more and utilize the free time to do more hands on demos and labs.

Continuance:

Blackboard resources were excellent as were text based review exercises.

Results of Prior Assessment:

This is the first time we have offered this course

Date-Time:

5/15/2006 2:07:22 PM

Pearson, L 06S HSS

ECO-201-050

comprehensive assignment, program-level=No

Results:

Students generated a list of current events related to economics and selected two of these topics to debate. The class was divided into two groups, with each student participating in each debate. The intent of the assignment was to provide students with a chance to apply concepts learned in class to a current event and justify their group`s position on the topic. The debates were held during class time and were informal.

Analysis:

The debates were enjoyed by the students and provided opportunities to apply the learned concepts to "real" events, but the focus of the debates veered away from economics fairly quickly.

Changes:

Need to revise the format of the debates and incorporate a scoring system. Possibly bring in other staff/faculty to serve as judges. Need to better emphasize the connection between economics and the debate topics.

Continuance:

Continue the debates with format changes as described above. Give the teams more time to prepare.

Results of Prior Assessment:

Rather than assigning the debate topics this semesster, students came up with their own (as requested in student surveys/evaluations from the prior semester). This should have increased student buy-in to the topic significantly, but it didn`t have much of an impact overall.

Date-Time:

5/15/2006 2:01:16 PM

Griffis, S 06S HSS

PHI-112-POO

Final exam essay question, program-level=No

Results:

33 students in one section (PHI 112 PR1 - Prison not done): 21 received "4" scores; 5 got "3" scores; 6 received "2" scores; 1 student received a "1" score

Analysis:

The clear majority of students sucessfully tied ethical theories to ethical issues studied in the class; the lower scoring students had missed significant class sessions

Changes:

I will assign presentations for students to do on ethical issues, tying in one or more ethical theories as they see them, for instructor and class comment

Continuance:

Focus on textbook contents for theories, and use of 2 professionally produced films to highlight ethical conundrums in (Hollywoodized) daily life

Results of Prior Assessment:

N/A

Date-Time:

5/15/2006 2:00:09 PM

Massarotti, A 06S MS

Mat-107-0xx

A general education embedded math assessment was administered. The creation of this assessment instrument was a joint effort on the part of the Math faculty., program-level=No

Results:

Results are with the students T#; points with their percentages are out of 14; and their fina course letter grade (if known) are shown. (T12226627) 6/14=43%;FG=B (T12263779) 7/14=50% (T12264089) 2/14=14%;FG=C (T12264363) 1214=86% (T12261414) 4/14=29%;FG=C (T12262303) 10/14=73% (T12261048) 3/14=21%;FG=A (T12247988) 3/14=21%;FG=A (T12261156) 5/14=36%;FG=B (T12241369) 6/14=43%;FG=A (T12255601) 7/14=50%;FG=A (T12260707) 12/14=86%;FG=A **The mean of the data is 6.4 with a standard deviation of 3.4. This Both the mean and standard deviation have increased from the previous semester (06F); however, it remains lower than preferred. Ideal mean would be 10.6 which would be interpreted as a class average of 75%.

Analysis:

*This is the third time that this particular embedded assessment instrument was used and the second time that the course is being taught in the math lab.*Overall there has been an increase in the mean compared to the two previous semesters of using this assessment instrument.*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 of these 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 for now.

Continuance:

Continue to teach the course in the math lab. 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. However, changes for this semester are to re-evaluate the placement of the embedded questions within the final exam (they are currently at the end of part 1 and part 2. Even though the embedded questions are challenging, they will remain as is for now.

Date-Time:

5/15/2006 1:55:39 PM

Pearson, L 06S HSS

ECO-202-001

comprehensive assignments, program-level=No

Results:

5/15/2006 1:45:45 PM

Harris, L 06S TB

CNG-128-001

pre-post-Test, program-level=No

Results:

The students indicated an overall understanding of the course objectives but did not do well on all tests. Interaction with studetns during class times was very positive and demonstrated that they understood much more than was shown through the online tests. Students suggested more hand on activities, spending more time on chapter materials, slowing down, and more hands on lab time.

Analysis:

Looking at the test questions associated with the assignments and labs I see a need for additional areas to assess.

Changes:

HP/Cisco requires all students to take their exams but I want to base more of their grades on work I see them do in class.

Continuance:

The curriculum and labs are excellent and I want to conitinue their use. The self paced multimedia aspect is favored by the students.

Results of Prior Assessment:

Additional assessment methods will be explored.

Date-Time:

5/15/2006 1:43:38 PM

Harris, L 06S TB

CNG-26X-00x

pre-post test, program-level=No

Results:

The upper level students did better than most of the others. Two of the first year students were beset by life/work issues and requested incompletes.

Analysis:

The upper level students are accomplished learners of this type of material. I am glad to see that since this type of curriculum will be what they encounter most frequently in their professional future. Attendance was not an issue with the advanced students but the beginning and intermediate students suffered from lack of attendance.

Changes:

I plan on assigning more hands on labs to the beginning and intermidiate students to enforce attendance.

Continuance:

The selfpaced, multimedia curriculum is still a favorite of the students over the old lecture/book assignment methods.

Results of Prior Assessment:

The students seem to learn well from the lab simulations.

Date-Time:

5/15/2006 1:36:01 PM

Massarotti, A 06F MS

Mat-107-0xx

A general education embedded math assessment was administered. The creation of this assessment instrument was a joint effort on the part of the Math faculty., program-level=No

Results:

Student were randomly numbererd, points are out of 14 with their percentages. (1) 12/14=86% (2) 3/14=21% (3) 1/14=7% (4) 4/14=29% (5) 5/14=36% (6) 7/14/50% (7) 4/14=29% (8) 2/14=14% (9) 4/14=29% (10) 4/14=29% (11) 0/14=0% (12) 0/14=0% (13) 0/14=0% (14) 5/14=36% (15) 6/14=43% (16) 0/14=0% (17) 3/14=21% **The mean from the data was 3.5 (25%) with a standard deviation of 3.1. This was a decreased from the previous semester and remains lower than preferred. Ideal mean would be 10.6 which would be interpreted as a class average of 75%.

Analysis:

**This is the first time that the course is being taught in the math lab and the second time that this particular embedded assessment instrument was used.**In general, students seemed to not take the final exam seriously.**Students have trouble applying and connecting common sense and everyday math concepts.**Embedded problems continue to be challenging for most of these entry level students.

Changes:

**Re-evaluate the placement of the embedded questions within the final exam (currently they are at the end of part 1 and part 2).**Even though the embedded questions are challenging, they will remain as is for now.

Continuance:

The individualized attention and help students have in the Math Lab. Students being able to move quickly or slower through the course.

Results of Prior Assessment:

This is the first time course was taught in the Math Lab.

Date-Time:

5/15/2006 1:35:18 PM

Pearson, L 06S TB

ACC-121-001

capstone project, program-level=BUS

Results:

Students were assigned a comprehensive problem set that takes them through each step of the accounting cycle, and requires the students to work through the entire process. Students were given four weeks to complete the assignment, and were encouraged to complete part of the assignment utilizing Microsoft Excel. I encouraged the use of Excel because several of the students had limited experience using spreadsheet software, and I wanted students to become more comfortable with spreadsheets and basic formula writing. Students were provided with check figures to use throughout the project to ensure accurate solutions for each phase of the project before proceeding. All students in the class submitted the comprehensive problem for grading, and all completed the assignment in its entirety.

Analysis:

The comprehensive problem was a beneficial exercise for the students. Most of the problems assigned from each chapter focus on a specific transaction or series of transactions, but don`t bring in other considerations. The comprehensive problem gives students a chance to put all the steps together, and apply the accounting cycle in a practical situation. However, it is obvious that students are not comfortable using Excel and aren`t at all proficient in writing formulas in the spreadsheet software.

Changes:

Using Excel needs to be incorporated into more of the coursework, rather than just the capstone project. Proficiency in Excel is critical for business students. Overall, the students show a weakness for solving problems that require analytical thinking and deductive logic. I need to incorporate more of these approaches to problem solving so students are better equipped for these types of situations.

Continuance:

Working through problems in class after introducing the chapter seems to work well and reinforce the concepts of the chapter. I still need to work on incorporating more group work into the class, to promote peer-to-peer teaching. I will continue to make a solution guide available to students for their reference when they get stuck on problems and I`m not immediately available to help them.

Results of Prior Assessment:

The capstone project was assigned earlier in the semester and the first phase of the project was due two weeks prior to the final due date. This seemed to help motivate students to start the project earlier so they weren`t rushing to finish it right before finals week.

Date-Time:

5/15/2006 1:30:23 PM

Harris, S 06S CD

SPE-125-001

application essay exam, program-level=No

Results:

Average course grade: 93; average test grade: 87% Median course grade: 91.5 Mode score for course: 92

Analysis:

The final exam is an excellent tool for exploring the students` ability to apply concepts. However, it is very difficult not to be grading writing ability as opposed to grasp of communication concepts. The students, particularly in this class, have very poor essay-writing skills.

Changes:

Almost a full third of the class did not answer all of the questions on the take-home test, indicating that I need to do more work teaching them how to take an essay exam before assigning one. Given a class with a larger percentage of young students, I may need to present small essay quizzes throughout the course or at least one "objective" test, a type with which the students are more familiar. I definitely hope to limit class size to no more than 25, so that I can help all students feel more involved.

Continuance:

Class discussion and creative exercises have been extremely successful, since 100% of the students demonstrated that they were taking away important interpersonal communication lessons that suited their particular needs. We had 100% success rate except for two students whose personal lives forced them to withdraw.

Results of Prior Assessment:

We instituted more class exercises to accommodate the huge size and diversity in the class. Younger students need more variety and physical involvement to stay focused.

Date-Time:

5/15/2006 10:17:59 AM

Olguin, R 06S TI

CAR-12x-001

pre/post tests, module test, building component test (hands on ), program-level=COST

Results:

Pre/post test good indicator of where the student stands at the beginning and end of the course. Module test; good indicator of how much theory the student is absorbing. Building component test shows how much of the theory the student can apply in their project.

Analysis:

The hands on still has the largest impact on what the students learn and retain. The students grasp the concepts better with the hands on and the accompanying work sheets used with our text book which we implemented this year. The students value the evaluations and critique of their building component test.

Changes:

Plan on implementing more visual learning in the class room through power point, videos, and guest speakers. Also plan on having students teach a component of the class to their fellow students to help with communication skills and hopefully boost attendance and decrease tardiness.

Continuance:

The NCCER books, software and work sheets work well. The building of the Habitat home is the perfect Lab for the students to learn theory and methods and lets them interact with others in the building industry i.e. building inspectors, engineers, suppliers and other trades people.

Results of Prior Assessment:

The addition of the work sheets worked well with the theory class. More building code was implemented per the students request which was very well received in the class room. Because the students asked for more information on the administrative parts of construction, we will be adding construction scheduling, ethics, management and cost estimating.

Date-Time:

5/15/2006 10:15:22 AM

Harris, S 06S CD

SPE-219-001

capstone project, program-level=No

Results:

Average score: 92 Median score: 93 Mode score: 93

Analysis:

The final project demonstrated that all students took away valuable lessons from the course while pointing to the fact that we tried to cover too much and managed a grasp of only an overview of the material. Thus, the final project analyses did not reveal different abilities among the students but were all fairly similar, indicating that the requirements were too general but set on an appropriate level for the group.

Changes:

We need to take more time to perform exercises related to each major concept covered in class and, perhaps, cover fewer concepts--depending on the abilities of the students. Experiential learning is essential since the students as a whole have difficulty grasping abstract concepts. Outside demands (i.e. sports) make in-class work extremely difficult to schedule with certainty. I don`t see any easy answer to that problem.

Continuance:

We will continue to offer a wide variety of group tasks and analyses to illustrate group dynamics concepts, since we accomplished participation from all students and had both 100% retention and learning from 100% of the students.

Results of Prior Assessment:

not applicable

Date-Time:

5/15/2006 10:01:09 AM

Larsen, K 06S TI

CRJ-101-220

pre-post-test, program-level=No

Results:

Final Exam was offered also as a pre-test on the first day of the semester. The students achieved an average of 35 on the pre-test, and an average of 82 on the final exam for an increase of 140%.

Analysis:

I have concluded that although teaching methods employed in this class have produced positive results, there is still room for improvement in student knowledge growth.

Changes:

I intend to introduce more real-world examples of how the socialization of youth leads to different tendencies of deviance and conformity. I will accomplish this by using case histories that I have been able to follow through my 13 years of law enforcement experience.

Continuance:

I will continue to offer the students prepared outlines so they can focus on the message of the lecture as opposed to focusing on taking notes. In my experience, the examples brought out in the lecture lend themselves better to understanding the lesson than copying information from a board or overhead.

Results of Prior Assessment:

This is the first class that the pre-test had been offered and therefor I have no data for comparison to previous classes.

Date-Time:

5/15/2006 7:22:05 AM

Haverfield, D 06S TI

EMS-126-250

Skills performance, program-level=No

Results:

Upon the start of the course 2/4 students could successfully pass 2/5 skills stations. Upon completion of the course 3/4 students passed 5/5 skill stations, and 1/4 students passed 4/5 skills stations.

Analysis:

Most teaching procedures are adequate. Emphasis needs to be placed on specific steps of all skills stations.

Changes:

More practice on each step of skill stations. These students were renewal students and sometimes assumptions are made of their skill levels since they are already working in the industry. Those assumptions must be avoided.

Continuance:

Lecture to review theory, demonstration of skills, review of things students have experienced in the industry, and skill practice.

Results of Prior Assessment:

Lengthen the course time to allow for more indepth review.

Date-Time:

5/12/2006 5:50:17 PM

Haverfield, D 06S TI

EMS-205-250

Skill stations, program-level=No

Results:

At the start of the course 0/10 students could successfully complete the 9 skills stations. Upon completion of the course, 10/10 students successfully completed 9/9 skill stations.

Analysis:

Students exit from EMS 205 prepared to successfully perform in skill stations which parallel workplace skills.

Changes:

Continue the manner in which the course is taught. Expand types of skill stations to assure students are prepared for the newest workplace standards.

Continuance:

In depth lecture on theory so students understand why, demonstration which allow students to see how, and then student practice so students learn to perform.

Results of Prior Assessment:

Increase the hours spent in skills practice and perfection.

Date-Time:

5/12/2006 5:46:14 PM

Haverfield, G 06S TI

EMS-125-250

Skills testing, program-level=No

Results:

At the start of EMS 125250, 1 of 12 students could pass 1/5 skills stations. 9/10 students could pass 0/5 skills stations. Upon completion of the course, 10/11 students passed 5/5 skill stations. 1 student passed 2/5 skill stations.

Analysis:

Over 90% of the students passed the skill station objective. Our method of instruction is adequate and needs only revision.

Changes:

More skill practice during the course to work toward 100% of students to successfully complete the skill stations.

Continuance:

Lecture on theory, demonstration, and then student practice--in that order.

Results of Prior Assessment:

Increase in emphasis of vocabulary to boost the theory behind the skill.

Date-Time:

5/12/2006 5:24:54 PM

Shea 06S TI

HHP-218-200

, program-level=MASS

Results:

Eighteen total students tested increased level of knowledge by 46%.

Analysis:

Syllabus is performing at an acceptable level.

Changes:

None

Continuance:

Hand on practice on fellow students.

Results of Prior Assessment:

None

Date-Time:

5/12/2006 3:54:06 PM

Shea 06S TI

HHP-166-200

, program-level=MASS

Results:

Sisteen total students tested performed at an increased rate of 44%.

Analysis:

Syllabus is performing at an acceptable level.

Changes:

Increase class time by 30 minutes.

Continuance:

Hands on practice performed on fellow students.

Results of Prior Assessment:

None

Date-Time:

5/12/2006 3:52:33 PM

Heusted, M 06S TI

HHP-145-200

, program-level=MASS

Results:

Seventeen total students tested increased ability by 41%

Analysis:

Syllabus and class style are performing at acceptable levels.

Changes:

None

Continuance:

Handouts on related material in addition to text.

Results of Prior Assessment:

None

Date-Time:

5/12/2006 3:49:30 PM

Heusted, M 06S TI

MST-204-200

, program-level=MASS

Results:

Nineteen total students tested showed a 46% increase in level of ability.

Analysis:

Syllabus and agenda are performing at an acceptable level.

Changes:

Include role-playing in class.

Continuance:

Lecture and in depth discussion of material.

Results of Prior Assessment:

None

Date-Time:

5/12/2006 3:47:24 PM

Heusted, M 06S TI

HHP-242-200

, program-level=MASS

Results:

Twenty-six total students tested showed an increase in ability of 64%.

Analysis:

Syllabus and agenda are performing at an exceptional level.

Changes:

None at this time.

Continuance:

Handouts of related material to supplement the text.

Results of Prior Assessment:

None.

Date-Time:

5/12/2006 3:45:10 PM

Heusted, M 06S TI

HHP-225-200

, program-level=MASS

Results:

Twelve total students tested showed a marked increase in ability. The rate of increase was 44%

Analysis:

The syllabus and direction of this class is performing at an acceptable level.

Changes:

Include more specialty modalities such as geriactice massage.

Continuance:

Increased hands on time in class.

Results of Prior Assessment:

Students present a better understanding of the subject.

Date-Time:

5/12/2006 3:42:13 PM

Heusted, M 06S TI

MST-113-200

, program-level=MASS

Results:

Twelve total students taking both pre and post assessment exams recorded a 44% increase in ability.

Analysis:

The syllabus and agenda for this course are working well. Students are learning at an acceptable level.

Changes:

I would like to add more hands on time for the students.

Continuance:

Integrated timing and instruction with Anatomy & Physiology course.

Results of Prior Assessment:

Students had a better understanding of the course as a whole.

Date-Time:

5/12/2006 3:38:40 PM

Nolan, D 06S TI

GUS-232-001

Test, Quizes and Lab projects in GUS 233 , program-level=No

Results:

This being an advanced level class some students have struggle moving from a theory class to lab class and using the information that has been delivered in Theory in Lab if the content delivered wasn`t exactly like they are working on.

Analysis:

By giving handouts with all the lecture notes on them makes the students complacent.

Changes:

I want to remove the core lecture material from the handouts leaving only topic headings in out-line form and allow the students to write down the information relating in their own handwriting.

Continuance:

Use of handouts for project progression, Show and tells, Overheads, Slides and Demonstrations have all worked well and I will continue using them.

Results of Prior Assessment:

None

Date-Time:

5/12/2006 3:29:01 PM

Nolan, D 06S TI

GUS-131-001

Class Projects, program-level=No

Results:

The class results have been looked at in two forms. Project results and class participation and interaction. Fall 2005 = 3A`s, 4B`s, 2C`s, 2D`s, 1F Spring 2006 = 2A`s, 2B`s, 6C`s, 1D Basically High C is the average in both Classes fall being a little higher, but the spring class was really succesfull in getting them to work together and solve their problems before coming and getting the answer.

Analysis:

Every class is going to be different but I will continue to try and keep on this path. slightly lower but acceptable grades and higher levels of understanding is worth more than nicely completed projects with no knowledge of how you got there.

Changes:

None at this time

Continuance:

Use of handouts for project progression, Show and tells, Overheads, Slides and Demonstrations have all worked well and I will continue using them.

Results of Prior Assessment:

See above

Date-Time:

5/12/2006 3:14:46 PM

Johnson, S 06S TB

ACC-115-200

Capstone Project, program-level=No

Results:

Eleven students worked on the project. Nine earned "A`s", one "B" and one student didn`t complete the project because she got a job and quit coming to class.

Analysis:

The last chapter of the Payroll Accounting book is a project to culminate the activities of the class. It takes about thirty hours of work to complete the project manually. This semester I allowed the students to do the payroll project on the computer. The techs installed the software to individual computers because the software came with the student`s textbook.

Changes:

I plan to continue using the software and allowing the students to complete the project on the computer. Students are required to complete the reports manually from the reports on the computer.

Continuance:

I will continue lecturing the first six chapters and administering tests and then work with the students on the final project.

Results of Prior Assessment:

I feel the students worked harder because the work was on the computer. Completing the reports manually (941, 940, W-2`s, W-3`s, other payroll reports) helped them to understand the entire payroll process.

Date-Time:

5/12/2006 3:07:36 PM

Johnson, S 06S TB

ACC-121-200

Capstone Project, program-level=BUS

Results:

Nine students participated in the capstone project. Four completed the project with an "A", two earned a "B" and three didn`t complete the project.

Analysis:

The capstone project covers all the principles learned in Accounting I and the students that completed it stated that it put the nine steps of the accounting cycle together and they understood the process better.

Changes:

I will continue to assign the capstone project as a part of the final for the class.

Continuance:

I lecture each chapter and give a quiz and test over each chapter. The majority of the students prefer testing more often because they seem to learn it better.

Results of Prior Assessment:

I allowed more time for the final project and worked with the students that were struggling to find mistakes on their projects so they could complete the work.

Date-Time:

5/12/2006 2:46:15 PM

Burns, S 06S TB

ECE-225-202

Pre-Post assessment, video, portfolio of listening & emergent literacy activities, and 5 language arts activity plans are used., program-level=No

Results:

Four students were enrolled. Pre assessment scores ranged from 50 to 64. Post assessment scores ranged from 70 to 84. We met F2 F every other week. Students completed a video lesson plan and self evaluation. Students in class provided feedback, and I evaluated the video, lesson plan and self-evaluation. Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. Students successfully planned, taught and presented 5 lesson plans for language activities.

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions. Two threaded discussion questions were answered and two responses were required for each chapter. In-depth discussions occurred, which students reported as being very helpful. All video assignments were successfully completed, allowing me to see students engaged with children. The lesson plan scores improved after the first one was completed and my expectations were clearly defined. Evidence of the application of necessary techniques was demonstrated in class presentations and in the video assignment.

Changes:

I will not change the text, as I have not found another one that is better for the objectives of this course.

Continuance:

I will keep the literacy and listening portfolios and the video assignments, as well as the Bb assessments and learning opportunities. I will continue to use Learning to Read and Write, not requiring each student to purchase it. 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.

Results of Prior Assessment:

This is my first time to teach this course as a hybrid. It was successful-for me and for students. More time spent on the literacy explorations at the end of the text improved literacy portfolio components, as did assigning points for each portfolio.

Date-Time:

5/12/2006 2:42:20 PM

Burns, S 06S TB

ECE-220-B20

More time spent on the literacy explorations at the end of the text improved literacy portfolio components, as did assigning points for each portfolio., program-level=No

Results:

Analysis:

Changes:

I will not change the text, as I have not found another one that is better for the objectives of this course.

Continuance:

Results of Prior Assessment:

Date-Time:

5/12/2006 2:29:57 PM

Burns, S 06S TB

ECE-225-200

Pre-Post assessment, video, portfolio of listening & emergent literacy activities, and 5 language arts activity plans are used., program-level=No

Results:

Twelve students were enrolled; 1 withdrew. Pre assessment scores ranged from 38 to 68. Post assessment scores ranged from 42 to 100. Students completed a video lesson plan and self evaluation. Students in class provided feedback, and I evaluated the video, lesson plan and self-evaluation. Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. Students successfully planned, taught and presented 5 lesson plans for language activities.

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions. All video assignments were successfully completed, allowing me to see students engaged with children. The lesson plan scores improved after the first one was completed and my expectations were clearly defined. Evidence of the application of necessary techniques was demonstrated in class presentations and in the video assignment.

Changes:

I will not change the text, as I have not found another one that is better for the objectives of this course.

Continuance:

Results of Prior Assessment:

More time spent on the literacy explorations at the end of the text improved literacy portfolio components, as did assigning points for each portfolio.

Date-Time:

5/12/2006 2:16:29 PM

Milam, S 06S TI

HHP-243-200

Pre-post-test, program-level=MASS

Results:

The data showed a significant increase in score from the pre-test and the post-test.

Analysis:

The students are learning the information and retaining it.

Changes:

Give more lab exercises to help them learn the information.

Continuance:

Giving the students quizzes, homework, and in class projects to work with, seem to help them understand the information.

Results of Prior Assessment:

Students were given this assessment two days before they were going to take the final exam. They seemed to have been focused on another class. The students even told me that they would have done better but they were studying for another exam.

Date-Time:

5/12/2006 1:08:10 PM

Milam, S 06S TI

MST-275-250

pre-post-test, program-level=MASS

Results:

The students showed a significant difference (increase in grades) from the pre test to the post test.

Analysis:

That the students are learning the information and retaining it!

Changes:

Going back to comprehensive exams would probably increase the significance a little bit more. This years final exams were not comprehensive, but the students still showed an increase score.

Continuance:

Giving quizzes and homework seemed to help the learn the information more. Hands on teaching helps, too.

Results of Prior Assessment:

The comprehensive exams maybe more beneficial. Giving the assessment the day of the final may also play a factor, which means they are focused on that class and not another.

Date-Time:

5/12/2006 12:55:21 PM

Burns, S 06S TB

ECE-220-202

Pre-Post assessments, threaded discussion, chapter quizzes, portfolio of unit lesson plans & activity plans, assessment of one child., program-level=No

Results:

Three students were enrolled in my and their first hybrid class; therefore, we met F2F every other week for videos and student presentations, because both are vital to learning and applying the course content. Pre assessment scores ranged from 36 to 39. Post assessment scores ranged from 70 to 94. 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 and presented each in class. All students completed an observation and summary on one child, assessing development in all 4 domains and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home.

Analysis:

Changes:

No changes-students and I were pleased with the format and the knowledge and skills gained.

Continuance:

Results of Prior Assessment:

This is the 4th time I�ve taught this course with 2 texts. I will continue using both & requiring the child observation/assessment.

Date-Time:

5/12/2006 12:38:23 PM

Milam, S 06S TB

HPR-216-200

pre-post-test, program-level=No

Results:

The results show a significant improvement from pre to post test

Analysis:

That the students are learning the information and remembering it.

Changes:

Add homework back into this class. Try to go into more detail about the information being presented (pathology).

Continuance:

Increased homework and quizes to help them retain the information.

Results of Prior Assessment:

All though students showed a significant improvement, comprehesive exam may be more helpful to help get higher results. Giving the assessments after the exam seem to help also, because students are focused on that class not another class.

Date-Time:

5/12/2006 12:35:52 PM

Burns, S 06S TB

ECE-205-250

Pre-Post test, chapter quizzes, video &projects, program-level=No

Results:

Analysis:

The questions chosen seemed to be appropriate and will remain the same. The format seems adequate to capture knowledge gained. Each student�s video was evaluated by the student, the class and by myself. Students wrote objectives for their video and evaluated their objectives. The class learned from each video, offering constructive feedback to each student.

Changes:

The only changes will be a new textbook with My Pyramid information will be used.

Continuance:

Results of Prior Assessment:

Average post assessment scores were better than the last time I taught this course; therefore, I will continue spending more time on nutrition at the beginning of the course and utilizing practice quizzes on Blackboard.

Date-Time:

5/12/2006 11:30:58 AM

Williams, N 06S TI

WEL-12x-200

Pre-test, Post-test- Welding skills test, program-level=No

Results:

Pre-test, Post-test,hands on welding,Average entry pre-test scores were 36%, up from last year. Several students had prior training in high school. Post-test scores averaged 80%. This was a 44% increase. less than last semester. Tests and quiz score averages were also lower than last years. Students seamed to struggle more this year with the paper work than in the past years.

Analysis:

I think that each year of students are always going to be a challange for teachers. We must adapt and change our teaching style to accommadate each and every student to the best of our abillity so that they get the most out of their experience.

Changes:

I learned this year that some students need more hands on or visual training during the lecture. Each student must complete a series of welds for each class. There is a weld sign off sheet that I have kept for the last few years. As a student completes a weld I assess that weld and grade them on it. It is recorde on this sheet. This year I required the students to be in control of this paperwork and it worded better. Not only did it give them a responsibility but I saw a need to compete with each other and compare scores and techniques.

Continuance:

I think its the ability for me to keep an open mind, learn from each student and to change and adapt.

Results of Prior Assessment:

Keep short term goals and let the students be more in control of their progress. Keep in touch with prior students, have them return to encourage students about jobs and pay scales. This enforces me and encouages students to succeed.

Date-Time:

5/12/2006 11:12:12 AM

Ribaudo, J 06S TI

HEM-110-200

Pre-Post-Test, program-level=No

Results:

Post Test results indicate significant gain in skills, knowledge and understanding of terms and applications of studied material in Diesel Mechanics.

Analysis:

Students were able to understand terms and definitions as well as component and part identification.

Changes:

No changes are being considered at this time.

Continuance:

Identifying learning styles early in the semester at the beginning of the training period are necessary to provide adequate delivery of material and subject matter in ways that students can understand concepts. Students will re-train in any area that competencies are below average to provide sufficient exposure of material and allow students to succeed in learning the subject. Pre-Post-Test will be kept in the curriculum.

Results of Prior Assessment:

No Changes at this time.

Date-Time:

5/12/2006 9:39:17 AM

Gipson, K 06S TI

GUS-248-001

test scores, program-level=No

Results:

Average test score is 79% -- the same as the past two semeesters

Analysis:

This consistant average test score is very interesting -- I am completely uncertain as to what it may mean.

Changes:

Continuance:

I plan to continue with the new sequence in course material. It did not make a change in test scores, but it made the course flow much better.

Results of Prior Assessment:

Date-Time:

5/12/2006 9:10:46 AM

Gipson, K 06S TI

GUS-148-001

Test Scores, program-level=No

Results:

Average grade for student tests this semester is 88% this is up slightly from the 84% average from the previous two semesters.

Analysis:

Student learning in improving

Changes:

None at present

Continuance:

Having the students grade their own projects prior to turning them in has been a wonderful quality control tool and I will continue to use it.

Results of Prior Assessment:

Date-Time:

5/12/2006 9:05:21 AM

Gipson, K 06S TI

GUS-120-001

Student Projects, program-level=No

Results:

Average grade for student projects this semester is 84% interestingly enough this is the same as last semester.

Analysis:

Things must be going pretty well on track

Changes:

Continuance:

Having the students grade their own projects prior to turning them in has been a wonderful quality control tool and I will continue to use it.

Results of Prior Assessment:

Date-Time:

5/12/2006 8:55:18 AM

Gipson, K 06S TI

GUS-118-001

test items, program-level=No

Results:

This semester`s average test score was 80% this is in the mid range of the previous two semesters averages of 84% and 78%.

Analysis:

The additional material on Mauser rifles may have added to the overall difficulty of the course.

Changes:

Consider fine tuning the overall course content to accomodate the additional time and material required for the section on Mauser Rifles.

Continuance:

Results of Prior Assessment:

Date-Time:

5/12/2006 8:47:42 AM

Harris, L 06S TB

CIS-118-003

pre-post-Test, program-level=No

Results:

In MS Access the students were able to define and run a variety of queries using an Access database. Nearly all students correctly used >, and, and or. 3 or 4 students had difficulty using the wild card and displaying the average balance, but overall results were good. Students had more trouble implementing some features of an Excel workbook mainly due to the mathematical nature of Excel. Most of the class were not able to write an IF function correctly. Otherwise, results were more than satisfactory. Word and PowerPoint sections were trivial compared to Excel and Access.

Analysis:

Analysis:

All of the above methods are useful assessment tools.

Changes:

No changes will be made in assessment or texts.

Continuance:

Results of Prior Assessment:

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

Date-Time:

5/11/2006 5:11:55 PM

Burns, S 06S TB

ECE-288-200

Assessment includes pre-post tests and portfolio, described below., program-level=No

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 pre and post assessment was given with scores ranging from 10 to 35, while post assessment scores, completed by both students, were both 95. A portfolio of activity and lesson plans, project approach plans and guidance plans were implemented and evaluated by the student, the cooperating teacher and myself. 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 assessment tools.

Changes:

I will discontinue use of the text Art of Awareness, due to difficulty covering all the material. Other texts will remain the same. All of the above methods are useful assessment tools.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assigned. 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. Implementing class meetings was effective and will continue. The immediate feedback is effective and will be continued.

Date-Time:

5/11/2006 4:57:50 PM

Gilmore, J 06S CD

SPE-115-0xx

pre-post test, program-level=No

Results:

Of 80 potential students, 34 managed to take both the pre- and post- tests. The lowest demonstrated rate of improvement was .9, or 9% and the highest rate of improvement was 2.5, or 25%. The average student showed an increase of 2.16 points between the first and last test, or 21.6%.

Analysis:

Those students who took both tests demonstrated a significant improvement in skills. However, far too many did not take both tests. Of the 46 who did not take the test, 19 were because of the technical problems presented by the Picture-tel format combined with the size of the class. With several technical problems, we often lost contact with distant classes, especially Primero, often for several minutes and sometimes for whole days at a time. This combined with the larger class meant that we simply ran out of time. Another 15 could not take the final test due to poor planning on my part. The class in question only met once a week, and I moved too slowly at the begining of the semester. The remaining 13 were due to starting the class late, dropping out or leaving early.

Changes:

First, I have reported the technical problems to IT and will continue to work with them to smoothe out the glitches. Perhaps it would help to keep the combined class size smaller. As to my time management problem, if I teach that kind of class in the future, I will push harder at the begining of the semester. Because it is based solely on student conduct, I can see no remedy for late starters and those who drop out.

Continuance:

Stronger emphasis on fundamentals has shown an increase in scores over the years.

Results of Prior Assessment:

See above.

Date-Time:

5/11/2006 3:59:39 PM

Trujillo, G 06S TI

COS-12X-Oxx

pre-post test, weekly tests, final testing, community involvement, handling of clients, , program-level=No

Results:

5/11/2006 8:45:31 AM

Robbins, P 06S TB

BUS-115-200

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

Results:

When comparing the pre and post test scores, the average increase for scores on the post test was 20 percentage points.

Analysis:

Students obviously know the material much better after completing assignments for the class. The majority of students did not like completing the writing assignments or taking tests.

Changes:

The tests will remain in the course; however,I plan to have students write some of the questions to be used on the tests to see if this helps with test scores overall.

Continuance:

Writing assignments will remain as will all other assignments.

Results of Prior Assessment:

Date-Time:

5/11/2006 8:32:09 AM

Robbins, P 06S TB

MAR-216-0xx

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

Results:

When comparing the pre and post test scores, the average increase for scores on the post test was 30 percentage points.

Analysis:

Students obviously know the material much better after completing assignments for the class. In addition, the survey indicated that virtually all students found the class discussions and lectures enhanced their understanding of the subject matter with regards to application to "real life" situations.

Changes:

None

Continuance:

Will keep the approach the same for the time being.

Results of Prior Assessment:

Changes included two more research/writing assignments which seemed to have a positive impact on students this semester.

Date-Time:

5/11/2006 8:25:27 AM

Spencer, L 06S CD

Eng-122-003

Portfolio, in-class assessments, evaluative self-critiques and letters of response., program-level=No

Results:

Through the portfolios, the students demonstrated the ability to develop an argumentative thesis, develop the point-by-point arguments, recognize and refute or concede to counter-arguments, do extensive research on a controversial topic, support issues of cause and effect, propose a solution, and develop evaluative essays, all while using appropriate conventions of writing including good organization, word choice, voice, parenthetical documentation, effective research strategies. All students with one exception had no plagiarism. The evaluative papers and an in-class assessment revealed that students felt lethargic this semester. They freely admitted that their sometimes lackadaisical attitude was not the fault of the class; rather, they just didn`t seem to want to go to ANY class. Furthermore, the students agreed that the workshop style of the class led to a feeling that it was acceptable to learn from mistakes and to keep refining a paper and to ask questions. They particularly responded to peer critiquing, question and answer sessions, and an outline exercise where the students had to outline their argumentative stategies on the blackboard and the other students would brainstorm and critique with the student on ways to make the structure, arguments, counter-arguments, etc. better. The students commented that the peer critiquing allowed them to see how someone else approached the process and to have their own process evaluated. Twenty-five per cent of the class received A`s,63% B`s, and 13% C`s. All portfolios showed that the students could address well-educated audiences through argumentation, proposing a solutions, cause and effect, and evaluation. All demonstrated appropriate research strategies and documentation. Only one student missed instances of plagiarism in her paper. One student noted that he felt embarrassed when I singled him out to demonstrate a problem with documentation.

Analysis:

The portfolio method allows the student to examine semester progress and to be assessed in terms of the best he/she can do. Peer critiquing is essential to get the students to understand how their work is being received by an audience and to get ideas about how to change their writing for the better. I need to spend more time on teaching note-taking techniques. And I need to be a bit more careful about how I single students out in the workshop discussions. The evaluative papers help the students put their classroom experience into perspective, and they help me understand how the students are responding to the class and their own learning process.

Changes:

There will be more discussion about note-taking, learning techniques, and putting learning into some kind of meaningful context.

Continuance:

Portfolios, peer critiquing, workshopping, attendance policy

Results of Prior Assessment:

None

Date-Time:

5/11/2006 8:23:07 AM

Spencer, L 06S CD

Eng-121-003

Portfolio, in-class assessment, program-level=No

Results:

All students demonstrated the ability to use conventions of essay writing including proper organization, tone, word choice, development and proof of thesis, appropriate use of parenthetical documentation and research techniques, ability to paraphrase and summarize, avoiding plagiarism. Those students who attended regularly had the highest grades. An oral in-class assessment of the class revealed that while the students grumbled about the attendance policy, most felt that it motivated them to be in class and to learn. They said that by being in class, they were able to learn and apply the tools of writing and, consequently, they did much better in the class than they thought they would. The portfolios demonstrated that all students had learned the basic skills necessary to develop, argue, and present a thesis and proof to a well-educated audience. A written assessment of their own learning revealed that several felt they had a "voice" for the first time. The lessons in how to write essay answers to essay questions was well received with many students commenting that they had already applied the tools in other classes and with great success. All felt it was fair to have the bulk of their grade based on the portfolio, representing the best of what they could do and demonstrating what they had learned during the semester. Furthermore, the students admitted that they had not been taught to take notes in high school. Some felt that there was too much emphasis on reading and that they could simply learn by sitting in class. We had two discussions about the use of multiple intelligences and how sensory involvement can improve learning. Those who chose to use note-taking, attended regularly, and who revised more than once did very well. Those who did not, struggled. Thirty-three percent of the class received A`s, 11% B`s,45% C`s, and 11% (one student) failed as a result of not showing up after mid-term. All students who completed the class work did C or better work on the final portfolios which included a research paper and rewrites of two of their earlier works.

Analysis:

Many students coming to college fresh out of high school are ill-prepared to study and make the most of class. They admit to not knowing how to study, how to take notes, or how to put learning into some kind of meaningful context. Peer critiquing and portfolio development allow the students to recognize how they are growing as writers. The examination of their writing beginning to end allows them to understand what they have accomplished. The teaching of how to take essay exams gives them a greater chance of success in other classes. Attendance encourages and reinforces active learning and helps students learn discipline.

Changes:

I will spend more time teaching the students how to take notes, why being in class and participating are critical to learning, and how to apply their learning to other areas.

Continuance:

Attendance policy, peer critiquing, portfolio, information on assessment.

Results of Prior Assessment:

The additional time spent with paraphrasing and summarizing, and the constant lecturing on the importance of not plagiarizing let to a relatively plagiarism-free semester.

Date-Time:

5/11/2006 7:59:30 AM

Vaugeois, H 06S HSS

THE-107-001

Quiz - practical application of learning, program-level=No

Results:

Student results on pre-test quiz ranged from 45 - 75% accuracy. Students` demonstration of learning showed a 85 - 100% accuracy.

Analysis:

Success in this course is based on assimilating a huge amount of data, as well as being able to utilize and free up artistic abandon. The students were definitely capable of acquiring the data. 50% of students bulked at the artistic expression aspect of the course and earned no higher than a C in that aspect.

Changes:

Next time I will create and have the students participate in many exercises to help they free up their artistic creativity prior to expecting them to demonstrate an understanding of the new data.

Continuance:

Bringing in experts in the various components of the course. This provided fresh approaches and variety, as well as demonstrated how various artists have channeled the course material into careers.

Results of Prior Assessment:

This is the first time I`ve taught this class.

Date-Time:

5/10/2006 4:37:32 PM

Vaugeois, H 06S HSS

THE-105-001

pre-post test, program-level=No

Results:

A drop in attendance may have affected these assessment results. The students who remained to the end demonstrated an amazing growth in knowledge and ability to apply the knowledge. With the exception of the two theatre majors, the students had absolutely no knowledge or experience with theatre as demonstrated by the early testing experience. Today`s final was so complete that 100% of the students could have been mistaken as Theatre Majors. I have never been more impressed by a group of students` mass of usable information. To further highlight the change in data, the pre-test was a multiple choice vehicle which might have allowed some students to earn points which were based solely on guesswork. The post-test was an essay vehicle for which the students had to demonstrate accurate and in-depth knowledge and understanding, independent of any clues in the test.

Analysis:

One conclusion is that the extremely small size of the eventual class allowed for much more one-on-one discussion and application of learning, placing every student "center stage" for every exercise. Additionally, every student seemed to have a greater commitment to the class than has been the case in previous semesters. Attendance was generally 100%. The only other variable I can think of is that, with such a small class, I found myself redesigning the way I taught. I was much more informal and allowed exercises to take as much time as needed for the given circumstances, whereas, in previous classes, I would have curtailed exercises in order to stay on schedule.

Changes:

I plan to re-think the value that I`ve always placed on each assignment and activity and perhaps minimize these in order to have flexible time to extend assignments and activities when warranted by the make-up and personality of each class. Perhaps in letting go, I might be able to make what we do have that much more meaning.

Continuance:

Despite my thoughts in the previous prompt, I don`t believe that I`ll throw out the methods I`ve used in the past. Usually, with previous classes, any attempt to allow the class to dictate the pace of the class and amount of work has resulted in student boredom and lack of motivation, even though they might have said that they wanted more time to complete tasks. It was usually motivated by student laziness and procrastination. Because this might have been an exception to the rule, I`ll hang on to what has worked in the past, while being open to minimizing and elaborating.

Results of Prior Assessment:

Providing more structure and more instructional materials has been a previous goal. I`m pleased with each change that I`ve made over the years.

Date-Time:

5/10/2006 4:20:50 PM

Pearson, T 06S TI

ENT-all-001

Exit Exam, program-level=No

Results:

All students succeeded in passing the exam with %70 or better, per assessment goal. Most had trouble remembering material from their first semester. Few were able to determine tree types from descriptions. Few tried hard on the essay portion of the exit exam.

Analysis:

This class had over 25 students in surveying 1, and as a result they retained very little of the course material. The program is not set up or equiped to handle large numbers of students in a class, and class sizes should be kept below 15 students. The program failed to teach students to identify tree types from descriptions, and changes must be made in this area. Overall, students are learning and retaining the majority of subject matter.

Changes:

Include tree type and identification as part of advanced surveying. Use the last 1 to 2 weeks of practical field problems to review surveying terms and concetps from 1st semester courses, to reinforce lessons learned. Remove essay questions from entrance / exit exam, as students refused to put effort into them, knowing the test doesn`t affect grades.

Continuance:

Students were able to answer well on drafting, construction, advanced surveying, and materials questions. These subjects should be continued as they have been taught. Survey 1 & 2 will require some adjustments as noted above.

Results of Prior Assessment:

This is my first exit exam, more to come on this subject in future.

Date-Time:

5/10/2006 2:17:44 PM

Jones, C. 06S TB

CNG-131-001

Pre-post Test, , program-level=No

Results:

Students showed improvement in module tests, and terminology.

Analysis:

The Text book being used was outdated and made it difficult for any type of real life applications.

Changes:

I would like to set up teams to do labs and more research. I also would like to give more test concerning technical terminology.

Continuance:

Review with students by playing "jepordy", and show a movie that relates to classroom subject

Results of Prior Assessment:

N/A

Date-Time:

5/9/2006 6:54:32 PM

Jones, C. 06S TB

CIS-118-050

Pre-post Test, program-level=No

Results:

Students were given a pre-test of office applications which showed little knowledge other then word processing. After Post-test students demonstrated a working knowledge of all applications.

Analysis:

Students had the most difficulty building and understanding a database.

Changes:

I would like to spend more time on database and spreadsheet and try to integrate "real life" issues for a better understanding and more "Hands-on" team projects

Continuance:

Participating with students as they are learning the projects

Results of Prior Assessment:

N/A

Date-Time:

5/9/2006 6:43:31 PM

Compton, T 06S CD

Lab-all-all

Pre-test, final exam, portfolio, exit survey, program-level=COM

Results:

A dismal semester. Language Lab total number of students enrolled: 40. Initially, 55 students enrolled. Of those, 40% droppped before Census Date. English [ENG 060,090] 30 students enrolled. Required 100% of ENG students to complete Writing Sample. Of the 30, 4% tested up to ENG 121 ITOP. 85% of those students who tested up to 121 passed with B or better. Of the 060 population, 50% passed with a B or better and 50% failed the course due to lack of attendance. Of the 090 population, 72% passed with a C or better and 28% failed the course due to non-attendance. Reading [REA 060,090] 10 students enrolled. No reading students were pre-tested. A little drearier that ENG, if that`s possible: of the 10, 50% dropped after Census and 50% passed the course with a B or better.

Analysis:

Although no reading students were tested using GSRT, the Writing Sample is working to correctly place students at skill level. This is an extremely fragile population, but I honestly have little to offer with `the why` of this semester. It seemed a consensus among staff that the students had attitude problems, were tired, sluggish and lazy, suffered from a `forever Spring` fever, and/or didn`t relate to `old` people.

Changes:

Fall 07, lab instructors will teach one subject on one level [and not multi-task subject/levels]. All students will be pre-tested to insure accuracy of Accuplacer. REA students will test with hard-copy Accuplacer. With regard to curriculum in the Reading courses: appropriately leveled Vocabulary, Timed Readings, and Short/Classic books/novels requiring analysis will augment current REA text. ENG students will be given a final exit essay.

Continuance:

ENG students will test with the Writing Sample. One-on-one, small groups, the opportunity to complete the course early.

Results of Prior Assessment:

The Writing Sample for English students is working, but the GSRT may not be working. GSRT tests comprehension while Accuplacer tests comprehension as well as inference and critical thinking. We may not be doing our students a favor by testing them up or out of Reading with comprehension skills alone. The Reading course will now teach to inference and critical thinking as well as to comprehension.

Date-Time:

5/9/2006 2:17:48 PM

Lucas, B 06S TI

ASE-12x-0xx

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

Results:

Students achieved a 70% or higher post test score. Ability of student to correctly diagnose and repair assigned project(s) has improved.

Analysis:

Students that scored lower were the ones that were absent,tardy and did not spend the time to study. lab projects took longer to complete because of the above.

Changes:

empress upon the students that not being here, not studying can have a huge effect on their success in the future. pre-post test questions updated along with changes in technology.

Continuance:

live hands on projects, nothing like real life experience as a teacher

Results of Prior Assessment:

Students were able to do more hands on, the quality and speed has improved. Students that have graduated and taken ASE tests have commented they were not intimidated by the questions,same type of questions given in the pre-post test.

Date-Time:

5/9/2006 11:12:12 AM

Pearson, T 06S TI

ENT-208-001

Capstone Project, program-level=No

Results:

The capstone project in this class was the design and build of a concrete barge. Specifications were provided limiting the size of the barges, and the contest was judged on a strength to weight ratio. The students worked in groups of 2 to 3, and the whole class worked as a team to test different designs and mixes.

Analysis:

The barge project served several useful functions in the concrete class. 1. The project captured the imagination of the students, and proved to be a very motivating force. They all worked long hours outside of the class, researching mix designes, and testing shape designs. 2. The project incorporated every aspect of concrete design, from type of cement and add mixtures, to type and size of aggregate, and gradation. Students took charge of their own learning in their eagerness to create a good product. 3. The project developed good team working skills among the class. Each student got to experiment with their own ideas, and display the results to the rest of the class. Ideas were discussed and evaluated, then incorporated or discarded. The class developed a great sense of unity, and team spirit, and this sense of team will help the students in the professional world they are training to enter.

Changes:

This is the first year that the program has worked on concrete barges, but I hope to continue the project, as the results were so very good.

Continuance:

The hands on learning, and chance to use skills developed in other classes to produce a product were excelent teaching aids. The project motivated the students, and chance to compete made them all try hard to produce. Hands on projects will be kept in the cirriculum.

Results of Prior Assessment:

This is my first evaluation of this class, so no changes to date. More to follow in years to come.

Date-Time:

5/8/2006 4:23:46 PM

Pisciotte, D 06S TB

MGD-246-C11

Capstone Project, program-level=No

Results:

I used a rubric of key points throughout the course and then made sure they were highlighted in the students` final project - a power point presentation encompassing all they had learned as applied to their field. The presentation also included two evaluations and a training checklist.

Analysis:

The students in this course were well-motivated to learn as much as they could about training, since all of them are actively working in the safety profession. Many had never thought about how to make a good presentation, apply it to adults and make it interesting. Of the six students, four demonstrated a mastery of the subject matter as evidenced by their presentations. One requested an incomplete so I have yet to see how her presentation will play out. The remaining student was new to the safety field and to being an adult learner, and didn`t grasp the material as well. He is the first student who has ever earned below a C in the five semesters I have taught this course.

Changes:

I would like to incorporate an audio or video component to the course so that visual and aural learners can benefit as well as the kinesthetic learners.

Continuance:

The application of adult learning styles. As well as being part of the curriculum, it is also part of how the class is administered. Taking each student`s learning style into consideration is important, and I took this in account when evaluating the students.

Results of Prior Assessment:

This class really seemed to take the lessons on keeping training interesting to a new level. One student came up with Safety Jeopardy, a fully functioning interactive game. Ingenious!

Date-Time:

5/7/2006 8:25:52 PM

Philbin, R 06S MS

PHY-x12-001

CSEM pre/post, program-level=No

Results:

The Conceptual Survey in Electricity and Magnetism was given at the beginning of the term and again immediately after all relevant material had been discussed (C21-C34 for PHY212 and C17-C28 for PHY111). PHY212 students scored 31%(pre) and 47%(post); this is exactly the same as the national for calculus-based physics students. PHY111 students averaged 34% (pre) and 45%(post); somewhat better than the national norms of 25/44%.

Analysis:

This year`s results are quite different from last year`s (post-test only: PHY212-75% and PHY112-34%). Last year the one PHY112 student attended very poorly and ended with a failing grade. Two of the PHY212 students were among the most talented physics students I have ever taught. From this small data set, it appears that student ability totally dominates other factors.

Changes:

I would like to split PHY 112 from 212, but barring that possibility, at least have some separate meetings wherein we can discuss calculus-specific topics and trig/algebra-specific topics.

Continuance:

Lots of lab work; using labs as a time to integrate the very abstruse theory to real measurements, and then spending the time necessary to interpret data is crucial to understanding.

Results of Prior Assessment:

I didn`t increase the use of Excel (data analysis and simulations) as I had planned, mostly because of time constraints. This would, I think, help with connecting theory to experiment. I would like to increase the use of Maple as well. To do this, I need computers in the lab which link to the network.

Date-Time:

5/5/2006 8:12:59 AM

Antista 06F HSS

MUS-120-0xx

Observation, program-level=No

Results:

In the course of the semester, I administered a Pre-test/post-test on the three maing composers of the Classical Period. So few students knew anything on the pre-test, that comparing it with the post test is not very useful to direct me in making any changes in the teaching of the course. The post test was full of information, where the pre test was often turned in with mostly blank spaces where answers were to have been. After consultation with our campus assessment coordinator, I decided to report instead, on a significant difference I noticed this semester between the three sections I taught of this course during this semester. The three classes were all three meeting on MWF, a Pic-tel to Alamosa campus at 9:00 (only Alamosa students, none on the Trinidad side), and Trinidad classes at 11:00 and 12:00. Some semesters back, I moved the location of the Trinidad classes to the Massari building, where I can access instruments, pianos, and music materials not available when teaching this course in the little theater or other classrooms. Also several semesters back, I separated the Alamosa Pic-tel class from the Trinidad class, so that the music examples could be played in the room, at the Alamosa campus, instead of transmitting them across the Pic-tel. The students at the distant site have equipment and the set of CD`s that accompany our textbook, and at my instruction, mid lecture, they play the CD in their room, which has been highly more satisfactory than when we transmitted across Pic-tel. By teaching only the students at the Alamosa site, I am also able to modify the course, and do less of the interactive rhythmic activites, piano demonstration, etc., that I do in a live class, and this has been less frustrating for the distant students. This semester, I noticed that the 11:00 Trinidad campus class connected to both my lectures and listening in a way that none of my other sections of this course over the past years have ever done. By the 2nd -3rd wk of class, this class was `in the palm of my hand` and arrived alert, open eyed, and awaiting what I had to tell and show them that day. They were actively engaged in the listening, and hooked into the passions of the stories, compositions, and music. The question is to why. I think I teach the course in the same way to each section, but this class connected in a way that the others didn`t. There are always a few students in each class who are tuned in and connected at this level, but this Fall 05 11:00 MWF class, made of a diverse cross section of students, was exceptional in its totality as a class and how they received and embraced and anticipated the course.

Analysis:

One change I had made in the Fall 05 semester, was at the very beginning of the course, when we teach the Elements of music, which encompasses three quizzes. This semester I began, not with teaching the elements, but with asking the students to bring in their CD`s of rock, country, rap, etc., and with them, I listened to the opening minute, then plotted what I heard on the board, played again, plotted more, etc., and was modeling a kind of active listening and analyzing that pulled apart the musical ingredients -- as most of the students rarely would do when listening to music. I can only speculate that this beginning could be what `hooked` the 11:00 class and engaged them so strongly. It seems a small miracle that the engagement continued through the entire semester, but it did.

Changes:

Continuance:

CHOIR Folders TSJC Vocal Ensemble FALL 2005 No. 1 2. Ron Solt Baritone 3. Miriam Arnol-Martin Alto 4. Sarah Wilhelm Soprano I 5. Ross Gallegos Baritone 6. David Gallegos Baritone 7. Kristin Burrows Alto 8. Rob Fisher Tenor 9. Madison Pendley Alto 10. James Vigil Tenor 11. Victoria Moore Soprano 12. Erica Fernandez Soprano 13. Accompanist 14. Deborah Swope Alto/Sop.II 15. Megan Gabol Alto/Sop. II 16. Duncan Miller Baritone 17. 18. Sho Taharaguchi Baritone 19 Nichelle Valdez Soprano. 20. 21 22. CHOIR Folders TSJC Vocal Ensemble FALL 2005 No. 1 2. Ron Solt Baritone 3. Miriam Arnol-Martin Alto 4. Sarah Wilhelm Soprano I 5. Ross Gallegos Baritone 6. David Gallegos Baritone 7. Kristin Burrows Alto 8. Rob Fisher Tenor 9. Madison Pendley Alto 10. James Vigil Tenor 11. Victoria Moore Soprano 12. Erica Fernandez Soprano 13. Accompanist 14. Deborah Swope Alto/Sop.II 15. Megan Gabol Alto/Sop. II 16. Duncan Miller Baritone 17. 18. Sho Taharaguchi Baritone 19 Nichelle Valdez Soprano. 20. 21 22. I will again use the students` CD`s to teach the Elements portion of the course.

Results of Prior Assessment:

Date-Time:

1/25/2006 6:59:09 PM

Trusty 06F TI

OSH-245-c11

survey, program-level=No

Results:

students responded with positive notations.

Analysis:

Not a thing

Changes:

At this time, nothing

Continuance:

Since the course is online through CCCOnline, there are some limitations and time issues particularly with design issues that include adding assessment tools. Funding is short, so chances are nothing will be accomplished in the near future.

Results of Prior Assessment:

Since it appears that assessments have not been accomplished, nothing to report.

Date-Time:

1/24/2006 7:21:26 PM

Hofmeister, C 06F TI

GUS-221-001

project based, program-level=No

Results:

good overall projects, better than average

Analysis:

Getting better than average projects, Good, happy!

Changes:

more Handouts needed

Continuance:

revision of breeching handout working well.

Results of Prior Assessment:

more of the odd receivers barreled well, from refinement of handout material.

Date-Time:

1/9/2006 2:39:45 PM

Hofmeister, C 06F TI

GUS-220-001

project based, program-level=No

Results:

Students used shop time better, new tool room guy excellent. Need to get more projects completed by the end of class.

Analysis:

Planning work day for limited shop time has made for a more productive class period. need more emphasis on getting the reading out of the book

Changes:

Make students turn in most of there projects on the midterm class end date, to keep them headed twords completing their projects

Continuance:

good handouts and timing of class

Results of Prior Assessment:

improved timing and running of classes

Date-Time:

1/9/2006 2:16:04 PM

Jackson, A 06F MS

MAT-0x0-xxx

diagnostic pretest, program-level=No

Results:

The 030 class results from 2002 to 2003 showed improvement in overall math knowledge, but did not adequately prepare the students for the 060 course work. The 030 text was changed in 2003/4 and improved math knowledge was observed on the 060 pretest as well as in comparing diagnostic entry and exit tests. The 2005 090 diagnostic entry and exit tests demonstrate the need for more emphasis on algebraic thinking in both 060 and 090. Toward this end the texts will be upgraded in 2006 to narrow the gaps between 060 and 090 as well as between 090 and 121.

Analysis:

At the start of the semester the student will take a diagnostic pretest. The purpose of this test is to measure entry knowledge and to guide the students study. This test is compared to the final at the end of the semester, the information gained is used to guide the selection of text material and alter the instructors approach to material presentation. In addition there is a diagnostic test at the beginning of each chapter. These tests are referenced to the area in the text where there is a discussion of the material being tested. Class participation, homework, and chapter end tests will demonstrate student competencies

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

1/9/2006 11:55:47 AM

Hofmeister, C 06F TI

GUS-122-001

project based, program-level=No

Results:

Very Good overall project.

Analysis:

Good class as a whole, some of the best barrels ever. Better projects with nonmagnum chamberings

Changes:

Good running class, Needs some more reaming detail

Continuance:

Good, continue

Results of Prior Assessment:

Best barrels ever

Date-Time:

1/9/2006 11:46:54 AM

Hofmeister, C 06F TI

GUS-121-001

project based, program-level=No

Results:

good overall projects,

Analysis:

Needs more, basic level operation demonstation

Changes:

Add basic demonstration and detailed mill function use.

Continuance:

continue overall mill operation.

Results of Prior Assessment:

good projects overall

Date-Time:

1/9/2006 11:41:54 AM

Hofmeister, C 06F TI

GUS-115-001

Capstone project, program-level=No

Results:

Good overall projects, better than average,

Analysis:

Stressed deatils from finish requirements, showed better results More students completed than ever before

Changes:

more specific handout material for parts fitting.

Continuance:

stress on finishing

Results of Prior Assessment:

Better than average overall finish on completed projects

Date-Time:

1/9/2006 10:59:46 AM

Hofmeister, C 06F TI

GUS-114-001

Test scores, 1 Research paper, program-level=No

Results:

Very good papers, Overall test scores up, final better than average.

Analysis:

continued use of specific handout material to reinforce lecture and demonstrations.

Changes:

More detailed handout material. more demonstrations of specific tech. needed to improve finished projects

Continuance:

More spesific details for project parts

Results of Prior Assessment:

good results from added "finish detail stressed"

Date-Time:

1/9/2006 10:47:47 AM

Harris, L 06F TB

CIS-240-001

pre-post test, program-level=No

Results:

Students improved the areas that were the weakest as indicated on the pre-test.

Analysis:

The www based text provided appropriate emphasis and the labs and online activities reinforced the topics.

Changes:

I will try to speed up the design portion and leave more time to start the programming SQL concepts.

Continuance:

Today`s young students respond well to the WWW based multimedia curriculum.

Results of Prior Assessment:

Less time spent on design (ERD) and more focus on programming (SQL).

Date-Time:

1/9/2006 10:23:09 AM

Harris, L 06F TB

CIS-118-003

pre-post test, program-level=No

Results:

Students improved the areas that were the weakest as indicated on the pre-test.

Analysis:

The common (for today) areas of word processing and power point showed the least impovement since they already know a great deal of this material. The area of DB (Access) showed to have the least prior knowledge. The post test showed some improvement in that area but it still is the most difficult concept to grasp in the short time it is covered.

Changes:

I will supplement the spreadsheet sections with math lessons.

Continuance:

Most students do not need much assistance in word processing to meet the goals of this course. The additional time saved from Word was applied to the needed units on Spread sheets and Databases.

Results of Prior Assessment:

Less time spent on word processing proved acceptable.

Date-Time:

1/9/2006 10:18:15 AM

Harris, L 06F TB

CNG-127-001

pre-post test, program-level=No

Results:

Students improved the areas that were the weakest as indicated on the pre-test.

Analysis:

The WWW based curriculum is popular with the students.

Changes:

I will assign more hands-on labs.

Continuance:

Today`s young students respond well to the WWW based curriculum. I had my doubts but they managed the difficult material well by utilizing group work outside of class.

Results of Prior Assessment:

WWW based curriculum continues to be popular with the students and is very motivational.

Date-Time:

1/9/2006 10:12:42 AM

Harris, L 06F TB

CNG-165-001

pre-post test, program-level=No

Results:

12/22/2005 2:14:15 PM

MacLaren, J 06F MS

CHE-111-001

test item analysis, survey, class discussion, program-level=No

Results:

12/22/2005 10:36:33 AM

MacLaren, J 06F MS

CHE-101-001

survey, tests, classroom and lab observation, , program-level=No

Results:

The students indicated an overall understanding of the course objectives but did not do well on tests. Interaction with studetns during class times was very positive and demonstrated that they understood much more than was shown through written tests. Students suggested more hand on activities, spending more time on chapter materials, slowing down, and an informal setting for the class.

Analysis:

This an introductory course for non-science majors. It seems that most students enjoyed the class but I don`t think I inspired anyone to switch to a chemistry major. They enjoyed the lab experience most ao all and asked for more lab time.

Changes:

This is the first time this course has been offered and so it is in its developmental stages. I will increase the number of demonstrations and lab activites that demonstrate the chemistry priinciples being studied. I intend to use the end of chapters questions in the text as an outline for student to use to study the material. Test questions need to be broken down into progressive steps.

Continuance:

Interaction with the students in the class and lab settings. The students actually did a great deal of hands on activities and this will be maintained.

Results of Prior Assessment:

I will add page numbers to the PowerPoint slides and develop more critical thinking activities.

Continuance:

Discussions, Questioning in class.

Results of Prior Assessment:

Date-Time:

12/20/2005 1:15:13 PM

Smith, T 06F MS

MAT-107-205

Pre-post test, program-level=No

Results:

The pre-post test results for MAT-107205 show a mean average increase of 15.0% in cognitive learning. The high score was a 60.0% increase and the low score was a -20.0% decrease. A number of 16 students were enrolled in MAT-107205. In addition, interviews and classroom discussion also indicated that learning was achieved based on knowledgeable statements pertaining to industry and subject matter being made by students at the end of the semeter versus the begininning of the semester.

Analysis:

Learning in Aquaculture education has ocurred.

Changes:

None at this time.

Continuance:

The current Culture of Assessment includes a pre-test and post-test; Attendance and participation; weekly quizzes; a mid-term and final examinations; applied experiential learning at various aquafarm sites; visitation/guest lecture with industry and university; field trips and general observation.

Results of Prior Assessment:

None at this time.

Date-Time:

12/20/2005 11:47:37 AM

Salbato, M 06F TI

FVT-160-001

pre-post-Test, program-level=No

Results:

I had nine students do both the pre and post tests (one student was absent for both). They averaged 41 percent on the pre and 77 percent on the post test.

Analysis:

Two of the students decided not to complete all of the post test. If you exclude their scores the pre was 43% and the post was 87%. Overall the class gained a good general knowledge. The post test showed one of the questions was missed by 78% of the students. Also the students were confused with a couple of the matching questions.

Changes:

It most missed question dealt with where data is displayed in Final Cut Pro. I believe we could cover the windows better to solve this problem. The matching problem dealt with keyboard shortcuts which I hope to cover more in the future.

Continuance:

Repetition of the core material seems to have aided the students the most. They use the core processes in most projects and the repetition helped them retain the basics.

Results of Prior Assessment:

This was my first Assessment.

Date-Time:

12/20/2005 11:46:53 AM

Smith, T 06F 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 18.6% in cognitive learning. The high score was a 43% increase and the low score was a -9.0% decrease. A number of 18 students were enrolled in AQT-102200. In addition, interviews and classroom discussion also indicated that learning was achieved based on knowledgeable statements pertaining to industry and subject matter being made by students at the end of the semeter versus the begininning of the semester.

Analysis:

Learning in Aquaculture education has ocurred.

Changes:

None at this time.

Continuance:

The current Culture of Assessment includes a pre-test and post-test; Attendance and participation; laboratory participation and quizzes; a mid-term and final examinations; applied experiential learning at various aquafarm sites; visitation/guest lecture with industry and university; field trips and general observation.

Results of Prior Assessment:

None at this time.

Date-Time:

12/20/2005 11:40:03 AM

Smith, T 06F 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 15.0% in cognitive learning. The high score was a 50% increase and the low score was a -20.0% decrease. A number of 18 students were enrolled in AQT-105200. In addition, interviews and classroom discussion also indicated that learning was achieved based on knowledgeable statements pertaining to industry and subject matter being made by students at the end of the semeter versus the begininning of the semester.

Analysis:

Learning in Aquaculture education has ocurred.

Changes:

None at this time.

Continuance:

The current Culture of Assessment includes a pre-test and post-test; Attendance and participation; quizzes (water sample analysis); a mid-term and final examinations; applied experiential learning at various aquafarm sites; visitation/guest lecture with industry and university; field trips and general observation.

Results of Prior Assessment:

None at this time.

Date-Time:

12/20/2005 11:33:36 AM

Story, W 06F TB

MGD-141-001

Pre-post-test, projects, skills testing, standard testing, oral course satisfaction survey, program-level=No

Results:

Analysis:

Every student, who completed this course, was able to reach the goal of being able to successfully demonstrate the ability to satisfactorily use Macromedia Dreamweaver and Macromedia Flash.

Changes:

This course was primarily a book/book project/lecture course. In the future, thanks in large part to class feedback, I will experiment with less bookwork and rely more on lecture/self created Websites.

Continuance:

I will continue to utilize the above listed assessment techniques to enhance and improve this course.

Results of Prior Assessment:

Date-Time:

12/20/2005 11:24:39 AM

Smith, T 06F 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 14.3% in cognitive learning. The high score was a 31% increase and the low score was a 0.00% increase. A number of 11 students were enrolled in AQT-101200. In addition, interviews and classroom discussion also indicated that learning was achieved based on knowledgeable statements pertaining to industry and subject matter being made by students at the end of the semeter versus the begininning of the semester.

Analysis:

Learning in Aquaculture education has ocurred.

Changes:

None at this time.

Continuance:

The current Culture of Assessment includes a pre-test and post-test; Attendance and participation; an approved project/research paper; a mid-term and final examinations; applied experiential learning at various aquafarm sites; visitation/guest lecture with industry and university; field trips and general observation.

Results of Prior Assessment:

Results of Prior Assessment:

Sample was no small that it is hard to draw any conclusions as far as results. This was the worst average score on pre-test, especially those who stayed in class, to date. The improvement was about average, with below average post-test scores. At least 2 of the more knowledgable students dropped the class.

Date-Time:

12/20/2005 10:39:43 AM

Billings, B 06F HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

Students were given pre-test during first week of classes. Students were given post-test in a class that met after the class they took the Final Exam. Both tests were identical, and consisted of fill in the blank and multiple choice questions. Students did not get back the graded pre-tests, so they had no access to the correct answers prior to the post-test. The average score on the pre-test (all students) was 35.2%. The average score on the pre-test (only those students who took post-test) was 36.1%. The average score on the post-test (all students) was 50.7%. The average score on the post-test (only those students who took pre-test) was 51.4%. 27 students took the pre-test. 23 students took the post-test. 22 students took both tests.

Analysis:

Student background was about average for this class. 3 students scored above 50% on the pre-test. 9 students scored above 50% on the post-test. There was correlation, with some exceptions, between final class grade and post-test score. Overall the 7 students (with one exception) showed dramatic improvement between pre-test and post-test scores, which was not generally the case with the B and lower grades. The next greatest improvement was among the B students. Examples of improvement in scores among A students: 15% to 70%; 30% to 65%; 40% to 85%; 30% to 60%; 60% to 80%; 75% to 90%. The one exception was actually a drop from 45% to 35%. The students who finished with A`s and B`s generally showed indications of significant learning. The scores on the post-tests were not used in calculating the final grade. Some of the students appeared to be more interested in getting a satisfactory grade, than in actually learning something.

Changes:

Impose more stringent requirements for required oral presentations. Require students to turn in written answers to at least 2 sets of study questions. Greater use of audio-visual equipment.

Continuance:

Requiring students to deliver at least one oral presentation. Handouts of chapter outlines to be used to follow classroom activities and use as a study guide. Essay questions on exams.

Results of Prior Assessment:

Results not significantly different from prior Assessments, except that a few students recorded improvements that exceeded that of any students in prior Assessments.

Date-Time:

12/20/2005 10:23:58 AM

Billings, B 06F HSS

HIS-201-0xx

pre-post-Test, program-level=No

Results:

12/17/2005 11:24:43 AM

Carter, K 06F MS

MAT-121-002

Analysis of Student Record and Test Items., program-level=No

Results:

12/16/2005 2:28:09 PM

Johnson, S 06F TB

CIS-135-2xx

Observation, program-level=No

Results:

By observation and assisting student, I realized that some students have prior experience with Word, but most of the students needed additonal help especially in the advanced lessons.

Analysis:

This class is an introductory class so I need to assist them to understand concepts, terminology, using the mouse, file management, saving to the network, etc. Since this is a self-paced class, students can move ahead but others need to be sure they keep up the the timeline on the syllabus or they won`t be able to complete the course.

Changes:

Our testing is done on SAM (Skills Assessment Manager)on the Internet. We have created new tests for next semester so they better match the material covered in each chapter and the names of the tests match the chapters covered.

Continuance:

The red cup method is beneficial because when the student needs help, they put the red cup on the top of their monitor and I assist them as soon as possible. This helps them because they know that I am alerted that they need help and they are free to continue working. As a consequence, most students work out their own problems and put the red cup down without having assistance.

Results of Prior Assessment:

Continue using the red cup method.

Date-Time:

12/16/2005 2:15:40 PM

Rasmussen, G 06F TB

BTE-225-200

Pre-Post; portfolio, program-level=No

Results:

Results of the Pre-Post assessment are as follows: Range: 0-22 point increase for (5 students) Average: 11.2 points For this course, each student must develop a resume and cover letter for a job of their choice. Each student was a given a rubric as to what would be required for the resume and cover letter and then prepared a rough draft to be handed in. It was critiqued and then returned to the student. Each student demonstrated marked improvement over their rough drafts. Resumes were more clear and concise and the letters demonstrated better you-approach.

Analysis:

Rubrics were helpful in defining what needed to be included in the resumes and coverletters since they are so individualistic.

Changes:

A new resource book was found and it will be implemented in the next semester. Another aspect to improve is the interview section. Videotaping the student will allow them to reflect on how they come across to others during an interview.

Continuance:

Rubrics will still be utilzed so students know what to include in the resumes and cover letters.

Results of Prior Assessment:

Date-Time:

12/16/2005 2:08:39 PM

Meyerholz, D 06F TB

BUS-217-200

pre-post-Test, and submitted papers comparison, program-level=BUS

Results:

Pre-test results averaged 40% on a written exam. The post test results averaged 70% score on the exam. This is an improvement of 75%. The results of the written submission was an average of 70%. The final paper averaged a score of 85%. This was an improved score of 21% on spelling, grammar, sentence structure, purpose, and attitude.

Analysis:

This was the smallest class size that I`ve taught in this subject. It was very difficult to engage students in class discussions because this group was quiet and reserved. The result was, when we worked on fundamental concepts the students would participate if the information was presented as questions, therefore, the scores on the written exams improved. The individual writing projects did not seem to improve as much as I`d like, primarily because students were not sharing insights with one and another.

Changes:

Activities that presented a challenge and forced group interaction seemed to be more effective than any lectures or individual work. Having a small class presented it`s own challenges - especially in a class where interaction is important.

Continuance:

I increased the number of assignments from the textbook this semester - as a means of helping students to comprehend the information. This seemed to be effective. Students accepted the questions they would need to research and so I believe it contributed to an improved understanding of the importance of good business communication.

Results of Prior Assessment:

Results of Prior Assessment:

I plan on continuing with the current methods of teaching. I do wish we had a testing center where students could take tests and not take up as much class time.

Date-Time:

12/16/2005 1:42:12 PM

Rasmussen, G 06F TB

CIS-155-200

Pre-Post Assessment, program-level=No

Results:

The Office Specialist Exam was utilized to gather the data for pre-post assessments. The statistics are as follows: Range: 21-80 point increase for class of 10 students Average: 44.4 points

Analysis:

Again the Specialist exam has proved to be an effective measurement tool. Because of the real life applications that are assessed via this exam it demonstrates how well students have improved on their skills.

Changes:

SAM 2003 continues to be a challenge although, to this point the advantages outweigh the disadvantages.

Continuance:

Until this changes SAM will continue to be utilized as an assessment tool.

Results of Prior Assessment:

Date-Time:

12/16/2005 1:38:37 PM

Carlisle, K 06F TB

ECE-226-050

Pre-Post and Essay Defining Creativity, program-level=No

Results:

12/16/2005 1:25:19 PM

Ludden, C 06F CD

ENG-122-002

essays, essay test, program-level=No

Results:

All students paased the course with only two receiving a `C`. Their papers were increasingly difficult, the last was a research paper, on which all recieved a grade of `B` or better. Just before the research paper they were given a take home essay test that challenged them to think critically about writing, half of them recieved their best grade on the research paper.

Analysis:

Although the students` last papers were much better than their first ones, many had trouble with using quotes and in-text citations and so needed more practice. However, I was pleased with how hard they worked on the essay test and think it really helped consolidate what they learned.

Changes:

Next semester I plan to have them incorporate a small amount of research into all their papers and require it in their first rough draft that we critque in class so that we can correct any mistakes and by the time they start their research paper, quoting and in-text citations should be much easier.

Continuance:

Peer critques, and requiring three drafts to be turned in has resulted in much better papers as the students are not able to procrasinate and must rethink, as well as rewrite, their essays. Also, the essay test was a valuable learning tool. Feedback from the students was positive even though they said it was difficult.

Results of Prior Assessment:

Date-Time:

12/16/2005 1:23:39 PM

Carlisle, K 06F TB

ECE-101-050

Pre/post, program-level=No

Results:

The average score on the pretests was 25%--one student scored a high of 45% and the low score was 14%. The average score on the post-test was 93%. Two students got 100% and the low score was 80%.

Analysis:

My benchmark was that all the students would pass the post test with a score of at least 75% which they all did. However the questions dealing with universal precautions were missed more frequently than any other question. We had a snow day on the day that I would have covered that and it is obvious to me, that the students did not get it by just reading the text. I will make an extra effort to go over that next time. Universal precautions are important for all ECE professionals to understand

Changes:

I will spend more time covering Universal Precautions

Continuance:

The practice of breaking the students up into small groups and having them come up with definitions in their own words as well as examples of the concepts has proven to be quite helpful to the class and will be continued.

Results of Prior Assessment:

I have continued reinforcing the lecture with powerpoints on blackboard.

Date-Time:

12/16/2005 1:20:49 PM

Philbin, R 06F MS

PHY-211-001

Standardized test, program-level=No

Results:

The results were somewhat lower this year 54% (68%, 64%, 68%, 55%, 68%, and 62% in the previous 5 years). The biggest drops were on defn of accel, force diagrams, and projectile motion.

Analysis:

A drop in projectile motion scores is not surprising since we spent very little time on it, but we spent a lot of time on force diagrams, and that score dropped from 73% in `04 to 32% this year!

Changes:

Need more than just more work on acceleration and force concepts. Perhaps moving toward more lab-based rather than lecture would help.

Continuance:

Having students work at the board works great and I didn`t do enough of it - acceleration calculations, free body diagrams, etc.

Results of Prior Assessment:

Did more work on force diagrams and scores fell. Biggest change was that PHY111 and PHY211 met simultaneously, making the whole program much tighter in terms of time.

Date-Time:

12/16/2005 1:14:52 PM

Rasmussen, G 06F TB

BTE-225-200

Pre-post assessment; portfolio, program-level=No

Results:

80% of the students increased on their pre-post assessments. The rubrics were very informational in helping students to build effective resumes and cover letters.

Analysis:

Rubrics were very effective in improving the resumes and cover letters.

Changes:

To increase performance in interviews, it could be effective in videotaping students so they can see how well they do in presenting themselves.

Continuance:

Results of Prior Assessment:

Date-Time:

12/16/2005 1:09:20 PM

Ludden, C 06F CD

ENG-121-006

esaay papers, essay test, program-level=No

Results:

Students wrote a series of five papers with increasing difficulty and most rose to the challenge, receiving better grades on the last paper. Although their writing improved, I din notice that may had trouble incorporating quotes into their papers and did not properly cite sources in the tesxt. I did have five students that had been doing well, in the C to B range, but stopped attending class and turning in work. Four claimed they were sick and would make up the last paper and essay test but then made no attempt to do so, one I was unable to get a hold of. All students who took the test did well on it, scoring above 79%.

Analysis:

I think that I did not spend enough time on how to use and cite sources. I like giving the open book essay test as it forces the students to relearn the material.

Changes:

I think next semester I will require students to use outside sources in the last three papers so that they get more practice and that they will have to use an outside source in their rough draft so that it can be checked when we do peer critques. I will make their essay test take home, as I did that in ENG122 this semester and found that the students worked harder and learned more. Also, I was able to challenge them more to think critically.

Continuance:

Requiring the students to bring in a rough draft to have other student critque it, then rewrite it and take it to the writing center for another critique before the final draft has resulted in better papers. The students are not able to procrastinate and so put more thought into their papers. Also, they get an idea of what other students are writing and that sparks ideas in them.

Results of Prior Assessment:

Date-Time:

12/16/2005 1:06:21 PM

Spencer, L 06F CD

LIT-115-0xx

Exams, essays, program-level=No

Results:

All students could interpret literature and support their ideas through proof and discussion.

Analysis:

Group discussions bring out all students. Brainstorming creates a non-threatening learning environment. Students learn how to pull a problem apart into manageable pieces, as well as learning to build on ideas and refine those ideas.

Changes:

Spend more time on research.

Continuance:

Group and whole class discussions, writing essays, exams.

Results of Prior Assessment:

Even though I spent more time on documentation, it was not enough for some students. I continue to struggle with ways to get the idea of avoiding plagiarism through documention through to the students.

Date-Time:

12/16/2005 12:07:35 PM

Spencer, L 06F CD

Eng-122-003

portfolio, program-level=No

Results:

All but one student received an A. That lone student received a B. Self critiques and class evaluation came up with the following conclusions: It was refreshing for the students to be given the opportunity to work independently as well as having to answer to peer review and critique. They said they felt like anything was possible because of all the support from their peers and the instructor. They felt compelled to do well. All said that their idea of "audience" had been improved and they felt that the controversies they examined were pertinent to their own lives. They learned so much from each other and felt they were leaving the class with the ability to examine controversy critically and in a scholarly manner. All said that they felt more confident about expressing opinions and arguing for a point. They recognized how these skills can be carried to other classes and into the community at large.

Analysis:

The workshop, peer critiquing, and firm accountability of this course allows the students to build their communication/writing skills and to recognize how they can apply their learning to decision-making on every level.

Changes:

None.

Continuance:

Peer critique, revision, group problem solving.

Results of Prior Assessment:

N/A

Date-Time:

12/16/2005 12:01:44 PM

Spencer, L 06F CD

Eng-122-003

portfolo, program-level=No

Results:

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

12/16/2005 11:49:41 AM

Spencer, L 06F CD

Eng-121-003

portfolio, program-level=No

Results:

All students improved their writing to an acceptable college level for the portfolio.

Analysis:

The rewriting process works for all students and allows them to recognize their accomplishments.

Changes:

Spend more time on note taking stategies, reading strategies, and methods of documentation to avoid plagiarism.

Continuance:

Attendance policy, revision requirements, portfolio

Results of Prior Assessment:

The number of inadvertant plagiarism incidences were reduced to just two instances. Both were used as learning experiences.

Date-Time:

12/16/2005 11:48:22 AM

Olguin, R 06F TI

CAR-12x-001

pre/post test, module test, building component test (hands on), program-level=COST

Results:

Pre/post test still good indictor of where the student stands at the beginning and end of the course. Module test; good indicator of how much theory the student is absorbing. Building component test shows how much of the theory the student can apply in their project.

Analysis:

Students grasp the concepts when the hands on approach is used, the student values and learns more from the evaluation and critique of their building component test.

Changes:

Plan on using work sheets provided by the NCCER (National Center for Construction Education and Research) that accompany the text books that we use,which will follow chapters in the book with hands on tasks and tests.

Continuance:

The NCCER books and software work well with the program. The building of the house for Habitat for Humanity is the perfect Lab for the students to learn theory and methods in, not only lets the studentlearn the components and construction of a house but lets them interact with others in the building industry i.e. building inspectors, engineers,suppliers and other trades people.

Results of Prior Assessment:

No changes from last assessment other then implementing more building code facts and questions as asked for by the students, which leads to good discussion in the class room.

Date-Time:

12/16/2005 11:29:59 AM

Gipson, K 06F TI

GUS-120-001

Student project, program-level=No

Results:

The average grade for student projects was 84%, somewhat higher than last year.

Analysis:

Student learning is improving and is well within the acceptable range.

Continuance:

The demonstation followed by immediate application of the technique and procedures plus the coninued practice and repetition of these skills throughout the semester prepares the student for success.

Results of Prior Assessment:

This semester we implemented a slightly different schedule. Manicuring/nail care was taught all day Monday, this allowed for more concentration of the hairstyling skills from Tuesday-Friday and seemed to better prepare the students by allowing for more practice time on those hairstyling subjects as well as the concentration of the manicuring procedures on Mondays.

Date-Time:

12/16/2005 11:02:02 AM

Gipson, K 06F TI

GUS-118-001

test items, program-level=No

Results:

The average test score this semester was 84%. This is a nice improvement from last semester`s average of 78%.

Analysis:

It appears that class size has a definate impact on student learning.

Changes:

We are going to include a section on Mauser Rifles in this course. This material was previously covered in GUS130.

Continuance:

Results of Prior Assessment:

Date-Time:

12/16/2005 10:54:01 AM

DeCristino, K 06F TI

COS-160-001

Written workbook assignments and written tests, program-level=No

12/16/2005 10:16:31 AM

Nolan, D 06F TI

GUS-13x-001

Test, Quizes and homework assignments, program-level=No

Results:

I`ve allway`s had fairly good theory results and never actually tallied it up.

Analysis:

Generally things are in good order but I have a littel touble getting students to listen or pay during theory conversations because they get a handout.

Changes:

I`m going to change the handouts so they have the lab procedures but not the theory lecture notes. So students will hopfully engage the conversation more. I know I will have to slow things down to give the students the time to get all the info down but hopefully it will help them actually obsorb it more.

Continuance:

Show and tells, slides, Overheads, and demonstrations

Results of Prior Assessment:

None

Date-Time:

12/16/2005 10:00:47 AM

Carter, K 06F MS

MAT-135-050

Test Item Analysis of comprehensive test question involving hypothesis testing, program-level=No

Results:

Date-Time:

12/15/2005 4:16:21 PM

Robbins, P 06F TB

BUS-115-200

questionnaire, program-level=No

Results:

All students answered that they enjoyed the class, would recommend it to other students, and felt that the teaching materials were effective. Suggestions were offered regarding what assignments to add and eliminate, and the best and worst aspects of the class. One student also noted that the lack of participation in dicussions was a drawback to the class and that the class was too large.

Analysis:

Even though all students indicated on the questionnaire that they enjoyed the class, I am skeptical about this because only 5-6 students participated in classroom discussions. It also seems that most students dislike writing papers and taking tests (what a surprise) but enjoyed group projects.

Changes:

I will show a video after each unit to use with classroom activities and schedule the oral presentation for around midterm instead of earlier in the semester. I will also use smaller (2-3 people) for the group presentation.

Continuance:

Continue with Blackboard and PowerPoint for lecture delivery and testing. Will also keep the stock market activity, article reviews, and final paper in the curriculum.

Results of Prior Assessment:

Date-Time:

12/15/2005 4:05:23 PM

Haverfield, D 06F TI

EMS-125-250

Skills Evaluation, program-level=No

Results:

At the start of the course, .8% of the students (1 of 12) could successfully pass 1 of 5 skill stations. 0% of students passed 3 of 5 skill stations. Upon completion of the course 100% of students passed 1 of 5 skill stations, 92% of students passed 3 of 5 skill stations.

Analysis:

Course content and delivery method are presenting proper material for success in the course.

Changes:

Include more scenario based teaching to help increase student success in all skill stations.

Continuance:

Lecture, hands-on practice, workbooks, and frequent written and skills assessments.

Results of Prior Assessment:

Previously, more vocabulary was included in all aspects of the training. This has resulted in higher achievement of our students.

Date-Time:

12/15/2005 4:01:35 PM

Lucas, B 06F TI

ASE-12x-Oxx

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

Results:

questions updated on pretest to prepare student for ASE exam(s) test scores went down on pretest ,reamined the same on post test which would indicate that student(s)learned something while in the program

Analysis:

pre/post test was weak and did not reflect if any learning was taking place while in the program.

Changes:

Do as what is done on ASE tests change questions with technology and test the test question to refine the test which will better prepare the student to take the ASE exams and prepare them to work in the field.

Continuance:

lecture classes, live hands on projects, having to look up information to bring a project to a successful conculsion.

Results of Prior Assessment:

The students are aware that the tests are ASE (automotive service excellence) of orgin and have a better understanding what will be expected in the field. being able to follow directions in the diagnois and repair of todays complicated systems. that there is no substitute like there is for hands on training.

Date-Time:

12/15/2005 3:47:02 PM

Milam, S 06F TI

MST-178-200

pre-post-test, program-level=MASS

Results:

Results showed significant increase in grades from the first to the last exam.

Analysis:

Students are learning the material.

Changes:

I will make the final exam more comprehensive.

Continuance:

Giving student the notes and attendence!!

Results of Prior Assessment:

A comprehensive final exam will be given, because results have shown that the students remember more last yrs assessment vs this yrs assessment.

Date-Time:

12/15/2005 11:42:11 AM

Milam, S 06F TI

HHP-235-200

pre-post-test, program-level=MASS

Results:

The results from the pre to the post assessment exam showed significant increase in grades. Thus proving that students are learning the information and

Analysis:

Thus proving that students are learning the information and retaining it.

Changes:

Subject matters increase in more detail for the students.

Continuance:

Yes

Results of Prior Assessment:

Results of Prior Assessment:

I adopted a new book this year. It was nice have the examples in the book look like the computer screen. It was easier for the students to complete textbook assignments.

Date-Time:

12/15/2005 9:41:54 AM

Shea 06F TI

MST-105-200

Pre Post Test, program-level=MASS

Results:

Students exhibilted a 15% increase in knowledge given the same 20 questions test as pre and post tests.

Analysis:

Student knowledge of lifestyle factors and the modality of hydrotherapy was minimal at the beginning of the semester, and has had a marked increase.

Changes:

I would like to have more hands-on work in the area of hydrotherapy.

Continuance:

I introduced some actual hands-on applications and the students understood the principles much better.

Results of Prior Assessment:

Results of Prior Assessment:

This course has not been formally assessed before.

Date-Time:

12/14/2005 6:11:57 PM

Burns, S 06F TB

ECE-125-200

Pre-Post-Test and 1 Child Assesment/Portfolio and Science Documentation Pane, program-level=No

Results:

Pre assessment scores ranged from 42 to 64. Post assessment scores ranged from 44 to 100. All students completed a math assessment of one child, utilizing the interview method for 16 math concepts. Results were recorded and summarized. Then students completed a written report of results listing the child�s strengths and needs as a math learner. A science documentation board was completed by each student of the science activity planned and taught to a small group of children.

Analysis:

Changes:

I will keep the math text. The science text has fewer science activities than those used in the past, and it repeats much of the math theory. I will choose a science text that has more activities.

Continuance:

Results of Prior Assessment:

This course has not been formally assessed before.

Date-Time:

12/14/2005 6:03:24 PM

Burns, S 06F TB

ECE-289-200

Pre-Post-Test, and Portfolio, program-level=No

Results:

A total of 4 students were enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher.. A pre and post assessment was given with scores ranging from 18 to 28, while post assessment scores, completed by all 10 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 assessment tools.

Changes:

No changes will be made in assessment. I will require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado�s K-2nd grade standards will be reviewed, as related to K-2 observations.

Continuance:

I required the project to be planned and implemented at least one week earlier; this worked well for my students and for me. I will continue this plan. I assigned 2 activity plans, emphasizing the transition in and out activities and objectives; this worked well. I will continue the project approach and documentation assigned. The text will remain the same. I will continue to use the Project Journal as a guide for students to plan and implement their project. The journal is helpful to me in evaluating the student�s planning and execution of the project, as well as in evaluating their reflection about the process and how children and teachers learn from a project.

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Texts and assignments are working well.

Date-Time:

12/14/2005 5:52:19 PM

Burns, S 06F TB

ECE-288-200

Pre-Post-Test and Porftfolio and Observation, program-level=No

Results:

A total of 4 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 pre and post assessment was given with scores ranging from 18 to 28, while post assessment scores, completed by all 10 students, ranged from 85 to 100. A portfolio of activity and lesson plans, project approach plans and guidance plans were implemented and evaluated by the student, the cooperating teacher and myself. 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 assessment tools.

Changes:

All of the above methods are useful assessment tools.

Continuance:

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text that was discontinued this semester. Implementing class meetings was effective and will continue. The immediate feedback is effective and will be continued.

Date-Time:

12/14/2005 5:39:00 PM

Pearson, L 06F TB

ACC-121-001

capstone project, program-level=BUS

Results:

Students were assigned a comprehensive problem set that takes them through each step of the accounting cycle, and requires the students to work through the entire process. Students were given three weeks to complete the assignment, and were offered extra credit for completing parts of the assignment utilizing Microsoft Excel. I encouraged the use of Excel because several of the students had limited experience using spreadsheet software, and I wanted students to become more comfortable with spreadsheets and basic formula writing. Students were provided with check figures to use throughout the project to ensure accurate solutions for each phase of the project before proceeding. All students in the class submitted the comprehensive problem for grading, and all but one student completed the assignment in its entirety. The student that did not complete all the work assigned stated that she was overwhelmed near the end of the semester and "gave up."

Analysis:

The comprehensive problem was a beneficial exercise for the students. Most of the problems assigned from each chapter focus on a specific transaction or series of transactions, but don`t bring in other considerations. The comprehensive problem gives students a chance to put all the steps together, and apply the accounting cycle in a practical situation. Some student comments regarding the assignment included: "put all the pieces together for me," "helped me understand the process from beginning to end," "made me understand the process better but it was too long," "showed me how much I forgot," "made me review everything I had learned."

Changes:

The comprehensive problem needs to be assigned earlier in the semester (approximately the 10th week of the course). This semester, the problem was assigned during the 12th week of class, and students felt overwhelmed with end of semester projects and exams in each of their classes. I will also consider requiring the assignment to be submitted in phases, rather than giving one due date for the entire assignment. This type of schedule may reduce the likelihood of procrastination. (Several students waited until the last minute to complete this project). Other changes to be made include a set schedule for homework assignment due dates, and more group work to encourage peer-to-peer learning/teaching. I also need to incorporate more analytical problem solving during the course. Overall, the students showed a weakness for problems that required analytical skills or thought processes.

Continuance:

Using one or two days of lecture to introduce each chapter seems to be beneficial to students. The lecture days are followed up with class time focused on working through problems together as a class or in student groups. Generally, homework problems are assigned for each chapter to reinforce the concepts covered in class and a quiz is administered for each chapter. A guide containing the solutions for exercises and problems assigned for each chapter was made available to students throughout the semester - to give them an opportunity to check their work. This seems to alleviate frustrations of students when they "get stuck" they can check the solution guide (even if I`m not available right at that moment to help them).

Results of Prior Assessment:

Date-Time:

12/14/2005 4:56:11 PM

Rigdon, AM 06F TB

BUS-115-

Capstone Project, program-level=BUS

Results:

Their capstone project was to choose a business they would like to open and write a business plan for it. All 23 students turned one in with a class average of 91%.

Analysis:

This class definitely understood basic business plan writing. They were creative in choosing businesses they thought would succeed. The only major weakness was in the layout of the plan.

Changes:

I am going to give the students a better layout of how a business plan should be presented.

Continuance:

I used a new book this year which made course more organized. The new textbook allowed shorter quizzes more often, but with a higher class average. However, the most improved class involvement was playing "Virtual Stock Market." The students enjoyed competing with their other classmates in an internet stock market game and they learned a lot about watching their stocks and the right time to buy or sell.

Results of Prior Assessment:

The only change was the new book and because of its sectional layout class lectures involved more class participation.

Date-Time:

12/14/2005 3:01:34 PM

Heusted, M 06F TI

MST-100-200

Pre-Post Test, program-level=MASS

Results:

13% increase from pre to post test.

Analysis:

Students did extremely well, even on the pre test, showing a good understanding of Complimentary Healing from the start.

Changes:

continue with the same program.

Continuance:

Varied quest speakers, and hands-on application of various modalities

Results of Prior Assessment:

None

Date-Time:

12/14/2005 2:02:06 PM

Heusted, M 06F TI

HHP-202-200

Pre-Post Test, program-level=MASS

Results:

79% increase in efficiency from a pre to a post test.

Analysis:

Student gained greatly in proficiency , gaining a greater understanding of the use of Essentail Oils.

Changes:

I want students to spend more time learning and receiving Raindrop Therapy.

Continuance:

Follow the same syllabus.

Results of Prior Assessment:

Higher increase in proficiency from last year.

Date-Time:

12/14/2005 1:59:07 PM

Heusted, M 06F TI

HHP-160-200

Pre-Post Test, program-level=MASS

Results:

Students showed a 46% increase in efficiency in a pre to post test.

Analysis:

Substantial increase in profiency in Learning to Meditate.

Changes:

Like students to spend more time sitting in meditation itself, and limit lecture more.

Continuance:

Same syllabus

Results of Prior Assessment:

No comment

Date-Time:

12/14/2005 1:56:12 PM

Heusted, M 06F TI

MST-184-200

Pre-Post Test, program-level=MASS

Results:

100% proficiency increase from the first day to the last day of clinic.

Analysis:

Every student was successful in completeing a full body massage in a clinic setting.

Changes:

Provide students with more than 4 sessions of clinic each.

Continuance:

Same syllabus followed.

Results of Prior Assessment:

Added a written assesment of each clinic experience as well as the practicum.

Date-Time:

12/14/2005 1:53:45 PM

Heusted, M 06F TI

MST-111-200

Pre-Post Test, program-level=MASS

Results:

12/14/2005 11:11:35 AM

Williams, N 06F TI

WEL-12X-200

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

Results:

Average entry pre-test scores were 18%. There was no High School training prior to this class. This was down from last years scores. Post-test scores averaged 85.33. An increase of 67.33% which is up from last years increase of 61%.

Analysis:

All students progress at different speeds and some take longer to aquire a skill level. Grades in welding are a combination of academic & hands on welding skills. Some students may be book smart but may not have the hand eye coordination to ever become a certified welder.

Changes:

Some day I would like to see the program become longer. I feel that if some students have that extra semester they would have the time to become beter welders.

Continuance:

Continue with the sign-off sheets. this lets students see thier progress in little steps. Maybe more hands on work on projects in the shop. More freedom to work on thier projects.

Results of Prior Assessment:

More Lab vs. Lecture Better moral, happy students Break up lab with small shorter lectures.

Date-Time:

12/14/2005 10:40:34 AM

Compton, T 06F CD

LAB-all-all

Pre-test, final exam, portfolio, exit survey, program-level=COM

Results:

Language Lab total number of students enrolled: 121. English [ENG 030, 060, 090] 70 students enrolled. Required 100% of ENG students to complete Writing Sample. Of the 70, 57% tested up or out of Language Lab [45% tested up to next level, 12% tested out, 99% of ENG 030 tested into 060] 87% of ENG students who tested up (either into 060, 090, or 121) passed the course with "B" or better. Reading [030,060,090] 51 students enrolled. Required only those students who were within 5 points of testing up in Accuplacer Cut Score to take Guilded Silent Reading Test (GSRT) which was 45% of students tested [23 students]. Of the 45%, students who Accuplaced into 030: 25% remained in 030, 50% moved from 030 to 060, and 25% tested from 030 to No Reading Required. Of the REA 060 students tested, 1% reamined in 060, 49% tested into 090 and 49% tested No Reading Required. Of students who Accuplaced into 090, 100% tested No Reading Required. Of Reading students who tested up, 93% passed their course with "B" or better. Exit survey`s indicated students postive regard of both the Lab and the instructor`s.

Analysis:

Accuplacer Cut scores are not placing students in the correct class. They are 10 points too high. I plan to keep testing and keep stats for two years to confirm conclusion.

Changes:

Test ALL REA students [as we do ENG students] regardless of Accuplacer score. Also, I began to schedule one instructor for only one subject {not REA and ENG in the same hour) beginning S 06. By F 07, all instructor`s will teach one subject but multiple levels. I added vocabulary component to augment current REA course requirement.

Continuance:

One-on-one, small groups, the opportunity to complete the course early and/or complete more than one course.

Results of Prior Assessment:

As a result of alternative reading and writing pre-testing assessments, students were more accurately placed, thus eliminating unnecessary courses.

Date-Time:

12/13/2005 2:16:32 PM

Ribaudo, J 06F TI

HEM-110-200

Pre-Post Test, Interview,Test Item Analysis, program-level=No

Results:

Pre-Post Test determines beginning skill and knowledge level and amount of skill and knowledge gained. Interview allows student and Instructor communication to identify skill level. Test Item Analysis illustrates areas of skill achievement and areas of retraining.

Analysis:

This assessment provides various types of data necessary for providing training that is adequate for the different learning styles.

Changes:

I may try implementing more product specific type of training and testing if available.

Continuance:

All of the items listed above.

Results of Prior Assessment:

No noticable changes.

Date-Time:

12/13/2005 1:21:25 PM

Vaugeois, H 06F HSS

THE-105-001

pre-post-Test, program-level=No

Results:

100% of students showed tremendous growth in acquiring and understanding the major ideas of the course. They can converse intelligently on these ideas and can transfer their knowledge of the concepts to new circumstances. Success on minute technical details not as high. 50% of students demonstrated a 90% knowledge of details. 30% demonstrated an 80% knowledge. 20% demonstrated a 50% knowledge of details.

Analysis:

The big ideas and concepts are the backbone of the course. I am confident my students leave with this knowledge so imbedded that they will carry the knowledge throughout their lives and be able to share this knowledge with others. The technical details will be forgotten by most of the students unless they continue an active involvement in the sobject matter. Without reinforcement, they will forget this knowledge. This really doesn`t concern me. It`s the big ideas that make for an informed and thoughtful citizenry.

Changes:

I plan to cut back on the amount of time and activities spent reinforcing the big ideas and provide more hands-on experiences that require use of the technical details. This will imbed that knowledge and aid retention for possible use in the students` futures.

Continuance:

Constant reference to real-life experiences in the students` lives that make the key ideas meaningful and vivid for them. Continue to use methods for active learning through group discussions and problem-solving. Continue to use every technique that empowers student independence and creative thinking.

Results of Prior Assessment:

This semeseter I`ve added more visual reinforcements for classroom instruction and discussions. I`ve acquired more videos of theatre in performance and provided more field trips to working theatres.

Date-Time:

12/12/2005 6:30:19 PM

Burns, S 06F TB

ECE-226-200

Pre-Post-Test, Portfolio, Video, program-level=No

Results:

A pre and post assessment was given. Results of the pre assessment ranged from 37 to 66, while the post assessment results ranged from 52 to 100. 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. Blackboard chapter quizzes and pre/post assessments were utilized, increasing technology proficiency and test taking skills. The videos enable 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 new text, which has Blackboard 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.

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 2nd formal assessment that has been completed. Continued use of the video assignment and incorporating chapter quizzes are changes I made after teaching the course the first time; I will continue these changes..

Date-Time:

12/12/2005 5:23:10 PM

Harris, L 06F TB

CNG-26X-001

PRE-POST TEST, program-level=No

Results:

Students showed improvement in module tests, mid-term and practice final. Less so in final exam.

Analysis:

CISCO usually makes the final much more difficult than the modules and even the practice final. Despite my warnings and prompts I can not get most students to do what it takes to perform well on the final.

Changes:

I want to go over the feedback from the practice final in more detail in effort to improve final exam score.

Continuance:

The e-labs are replacing the hands on labs mostly due to their improved simulation of the real thing.

Results of Prior Assessment:

Students prefer the simulated labs despite my efforts to make the hands on labs more accessable and practical.

Date-Time:

12/12/2005 11:48:10 AM

Pearson, T 06F TI

ENT-237-001

muddiest point, program-level=No

Results:

Having reviewed all test scores for the subject matter covered in Statics class (ENT 237) it is apparent by the low number of passing test scores that Chapter 5, Coplanar, Nonconcerrent Force Systems was the chapter least understood by the class.

Analysis:

I spent too much time on the first 2 chapters of our book, in an effort to ensure that everyone understood the basics. Rather than a slow start, it would have benefited my students to spend less time in introduction, and more time on Chapter 5, as it is much more difficult to comprehend.

Changes:

The early chapters and the concepts they present are fairly easy to teach and understand. I should have covered this material faster, and allowed more time in the schedule to deal with more challenging subject matter.

Continuance:

This class lends itself to physical demonstrations. For example, in class I was able to lift one end of a desk and show the resisting force generated by friction. I used several different items on the desk to explain the different coefficients of friction. The class responded well to these "real world" displays of the topics under discussion. "Real" working displays need to be kept as part of the class.

Results of Prior Assessment:

I`m a "rookie" professor, just finishing up my first semester of teaching. This is the first assessment I`ve performed. No changes were made, but more to follow.

Date-Time:

12/9/2005 4:37:09 PM

Philbin, R 05S MS

MAT-266-001

Project involving analytic, numeric, and graphical analysis of coupled linear differential eqns, program-level=No

Results:

Students did well at the analytic and graphical work, but the numeric approach continues to confuse. Scores ranged from 50% to 100%.

Analysis:

Excellent learning project ... forces students to look at subject material from all perspectives.

Changes:

Spend more time with students on numerical analysis.

Continuance:

Continue and expand this type of homework.

Results of Prior Assessment:

NA, but the project work from the previous course in the calculus sequence indicates the same trends.

Date-Time:

7/20/2005 5:13:55 PM

Philbin, R 05S MS

PHY-x12-001

standardized MC test, program-level=No

Results:

The AAPT Conceptual Survey in Electricity and Magnetism (CSEM) was given as part of the final exam. Out of 32 questions, the results were 11 correct for the PHY112 student and 23,20,29 (75+/-14%) for PHY212 students.

Analysis:

Compared to published scores (61+/-17%), the PHY212 students performed very well. All three of the students in this course had an extra year of calculus compared to what most PHY212 students have, plus they were among, in my opinion, some of the most talented physics students who take the course.

Changes:

I intend to use the test as both a pre- and post-test next year.

Continuance:

continue using this instrument

Results of Prior Assessment:

Prior change to allow more Excel time in lab has worked well; nearly every lab required some spreadsheet analysis. This will be continued.

Date-Time:

7/20/2005 11:51:58 AM

Johnson, S 05S TB

CIS-135-2XX

Pre-post Test, observation, program-level=No

Results:

Students work self-paced through the requirements on the syllabus. Students registered for this class come in with all levels of ability. Some have never had any experience working in Microsoft Word and some are quite competent in using the program. The pre-post test shows a significant improvement in their abilities to use Word. Observation helps me to determine who needs the most help. When the students need help, they put a red cup on their computer which signals me they need assistance. A lot of the time when I am helping another student, the student will put the red cup back down on their desk because they have figured out their problem. This develops problem-solving skills.

Analysis:

Encourage students to stay up with the assignments as scheduled on the syllabus. A few students failed the class because they missed too many days and didn`t complete the requirements for the class.

Changes:

Set up the class to use the TOM, Training Online Manager, program to give the students more practice on production prior to taking the SAM, Skills Assessment Manager,tests for each unit.

Continuance:

One-on-one help in a self-paced environment is beneficial to students because those that are capable can move ahead and complete the requirements early. This allows more time for me to work with the students that need assistance.

Results of Prior Assessment:

none

Date-Time:

7/8/2005 12:11:02 PM

Johnson, S 05S TB

BTE-204-200

Integrated Projects, program-level=No

Results:

Students work self-paced through the requirements on the syllabus. There are drills that they are assigned to be completed but not turned in that prepare them for the projects that are turned in. They do projects in PowerPoint, Excel, and Access, and then Integrate them with Microsoft Word. They are also required to do practice timed writings throughout the semester and turn in five different ones by the end of the semester. From the beginning to the end definitely shows progress if the practice throughout the semester.

Analysis:

Students that could type when they started the Office Technologies program usually can type 45-50 or better words per minute. Those that just learned to type can only make 25-30 words per minute.

Changes:

Require students to take more time on drills in preparation for timed writings so they can improve speed and accuracy.

Continuance:

Self-paced, one-on-one assistance as needed is very beneficial to the succes of the students.

Results of Prior Assessment:

None

Date-Time:

7/8/2005 11:41:34 AM

Johnson, S 05S TB

ACC-245-2XX

Pre-Post Test, capstone project, program-level=BUS

Results:

Twelve students completed the course. On the pre-post tests the range in improvement was from 12 points to 34 points. The average improvement for all students was 21.25 points. The capstone project is very beneficial to students because they learn how to set up a company in QuickBooks and to enter transactions, prepare financial reports, prepare payroll, create W-2`s, W-3`s, 941 and 940 reports that apply to payroll accounting. They also learn how to do backups that are crucial to computerized accounting in business. I allow the students to check their projects with answer keys that are in sheet protectors and in 3-ring binders.

Analysis:

Students benefit from having the answer keys available because they learn problem-solving skills by locating their mistakes. I assist when they need help resolving a problem.

Changes:

Revise the syllabus to give less time for the beginning projects and more time at the end of class for the capstone project. Dates on the syllabus seem to motivate students to stay caught up.

Continuance:

The answer keys will be available and I will assist students one-on-one as they need it.

Results of Prior Assessment:

Most students carefully study the syllabus and try to keep up with it.

Date-Time:

7/8/2005 11:28:42 AM

Lee, J 05S CD

ENG-121-ITP

various, program-level=No

Results:

The first day of class, all students are asked to write an essay about a topic assigned to them. They are given no instructions as to form, content, length, etc. This enables me to know how the students write at the time the course starts. In addition, students are given a grammar test at the start of the semester. This covers grammar, word choice, punctuation, etc. Results: The paper that the students write the first day of class is graded and compared to the grade they receive on the Concept paper which is written near the end of class. In the great majority of cases, it is obvious that the students writing has improved. Not only are their ideas and organization stronger, but they have made improvements in the technical aspects of writing...grammar, punctuation, etc. Those that have not improved have usually only put a minimal amount of effort into the class. To see if the ITOP lab is effective, the students score on the first grammar test is compared to the average score on the quizzes they take in the lab. This year, the average student improvement was +8.

Analysis:

I would say that around 90-95% of the students improve their writing. Also, many students gain a sense of confidence about their writing, and this is very important. Students also have learned about how to write a research paper, and this will help them in many other college classes. It is also obvious that the lab is helping to improve the technical skills of the students because of the improvement in their scores on the tests given.

Changes:

I am always looking to improve the way I teach. The one thing that I would like to try next year is giving the students a picture of a person (from magazines, etc.) and one depicting an event and have the students write papers about these. I think this will help improve their imagination and help them get a feel for what their essays should be like.

Continuance:

I like the way the class is currently structured. I first describe the kind of essay the students will be writing. Then the students read sample essays from the textbook. Finally, the students write and revise their essays. The revision is done based on evaluations by me and other students. This has worked well. I also like the concept I use for the final exam. Students are given a "scenario" of a person other than themselves and are asked to write a paper from that person`s perspective.

Results of Prior Assessment:

This past year the lab was re-structured so that it is now a self-paced, self-learning lab. This has worked out much better because students are always busy and are able to set their own pace.

Date-Time:

6/21/2005 6:30:55 PM

05S CD

ENG-122-

The first day of class, the students are asked to write an essay about a particular topic. They are given no instructions regarding form, content, length, etc. This allows me to see what the students` writing is like at the start of the semester., program-level=No

Results:

The initial paper that the students write is then compared to the Research paper they write near the end of the semester. The English faculty gets together and evaluates the papers, and then the scores are compared to see if and where the students improved. In the great majority of papers, we see improvement in ideas, organization, word choice, sentence fluency, voice, and mechanics (punctuation, grammar, etc.) Also, because the students are required to use outside references in all of their papers, they become very familiar with how to find, use, and reference these sources in their papers.

Analysis:

The majority of students learn how to write papers more effectively, and because of this, their confidence grows. Also, nearly all students feel more comfortable writing research papers both for English classes and other college classes.

Changes:

I am always looking for ways to make my classes more effective. I am going to do more class debating because this seemed to work well, and I am going to do a more in-depth lesson on doing research. We will be using an updated textbook next semester so there will be new essays to consider and that should help the class as well.

Continuance:

I like the way this course flows. I first talk about the kind of essay the student will be writing. Then they look at some sample essays. Finally, the students write and revise their own essays. Students have the opportunity to evaluate other students` essays as well, and I think that helps them see more clearly what an effective essay is. I will continue with the basic structure of the class. Also, we did do some debating in this class, and it seemed to work well and get the students involved.

Results of Prior Assessment:

I indicated that I would be doing debating this year, and as noted above, that seemed to work well.

Date-Time:

6/20/2005 9:46:12 AM

Johnson, S 05S TB

ACC-121-200

Pre-Post Test & Capstone Project, program-level=BUS

Results:

On the pre-post-tests the students improvement range was from 12 to 69 points with an average improvement of 38.2 points. The main reason for the wide range is because some students had some background in accounting and some had no background in accounting. Also, the student that only improved by 12 points was retaking the class. The Capstone Project covered principles that the students learned from the beginning of the class. It put all of the concepts together to help the students understand the nine steps of the accounting cycle. This included journalizing in special journals, posting to the general ledger and subsidiary ledgers, preparing worksheets, preparing financial reports, journalizing and posting adjusting and closing entries, and preparing the post-closing trial balance.

Analysis:

Students that devoted sufficient time to the class assignments and especially the capstone project were very positive about what they had learned. Others were glad the class was over and they achieved a passing grade.

Changes:

Allow additional class time if possible for working on assignments. Students can get help as needed at this time.

Continuance:

I definitely feel that most students benefit from the lecture. Some students are able to work on their own, but most stress the importance of being in class for the lecture.

Results of Prior Assessment:

The capstone project proved beneficial for students to understand the whole process of accounting.

Date-Time:

6/3/2005 2:54:57 PM

Williams, N 05S TI

WEL-12X-200

pre-test, post-test, welding skills evaluation, Interview, program-level=No

Results:

5/23/2005 9:52:50 AM

05S CD

Eng-121-003

Portfolio of essays, exams, program-level=No

Results:

Students` grades were based on attendance, participation, exams. essays, and a final portfolio of the best work. The highest percentage of grade was given for the portfolio to reflect what the student had accomplished during the course. Eleven students completed the course: four (36%) received A`s, four (36%) received B`s, two (18%) recieved C`s and one (10%) received an F as a result of not completing the course work. All students received portfolio grades that were higher than the first paper they turned in. Attendance and participation helped students maintain or increase their grade point.

Analysis:

The portfolio continues to be a great assessment tool, not only for this instructor, but for the students as well. The students were able to see the difference in their writing from the beginning of the semester to the end. Attendance and participation helped the students stay on schedule and to make the most of the instruction. Both reinforced the notion of writing as process and allowed the students to engage in all levels of that process.

Changes:

Still more emphasis on summarizing and paraphrasing to avoid plagiarism. Do more one-on-one conferencing.

Continuance:

Portfolio emphasis, attendance policy, peer critiquing

Results of Prior Assessment:

One-on-one conferencing helped some students to focus on their writing and to grasp concepts that they could not in class.

Date-Time:

5/23/2005 9:29:40 AM

Hofmeister, C 05S TI

GUS-221-001

project based, program-level=No

Results:

good overall projects, some students needed more time to complete main project.

Analysis:

better use of shop time is needed for students (new toolroom guy needed)and more clear use of shop time.

Changes:

stress use of shop time! do not use lab time for drawing tools and projects.

Continuance:

continuation of normal, plus refine demonstration materials

Results of Prior Assessment:

good projects from extra detail on specific barrel fitting aspects

Date-Time:

5/19/2005 11:29:33 AM

Hofmeister, C 05S TI

GUS-220-001

project based, program-level=No

Results:

very good overall projects, specific class is slow on projects and machine shop time is of a finite time.

Analysis:

better use of shop time is needed for students (new toolroom guy needed)

Changes:

new tool room guy here!

Continuance:

continuation of normal, plus refine demonstration materials

Results of Prior Assessment:

good projects from extra detail on specific machine shop tech.

Date-Time:

5/19/2005 11:26:08 AM

Hofmeister, C 05S TI

GUS-121-001

project based, program-level=No

Results:

very good overall projects

Analysis:

problems with the specific magnum calibers for conversion not good for the project as a whole

Changes:

curtial the magnum addicts and the caliber lists

Continuance:

continuation of normal, plus refine demonstration materials

Results of Prior Assessment:

good return on projects ready for the stock making class

Date-Time:

5/19/2005 11:19:51 AM

Hofmeister, C 05S TI

GUS-120-001

project based, program-level=No

Results:

good projects for the most part "this class" needs more in lab demonstrations than others

Analysis:

class specific lectures and demonstration, must follow this group into next class.

Changes:

I will use more "show and tells" with this class in advanced.

Continuance:

continuation of normal, plus refine demonstration materials

Results of Prior Assessment:

good return on test score and projects

Date-Time:

5/19/2005 10:47:17 AM

Hofmeister, C 05S TI

GUS-114-001

test scores, program-level=No

Results:

better scores on overall testing

Analysis:

change in specific teaching materials help keep students or track with testing

Changes:

add more material about other needed project aspects

Continuance:

continuation of needed lecture materials

Results of Prior Assessment:

good return on test score and projects

Date-Time:

5/19/2005 10:40:40 AM

Hofmeister, C 05S TI

GUS-115-001

Capstone project, program-level=No

Results:

all students completed the project, and the overall fit and finish was the highest and the most complete is has ever been.

Analysis:

very good results from the extra time added to finish detail.

Changes:

more working projects for the students to see.

Continuance:

refine detail shape work and procceses.

Results of Prior Assessment:

the best return of projects so far

Date-Time:

5/19/2005 10:30:14 AM

Rankin, R 05S MS

BIO-201-0xx

1. Exam item-analysis 2. Student assessment groups , program-level=No

Results:

1. Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. 2. Student assessment of labs by brainstorming by small student groups at end of each laboratory activity.

Analysis:

1. Scantron item-analysis sheets were used to identify multiple choice/matching questions that were answered poorly by the group. 2. Assessment �brainstorming� sheets prepared by the student groups were compared and commonalities identified.

Changes:

1. Additional review time after each exam was devoted to the topics which the students the most trouble on the exam. Improved instructional strategies are planned for the most difficult topics for the next semester the course is taught. 2. Have lab day on either Tuesday or Thursday to reduce scheduling conflicts for students.

Continuance:

1. Use of Scantron item-analysis sheets is a good way to identify areas of weakness. Their use will be continued. 2. Using student assessment suggestions to improve future laboratory research follows the hypothetico-deductive approach to science and will be continued.

Results of Prior Assessment:

1. Some ambiguous exam questions were either reworded or replaced. 2. The lab �Using Anthropometry to Evaluate Health Risk� was modified by adding an anonymous family health history survey.

Date-Time:

5/18/2005 4:06:41 PM

Rankin, R 05S MS

BIO-112-001

1. Exam item-analysis 2. Student assessment groups , program-level=No

Results:

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

1. Some ambiguous exam questions were either reworded or replaced. 2. The lab �Efficacy of Osha Root Extract as an Anti-microbial Agent� was changed from a qualitative lab to a quantitative lab, with five known concentrations in mg/l and bacterial populations were quantified as well.

Date-Time:

5/18/2005 4:04:05 PM

Rankin, R 05S MS

BIO-109-001

1. Exam item-analysis , program-level=No

5/18/2005 9:53:18 AM

McKinney, K 05S TB

MGD-102-001

Pre-post-Test, program-level=No

Results:

The pretest results were naturally low. After comparing the final to the pretest, the students improved by an average of 23 points.

Analysis:

I compared all the answer that were wrong. What I found was the answers that were answered wrong were the questions with the answers, all the above or A and C.

Changes:

I will illuminate the questions with multiple answers.

Continuance:

I will implement more hands on material. If I teach a lecture class I will try and have some kind of hands on examples. In my short time teaching I have observed that when you have some type of hands on examples the students really get into the class.

Results of Prior Assessment:

N/A

Date-Time:

5/18/2005 9:35:11 AM

Smith, T 05S TI

AQT-104-200

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-104200 show a mean average increase of 20.57% in cognitive learning. The high score was a 46% increase and the low score was a 0% increase. A number of 17 students were enrolled in the class.

Analysis:

Learning in Aquaculture education has occurred.

Changes:

None at this time.

Continuance:

Attendance and participation; three interim examinations; lab; applied experiential learning at various aquafarm sites; visitation/guest lecture with industry and university; field trips; general observation and interview.

Results of Prior Assessment:

None at this time.

Date-Time:

5/17/2005 3:28:07 PM

Smith, T 05S TI

AQT-240-200

Portfolio, program-level=No

Results:

5/17/2005 1:04:14 PM

Rasmussen, G 05S TB

BTE-108-200

prepost, program-level=No

Results:

The pre/post assessment showed gains anywhere from 6 to 84 percentage points increase. The pre/post is the Microsoft Office Specialist Exam. This is a cumulative assessment of hands-on skills that can be utilized in Excel.

Analysis:

This is the third semester to utilize the Microsoft Office Specialist exam as a pre/post assessment. Despite the programming problems with the the testing platform via SAM, it seems to be a good measuring tool as to how well students are learning the Excel concepts.

Changes:

Because of glitches in the testing platform (SAM), I will look for other ways that will aid in assessment. As a simulation it has limitations and thus there might be something else that would be more effective.

Continuance:

Until something better is found, the SAM testing platform will the utilized. Even with its imperfections, it possesses a good measuring tool.

Results of Prior Assessment:

Date-Time:

5/17/2005 12:40:31 PM

Rasmussen, G 05S TB

CIS-155-200

prepost, program-level=No

Results:

The pre/post assessment showed gains anywhere from 6 84 percentage points increase. The pre/post is the Microsoft Office Specialist Exam. This is a cumulative assessment of hands-on skills that can be utilized in Excel.

Analysis:

Changes:

Continuance:

Until something better is found, the SAM testing platform will the utilized. Even with its imperfections, it possesses a good measuring tool.

Results of Prior Assessment:

Date-Time:

5/17/2005 12:39:17 PM

Rasmussen, G 05S TB

BTE-225-200

prepost, portfolio, program-level=No

Results:

The pre/post assessment showed gains anywhere from 2 to 35 percentage points increase. For this course, each student must develop a resume and cover letter for a job of their choice. Each student was a given a rubric as to what would be required for the resume and cover letter and then prepared a rough draft to be handed in. It was critiqued and then returned to the student. Each student demonstrated marked improvement over their rough drafts. Resumes were more clear and concise and the letters demonstrated better you approach.

Analysis:

Providing the students a rubric helped them to know what would be needed in an effective resume and cover letter. It seemed as we went through the process of writing letters, good examples of the you approach were tough to find. Some of the more advanced writing students ceveloped some effective examples of cover letters. With their permission, these letters could be used for coming semesters for other students to read and gain from

Changes:

Save good examples of cover letters and search for other examples as well. Most resources are good to tell what constitutes an effective cover letter, but then ineffective letters are provided as examples.

Continuance:

Rubrics will continue to be part of the teaching methods as this seems to be an effective way to convey what is expected in a writing assignment. Also, the rough drafts and final drafts will continue. One possible addition would be to have a potential employer evaluate the resumes and cover letters.

Results of Prior Assessment:

Date-Time:

5/17/2005 12:29:49 PM

Smith, T 05S TI

AQT-103-200

Pre-post test, program-level=No

Results:

5/17/2005 9:32:39 AM

Horton, B 05S MS

BIO-105-001

Research Presentation, program-level=No

Results:

50% of students showed a full understanding and ability to conduct a simple "scientific" experiment, record, analyze and discuss data.

Analysis:

More lecture time and lab practice time should be spent on the actual process of science (in addition to scientific facts).

Changes:

I will begin by demonstrating the process of scientific discovery and experimentation. Students will then analyze many hands-on labs for the required information and procedure. Finally I will be coaching students in conducting their own experiment.

Continuance:

The things listed above were employed during this semester. I will, however, increase the volume and time spent this topic.

Results of Prior Assessment:

Date-Time:

5/16/2005 9:33:29 PM

Horton, B 05S MS

BIO-105-001

Capstone Project, program-level=No

Results:

70% of students in the class demonstrated an acceptable level of knowledge of how a chosen disease impacted homeostasis. Of those students at least 50% showed a comprehensive understanding of the required information.

Analysis:

I have gradually seen an increase in the number of students that are able to apply their knowledge of homeostasis to a specific disease or situation. This number is up from the last few semesters. The results are encouraging.

Changes:

I will be adding modeling behavior pertinent to the application of an understanding of homeostasis. I will also be adding "next-time questions" that focus on the application of the concept of homeostasis to many different situations.

Continuance:

This semester I focused on providing examples of the analysis I am looking for during the capstone project. I also provided a rubric to the students to focus their projects on the more important information. I will be continuing these practices next semester as they seem to have had an effect.

Results of Prior Assessment:

By continuing the use of examples, focus questions during lecture, rubrics, modeled behavior and repetition I have gradually seen an increase in student performance regarding this topic.

Date-Time:

5/16/2005 9:27:20 PM

Carlisle, K 05S TB

ECE-220-050

capstone, program-level=No

Results:

All students successfully completed their capstone project which consisted of a philosopohy of education and curriculum development as well as the creation of a classroom, supplies, and lesson plans for an integrated unit of study.

Analysis:

The students that completed their capstone project all demonstrated competency in the required areas.

Changes:

The students this year were successful and I will probably keep the class the same as it is, but I will bring in more current research and articles on education.

Continuance:

THe hands on aspect of this class, where students design activities and present them to the class along with their rational on their activities is successful and student seem to learn from eachother and their activities. All students acknowledged that this class helped them bring together what they had been learning in all their other classes.

Results of Prior Assessment:

In student feedback from the previous year, students indicatged that they wanted more experience with planning lessons and themes. We did that this year and they were all quite pleased with the results and felt that they were better prepared to go out and teach in this field.

Date-Time:

5/16/2005 11:34:31 AM

Carlisle, K 05S TB

ECE-225-050

Pre/Post--, program-level=No

Results:

I changed my post test intstrument, so the data is as valid as it might be. GIven that, 13 out of 15 students exhibited excellent grasp of the vocbulary of the field and 10 out of 15 were able to write satisfactory essays explaining the teaching of language, literacy and cognition to young children.

Analysis:

While they mastered the vocabulary of the field, I was not happy with the quality of the essays. The students who did poorly on the essays did not seem able to summarize and apply their knowledge.

Changes:

I will work more having students summarize their learning. I will develop a rubric for the essays so that they know what I am looking for.

Continuance:

Discussions, reading of research in the field and bringing in current articles, and using case studies and having students write reactions to these have been successful.

Results of Prior Assessment:

I used more current research and current events and more case studies as a result of data from previous assessments. Students did grasp the concept of the influence of culture on the use of language and thinking skills. This was an improvement over last year.

Date-Time:

5/16/2005 11:28:56 AM

Nolan, D 05S TI

GUS-130-001

Written test and Dept Post test, program-level=No

Results:

Out of all students reported the average score was an 84% fallen well above the stated 70% or better on the course Syllabus.

Analysis:

Students are getting the information and retaining it for at least the duration of the program. Because Pre/post test results show beginning average scores of about 4% and Leaving scores of approxamately 75%.

Changes:

I would like to see better use of retained information. Often times students will test well on given information but are not able to apply given information well for the related lab class. I intend begin rebuilding handout material so the students have to do some note taking directly on the handout rather than just having a completed handout. I hope that by inputting information themselves the students will be able to process and use more of the information during labratory class.

Continuance:

Handouts, Show and tells, Lecture.

Results of Prior Assessment:

None

Date-Time:

5/16/2005 11:19:53 AM

Nolan, D 05S TI

GUS-130-001

Labratory Projects, program-level=No

Results:

Final results of the projects for this year out of 15 reported an average score 76%. Students individual grades ranged with a low score of 43% and a high score of 95%.

Analysis:

With an average score of 76%, 93% of all the students reported are passing well within the 70% or better range as stated on the Course syllabus.

Changes:

To try and raise the final overal score of students completing the class I will be putting into effect required due dates for some of the required project work to hopefully keep the students from procrastinating to much and raise the level of final project quality.

Continuance:

Hands on lab work combined with lectures directly related to the work combined with demonstrations, show and tell peices and handout material.

Results of Prior Assessment:

None

Date-Time:

5/16/2005 11:00:32 AM

Nolan, D 05S TI

GUS-131-001

Labratory Projects, program-level=No

Results:

Final results of the projects for this year out of 15 reported an average score 76%. Students individual grades ranged with a low score of 43% and a high score of 95%.

Analysis:

With an average score of 76%, 93% of all the students reported are passing well within the 70% or better range as stated on the Course syllabus.

Changes:

Continuance:

Hands on lab work combined with lectures directly related to the work combined with demonstrations, show and tell peices and handout material.

Results of Prior Assessment:

None

Date-Time:

5/16/2005 10:59:26 AM

Carlisle, K 05S TB

ECE-111-050

Pre-Post Test, program-level=No

Results:

All students achieved at least 90% on the post test and exhibited significant gains from the pre-test. Students successfully mastered the desired competencies.

Analysis:

Students have generally done well with this material. The one area that I would like to have observed better understanding was the importance of language in early interactions with infants and toddlers.

Changes:

I will use more case studies and try and make use of better lab facilities. We need more observations done by the whole class where we can then discuss what we see. So far, we lack facilities here in Trinidad to do that.

Continuance:

Case Studies and discussions about interactions during observations are very important.

Results of Prior Assessment:

We did more case studies this year and I think it was helpful.

Date-Time:

5/16/2005 10:56:46 AM

Carlisle, K 05S TB

ECE-103-B50

pre-post test, program-level=No

Results:

All of the students exhibited gains of at least 50% fromt he pre-test to the post-test.

Analysis:

The student mastered the core content in the class and passed the post-test with scores of 86% and higher.

Changes:

I am probably going to change the assessment instrument for this class to an essay on philosophy of guidance and create a rubric or at least include this with a pre/post test. I had the student write a philosophy of guidance and this essay indicated to me that some of the students either didn`t get the essential points I wanted or else,they were unable to state their beliefs adequately.

Continuance:

I think the successful learning was greatly enhanced through the use of role-playing and case studies. The students enjoyed the hands-on component and related well to it.

Results of Prior Assessment:

I increased the hands-on component as well as the role playing as a result of previous assessments. I think this was successful. I will do more next year to help them be able to develop and state a more professional philosophy of guidance.

Date-Time:

5/16/2005 10:22:50 AM

Gipson, K 05S TI

GUS-248-001

Test Results, program-level=No

Results:

Test scores ranged from 18% to 122% with an average of 79% this shows an improvement of 6 percentage points from last semester.

Analysis:

Student learning has improved but continues to be lower than I would like.

Changes:

I will move a portion of the course material from this class to GUS 148. This should make this course a little more manageable and will hopefully have no adverse effect on GUS 148.

Continuance:

Results of Prior Assessment:

Date-Time:

5/16/2005 10:20:24 AM

Gipson, K 05S TI

GUS-148-001

test results, program-level=No

Results:

Test scores ranged from 47% to 100% with an average of 86%. This correlates well with past results.

Analysis:

Student learning is well within an acceptable range.

Changes:

I will add an additional gun to the course curriculum. There is time available in this course and covering the additional material in this course will allow a similar reduction of material in GUS 248.

Continuance:

Results of Prior Assessment:

The change in the order of course material from a year ago continues to be successful.

Date-Time:

5/16/2005 10:14:16 AM

Gipson, K 05S TI

GUS-120-001

Student projects, program-level=No

Results:

The quality of student projects is improved from last semester with the average being in the acceptable range.

Analysis:

I believe that having the students assess their own projects before turning them in has resulted in this improvement.

Changes:

None

Continuance:

I will continue to have the students assess their projects.

Results of Prior Assessment:

The change to having the students be active in the assessment of their projects is a result of last semesters course level assessment. This change seems to be very beneficial.

Date-Time:

5/16/2005 10:06:00 AM

Gipson, K 05S TI

GUS-118-001

test items, program-level=No

Results:

Test scores overall ranged from a low 40%s to 100% with an average of 78%.

Analysis:

Student learning (as evidenced by the test scores) is somowhat lower than last semester. This semester the class size was about twice the norm. We changed the class from a second semester course to a first semester course. This required combining two class sections and resulted in an abnormally large number of students in this class. I feel certain that the change in instructor/student ratio from the previous norm of 1:12 to 1:27 had a definite effect.

Changes:

None at this time. The large class size was the result of a change at the program level and is a one time event.

Continuance:

The research papers continue to be beneficial and will be retained.

Results of Prior Assessment:

Date-Time:

5/16/2005 9:59:11 AM

Billings, B 05S HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

Students took a pre-test during the first week of the Semester which consisted of fill in the blank and multiple choice questions. They took the same test the last class meeting before final exam. Of the 20 students who took both tests, the average mean score on the pre-test was 31.5%. The average mean score on the post-test by the same students was 47.25%. The average improvement was 15.75 points or 50%. The average score on the pre-test for the total 25 students who took the pre-test was 32.6%. The average score on the post-test for the total 21 students who took that test was 48.3%. Of the students who took the pre-test, 6 students scored 50% or better. Of the students who took the post-test, 13 scored 50% or better.

Analysis:

None of the students had a good command of the course material before class began, based on the pre-test, although a few had some knowledge of the material. Two of the students who did best on the pre-test, did not take the post-test. The average on the post-test probably would have been a few points higher had they done so. The students were not handed back or shown the pre-test after it was graded. The post-test to a large degree measured command of the course material which they could be expected to retain after conclusion of the class, as opposing to showing what they knew after cramming for an exam on the material covered on the test. With one or two exceptions, performance on the post-test was a good indicator of the final grade in the class. One student who did not do particularly well in the class inexplicably dropped 35 points on the post-exam, which also made the improvement look worse than it was. Quizzes and exams given in the class included essay as well as the type of questions on the pre-post-test. A few of the questions were identical. Students who ended up with the lowest grades were generally those who had the lowest scores on the post-test and the least improvement, although there were a few exceptions, more so than in other classes.

Changes:

Increase emphasis on efforts to stimulate discussion and class participation. Use a shorter textbook. The current textbook is too long and has too much material for most students to get a handle on even if they try hard. To this end, a new shorter textbook which is more concise will be used starting in Fall 2005 Semester. That should make it easier to keep up with the schedule in the Syllabus, which has been a problem.

Continuance:

Written outlines and questions based on textbook material will continue to be provided to students. They help to promote understanding of course material, and emphasize most important points. Each student will still be required to give one oral presentation. This has worked well in the Geography Class because students have been encouraged to bring in guest speakers with first-hand knowledge of different places around the world, and a number of students have done so. Students are much more likely to ask questions of persons who have first-hand knowledge of the subject matter.

Results of Prior Assessment:

The level of improvement was about the same as last Semester. Students did not do as well on the pre-test in this class, indicating less knowledge and background coming into the class. With the demanding reading assignment, this put them at a real disadvantage. There were only 2 outstanding students in a class of 25, which is much lower than usual.

Date-Time:

5/15/2005 9:31:09 PM

Billings, B 05S HSS

HIS-202-001

pre-post-Test, program-level=No

Results:

Students took a pre-test during the first week of the Semester which consisted of fill in the blank and multiple choice questions. They took the same test the last class meeting before final exam. Of the 22 students who took both tests, the average mean score on the pre-test was 42.7%. The average mean score on the post-test by the same students was 52.5%. The average improvement was 9.5 points or 23%. The average score on the pre-test for the 24 total students who took that test was 40.8%. The average score on the post-test for the 25 total students who took that test was 52.6%. Of the students who took the pre-test, 8 scored 50% or better. Of the students who took the post-test, 15 scored 50% or better.

Analysis:

About three students, based on the pre-test had a fairly good command of the course material before the class began. The majority of the class had a limited command of the material when class began. A smaller group had little or no command of the material at that time. The students were not handed back or shown the pre-test after it had been graded. The post-test to a large degree measured command of the course material which they could be expected to retain after conclusion of the class, as opposed to showing what they knew after cramming for an exam on the material covered on the test. Performance on the post-test was a fairly good indicator of the final grade in the class, although there were some slight exceptions. Quizzes and exams given in the class included essay as well as the type of questions used on pre-and post test. A few of the questions were identical. Students who ended up with the lowest grades were generally those who had the lowest scores on the post-test and showed the least improvement. Some students who performed fairly well on the pre-test and got an A or B showed little or no improvement on the post-test. However, they still performed better on the post-test than those who received lower grades.

Changes:

Increase emphasis on efforts to stimulate class discussion and participation. Majority of class engaged in no discussion other than that required in oral presentation. I will try to incorporate more visual aids into presentation of material. I also will make effort to stay current with schedule in Syllabus to avoid trying to cover too much in last weeks of Semester.

Continuance:

Written outlines and questions based on the textbook will continue to be provided to students to increase understanding and knowledge of the material, and hopefully generate discussion and questions. Students will continue to be required to give one oral presentation. Those students who take advantage of the outlines and learning the subjects they give their talks on, benefit in overall understanding of the course material. Those who simply ignore the handouts and copy their oral presentation material from the textbook or other source do not.

Results of Prior Assessment:

No Assessment has taken place in this particular class previously. Students in this class did better on the pre-test than students in most of other classes. Because of this the amount of improvement may have been slightly less than average.

Date-Time:

5/15/2005 8:31:35 PM

Billings, B 05S HSS

POS-111-001

pre-post-Test, program-level=No

Results:

Students took a pre-test during the first week of the Semester which consisted of fill in the blank and multiple choice questions. They took the same test the last class meeting before final exam. Of the 12 students who took both tests, the average mean score on the pre-test was 30%. The average mean score on the post-test by the same students was 44.6%. The average improvement was 13.8 points or 48.7%. The average mean score on the pre-test for the 14 students who took that test was the same 30%. All the students who took the post-test also took the pre-test. Of the students who took the pre-test, 1 student scored 50% or better. Of the students who took the post-test, 5 students scored 50% or better.

Analysis:

Only 1 student had a fairly good command of the subject material before the class began. Almost all of the other students had very limited knowledge and understanding at the beginning of the class. Almost all of the students showed some improvement, even if their scores were still under 50% on the post-test. The students were not handed back their pre-tests. The post-test to a large degree measured command of the course material which they could be expected to retain after conclusion of the class, as opposed to showing what they knew after cramming for an exam on the material covered on the test. Performance on the post-test was a fairly good indicator of the final grade in the class, although there was at least one major exception. Quizzes and exams given in the class included essay as well as the type of questions used on the pre- and post-tests. A few of the questions were identical. Students who ended up with the lowest grades generally were those who had the lowest scores on the post-test and showed the least improvement.

Changes:

Increased emphasis on class discussion and participation, although there were several topics covered in the class that did generate discussion, questions, and increased participation. I will try to incorporate more use of visual aids to that end. The other area of needed improvement is to keep up with the Syllabus schedule to avoid having to cover too much material in too short a time at the end of the Semester.

Continuance:

Use of written course outlines and questions based on the textbook will continue to be provided to students to increase understanding of the material, and hopefully generate questions and discussion. The students will continue to be required to give one oral presentation. Those students who take advantage of the outline handouts and learning the subjects they give their talks on, benefit in their overall understanding of the course material. Those who simply ignore the handouts and copy their oral presentation material from the textbook or other source do not.

Results of Prior Assessment:

Assessment has not been done in this class before. Results were similar to assessments in other classes.

Date-Time:

5/15/2005 7:10:47 PM

Billings, B 05S HSS

HIS-102-001

pre-post-Test, program-level=No

Results:

Students took a pre-test during the first week of the Semester which consisted of fill in the blank and multiple choice questions. They took the same test the last class meeting before final exam. Of the 16 students who took both tests, the average mean score on the pre-test was 37.5%. The average mean score on the post-test by the same students was 59.1%. The average improvement was 21.6 points or 57.6%. The average score on the pre-test for the 18 total students who took the test was 35.3%. The average score on the post-test for the 17 total students who took that test was 58.5%. Of the students who took the pre-test, 3 students scored 50% or better. Of the students who took the post-test, 12 students scored 50% or better.

Analysis:

A few of the students already had a fairly good command of the course material before the class began. Most did not. The students were not handed back the pre-test. The post-test to a large degree measured command of the course material which they could be expected to retain after conclusion of the class, as opposed to showing what they knew after cramming for an exam on the material covered on the test. Performance on the post-test was a fairly good indicator of final grade in the class, although there were exceptions. Quizzes and exams given in class included essay as well as the type of questions used on pre-and post-tests. A few of the questions were identical. Students who ended up with the lowest grades generally were those who had the lowest scores on the post-exam and showed the least improvement.

Changes:

I continue to search for ways to encourage more class discussion and general participation by students and to try to make the subject matter more interesting, while still thoroughly covering the the major course material. Greater use of visual aids will be pursued.

Continuance:

Use of written course outlines and questions based on the textbook will continue to be provided to students to increase understanding of the material, and hopefully generate questions and discussion. The students will continue to be required to give one oral presentation in class. Those students who take advantage of the outline handouts and learning the subjects they give their talks on in class benefit in their overall understanding of the course material. They who simply ignore the handouts and simply copy their oral presentation material from the textbook or other source do not.

Results of Prior Assessment:

This is the first time Assessment has been done in this class, but results were improvement over results in classes in previous Semesters. Major change was providing handouts to students, rather than having them copy outlines off screen.

Date-Time:

5/15/2005 5:52:28 PM

Carter, K 05S TB

BUS-226-001

Class notes, test item analysis, program-level=No

Results:

In the beginning, several students used the reference to the first piece of data as the reference to the label when using Excel to calculate descriptive statistics. Correct usage of this tool improved toward the end of the semester as students discovered the error. In computing statistics, several students treated frequencies as thought they were scores. Many of the business application problems are stated using quite a few pieces of data/statistics. Several students had trouble identifying the needed data/statistics. Two-thirds of the students were able to correctly use all 8 steps of the HTAB procedure when doing hypothesis testing. Common errors among the remaining students were using the variance in place of the standard deviation and using the z statistic instead of the t.

Analysis:

Correct usage of Excel to calculate descriptive statistics needs to be emphasized earlier in the semester. Slides should be added to the PowerPoint presentations to emphasize the fact that frequencies are not the same as scores. More class time needs to be spent on identifying the needed data/statistics in an application problem. A great deal of emphasis was placed on using the HTAB procedure when doing hypothesis testing and the results were evident.

Changes:

Correct usage of Excel to calculate descriptive statistics will be emphasized earlier in the semester. Slides have already been added to the PowerPoint presentations to emphasize the fact that frequencies are not the same as scores. These will be used the next time this course is taught. More class time will be spent on identifying the needed data/statistics in an application problem.

Continuance:

I will continue teaching the HTAB procedure in the same manner.

Results of Prior Assessment:

This is the first time I have taught this course and there were no previous assessments.

Date-Time:

5/15/2005 2:50:12 PM

Carter, K 05S MS

MAT-121-006

Test item analysis., program-level=No

Results:

Most students were unable to correctly state the vertical and horizontal asymptotes for a given equation. Two of three students were able to correctly solve polynomial and rational inequalities. None of the students was able to correctly express an expression involving logarithms as a single logarithm.

Analysis:

There were only three students in the class and one of those rarely submitted assignments. It is difficult to draw conclusions based upon this class. Students need more practice finding vertical and horizontal asymptotes. It appears that a greater emphasis needs to be place on correctly expressing an expression involving logarithms as a single logarithm.

Changes:

More exercises will be assigned involving expressing a logarithmic expression as a single logarithm and finding vertical and horizontal asymptotes. In addition, pop quizzes will be given in these areas.

Continuance:

Solution of polynomial and rational inequalities will be taught in the same manner.

Results of Prior Assessment:

An improvement was seen in the solution of polynomial and rational inequalities.

Date-Time:

5/15/2005 2:01:22 PM

Carter, K 05S MS

MAT-135-050

Test Item Analysis of comprehensive test question, program-level=No

Results:

Only one student was correctly able to identify that an outlier was present in the sample data and that data was skewed. All students were able to correctly calcuate the mean, but a majority were unable to calculate the standard deviation. The majority of students were able to correctly calculate the critical value and the test value. A majority of students were able to correctly draw and label the graph for hypothesis testing; however, more should be able to do this task correctly. Less than half were able to correctly state both the initial and the final conclusion.

Analysis:

Students need more practice identifying outliers and skewed data. Students need more review when calculating the standard deviation. Students need more practice drawing and labeling graphs for hypothesis testing. Students need more practice stating the initial and the final conclusion.

Changes:

Students will be assigned more review exercises requiring the calculation of the standard deviation. Students will be assigned more exercises requiring the examination of data for skewness and for outliers. Students will be required to correct assignments where graphs are incorrectly drawn and/ or labeled. They will also be required to correct assignments which contain incorrect statements of either the initial or the final conclusions.

Continuance:

I will continue to place more emphasis on review exercises involving calculations of basic statistical data (mean, standard deviation, variance etc.). I will also continue spending more time on finding the critical value, calculating the test statistic, and drawing the graph for hypothesis testing.

Results of Prior Assessment:

Students were assigned a few review exercises involving calculation of the mean and the standard deviation. An improvement was seen in the calculation of the mean. More time was spent finding the critical value and calculating the test statistic and identifying the difference between the two. An improvement in these areas was the result. More time was spent drawing the corresponding graph and an improvement was seen in this area as well.

Date-Time:

5/15/2005 1:35:01 PM

MacLaren, J 05S MS

MAT-202-001

Class discussion, program-level=No

Results:

Assigned homework was an issue for the students. Students felt that a student solutions manual shuld be available for their use. One student suggested that a number of homework problems should be recommened but not collected. Instead, a biweekly worksheet with just a few problems be given to the students on a Wednesday. The completed worksheet should be submitted on Fridays, graded, and returned to students on Mondays.

Analysis:

Students need more feedback from their homework and would like more controll over the problems they need to practice.

Changes:

I will try the students suggestion regarding the weekly worksheets. I will also try to work out selected chapter problems and place this solution guide in the library reference room for the students to use. I am going to require that students have a graphing calculator for this class.

Continuance:

The class is very interactive. Students are required to ask and answer questions during the class.

Results of Prior Assessment:

More time is spent in class working problems together.

Date-Time:

5/14/2005 10:28:07 PM

MacLaren, J 05S MS

CHE-112-001

Test item question, program-level=No

Results:

I asked the ten students to offer any suggestions for changed in CHE 112 that would improve student learning. Six of the ten wrote a short paragraph. The other 4 chose not to answer the question. One student wrote, "This class is not a bad class but it needs some improvement." Several students suggested that homework be submitted on a set date instead of attaching it to the test over the material. The homework then should be checked regularly and returned to students before the test in order to address understanding or lack thereof. Another issue was the pace of the class. One student suggested that only one and one-half weeks be spent per chapter so that we are not rushing at the end of the semester to finish the material. Another student felt I went to fast over the material. The students enjoy the lab component of the course and felt that we needed to spend extra time doing labs. The students felt study guides were useful and aided in their learning. Another student suggested tha an interactive worksheet be deloped for the students to use during the lecture. He felt it might help the studnts stay focused on the material.

Analysis:

A more structured calendar for the course should be developed and followed as closely as possible. The homework needs to be checked and returned to students in a timely manner. Students need to be engaged in the lecture portion of the course through classroom activities.

Changes:

A course calendar will be developed. Homework will be collected weekly and returned to students within a week. Classroom demonstrations and group activites will be developed in order to engage the students.

Continuance:

Students were required to submit a typed introduction and outline of lab procedures prior to performing lab work. More time was spent preparing for the lab and discussing the pre-lab questions. The objectives of the labs demonstrated chapter concepts.

Results of Prior Assessment:

Students had stated that the lab component was a worthwhile learning experience. Lab work was stressed as a result of this. Study guides were also prepared for the students at their request.

Date-Time:

5/14/2005 10:14:17 PM

Antista 05S HSS

MUS-111-001

portfolio, program-level=No

5/13/2005 3:32:05 PM

Crownover, J 05S NUR

NUR-210-200

Pre-Post Course Survey and National Standard Computerized "ATI" testing, program-level=No

Results:

I presented the students with a 20 question survey regarding their comfort level with Maternal/Child Nursing. The scale that I used was as follows: A: Very Comfortable B: Minimal Comfort C: Not at all Comfortable In the Pre-Course Survey, 24% of the responses were ranked at "minimal comfort" and 76% of the responses were ranked at "not at all comfortable". Int he Post-Course Survey, 71% of the responses were ranked at "Very Comfortable", and 29% of the responses were ranked at "Minimal Comfort". None of the responses for the Post-Course Survey were ranked "Not at all Comfortable" The students in NUR 210 also took two nationalized tests (ATI). One test for for "Nursing Care of Children" and the other test was ""Maternal Newborn Nursing". For the Nursing Care of Children exam, the students as a group ranked in the 51st percentile when compared nationally to other Associate Degree Programs. For the Maternal/Newborn Exam, the students as a group ranked in the 86th percentile when compared nationally to other Associate Degree Programs.

Analysis:

ATI National Testing: The students did very well in the Maternal/Newborn content area, and did average with the Pediatric content.

Changes:

I will review closely the content area that the students were tested on in the Care of the Children Exam and determine what areas were weak and need to be focused on for next years student groups.

Continuance:

Results of Prior Assessment:

Date-Time:

5/13/2005 3:28:27 PM

Antista 05S HSS

MUS-15x-all

Live Performances, program-level=No

Results:

The Ensemble sang three performances off campus, and an on campus performance on May 1. The music was a combination of a cappella and accompanied music, in 3 and 4 parts.

Analysis:

Singing 4 part music continues to be a challenge for this group.

Changes:

Must add sectional rehearsals for tenors and weaker sections.

Continuance:

Repitions of all repertoire at each rehearsal remains preferable to focus rehearsals on only part of the repertoire.

Results of Prior Assessment:

Attempted 4 part pieces were modestly successful, but only when very familiar, and even repeated from prior semester.

Date-Time:

5/13/2005 3:24:27 PM

Antista 05S HSS

MUS-120-ALL

PRE-POST TEST, program-level=No

Results:

When the post-test is given at the end of the semester, A and B students knew considerably more than in the pre-test, but C,D,and F students retained and knew only a little more than in the pre-test. When the post test was given before mid-term, only weeks after the majority of this new information is taught, most all of the students knew considerably more than at the pre-test.

Analysis:

The course teaching is effective only short term, for the C,D, and F students. The course teaching was effective long term for A and B students.

Changes:

I am considering changing the order of chapters covered -- teaching the Elements of Music and the music instrument families mid-semester, instead of at the beginning of the course.

Continuance:

I will continue with lecture, visual, music listening and constant review of dates. WIll continue student reports.

Results of Prior Assessment:

Negligible differences were found by attempting a delivery that highlighted significant portions of the information and covering the remainder in a briefer delivery.

Date-Time:

5/13/2005 3:18:52 PM

Antista 05S HSS

MUS-101-ALL

PRE-POST TEST, program-level=No

Results:

Analysis:

The course teaching is effective only short term, for the C,D, and F students. The course teaching was effective long term for A and B students.

Changes:

I am considering changing the order of chapters covered -- teaching the Elements of Music and the music instrument families mid-semester, instead of at the beginning of the course.

Continuance:

I will continue with lecture, visual, music listening and constant review of dates. WIll continue student reports.

Results of Prior Assessment:

Results of Prior Assessment:

Increased rigor of testing to assure students only progress into second semester when they are prepared and likely to succeed.

Date-Time:

5/13/2005 2:23:29 PM

Haverfield, D 05S TI

EMS-125-250

Skills exam, program-level=No

Results:

At the start of the course, 0 of 15 students could pass 5 of 5 skills stations, 2 of 15 could pass 1 of 5 skills stations. Upon completion of the course, 10 of 10 students passed 5 of 5 skills stations.

Analysis:

The curriculum and practice scenarios are teaching our students what they need to succeed.

Changes:

Increase the number and intensity of scenarios/skills stations during the course.

Continuance:

The combination of lecture, demonstration, and application help students learn and retain the knowledge.

Results of Prior Assessment:

Testing policy has been made more difficult to assure that students have the knowledge learned before progressing into new areas in the course.

Date-Time:

5/13/2005 2:19:18 PM

Newman, P 05S TB

ECE-240-250

Pre & Post, multiple projects and survey, program-level=No

Results:

Students mastered competancies for the course.

Analysis:

No change is needed in course.

Changes:

N/A

Continuance:

Students felt the text & group projects were fun learning experiences. While they did not enjoy it, they know they need the information in their business plan & budget project.

Results of Prior Assessment:

Results of Prior Assessment:

Have more self help tutoring sessions.

Date-Time:

5/13/2005 11:04:19 AM

Sciacca, S 05S NUR

NUR-216-P20

, program-level=No

Results:

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

5/13/2005 10:53:27 AM

Melvin, S 05S NUR

NUR-206-P20

ATI testing, program-level=No

Results:

Students scored nationally in the 79th percentile against all nursing programs that took the ATI test and in the 81st percentile against other ADN programs which took the ATI test.

Analysis:

Our students did well when compared against other students.

Changes:

I think that as an instructor I plan to have an increase in instructor visability and student participation during Pic-Tel classes.

Continuance:

We did some tutoring sessions this year at the end of the semester for this class. These seemed to help.

Results of Prior Assessment:

Start the tutoring sessions earlier in the semester.

Date-Time:

5/13/2005 10:52:06 AM

Ward, L 05S HSS

PSY-235-0xx

19 chapter guided reviews from textbook, 2 term papers, 4 in-class review essays, 5 homework assignments, program-level=No

Results:

The total number of students from all class sections was 33. From this total, the highest number of students not turning in the textbook chapter reviews at any one time was 4. For most of the chapter reviews, usually only 1 or 2 students did not get the assignment in. For the term papers, students were told they would receive either an "incomplete" or an "F" if both were not done. One student did not turn in the 1st paper and 2 students did not turn in the 2nd. For the 5 homework assignments, the number of students not handing in the work, respectively, were 4, 6, 7, 5, and 10. For the 4 in-class essay reviews, the numbers not turned in, respectively, were 6, 6, 5, and 14.

Analysis:

The essay reviews required students be present in class. Because homework assignments were given in class, these also required attendance. These exercises had the lowest completion rate, probably because of the necessity of being in class. The chapter guided reviews and term papers did not entail attendance and students were able to turn these in as they got them done. Making the term papers grade contingent probably increased their completion rate. As the semester went on, attendance, which was only a possible final grade consideration if a student had 3 or less absences, decreased.

Changes:

Because attendance seems to be the primary factor in students not handing in assignments, making attendance mandatory and part of a student`s final grade will be considered.

Continuance:

The term papers will be kept as they demonstrate several areas of learning--ability to follow instructions, writing skill, ability to research, and understanding of important subject concepts. The homework assignments will continue as each assignment is a hands-on exercise, pertinent to a specific area of study. The in-class essays allow students to express, in their own words, what they have actually learned. The guided reviews require the students to actually get involved in their text. Using the guided reviews may continue or some other exercises with the same purpose may be used.

Results of Prior Assessment:

This was the first assessment done.

Date-Time:

5/13/2005 8:22:56 AM

Rigdon, AM 05S TB

ACC-245-001

Capstone Project, program-level=BUS

Results:

Students kept all accounting records and books for their own Accounting Firm and for a personal business.

Analysis:

Projects were successful.

Changes:

Add a blackboard component.

Continuance:

Hands On and lecture seem to work best.

Results of Prior Assessment:

N/A

Date-Time:

5/12/2005 2:55:41 PM

Amenta, C 05S TI

HHP-166-250

Pre-Post Test, program-level=MASS

Results:

100% increase in test results

Analysis:

The curriculum covered was presented as hands on, on overhead projector and repeated several times

Changes:

None

Continuance:

Continue same format of class interaction on learning the differnt systems of the body as they relate to the foot and all the corresponding reflex points

Results of Prior Assessment:

None

Date-Time:

5/12/2005 2:34:23 PM

Amenta, C 05S TI

HHP-166-200

Pre-Post Test, program-level=MASS

Results:

90% increase in test results

Analysis:

The curriculum covered was presented as hands on, on overhead projector and repeated several times

Changes:

None

Continuance:

Continue same format of class interaction on learning the differnt systems of the body as they relate to the foot and all the corresponding reflex points

Results of Prior Assessment:

None

Date-Time:

5/12/2005 2:33:45 PM

Rigdon, AM 05S TB

MAR-216-B01

Capstone Project, program-level=No

Results:

Students were given a Marketing Plan to write for their capstone project. All 3 students completed their plan with 1-A, 1-B, and 1-C

Analysis:

The students all learned what a marketing plan was and how to create one. One student has her own business and was able to use the assingment to help increase her book sales by using the information she gathered for her survey.

Changes:

None at this time

Continuance:

NOthing will be changed at this time

Results of Prior Assessment:

I used Blackboard`s discussion board more and the students enjoyed finding their own topics to share with the class.

Date-Time:

5/12/2005 2:31:45 PM

Amenta, C 05S TI

MST-105-250

Pre-Post Test, program-level=MASS

Results:

87% increase in test results

Analysis:

The curriculum covered is what was needed for the students to succeed

Changes:

None

Continuance:

Continue same format of class interaction on different modaities

Results of Prior Assessment:

None

Date-Time:

5/12/2005 2:30:24 PM

Amenta, C 05S TI

HHP-235-250

Pre-Post Test, program-level=MASS

Results:

90% increase in test results

Analysis:

The curriculum covered what was needed for the students to succeed

Changes:

None

Continuance:

Continue same format of class interaction with guest speakers on different modaities

Results of Prior Assessment:

None

Date-Time:

5/12/2005 2:28:59 PM

Rigdon, AM 05S TB

BUS-217-B01

Capstone Project, program-level=BUS

Results:

Students were given assignments throughout the year to help them prepare for their final which was a "mock job interview." There were 8 students in the class. The results are: 4 complete the necessary paperwork and did well in the Interview. The other 4 did not take the final.

Analysis:

This is a Blackboard class the the 4 students that did not take the final were not ready for a class online. The 2 students that did finish the class did not procrastinate as much as the 2 that failed the course.

Changes:

I am going to have a couple of group projects that will hopefully force them to get together with me and with their classmates. I am hoping this will create a more college like atmosphere and get them to feel like they are in a classroom even though the course is on blackboard.

Continuance:

I will keep everything just add more discussion board topics.

Results of Prior Assessment:

Blackboard classes are wonderful for the students that need to work full time.

Date-Time:

5/12/2005 2:20:41 PM

Rigdon, AM 05S TB

BUS-115-001

Pre/Post Test, program-level=No

Results:

Students were given a captstone project. The project was to write a Business Plan on a business they would like to open. They took the information they learned during the semester as well as help from Donna Watkins at the SBA and wrote a plan. Of the 8 students completing the course there were 4-A`s, 2-B`s and 2-C`s.

Analysis:

This semester the students used outside resources more than last semester, which increased the average score.

Changes:

Donna Watkins from the SBA has volunteered to come talk to the classes next semester. I will also use more online resources to help them learn the stock market more. We played a "virtual stock market" game which everyone enjoyed.

Continuance:

I will continue to use outside sources and more guest speakers as well as online resources. I combined the lecture and blackboard class into one discussion group on Blackboard. It was successfull and I will continue to try and merge the classes more using Blackboard.

Results of Prior Assessment:

Blackboard was used more to facilitate discussion topics. It was slow going, but the students enjoyed the different topics.

Date-Time:

5/12/2005 2:07:15 PM

Rigdon, AM 05S TB

BTE-103-001

Pre/Post Test, program-level=No

Results:

5 students were between 35-40 GWAM with less than 5 errors during the first week. During the final timing all 5 were between 45-60 GWAM with less than 3 errors.

Analysis:

Students improved in speed and accuracy.

Changes:

No changes during the summer, but in the fall new software and a new book will be used to update to Office 2003

Continuance:

Hands-on and practice

Results of Prior Assessment:

Again, Sharon Sciacca passed on everything she had done with the class and it was a successful class.

Date-Time:

5/12/2005 1:57:46 PM

Rigdon, AM 05S TB

BTE-10X-001

Pre/Post Test, program-level=No

Results:

The BTE100 level keyboarding class had a GWAM of less the 20 wpm with more than 5 mistakes at the beginning. At the end of 5 weeks, 5 out of 6 students were typing at more than 20 wpm with less than 3 errors. The BTE102 students did not all finish the class. 3 students completed the course keying 40wpm with less than 3 errors and learned basic working in Word with documents. However, there were 3 students that received an Incomplete.

Analysis:

There is a lot of document correcting in the BTE102 and the students with the incompletes were not spending enough time outside of the classroom to keep up. The students that spent about 2-3 hours outside of the classroom kept up and were able to complete the course

Changes:

None this summer. In the fall a new book and software will go into place.

Continuance:

I spent a lot of time going over what seemed like little details to the students, but made their grades better. We also had class 4 days a week which helped the students retain what they learned.

Results of Prior Assessment:

This was my first semester instructing this course. However, Sharon Sciacca passed on the class information and everything she had been doing was still successful.

Date-Time:

5/12/2005 1:52:53 PM

Rigdon, AM 05S TB

BTE-108-001

Pre/Post Test, program-level=No

Results:

10-Key timings the first week of class. All 3 students timing were less that 100 keystrokes per minute with more than 5 errors. 10-Key timings the last week of class produced the following: 1 Student: 156 keystrokes per minute with 2 errors 1 Student: 142 keystrokes per minute with 1 error 1 Student: 137 keystrokes per minute with no errors

Analysis:

The students improved in both timings and accuracy because of proper finger placement techniques and practice.

Changes:

I am going to have the students do more practice timings on their own-either in the lab or at the house. The more practice they get the more comfortable they feel.

Continuance:

Because of the small class size they received a lot of individual attention. I would like to continue to keep the class small i.e. between 5-10.

Results of Prior Assessment:

I did not make any changes this semester

Date-Time:

5/12/2005 1:42:28 PM

Levy, S 05S HSS

MUS-142-003

survey,portfolio, program-level=No

Results:

Student developed better study habits through self-inventory, focused on assignments with weekly progress data, and developed proficiency in subject with final project demonstration.

Analysis:

The data shows that students are more apt to be successful with formal instruction supplemented by informal accountability tools and formal observations by instructor.

Changes:

The formal observation will become part of the final grade.

Continuance:

Methods including demonstrations by instructor, critical thinking strategies, and peer tutoring have enhanced a broader spectrum of learning styles.

Results of Prior Assessment:

More detialed record keeping has effectively rdcorded goal setting and progress.

Date-Time:

5/12/2005 1:09:43 PM

Heusted, M 05S TI

MST-284-001

Demonstration, program-level=MASS

Results:

100% increase from pre to post test

Analysis:

Students demonstrated administrating with a 100% accuracy a clinet intake form and a professional massage

Changes:

None

Continuance:

Continue to teach same material

Results of Prior Assessment:

No changes

Date-Time:

5/12/2005 12:37:35 PM

Heusted, M 05S TI

HHP-218-001

Pre-Post Test, program-level=MASS

Results:

100% increase from pre to post test

Analysis:

Students demonstrated with a 100% accuracy a 30 point spread.

Changes:

None

Continuance:

Continue to teach same material

Results of Prior Assessment:

No changes

Date-Time:

5/12/2005 12:35:39 PM

Heusted, M 05S TI

HHP-225-001

Pre-Post Test, program-level=MASS

Results:

60% increase from pre to post test

Analysis:

Students took in a great deal of information during this course.

Changes:

None

Continuance:

Continue to teach same material

Results of Prior Assessment:

No changes

Date-Time:

5/12/2005 12:34:21 PM

Heusted, M 05S TI

MST-113-001

Pre-Post Test, program-level=MASS

Results:

60% increase from pre to post test

Analysis:

Students took in a great deal of information during this course.

Changes:

None

Continuance:

Continue to teach same material

Results of Prior Assessment:

No changes

Date-Time:

5/12/2005 12:33:54 PM

Heusted, M 05S TI

MST-204-001

Pre-Post Test, program-level=MASS

Results:

49% increase from pre to post test

Analysis:

Students took in a great deal of information during this course.

Changes:

None

Continuance:

Continue to teach same material

Results of Prior Assessment:

No changes

Date-Time:

5/12/2005 12:33:15 PM

Heusted, M 05S TI

HHP-242-001

Pre-Post Test, program-level=MASS

Results:

40% increase from pre to post test

Analysis:

Students took in a great deal of information during this course.

Changes:

None

Continuance:

Continue to teach various forms of energy healing

Results of Prior Assessment:

No changes

Date-Time:

5/12/2005 12:31:47 PM

Heusted, M 05S TI

HHP-145-001

Pre-Post Test, program-level=MASS

Results:

42% increase form pre to post test.

Analysis:

Students took in a great deal of information during this course.

Changes:

None

Continuance:

Continue to develop and maintain a student project based on an area of personal growth that the student chooses.

Results of Prior Assessment:

No changes

Date-Time:

5/12/2005 12:29:50 PM

Harris, L 05S TB

CIS-243-001

pre-post-Test, program-level=No

Results:

All students demonstrated significant improvement in areas of weakness indicated on the pre-test.

Analysis:

The study of SQL should have a programming design logic prerequisite. The students with previous programming experience did much better.

Changes:

I will break from the WWW based curriculum at times to try and build a better background for the students before they get into the programming.

Continuance:

We will continue to utilize the WWW based curriculum that is appropriate for our studies. The online tests are still a good measure of their skill.

Results of Prior Assessment:

NA...this was the first time I have taught this course

Date-Time:

5/12/2005 11:56:34 AM

Harris, L 05S TB

CNG-269-001

pre-post-Test, program-level=No

Results:

All students demonstrated significant improvement in areas of weakness indicated on the pre-test.

Analysis:

Using real life networking situations is valuable to the students and encourages learning.

Changes:

I will continue to seek out labs simulating home networking problems.

Continuance:

We will continue to utilize the WWW based network curriculum that is appropriate for our studies.

Results of Prior Assessment:

The inclusion of e-labs in the curriculum is showing positive results as I emphasized more of this type of lab time each semester.

Date-Time:

5/12/2005 11:50:40 AM

Harris, L 05S TB

CNG-11x-0xx

pre-post-Test, program-level=No

Results:

All students demonstrated significant improvement in areas of weakness indicated on the pre-test.

Analysis:

The Ohm`s law portion of this class was difficult for students with weak math background. The second half ( Digital electronics) was easier for the students weak in math as the Boolean mathematics is more intuitive.

Changes:

I plan on using a PC based lab simulator that allows conceptual experiments and less dependance on math calculations.

Continuance:

We will continue to split the coursework into Ohm`s law and Digital electronics as the connection between the two is a valuable concept.

Results of Prior Assessment:

The inclusion of e-labs in the curriculum is showing positive results as I emphasized more lab time this semester.

Date-Time:

5/12/2005 11:46:54 AM

Harris, L 05S TB

CNG-260-0xx

pre-post-Test, program-level=No

Results:

All students demonstrated significant improvement in areas of weakness indicated on the pre-test.

Analysis:

Today`s young students respond well to the WWW based curriculum. I had my doubts but they managed the difficult material well by utilizing group work outside of class.

Changes:

I plan on emphasizing group work in future classes.

Continuance:

The self paced aspect of this curriculum is ideal for the student that is advanced enough to move quickly on their own. This also provides extra time for the teacher to interact with the students that need the most individual attention.

Results of Prior Assessment:

The inclusion of e-labs in the curriculum is showing positive results as I emphasized more lab time this semester.

Date-Time:

5/12/2005 11:40:13 AM

Harris, L 05S TB

CNG-262-0xx

pre-post-Test, program-level=No

Results:

All students demonstrated significant improvement in areas of weakness indicated on the pre-test.

Analysis:

Today`s young students respond well to the WWW based curriculum. I had my doubts but they managed the difficult material well by utilizing group work outside of class.

Changes:

I plan on emphasizing group work in future classes.

Continuance:

Results of Prior Assessment:

The inclusion of e-labs in the curriculum is showing positive results as I emphasized more lab time this semester.

Date-Time:

5/12/2005 11:40:00 AM

Harris, L 05S TB

CNG-261-0xx

pre-post-Test, program-level=No

Results:

All students demonstrated significant improvement in areas of weakness indicated on the pre-test.

Analysis:

Today`s young students respond well to the WWW based curriculum. I had my doubts but they managed the difficult material well by utilizing group work outside of class.

Changes:

I plan on emphasizing group work in future classes.

Continuance:

Results of Prior Assessment:

The inclusion of e-labs in the curriculum is showing positive results as I emphasized more lab time this semester.

Date-Time:

5/12/2005 11:39:26 AM

Harris, L 05S TB

CIS-118-0xx

pre-post-Test, program-level=No

Results:

All students demonstrated significant improvement in areas of weakness indicated on the pre-test.

Analysis:

Changes:

If I teach this class again I plan on spending less time on Word processing and more time on spread sheets and databases.

Continuance:

Results of Prior Assessment:

NA....this was my first time to teach this course.

Date-Time:

5/12/2005 11:32:59 AM

Milam, S 05S TI

HHP-243-200

Pre-post-test, program-level=MASS

Results:

Students did very, very poor on the pre-test, with some or a few points increase on the post-test

Analysis:

There was some increase, but not as much as I would have liked to have verses the pre-post test.

Changes:

Changing the final to a cumulative final.

Continuance:

I will keep giving students notes to study from and only making up exams from notes given in class verses using the book, too.

Results of Prior Assessment:

Again, the students seem to do better on the assessments if the final is cumulative, verses noncumulative

Date-Time:

5/12/2005 11:13:50 AM

Milam, S 05S TB

HPR-216-200

Pre-post-test, program-level=No

Results:

5/12/2005 10:30:03 AM

Robbins, P 05S TB

MOT-132-Pxx

pre-post-Test, program-level=No

Results:

Students completed vocabulary pre-test in January and a post-test in May. Results were calculated on a percentage basis.

Analysis:

Overall, post-test scores showed a 50% improvement over pre-test scores.

Changes:

None.

Student Questions on chapter to be read to other students and extra credit given if answered correctly

Results of Prior Assessment:

none

Date-Time:

5/10/2005 8:39:59 PM

Burns, S 05S TB

ECE-288-200

pre-post assessment, project approach portfolio, program-level=No

Results:

A total of 10 students were enrolled in the course which covers information relating to classroom environment and management, the project approach and experiences in the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required.. A pre and post assessment was given with scores ranging from 18 to 28, while post assessment scores, completed by all 10 students, ranged from 92 to 100. A portfolio of activity and lesson plans, project approach plans and guidance plans for 2 children were implemented and evaluated by the student, the cooperating teacher and myself. 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 evaluation and allowed to respond to questions and suggestions.

Analysis:

All of the above methods are useful assessment tools.

Changes:

I will discontinue the use of the guidance plans for 2 children and implement class meeting assignments and demonstrations instead. Due to the recent purchase of new equipment, I will provide immediate feedback to students on the day I observe them. Then they will have a better recollection of what happened while I was observing and can respond to my questions and comments more effectively.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assigned. The text will remain the same.

Results of Prior Assessment:

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.

Date-Time:

5/10/2005 8:22:41 PM

Burns, S 05S TB

ECE-289-200

pre-post assessment, portfolio, program-level=No

Results:

A total of 10 students were enrolled in the course which covers information relating to classroom environment and management, the project approach and experiences in the classroom as a student teacher.. A pre and post assessment was given with scores ranging from 18 to 28, while post assessment scores, completed by all 10 students, ranged from 92 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 assessment tools.

Changes:

I will discontinue the use of the guidance plans for 2 children and implement class meeting assignments and demonstrations instead.

Continuance:

Results of Prior Assessment:

For the past 4 semesters I have utilized the Project Journal as a comprehensive guide to the 3 phases of planning and implementing a project. The journal is helpful, according to students, in understanding what is expected in each of the 3 phases. The journal is helpful to me in evaluating the student�s planning and execution of the project, as well as in evaluating their reflection about the process and how children and teachers learn from a project.

Date-Time:

5/10/2005 7:55:36 PM

Burns, S 05S TB

ECE-112-250

pre-post assessments, portfolio of Learning Basket materials, , program-level=No

Results:

A total of 11 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 pre and post assessment was given, utilizing 5 essay questions on Blackboard. Pre-assessment scores ranged from 12 to 29, while post assessment scores, completed by 10 students, were all scores of 100. One student withdrew. 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 also summarized answers to questions about special needs children from their text; their summaries were discussed in class. Discussions comparing and contrasting the ITERS rating scale and other rating scales occurred.

Analysis:

I will teach essay test taking skills in an attempt to increase essay test taking skills and reduce stress. The ITERS , practice 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:

Some checklists and quality ratings will be discussed in class, allowing students more time to complete their activity plan teaching, teaching of learning basket items, and comparisons of the ITERS rating scale.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will also continue the summary and discussion of the special needs information provided in the text.

Results of Prior Assessment:

This is the first formal assessment completed for this course. However, I did change the text for this course this semester. Students recommended keeping this text, and I found it to contain useful information with effective presentation requiring only a small amount of supplementation from other sources.

Date-Time:

5/10/2005 7:27:17 PM

Burns, S 05S TB

ECE-111-200

pre-post assessment, portfolio, rating scale, quizzes, program-level=No

Results:

A total of 11 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 50 to 82, while post assessment scores, completed by 10 students, ranged from 66 to 100. One student withdrew. 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 were required to complete practice quizzes for each chapter of the text. Students also summarized answers to questions about observation; their summaries were discussed in class. Students also completed an ITERS rating scale.

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 ITERS, practice 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:

I will require a Possibilities Plan to be completed by each student for their unit. I will copy these for each student in the class to keep in a resource file.

Continuance:

Results of Prior Assessment:

Date-Time:

5/10/2005 7:10:38 PM

Burns, S 05S TB

ECE-205-250

pre-post, video, program-level=No

Results:

This course focuses on nutrition, health and safety as key factors for optimal growth and development of young children. A total of 18 students were enrolled in this course; 16 students completed with 2 withdrawing.. Utilizing Blackboard I chose 50 question multiple-choice questions from the Blackboard question pool. The scores ranged from 44 to 73 on the pre-assessment and from 85 to 100 on the post assessment. A video showcasing the student�s understanding of the concepts of family style dining, appropriate interactions and language was assigned

Analysis:

Changes:

The textbook currently being used meets our needs well; a new edition will be available for the next class. No other changes are planned.

Continuance:

Results of Prior Assessment:

Date-Time:

5/10/2005 6:39:44 PM

Coffman 05S HSS

MUS-122-001

Survey, program-level=No

Results:

Assessment was done on preceived learning and outcomes. Questions dealth with the learning and enjoyment of the subject matter and the class. 1. 67% of the class found the class what they they had expected it to be. 33% found the class and subject matter more interesting than they had expected. 2. 44% said they had learned "a lot" while 56% had learned "some` about Romantic music. 3. 70% said they had learned " a lot" about 20th century music; 22% said "some." 4. 67% enjoyed Romantic music more than 20th century; 33 %, about the same. 5. 56% would like to have learned more about Romantic music; while 44% were neutral. 6. 100% would like to have learned more about 20th music. 7. 89% expressed a desire to continue studying the history of music; 11% said no. 8. 100% believed that they were better able to understand and appreciate both Romantic and 20th century music. 9. 100% said that this class had expanded their overall understanding and enjoyment of music.

Analysis:

Most students seemed to benefit from their learning of these two periods of music. There tends to be more of a desire to study music that is closer to them in terms of historic time periods.

Changes:

I would continue to emphasis the class in the same manner, because students need to learn about all phases of music history.

Continuance:

N/A I will not be teaching next year.

Results of Prior Assessment:

N/A I will not be teaching next year.

Date-Time:

5/10/2005 5:02:05 PM

Hardaker 05S HSS

PHI-112-002

Survey, program-level=No

Results:

Generally positive responses, affirming the topics covered and the style of teaching.

Analysis:

Some students prefer great class participation.

Changes:

I will clarify the fact that student comments are always welcome.

Continuance:

The lecture style seems to be successful.

Results of Prior Assessment:

None

Date-Time:

5/10/2005 11:20:32 AM

Hardaker 05S HSS

PHI-112-001

Survey, program-level=No

Results:

Generally positive responses, affirming the topics covered and the style of teaching.

Analysis:

Some students prefer great class participation.

Changes:

I will clarify the fact that student comments are always welcome.

Continuance:

The lecture style seems to be successful.

Results of Prior Assessment:

None

Date-Time:

5/10/2005 11:20:15 AM

Hardaker 05S HSS

PHI-111-001

Survey, program-level=No

Results:

Generally positive responses, affirming the topics covered and the style of teaching.

Analysis:

Some students prefer great class participation.

Changes:

I will clarify the fact that student comments are always welcome.

Continuance:

The lecture style seems to be successful.

Results of Prior Assessment:

None

Date-Time:

5/10/2005 11:19:55 AM

Hardaker 05S HSS

PHI-101-001

Survey, program-level=No

Results:

Generally positive responses, affirming the topics covered and the style of teaching.

Analysis:

Some students prefer great class participation.

Changes:

I will clarify the fact that student comments are always welcome.

Continuance:

The lecture style seems to be successful.

Results of Prior Assessment:

None

Date-Time:

5/10/2005 11:19:07 AM

Burns, S 05S TB

ECE-103-200

Pre-post-assessment, portfolio, program-level=No

Results:

A total of 9 students were enrolled in the course. A pre and post assessment was given, utilizing Blackboard with different questions than previously used in this course. Pretest scores ranged from 30 to 47, while post test scores, completed by 8 students, ranged from 86 to 100. One student withdrew. A portfolio of 4 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 4 CARES posters compared to 35% of students who even knew what the poster were at the beginning of the course. The appropriate design and use of a cozy corner increased from 0.25% to 100%. Pathways to Play behavior strategies improved from 0% to 85%, due to the withdrawals and 1 student who completed only one-half of the project. Of those completing the class, 100% completed 3 other assignments, including the prosocial activity, the rituals and lesson plan for emotions, that were demonstrated in class.

Analysis:

Changes:

I will continue to make due dates for posters earlier, as each is covered in the text, allowing students to utilize posters in their classrooms during the semester. 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. I will continue to use the text book with Blackboard support. I want to increase student test taking skills and hold students more responsible for careful reading of the text. For each chapter of Positive Child Guidance students took 1 multiple choice quiz in class for 10% of their final grade. In the future, I will give positive reinforcement points for taking practice quizzes as extra credit. I will continue this. I will assign a larger percentage to the quizzes taken in class. I will present and review information in the text Positive Child Guidance, assigning written observations of the guidance skill utilized in the chapter. I will continue these techniques, also.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will continue to use the text Promoting Positive Behavior to increase student�s understanding of and appropriate use of ECE CARES strategies which are being implemented in most child care centers and head start programs here in the San Luis Valley. I will continue teaching I Love You rituals and prosocial behaviors through the use of the 2 activity books, I Love You Rituals and Kindness Curriculum, providing interactive, student led relationship building and prosocial curriculum examples for students.

Results of Prior Assessment:

I will discontinue use of the text Pathways to Play, as students have not found the assignments helpful. Utilizing I Love You Rituals and Kindness Curriculum activities in class has increased understanding of what prosocial activities are and how to implement them in the curriculum.

Date-Time:

5/10/2005 9:24:59 AM

Miller, P 05S TB

ECE-260-001

pre-post-test, program-level=No

Results:

16 students took the pre and post tests. The percentage of improvement from pre to post test ranged from 4% to 45.6%. The average improvement for the class was 15%.

Analysis:

The information and opportunities for learning were there as evidenced by the relatively high improvement on the post test for one third of the students. However, the needs of some learners may not have been met as evidenced by their minimal ability to demonstrate improved knowledge about the course as measured by the post test.

Changes:

Make myself more aware of individual learner`s needs and to be more specific about course requirements with those students who show lack of understanding and to do this frequently. Use more class time discussing the text, since the pre/post tests are based on this information.

Continuance:

The attempt to develop a learning community by creating a risk free environment that encourages students to share their knowledge. Continue to invite guest speakers who share information about their arena of expertise. Finally, continue to ask students to research and present information about relevant topics and to do observations.

Results of Prior Assessment:

No previous assessments.

Date-Time:

5/7/2005 7:30:41 PM

Miller, P 05S TB

ECE-260-001

pre-post-, program-level=No

Results:

Analysis:

Changes:

Continuance:

Results of Prior Assessment:

Date-Time:

5/7/2005 7:22:06 PM

Rebello, J 05S HSS

MUS-13x-001

Pre-post test, program-level=No

Results:

At the beginning of first semester, all students except two, were not familiar with the skills of sight singing, analysis of solfege and hand signs. Melodic and rhythmic diction (aural skills) were not familiar to any of the students. All students improved up to 85 to 90%.

Analysis:

More homework time will be needed to improve the skills even to a higher percentage.

Changes:

Homework will be assigned at least once each week. To help improve the aural skills, CD`s will be given to each individual student to practice outside of class time.

Continuance:

Continue reinforcement of the particular learning objectives, meaning,concentrating on the basic skills using the same text and supplementing with projects from other Sight Singing and Ear Training manuals.

Results of Prior Assessment:

In comparing this year`s class with last year`s, the class as a whole progressed farther in the sight singing skills.

Date-Time:

5/6/2005 10:37:42 AM

Ribaudo, J 05S TI

HEM-269-200

Pre-Post-Test,Survey, program-level=No

Results:

Students are interviewed in area of training and given a pre-post-test to assess there skill level.

Analysis:

Analysis:

Questions that the ordinary person off the street would not know the answer to will be written into the written test. outdated questions will be removed and repalce with current questions concerning the automobile trade.

Changes:

an insterment that will teach the student(s)to follow written directions as well as verbal directions.

Continuance:

the use of repair manuals, flat rate manuals. Live lab work (hands on training)

Results of Prior Assessment:

students were able to do more hands on and the quality of the work has improved along with the speed.

Date-Time:

5/5/2005 11:30:29 AM

Hannah Abraham-Shea 05S CD

ENG-121-050

Pre and post writing sample, course evaluation, and portfolio, program-level=No

Results:

This Blackboard writing course for Walsenburg students required a different approach. Students responded to 50 posted questions covering the material posted in the textbook. Students did need a great deal of assistance in the beginning of the course.

Analysis:

Posted questions showed accurate representations of students understanding of the material. With assistance students can complete a college level composition course on Blackboard.

Changes:

Two physical visits to Walsenburg at the start of the course instead of one. I did contact each student by phone until comfortable with the system of Blackboard.

Continuance:

Posting of discussion questions, phone and physical contact with students.

Results of Prior Assessment:

Spring First semester taught.

Date-Time:

4/20/2005 3:24:05 PM

Hannah Abraham-Shea 05S CD

ENG-115-001

Pre writing sample, four course evaluations, and capstone project, program-level=No

Results:

Career and technical students are prepared for serious academic work. Ten students enrolled and eight finished. Of the two withdrawls only one was for lack of attendance and getting behind. Students writing sample at the beginning of the semester showed vast improvement in organization and voice.

Analysis:

Student would relevance to their trade speciality and business and technical writing. Two students got jobs from their resumes, a course project.

Changes:

I will add a five page technical report to the writing assignments at the advice or Paul Montero.

Continuance:

Having students complete a wide variety of writing assignments and oral presentations.

Results of Prior Assessment:

Increasing the level of difficulty increased the level of student success.

Date-Time:

4/20/2005 3:17:39 PM

Hannah Abraham-Shea 05S CD

ENG-122-001

Pre-post-eassy, survey, and portfolios, program-level=No

Results:

Writing skills markedly improved from pre to post essay, attendance better, and students more serious.

Analysis:

Students did better this semester as a whole. Pre-essay`s were stronger and developmental students were better prepared. Portfolios show a marked improvement and course completion higher than last semester.

Changes:

Continue mandatory attendance, use of the Writing Center, and individual assistance for stuggling writers.

Continuance:

Modeling required writing, individual assistance, draft writing and revising and use of the Writing Center.

Results of Prior Assessment:

The increase of individual assistance, assessment of writers at the beginning of the semester improved students writing. Disappointed about new textbook choice.

Date-Time:

4/20/2005 3:10:06 PM

Hannah Abraham-Shea 05S TB

EDU-221-001

Quizzes, journals, oral presentation and lesson plans, program-level=No

Results:

Average quiz score was a grade of "B" an increase from last semester by 67%. Critical thinking and reflection increase 79% from last semester. Vocabulary building increased comprehension by 90%.

Analysis:

Students successfully integrated course material into their lesson plans and oral presentations, a 20-minute lesson in their perspective field.

Changes:

Add a unit on Multiple Intelligences and learning theory

Continuance:

Group work, active participatory learning, oral presentation of lesson plans age appropriate. Vocabulary building.

Results of Prior Assessment:

Increase two units by one week each. This increase test scores and comprehension of material. The addition of the unit vocabulary study increased comprehension

Date-Time:

4/20/2005 3:01:39 PM

Hannah Abraham-Shea 05S TB

EDU-188-001

Observation notebooks, five-page paper and feedback from local schools, program-level=No

Results:

4/8/2005 8:10:10 AM

Horton, B 05F MS

BIO-105-001

Lab Report, program-level=No

Results:

Students were assigned a research project. They were to decide on a scientific question that they could test using their knowledge of the scientific method. The questions were open-ended and results would be "real". The results were mixed. Approximately 60% of the students were able to ask a testable question, identify all the variables, set up a controlled experiment, organize results, analyze data and draw meaningful conclusions based on their results.

Analysis:

The percentage of students able to complete this project satisfactorily is unacceptable. One of the main deficiencies was that students were unable to identify the possible variables in each experiment. Others deficiencies included the inability to properly graph results and drawing meaningful conclusions based on results.

Changes:

Next semester I plan to use examples of raw data, graph the data in class, and discuss the meaning of the data analysis(i.e., draw conclusions based on the data). I also plan to provide research scenarios where students will identify variables in different experiments.

Continuance:

One method that will be kept is the instructor guided open-ended research project. As a class we came up with a research project as a class and then attempted to answer that question using the scientific method. This was successful because it provided the students with a model to use when they were assigned their individual projects.

Results of Prior Assessment:

This is the first semester I have focused on this assessment project.

Date-Time:

12/22/2004 9:00:03 AM

Philbin, R 05F MS

MAT-203-001

homework, test, program-level=No

Results:

Correlations between hw and test grades exceeds 99%.

Analysis:

Extremely important to do homework.

Changes:

Allowing students choice may be too much freedom; need to assign specific problems and due dates prior to exams.

Continuance:

Continue having students work problems at the board for entire class - possibly one on each board.

Results of Prior Assessment:

Maple work adds understanding; continue with this.

Date-Time:

12/22/2004 8:57:13 AM

Philbin, R 05F MS

PHY-x11-001

homework, test, program-level=No

Results:

Correlations homework - tests = .15, homework - final = -.22, but tests - final = .79

Analysis:

Homework is ineffective for producing good test-taking, even with take-home exams.

Changes:

Need to add more challenging homework, e.g., project-oriented problems such as "Design stoplight intersection timing" for kinematics.

Continuance:

Some homework problems are critical in terms of developing relationships between concepts and will be retained (in some form).

Results of Prior Assessment:

Spring04: "not really understand equations they quote" - more time spent defining (and reiterating) seems to have helped. "too much material is being covered, a perennial problem" - continues

Date-Time:

12/22/2004 8:54:46 AM

Horton, B 05F MS

BIO-202-001

Research Project Presentation, program-level=No

Results:

Student`s understanding of how their topic effects homeostasis in the body was a major portion of the rubric for their final project. 50% of the students scored full points for that section.

Analysis:

Homeostasis and its maintenance is crucial to an overall understanding of human anatomy and physiology. The fact that only 50% are able to discuss homeostasis as it pertains to their chosen topic is not acceptable. There appears to be a gap between their ability to answer discussion questions re: homeostasis and their ability to discuss homeostasis without direction.

Changes:

I propose to add several smaller projects focusing on homeostasis throughout the semester. Students will then discuss their topic with the group. I will listen for keys to their understanding and make suggestions on how to improve their discussion and therefore understanding.

Continuance:

See the following section.

Results of Prior Assessment:

I have been working on increasing student`s understanding of homeostasis for several semesters. I have made previous changes that at this time appear to have been of benefit. As per previous assessment analysis, I have found that the changes I proposed seemed to have had an impact (e.g., more examples, emphasis on the ability to synthesize information, student-lead discussion, etc.). The number of students with an acceptable score for homeostasis this semester is higher than last semester.

Date-Time:

12/22/2004 8:42:32 AM

MacLaren, J 05F MS

CHE-111-001

Survey, program-level=No

Results:

Students rated their own competency on 10 course objectives as above average, average, or below average. Four students rated themselves above average on 7 or more of the objectives and six rated themselves average on 7 or more of the objectives. Four students rated themselves below average ratings for 3 or less objectives. There was not a clear indication of a specific topic that most students felt below average in competency. Sudents like the lab experience best. They indicated that they needed more time to cover course material thoroughly. Suggestions for course improvement included offering an introductory chemistry course, weekly supplemental instruction, more board work on problems. Some students did not like the power point slides for presentation of material. Studnets did not like the time the class met for lab.

Analysis:

Students prefer hands-on learning of a lab and having the instructor present material more personally that with a powerpoint presentation. Additional help outside of class time is needed to help improve student learning.

Changes:

Use the powerpoint presentation only when the graphics it can provide aids the student in learning the concept otherwise use the board to solve problems. Do more hands-on activities and demonstrations in class to present concepts.

Continuance:

Using labs to understand concepts. Make sure the labs relate to the class topics in a timely manner.

Results of Prior Assessment:

Many changes were made since last year that have contributed to student learning. The use of a lab manual that provided systematic procedures aided in student comfort in the lab. The classroom setting is much better than last year.

Date-Time:

12/20/2004 5:51:56 PM

MacLaren, J 05F MS

MAT-201-001

Survey, program-level=No

Results:

12/20/2004 11:35:59 AM

Holdread, D 05F HSS

ART-111-P00

Pre/Post, Embedded Humanities, program-level=No

Results:

Pre-Post test scores and embedded questions were consistant with previous years. Embedded responses scored lower than I would hope. It is somewhat difficult to determine if the low scores are the product of poor writing skills or inability to engage in higher order thought processes.

Analysis:

Students` writing and thinking skills are weak.

Changes:

More short writing assignments throughout the course.

Continuance:

I replaced projects with written paper. I was generally pleased with the quality of the papers.

Results of Prior Assessment:

Date-Time:

12/20/2004 11:34:29 AM

Carlisle, K 05F TB

ECE-103-B02

Pre-post test/Essay, program-level=No

Results:

Pre/post test: All students received a score of 92% or higher on the post/test and all completed the essay successfully with scores of 90% or higher.

Analysis:

This group of students did very well with the course material and the demonstrated an excellent grasp of the required competencies.

Changes:

I am quite pleased with this group of students. They were highly motivated and they all performed very well. Based on their performance, there are no changes that I need to make. I do however, realize that this was an exceptional group of students.

Continuance:

The students really enjoyed the hypbrid aspects of this class and participated better in the online discussions than they did in face-to-face discussions. I will keep the online discussions.

Results of Prior Assessment:

I added the required essay at the end of the class and I will keep that essay and have it become a statement on their philosophy of guidance.

Date-Time:

12/20/2004 11:27:12 AM

Carlisle, K 05F HSS

PSY-238-B50

PRE/POST, program-level=No

Results:

Pre/Post Test: Four out of 7 students achieved 85% or higher on the post/test All but one student made a gain of at least 55% from the pretest to the post-test. Three of the students that did not score well on the post-test still received Bs for the class.

Analysis:

This class was a frustrating class. Participation in class discussions was poor, attendance was poor and participation in the blackboard section of the class was poor. All this resulted in some of the students not achieving the success that I had hoped for and this was evident in their post-test scores. In addition, the student who participated and came to class scored well on the essay portions of the final, indicating understanding of the course material, and the student who did not participate were not as successful.

Changes:

This class is traditionally presented as a hypbrid class where we meet every other week. This format was not successful for this class and I changed it half way through. This class was made up of a larger portion of traditional students and I think the once a week format is not as successful for them as it is for the nontraditional students and they do not have the need for the hybrid aspect of this class, which was originally instituted for nontraditonal students who work during the day and commute to class. If I teach this class next year I will evaluate the make-up of my students and consider changing the hybrid format to a more traditional method of presentation. In addition, I am going to redo my pre/post test, since the post-test score did not successfully correlate with actual grades received.

Continuance:

The students who were successful enjoyed the methods and practices and the students who were not successful did not. I am going to have to do some serious re-evaluation of this class and current methods before I teach it again.

Results of Prior Assessment:

Previous to this year, this format and the methods I used have been successful.

Date-Time:

12/20/2004 11:19:38 AM

Carlisle, K 05F TB

ECE-225-B50

Pre-Post/Essay, program-level=No

Results:

On the pre/post test: 10 of 15 student achieved 90% or higher on the post test. The average pretest score was 28% The average post-test score was 87.7% There were four students who did not achieve 87% or higher. Of these four, one failed the class and one received an incomplete. On the Essay: All but three students demonstrated understanding of the major points desired in the essay. Two students failed to turn in the essay and one student received an incomplete.

Analysis:

Most students mastered the competencies in this class successfully. Of the four who had trouble, one failed, and one received an incomplete. The other two students failed to turn in homework and complete online quizzes. I am always frustrated when students simply do not do the work. Two of the students who struggled were capable students, but just didn`t seem to understand or care about the consequences of not doing their work. Only one student seemed to genuinely not get the concepts and she was a non-traditional student who also did not do most of her homework. She was the only student who received an F

Changes:

I will be more demanding of students turning in their work on time and finishing the online quizzes in a timely fashion.

Continuance:

The students love the hands-on portion of this class as well as the personal learning project and I will certainly continue these. The students also enjoyed the group projects. In addition, they felt the online blackboard quizzes were helpful.

Results of Prior Assessment:

I have added more on-line learning projects and these were well received.

Date-Time:

12/20/2004 10:34:28 AM

Meyerholz, D 05F TB

BTE-10x-200

Interviews, observation, early vs. later scores, program-level=No

Results:

Students began the semester watching their hands as they tried to find the keys on the keyboard. Every student in the class stated they had no prior experience in typing and no prior experience using a computer. At the Conclusion of BUS 100 (1 credit), all of the students had completed the projects and were able to type, however, all of the students were making 10-25 errors per each 5 minute timed writing. At the conclusion of BUS 112 (2 credits), all of the students who had attended class regularly, were typing between 18 and 33 words per minute. Every one of those students had earned a minimum of 15 honor rolls (requiring a 5-minute timed writing to have 0 or 1 total errors). The one student who did not achieve the honor rolls nor improve on the timed writing score was absent from class often.

Analysis:

Students made terrific progress in their pursuit of more accurate typing and improved speed. Considering that all of my students stated that they had never typed before and that they progressed to typing with 1 or 2 errors - it can be surmised that the students surpassed previous expectations.

Changes:

The next semester`s results will determine whether or not the typing speed and accuracy bar should be raised. There will be no changes for the next semester.

Continuance:

The improved typing that was experienced this semester can be attributed to an improved typing drill program (Keychamp). In previous semesters there was an exectation that students achieve 10 honor rolls (0 or 1 total error). The students were performing at a lower level at the conclusion of the program, however, with the increased expectations and an increased amount of time for students to work on building accuracy and speed has improved the scores. It can be noted that it was in the last two weeks of the semester that 80% of the accuracy rates were acheived.

Results of Prior Assessment:

This has been addressed in previous comments

Date-Time:

12/18/2004 4:54:19 PM

Harris, L 05F TB

CNG-275-001

pre-post-test, program-level=No

Results:

Students improved the areas that were the weakest as indicated on the pre-test.

Analysis:

The www based text provided appropriate emphasis and the labs and online activities reinforced the topics.

Changes:

allow more time for labs.

Continuance:

The successful lecture and lab works great and is popular with the students.

Results of Prior Assessment:

More emphasis on the lab

Date-Time:

12/17/2004 4:39:48 PM

Harris, L 05F TB

CNG-260-001

pre-post-test, program-level=No

Results:

Students improved the areas that were the weakest as indicated on the pre-test.

Analysis:

The www based text provided appropriate emphasis and the labs and online activities reinforced the topics.

Changes:

allow more time for hands on assignments.

Continuance:

The successful lecture and lab works great and is popular with the students.

Results of Prior Assessment:

More emphasis on the lab

Date-Time:

12/17/2004 4:38:32 PM

Harris, L 05F TB

CNG-211-001

pre-post-test, program-level=No

Results:

12/17/2004 4:25:11 PM

Veltri, S 05F TB

ACC-122-001

Capstone Projects, program-level=BUS

Results:

Students were required to research and complete the financial plan of their business plan (from Introduction to Business). Students were sent to investigate and develop a budget for their proposed business. They then had to create pro forma statements (all but the Cash Flow Statement) for their first, third, and fifth year of business. Since it was a fictional business, they had to estimate data with rationale given for their numbers.

Analysis:

This project helps students reconcile their book learning to real-life learning. They have to leave their comfort zone and actually call real estate agents, bankers, utility offices, the courthouse personnel, etc... Students are still not as prepared to see the whole picture as we would hope. They need assistance in not just how to research data, where to gather data, but how to ask for data in such a way that they will receive assistance from the outside.

Changes:

I will have a couple of days of guest speakers coming in to the classroom to share with the students information of importance (estimating taxes, budgeting finances, the importance of pro forma statements to stakeholders, etc...)

Continuance:

This project in itself is a very busy project with positive outcomes. Up to this point, the students have had a hard time visualizing the importance of depreciation and how it affects a business, or how failure to budget, plan, and visualize can ruin a business. It ties everything in for them and gives them reason to speculate and question, "What if...?"

Results of Prior Assessment:

We are continuing to spend time in the labs helping students use the Internet as a source of amortization tables, budgeting data, etc... In addition, time is being spent to help the students recognize the importance of Excel spreadsheets and financial packages, such as PeachTree.

Date-Time:

12/17/2004 4:16:52 PM

Veltri, S 05F TB

ACC-121-001

Capstone Projects, program-level=BUS

Results:

A project was assigned to the class that encompasses the whole accounting cycle from the classification of a transaction to the closing of a fiscal period.

Analysis:

The correlation of the number of students who took the capstone project seriously and pulled together the concepts from chapter one to the last chapter is evidence that homework is a necessary tool in a class such as this. It has been criticized that this class should be taught using a computer and the instructor has always argued that a student cannot attempt to complete any work on a computer software package, like Peachtree or Quickbooks, until they have the fundamental concepts.

Changes:

While one or two homework assignments are given in each chapter, the instructor would like to arrange a study group that would assist students who are having problems with the content, but who do not wish to seek assistance in the Learning Center. This will be the goal for next semester and hopefully in May positive changes will be evidenced.

Continuance:

Homework and bonus assignments in each chapter to reinforce the content.

Results of Prior Assessment:

Date-Time:

12/17/2004 4:07:35 PM

Olguin, R 05F TI

CAR-12X-001

VE-135,graded on scale models of different components of a home, program-level=COST

Results:

12/17/2004 3:51:41 PM

Smith, T 04S TI

AQT-101-001

Pre-post test, program-level=No

Results:

The pre-post test results for AQT-101200 show a mean average increase of 20% in cognitive learning. The high score was a 50% increase and the low score was a 10% decrease. A number of 10 students were assessed.

Analysis:

Learning in Aquaculture education has occurred.

Changes:

None at this time.

Continuance:

Attendance and participation; research paper; mid-term and final examinations; applied experiential learning at various farm sites; visitation/guest lecture with industry and university; general discussion; and work-study

Results of Prior Assessment:

No answer.

Date-Time:

12/17/2004 3:47:49 PM

Lee, J 05F CD

ENG-121-ITO

writing samples, pre-and-post test, program-level=No

Results:

All English students give the department a writing sample when they first arrive at TSJC. This sample is then compared to an essay that they write the year they graduate. For my individual classes, I compare writing samples from the first of the class until the end to see what progress the students make. For their final essay, the students write an essay without the benefit of having their rough draft critiqued by me. That way I can see what improvements they`ve made. Also, as part of the ITOP classes, the students go to a lab where they work on sentence structure, grammar, word choice, etc. When they first come to my class, they are given a pre-assessment test. Then they are given a post-test so that I can see if they have learned anything in the lab.

Analysis:

I find that the students generally improve in their writing from the first class to the last. Their ideas are clearer and the mechanics of their writing is better. It is definitely an adjustment for high school students to come to a college writing class because the preparation taught in most high schools is pretty poor, and the quality of writing required for college is at a much higher level. But I think the majority of the students learn what is required and learn that they have to work a lot harder than they did in high school. It is gratifying to see the improvements made. Regarding the lab pre-and-post tests, there was a definite improvement in scores. Out of the 32 students I had in ITOP classes this semester, only 7 failed to increase their score on the post-test. The average that their scores went down was 2.14. The remainder of the students (25) all bettered their score. The average increase in score was 7.64 points. The increase is significant, and let`s me know that students are doing better on their basic writing skills.

Changes:

One aspect of my ITOP classes that I will change next semester is that the lab will be self-study. Students will be given a pre-test, and if they pass this with a score of 80, then they won`t have to do the lab work. If they are required to take the lab, they will be able to move at their own pace. I will be working out the details of this over Christmas.

Continuance:

I will continue to have students read sample essays, write and review rough drafts, and then turn in their final papers. This seems to help students learn a great deal about each kind of essay that they are required to write. So the basic format of the class will remain the same, but I hope to add some innovative ideas.

Results of Prior Assessment:

I think that re-structuring the ITOP lab has helped students a lot and has produced some good results in terms of "shoring up" their grammatical problems.

Date-Time:

12/17/2004 3:43:16 PM

Burns, S 05F TB

ECE-225-200

Pre-post, portfolio and video, program-level=No

Results:

Pre assessment scores ranged from 30 to 60. Post assessment scores ranged from 72 to 100.

A video was made of a language activity in a preschool classroom. All students completed a video lesson plan and self evaluation. Students in class provided feedback, and I evaluated the video, lesson plan and self-evaluation.

Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. All students completed the portfolios�ranged from 60% to 100% of expectations for quality and number and variety of activities.

They were also required to plan, teach and present 4 lesson plans for language activities. The first lesson plan�s scores ranged from 27 to the maximum of 50. The next 3 lesson plan�s scores ranged from 45 to 50.

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions.

Student video assignment scores ranged from 90 to 100. All were successful in completing a language activity with an introduction and transition out activity included. Language used by students was appropriate�including descriptive statements and open-ended questions. Appropriate goals were written and evaluated for each type of language activity, whether it was a puppet, storytelling, shared reading, flannel board story or problem solving activity.

The lesson plan scores improved after the first one was completed and my expectations were clearly defined. Evidence of the application of necessary techniques was demonstrated in class presentations and in the video assignment.

Changes:

I will continue to use Blackboard exams and quizzes, and other learning components. I will incorporate unit exams instead of a mid term and final assessment. I will continue t use chapter quizzes and offer extra credit for practice quizzes taken in Blackboard.

I will add the booklet Learning to Read and Write, from NAEYC to enhance classroom examples of developmentally appropriate emergent literacy environments and activities.

I will search for another text with Bb components that has an easier reading level that the text I currently use. OR I will spend less time on the first 8 chapters of the text, allowing more time for literacy exploration at the end of the course.

I will revert back to assigning points for the literacy and listening portfolios, rather than having this part of the participation score. I had better quality and number of items in portfolios when points were directly attached to the assignments.

Continuance:

p> I will keep the literacy and listening portfolios and the video assignments. I will also keep the Bb quizzes and assessments.

Results of Prior Assessment:

None, I have taught this course several times, but have not formally assessed it.

Date-Time:

12/17/2004 3:38:54 PM

Johnson, S 05F TB

CIS-135-2xx

Observation, program-level=No

Results:

By observation and assisting students, I realized that a few of the students had prior experience using Word but most of the students needed excessive help. This class starts with basic or introductory word concepts, then advanced word concepts, then advanced communication concepts.

Analysis:

Utilizing the red cup method, students place the red cup up on the monitor when they need help. As soon as I can assist them, I go and help them. A lot of the time students will go back and start reading and figure out their problem and take their red cup down before I am able to help them.

Changes:

This class is an introductory class so I need to assist them and help them understand concepts, terminology, using the mouse, finding their files, and anything else that seems to slow them down. Students also need to read the information thoroughly and follow the projects step-by-step and concentrate on the concepts as they progress through the assignments.

Continuance:

This is a self-paced course so the more advanced student can move aheard according to the assignments on the syllabus. This allows me more time to spend with the students that need additional help.

Results of Prior Assessment:

No previous assessment reported.

Date-Time:

12/17/2004 3:17:23 PM

Antista 05F HSS

MUS-210-001

Analysis, end of sem., program-level=No

Results:

12/17/2004 3:02:17 PM

DeCristino, K 05F TI

NAT-108-001

final semester grade, program-level=No

Results:

91% of the students in this class received a final grade of 70% or higher.

Analysis:

The teaching methods employed were successful.

Changes:

none

Continuance:

Daily lecture, workbook/worksheet assignments & review, weekly chapter tests, demonstration followed by student practice on a model.

Results of Prior Assessment:

n/a

Date-Time:

12/17/2004 3:00:11 PM

Antista 05F HSS

MUS-14X-ALL

JURIES, program-level=No

Results:

In our third semester of Juies, both students and faculty have `settled in` with the Jury process, and it is serving well for accountability of both faculty and students in private lessons, and is keeping a standard for same as to the amount of repertoire covered in a semester.

Analysis:

We must continue having Juries as an end of the semester assessment for Private Lessons, and continue defining the requirements for each level of study.

Changes:

All faculty must receive a written copy of Repertoire requirements and performance expectations for the Jury, before the semester begins. This has already been done for the coming semester.

Continuance:

This is completely individual among the 10 sections, and varying Instructors, but accountability and pride in the Jury performance seems to have positive effect on the quality of teaching and the amount of music learned.

Results of Prior Assessment:

N/A

Date-Time:

12/17/2004 3:00:10 PM

Miller, P 05F TB

ECE-238-200

Pre-post, case study, program-level=No

Results:

Pre and Post Assessment were given. The post scores ranged from 43 to 89. Case Study required 15 hours of observation, a variety of assessment methods (running records, anecdotal records, checklists, program specific assessment forms) of observation to collect data related to all developmental domains. Of the 18 students enrolled, 9 different variations of assessment methods were returned.

A complete description of the child, interpretation of all assessment notes, summary of what was learned and a next plan of action for this specific child were completed.

Analysis:

Pre-post assessment gains made as evidence by the post test scores, student�s ability to list and describe theories/theorists of child development. Completion and essay are most difficult types of questions.

Case study�All students completed the case study, using 8-10 different variety of assessment methods. All students completed objective observations, rather than subjective.

Changes:

Include more role play and written examples of abstract ideas, such as stages of development and object permanence as they interact with children each day. More instructional time would be spent on observation, breaking the concepts and assignments into smaller tasks, with practice time between tasks--types of observation methods, evaluation of notes, and them summary and plan of action.

Case Study �spend more time and more practice in interpretation of notes to enhance student understanding of child development principles exemplified.

Eliminate Developmentally Appropriate Practice text.

Keep attendance/participation points as they.

Do unit chapters, rather than only a mid-term and a final assessment.

Continuance:

Continue the reflective practice journals, reflecting on own experiences in life and in work situations.

Case Study points remain the same.

Results of Prior Assessment:

No previous assessments have been completed. This is the first time this instructor has taught this course.

Date-Time:

12/17/2004 2:59:52 PM

DeCristino, K 05F TI

COs-140-001

weekly chapter test scores, program-level=No

Results:

100% of the students received a chapter test score of 70% or higher.

Analysis:

This semester I taught the Colorado Rules & Regulations for Barbering/Cosmetology by itself instead of combining the lectures and assignments with the Colorado Barber/Cosmetology Laws. It was not as overwhelming for the students and I believe they did better for this reason.

Changes:

I will continue to separate the CO Barber/Cosmetology Rules & Regulations from the Laws during my lecture and other class assignments.

Continuance:

Daily lecture on one subject only Colorado Rules & Regulations, workbook/worksheet assignments, test.

Results of Prior Assessment:

As mentioned above, I will continue to concentrate on just one area of knowledge, CO Rules, and teach the CO Laws separately. The previous combination of lecture and assignments for both Rules & Laws resulted in 76% of the students receiving a score of 70% or higher compared to this semester teaching Rules separately and 100% of students achieving a score of 70% or higher.

Date-Time:

12/17/2004 2:57:41 PM

Potts, M 05F TB

CNG-121-200

Pre-Post-Test, program-level=No

Results:

The Computer Technician I: A+ course is a 4 credit hour lecture/lab course which concentrates on how to identify, install, configure and troubleshoot the components of a personal computer. Both pre- and post-assessments were implemented for this course. A total of eight students were enrolled during the semester. All students submitted the pre-assessment and post-assessment. The course consisted of lectures, discussions, and hands-on exercises. The results of the pre-assessment ranged from a low of 28% to a high of 61% correct responses. The class average was 47% correct responses. The results of the post-assessment ranged from a low of 71% to a high of 83% correct responses. The class average was 77% correct responses.

Analysis:

All students showed improvement in their technical knowledge and skills with personal computers and their components by the end of the course. The lowest percent of increase was 22% while the highest improvement was 44%. Overall, the class showed a 30% increase in personal computer technical knowledge and skills.

Changes:

One suggested change to make the students even more successful would be to have more modern personal computers and components in the lab. This would decrease the time students spent waiting for the lab computers to reboot. Also, the students would have the opportunity to work with current technology that they will find at job sites. Another change would be a projector unit in the classroom for use during lecture and presentations. Other changes require more assessment before being determined.

Continuance:

The combination of lectures, discussions, and hands-on exercises helped the students gain a good working knowledge of the components of personal computers. Therefore, these aspects will continue to stay in place for this course.

Results of Prior Assessment:

First assessment for this course.

Date-Time:

12/17/2004 2:57:37 PM

Nolan, D 05F TI

GUS-xxx-001

Written Test and Labratory Projects, program-level=GUS

Results:

These results are from all core classes required for graduation of the Gunsmithing program that I taught during the Fall semesters, 98% of my students resieved a C or better in theory classes and 88% of my students recieved a C or better in Labratory Classes.

Analysis:

I believe the data is showing good results.

Changes:

I only plane to make one major change for the next semester. In GUS233 Stockmaking II Lab I wish to make a greater grading emphasis on the core required Gunstock Project for the class. At present I have been allowing a little to much freedom for the students to choose alternative or extra credit type project to earn points towards their grade along with the required gunstock. I believe the result has drawn many of the students away from the core requirment of the class thinking they have more time than they actually have.

Continuance:

I use Slides, Hands on Show and Tell items, Handouts, Overheads, White boards, and Demonstrations.

Results of Prior Assessment:

Revision of handout material to be more up to date with lectures has led to less confusion during lectures. The additional information I removed from the handouts is still given in a additional handout when neccessary to keep the additional information there but seperate.

Date-Time:

12/17/2004 2:54:26 PM

Falk, M 05F MS

CSC-160-200

Pre-Post-Test, program-level=No

Results:

Visual Basic Programming (CSC 160) is a 3 credit hour lecture/lab course which concentrates on basic programming logic and design with an emphasis on the syntax and commands of the Visual Basic .NET programming language. Both pre- and post-assessments were implemented for this course. A total of ten students were enrolled during the semester. All students submitted the pre-assessment. Two students did not complete the course due to personal reason not related to the course. Therefore, eight students responded to the post-assessment. The course consisted of lectures, discussions, and hands-on programming exercises. The results of the pre-assessment ranged from a low of 10% to a high of 80% correct responses. The class average was 37% correct responses. The results of the post-assessment ranged from a low of 70% to a high of 100% correct responses. The class average was 84% correct responses.

Analysis:

All students showed improvement in their knowledge of programming fundamentals and Visual Basic .NET syntax and commands by the end of the course. The lowest percent of increase was 20% while the highest improvement was 70%. The class showed a 41% increase in knowledge on average.

Changes:

Suggested changes to make the students even more successful at programming would be more time spent on the fundamentals of programming logic, design and startup as well as on the terminology of programming. Additional classroom equipment needed is a projector unit.

Continuance:

The combination of lectures, discussions and hands-on programming exercises helped the students gain knowledge of programming and the Visual Basic .NET programming language. Therefore, these aspects will continue to stay in place for this course.

Results of Prior Assessment:

First assessment for this course.

Date-Time:

12/17/2004 2:54:20 PM

Hofmeister, C 05F TI

GUS-221-001

tests and project based, program-level=No

Results:

students overall turned in better than average projects and above average test scores

Analysis:

some students needed specific and direct help with detail parts of the projects

Changes:

more time spent on class room demonsrations too ensure student comprehension

Continuance:

Lecture and reading of necessary material along with class demostrations

Results of Prior Assessment:

more detailed class demonstrations on critical tasks

Date-Time:

12/17/2004 2:54:14 PM

Sowards, L 05F NUR

NUR-112-001

ATI multiple choice, program-level=No

Results:

Group Mean: 52.2%, Group Mean-National: 59.6%, Individual Mean-National: 59.9% Group Percentile Rank--National: 13. Group Mean for Program: 62.4%, Group percentile Rank-Program = 4.

Analysis:

Students were low in calculations, Msk and neurosensory.

Changes:

I don`t feel this test was an appropriate assessment of students at this level. It contained questions which were more pertinent to second level nursing students.

Continuance:

The current methods of lecture supplemented with visual aides will continue to be used. The content and syllabus will be kept.

Results of Prior Assessment:

This is the first year to do this type of assessment and prior to this Pharmacology was incorporated with another class.

Date-Time:

12/17/2004 2:53:49 PM

Rasmussen, G 05F MS

MAT-107-201

Pre/Post Test, program-level=No

Results:

12/17/2004 2:47:07 PM

DeCristino, K 05F TI

COS-125-001

final semester grade, program-level=No

Results:

90% of the students in this class received a 70% or higher grade.

Analysis:

The teaching methods used were successful.

Changes:

none

Continuance:

Daily lecture, workbook/worksheet assignments & review, weekly chapter tests, demonstration followed by student practice on a model.

Results of Prior Assessment:

n/a

Date-Time:

12/17/2004 2:46:37 PM

Johnson, S 05F TB

ACC-121-200

Capstone project, program-level=BUS

Results:

The students that completed the project did an exceptional job. The two students that didn`t complete the project apparently didn`t spend the required time and their grade of a 50 reflected the incomplete. The other thirteen students` grades ranged from 85 to 100 with four receiving 85`s and the other nine receiving from 97-99.

Analysis:

Students learned the concepts very well and the nine students that completed the project seemed to have a good working knowedge of the accounting concepts taught in this class.

Changes:

Enforce the idea that this project requires more time than the regular chapter assignments and to allocate enough time in their schedule to complete it. I may allow one more day for students to complete it.

Continuance:

I plan to continue assigning the capstone project. I feel the students realized the whole process of accounting after completing this project. It included journalizing in special journals, posting, preparing payroll registers and related transactions and reports, preparing financial reports, and completing the accounting cycle. Three students were high school students and registered under the concurrent enrollment agreement. All three had an accounting class in high school and all three told me they understood the concepts better after taking this class. These three students received "A`s" in the class.

Results of Prior Assessment:

No previous assessment reported.

Date-Time:

12/17/2004 2:45:53 PM

Haverfield, D 05F TI

EMS-125-0xx

Skills Assessment, program-level=No

Results:

Upon entry into the course, 1 student passed 2 of 5 skill stations successfully; 2 students passed 1 of 5 skill stations successfully, and 16 students passed 0 of 5 skill stations. Upon course completion, of students that finished the course, 12 students passed 5 of 5 skill stations and 1 student passed 3 of 5 skill stations.

Analysis:

These courses saw a high attrition rate. This is due, mostly, to a new testing policy--put in place to assure students are ready for national level certification testing. We are going to increase the amount of vocabulary study and homework to attempt to help students stay in the program by raising test scores.

Changes:

Increase vocabulary study and homework to help student raise assessments scores.

Continuance:

Lab/lecture combination. Skill station practice and assessments. Written exams to test more on student knowledge level.

Results of Prior Assessment:

Increased scenario/skill practice sesssions. This helped prepare students for their final assessment skill stations.

Date-Time:

12/17/2004 2:44:04 PM

DeCristino, K 05F TI

COS-120-001

final semester grade, program-level=No

Results:

92% of the students in this class received a 70% or higher final grade.

Analysis:

The teaching methods employed were successful.

Changes:

none

Continuance:

Daily lecture, workbook/worksheet assignments, weekly chapter tests.

Results of Prior Assessment:

To help students better understand a business plan incorporate this assignment into the "create a salon" assignment.

Date-Time:

12/17/2004 2:43:47 PM

Hofmeister, C 05F TI

GUS-220-001

tests and project based, program-level=No

Results:

more varying projects among the students brings more possabilities to the class. exposing the students to a greater amount of learning

Analysis:

with more exposure to varying projects, students completed more machining concepts with a better individual confidence and understanding

Changes:

finding ways to vary projects among the students, without assigning them.

Continuance:

Lecture and reading of necessary material along with class demostrations

Results of Prior Assessment:

more lecture on specific topics not seen in lab settings

Date-Time:

12/17/2004 2:43:17 PM

DeCristino, K 05F TI

COS-116-001

final semester grade, program-level=No

Results:

85% of the students in this class received a 70% or higher final grade.

Analysis:

The remaining students that did not score 70% or higher was due to excessive absences and/or not completing or turning in assignments and/or tests.

Changes:

none

Continuance:

Daily lecture, workbook/worksheet assignments, weekly chapter tests, demonstration followed by student practice on a model.

Results of Prior Assessment:

n/a

Date-Time:

12/17/2004 2:40:13 PM

Rasmussen, G 05F TB

BTE-225-200

Pre/Post Test, program-level=No

Results:

Everyone increased their scores anywhere from 2 to 28 points. all students were at 40 percent or higher. The following are Pre/Post Test results: Pre Post Increase 80 82 2 72 82 10 72 74 2 60 80 20 74 86 12 68 86 18 72 100 28 40 72 32 68 72 4

Analysis:

In this course, the students may already be familiar with some of the concepts since they might have had previous office experience. Thus, the increase in test scores are not as large as in some courses. To see growth in all students is positive.

Changes:

After reviewing the questions that were missed, I have identified that concepts they may need to be clarified during lectures and class activities.

Continuance:

Making the chapter slide shows seemed to be beneficial to the students. Also, providing simulations of the various tasks was also beneficial.

Results of Prior Assessment:

N/A

Date-Time:

12/17/2004 2:38:55 PM

DeCristino, K 05F TI

COS-114-001

final semester grade, program-level=No

Results:

90% of the students in this class received a 70% or higher grade.

Analysis:

The teaching methods used were successful.

Changes:

none

Continuance:

Daily lecture, workbook/worksheet assignments & review, weekly chapter tests, demonstration followed by student practice on a model.

Results of Prior Assessment:

n/a

Date-Time:

12/17/2004 2:35:45 PM

DeCristino, K 05F TI

COS-107-001

Final semester grade, program-level=No

Results:

83% of the students in this class received a 70% or higher final grade.

Analysis:

The teaching methods used were successful.

Changes:

none

Continuance:

Daily lecture, workbook/worksheet assignment & review, weekly chapter test, demonstration followed by student practice on model.

Results of Prior Assessment:

n/a

Date-Time:

12/17/2004 2:33:12 PM

Falk, M 05F TB

CIS-130-251

Interview, program-level=No

Results:

Introduction to the Internet is a 1 credit hour lecture/lab course which concentrates on teaching students the history, security, protection, and major services of the Internet such as email, searching, newsgroups, and downloading. The course consisted of lectures, discussions, and hands-on exercises. Student interviews were conducted at the beginning and end of the course to assess students� knowledge of the Internet. A total of seven students were enrolled in this course. All students were able to describe email and searching. A couple of students were able to define and explain how to access and use the capability of download, newsgroups, email attachments (receiving and sending), and security solutions.

Analysis:

By the end of the course, all students were able to define and explain how to access and use the capability of download, newsgroups, email attachments (receiving and sending), and security solutions. Also, all students were able to perform advanced searches for specific information.

Changes:

No changes at this time.

Continuance:

The combination of lectures, discussions, and hands-on exercises helped the students gain a good working knowledge of the Internet and its various services. Therefore, these aspects will continue to stay in place for this course.

Results of Prior Assessment:

First assessment for this course.

Date-Time:

12/17/2004 2:30:55 PM

DeCristino, K 05F TI

COS-105-001

Final semester grade., program-level=No

Results:

12/17/2004 2:27:51 PM

DeCristino, K 05F TI

COS-103-001

FINAL SEMESTER GRADE, program-level=No

Results:

90% of the students in this class received a final grade of 70% or higher.

Analysis:

The teaching methods used for this course are successful.

Changes:

none

Continuance:

daily lecture, workbook/worksheet review, chapter test, demonstration followed by student practice on live model.

Results of Prior Assessment:

n/a

Date-Time:

12/17/2004 2:27:33 PM

Hofmeister, C 05F TI

GUS-121-001

tests and project based, program-level=No

Results:

good projects and test grades throughout "B" averge in the class

Analysis:

students seemed to complete their projects with a better than average result

Changes:

Continuance:

Lecture and reading of necessary material along with class demostrations

Results of Prior Assessment:

Date-Time:

12/17/2004 2:24:40 PM

DeCristino, K 05F TI

COS-101-001

At the end of the semester 91% of the students enrolled in this class received a final grade of 70% or above. , program-level=No

Results:

As stated above, the majority of students 91% received a final grade of 70% or above therefore the teaching methods employed for this class are successful. The one student that did not perform at 70% or higher was due to excessive abscenses and not completing or turning in assignments.

Analysis:

The teaching methods are successful for this course.

Changes:

none

Continuance:

daily lecture, weekly chapter workbook/worksheet assignment and review, weekly chapter test.

Results of Prior Assessment:

n/a

Date-Time:

12/17/2004 2:24:28 PM

Hofmeister, C 05F TI

GUS-120-001

tests and project based, program-level=No

Results:

good projects and test grades throughout "B" averge in the class

Analysis:

students seemed to complete their projects with a good understanding of the necessary material

Changes:

Continuance:

Lecture and reading of necessary material along with class demostrations

Results of Prior Assessment:

Date-Time:

12/17/2004 2:22:47 PM

Pisciotte, D 05F TB

MGD-111-001

Pre-Test, Capstone Project, program-level=No

Results:

Every student posted impressive results from the pretest on. Some knew more coming in but all came out having learned quite a bit.

Analysis:

Students had to produce a final composition using all the skills they had acquired so far. They were also required to hang at least one of their pieces in the Art Show - this public exhbition does tend to wake something up in their motivation.

Changes:

Photoshop is such a deep program - this class espcially proved that everyone has a different way of using it. This class had several nontraditional students who took it for interest - everyone had such different methods that it really opened my eyes that I had been using the program in my way for 15 years and hadn`t really considered the other uses, other than intellectually. I may incorporate more projects next year that have to do with these other methods.

Continuance:

Results of Prior Assessment:

I`ve been stricter about deadlines this year and about grading more timely. This seems to help the students as they react positively to structure and feedback.

Date-Time:

12/17/2004 2:19:47 PM

Rasmussen, G 05F TB

CIS-155-200

Pre/Post Test, program-level=No

Results:

Many employees don`t possess the knowledge to utilize the full potential of Excel. A good measurement tool is the Microsoft Office Specialist Exam for Excel. The following are test results: PreTest Post Increase 50 92 42 69 95 26 39 91 52 5 92 87 53 91 38 81 94 13 44 44 0 50 77 27 44 69 25

Analysis:

The difference between the pre/post tests have demonstrated that the students have made a significant increase in their practical or "real life" applications that provide the most authentic evaluation of their knowledge, skills, and abilities in Excel.

Changes:

The challenges for this semester were in utilizing the SAM 2003 program. In theory it is an excellent hands-on tool. But for whatever reason we had major challenges with this platform. We will try it for another semester and hope that it has less errors.

Continuance:

It is felt that the Specialist exam is well worth the student`s investment of time and money.

Results of Prior Assessment:

N/A

Date-Time:

12/17/2004 2:17:57 PM

Falk, M 05F TB

CNG-262-200

Pre-Post-Test, program-level=No

12/17/2004 2:14:28 PM

Pisciotte, D 05F TB

MGD-141-001

Pre-Test, Capstone Project, program-level=No

Results:

This was probably the most mixed group of skill levels I have ever had. Some came in knowing most everything already. Others came in lacking in skills and didn`t get what they should have out of the class. All improved at least 50 points but I think with some it was rote.

Analysis:

This class (web design) was so difficult in that the skill levels ranged from "How do I turn this thing on?" to students who were professional web designers and one who hosted his own gaming forum. Unfortunately, as I have found with most of these technical classes, you wind up moving at the slower pace, and that`s unfortunate for the more advanced students. When I`m trying to move on to the next chapter or skill set, the one who doesn`t get it usually paces the rest of the class. I have tried to keep this under control - with one student last year it got really out of control. In this class, I had one or two students who just couldn`t grasp the concepts of web design no matter how basic I made it. I am looking for ways to make this difficult subject matter more accessible.

Changes:

I had planned on going through chapter tutorials in a book that had built-in assessments, but after the first chapter it was evident that some students weren`t grasping even the most basic concepts. I found myself catering to them while the more self-sufficient ones didn`t get as much attention. This is only the second time I have taught this class, so I am still working out strategies. One solution is to make prerequisites mandatory. I realize with the emphasis on enrollment we are not supposed to discourage anyone. But the fact remains that I am spending valuable time showing basic skills that should be mastered before they get to this level. I have had no luck in getting prerequisites instituted.

Continuance:

Show and tell. I spent a lot of time in the beginning going over theories of good web design, showing what a good site is and why, and then vice versa. As attention spans grow shorter with each new incoming class, I think it`s more and more important to make a connection with why the students are doing what they are doing. I think the tutorial method is also useful, although I didn`t have the opportunity to use that as much in this class this time.

Results of Prior Assessment:

I spent more time explaining the components of web design - graphics, databases, hosting, urls, etc., - and built this into the course rather than as an afterthought the first time I taught this course.

Date-Time:

12/17/2004 2:10:46 PM

Hofmeister, C 05F TI

GUS-114-001

tests and research paper, program-level=No

Results:

with slighty lower average test scores this semester better than average research papers.

Analysis:

this particular class needs to have more lecture time and specific information on the material, repeated with more emphasis on details

Changes:

lecture needs to be followed by detailed class demonstrations, for multiple learning styles.

Continuance:

demonstration on needed material

Results of Prior Assessment:

from continuation of improved lecture materials more of the students completed their projects than ever

Date-Time:

12/17/2004 1:59:20 PM

Pisciotte, D 05F TB

MGD-116-001

Pre-Post Test, program-level=No

Results:

The students were given a ten-question pretest and a final exam worth 100 points. The pretest questions were all built into the final exam. Every student posted at least a 50-point jump - one a 90-point improvement.

Analysis:

They knew next to nothing at the start of the class. This is a relatively obscure subject matter to the rest of the world but vital to any graphic design curriculum. So most students coming in knowing very little. They left knowing a lot more than when they came in.

Changes:

This term I did not give a midterm exam, but instead I instituted a midterm project. When it came time for the final exam, some of the earliest material we covered was harder for the students to remember. During the review they were reminded of the material and did well on the test. One student was capable of scoring much higher than he did on the final exam but had recently started a graveyard job before and didn`t do well. Since this was such a small class, his performace affected the results and I think skewed the truth of how much they really learned. One setback was I never received the exam copies of the books from the publisher and there were only so many at the bookstore for the students by the time I knew. So I had to alter some of my lesson plans but mostly I had vowed to bring more structure and reading to my classes and by not having a book this was more difficult to do.

Continuance:

My current structure is to lecture about a particular skill set or learning module and then the students do a project using that skill. This seems to work, as building a bridge between WHY they are learning something and actually DOING it helps them to understand that I`m not just piling needless work on them.

Results of Prior Assessment:

I instituted part of the class on blackboard, and I think it helps the students to learn some self-sufficiency. The lecture notes, handouts, assignments and their grades are all online and I encourage them to use those resources. One problem I see over and over again in students is an unwillingness to solve their own problems - blackboard helps to address some of this.

Date-Time:

12/17/2004 1:53:00 PM

Falk, M 05F TB

CTC-105-200

Pre-Post-Test, program-level=No

Results:

Overview of Telecommunications (CTC 105) is a 3 credit hour lecture/lab course which concentrates on the terminology and application of telecommunications concepts.

Both pre- and post-assessments were implemented for this course. A total of nine students were enrolled during the semester. All students submitted the pre-assessment and post-assessment. The course consisted of lectures, discussions, case projects and hands-on exercises.

Students who check their problems with the answer keys do better in the class. If they don`t check their work, the errors carry forward in the next problem.

Date-Time:

12/17/2004 1:42:53 PM

Falk, M 05F TB

CNG-211-200

Pre-Post-Test, program-level=No

Results:

Windows XP Configuration (CNG 211) is a 3 credit hour lecture/lab course which concentrates on the utilities and features within Windows XP Professional which assist a network administrator in managing individual and networked PCs running Windows XP Professional.

Both pre- and post-assessments were implemented for this course. A total of six students were enrolled during the semester. All students submitted the pre-assessment. Five students completed the course and responded to the post-assessment. The course consisted of lectures, discussions, hands-on exercises, lab simulation exercises, quizzes, lab skills project and student presentations.

The results of the pre-assessment ranged from a low of 1% to a high of 55% correct responses. The class average was 25% correct responses.

The results of the post-assessment ranged from a low of 90% to a high of 100% correct responses. The class average was 92% correct responses.

Analysis:

All students showed improvement in their knowledge of Windows XP administration by the end of the course. The lowest percent of increase was 45% while the highest improvement was 87%. The class showed a 65% increase in knowledge on average.

Changes:

Suggested changes to make the students even more successful would be to have (1) a projector unit in the classroom for presentations and lectures, (2) headsets for each student and (3) a textbook with more detailed explanations.

Continuance:

Results of Prior Assessment:

Some changes were implemented since the course was taught in Fall 2003. The students had more hands-on lab exercises compared to the previous course students because the software and lab computers were available at the beginning of the semester.

Date-Time:

12/17/2004 1:42:01 PM

Williams, N 05F TI

WEL-122-200

A pre-test is given at the beginning of the class, quizs, tests, and pre-determined welding skills must be achieved to progress in the class. , program-level=No

Results:

As each student progresses he, she must make a number of welds in pre-determined positions. They must aquire a skill level to industrial standards to progess in the program. Each weld is visually inspected and mechanically tested.

Analysis:

I witness students on a daily basis, from the time they enter the lab to completion of the bend test. Each weld they make is graded and signed off on a sign-off sheet. I see progress each day, and this is recorded by a paper trail in percentages.

Changes:

Welding is a skill that is attained by many long hours of practice, it also requires great hand, eye cordination and depth perception. Each student will progress at different rates and acquire or reach a certain level in a given time period. Not all students are going to become x-ray pipe welders or do they want to. I like to evaluate each student as an individual and accordingly to their individual goals.

Continuance:

Communication between Instructors and students is very important and must always remain open. Each student has different goals and in the field of welding there is many different types of welding processes or employment opportunities that each can seek.

Results of Prior Assessment:

Students are happy and they see improvement daily, and they are more in control of their progress.

Date-Time:

12/17/2004 1:39:03 PM

Falk, M 05F TB

CNG-255-200

Interview, program-level=No

Results:

Industry Certification is a 3 credit hour lecture/lab course designed for students to concentrate their studies on one industry certification exam.

Pre- and post-interviews were implemented to assess the students in this course. Two students were enrolled during the semester. Both students were interviewed individually at the beginning and the end of the semester. The course consisted of lecture, practice exams, research and a network project.

The results of the pre-interview were that both students had the technical skills and knowledge, but lacked confidence in their ability to successfully pass the CCNA certification exam.

The results of the post-interview showed an increase in confidence in both students with their technical skills and knowledge. Due to time and financial concerns, both students scheduled a certification exam appointment during the semester break.

Analysis:

The data showed the course activities of lecture, practice exams and project work assist the students in building their confidence in their previously obtained technical knowledge and skills.

Changes:

Proposed changes to the course include more timed practice exams to build students� recall time, timed lab work to re-enforce the students� technical skills and the successful completion of a certification exam before the end of the semester.

Another suggested change to make the students even more successful would be to have more modern routers, switches and personal computers in the lab. This would decrease the time students spent during rebooting and equipment configuration. Also, new equipment would give the students experience with new equipment they will see when they are working in the networking field. Other changes require more assessment before being determined.

Continuance:

The combined aspects of lecture, practice exams and network project will continue to stay in place for this course.

Results of Prior Assessment:

First assessment for this course.

Date-Time:

12/17/2004 1:33:58 PM

Harris, M 05F TB

ECE-100-200

Pre & Post assessments, program-level=No

Results:

A pretest was given at the beginning of class. Out of the 8 questions given, 5 out of 5 students did not know the answers to any of the questions.The same questions were given for the Final and they were all able to answer the questions correctly.

Analysis:

The students had a thorough understanding of the concepts they needed to know through the handouts, video tapes, guest speakers, and our review of concepts during discussions.

Changes:

Test question #2 to be �List at least 3 characteristics of each stage of development�

Continuance:

The viewing of video tapes, guest speakers as experts on the subject, handouts, and question and answer periods during discussion and review lead to the students understanding of the concepts.

Results of Prior Assessment:

None

Date-Time:

12/17/2004 1:03:19 PM

Stuart, T 05F MS

AST-101-050

Teacher made tests, reports on observations and written assignments., program-level=No

Results:

The overall average on the tests given through out the semester was 84.4. The written assignments showed that students do have trouble with this type of assignment. The average was 80.3.

Analysis:

Students seem to have trouble synthesizing from material presented in class, the textbook and outside references. They do well on recall of information and data.

Changes:

Develop more hands on lab experences to help students relate the information from lectures and text to what is observed in astronomy. They also need more assignments requiring critical thinking.

Continuance:

Observation sessions using the telescope help students visualize the relationships discussed in astronomy.

Results of Prior Assessment:

Efforts made to include the latest discoveries made the course seem more relevant to what is going on in astronomy. It also helped the students see how science builds on earlier discoveries.

Date-Time:

12/17/2004 12:24:13 PM

Jojola, A 05F NUR

NUR-288-P20

Physical Assessment Competency Checklist, program-level=No

Results:

There are four columns (choices) listed for each skill, (very comfortable, somewhat comfortable, not comfortable, and never done). The students placed a check mark in one of those columns for each skill at the beginning of the semester and again at the end of the semester to see how they compare. 75% of the checkmarks in the beginning were either in the never done or not comfortable columns. By the end of the semester, 80-90% of the checkmarks were in the very comfortable columns.

Analysis:

Hands on practicum has gone well and I will continue with what I am doing.

Changes:

None.

Continuance:

Last year, I taught this class once a week for 1 and a half hours for the entire semester. This year I taught it in half the semester but for 3 hours at a time once a week. This worked out much better because of the longer lab (hands on time) spent with these skills.

Results of Prior Assessment:

Change in hours as listed above.

Date-Time:

12/17/2004 12:05:21 PM

Rigdon, AM 05F TB

BUS-217-B01

Capstone, program-level=BUS

Results:

Students project included all the necessary letters, resumes and references needed for a job interview or to work in an administrative office position. 3/5 completed all the work with 90% or higher. 1/5 with 80% and one student took and incomplete.

Analysis:

This class began with eight students and only four completing the course. One student was able to receive and Incomplete and three others were withdrawn. I have concluded that the four students that finished the class were able to keep up with the assignments and not procrastinate too bad. Their papers were good and showed they had comleted their English classes also. I also noticed those students that had taken a Speech Class or Public Speaking did much better on their presentation.

Changes:

The students were aware at the beginning of the course that their assignments were due weekly. However, some just couldn`t stick to the schedule. I am going to put due dates on assignments next semester and not accept them more that 3 days late. To hopefully make this work, I will send out e-mail reminders and post due dates on Blackboard weekly as reminders. If I constantly keep in touch with the students I believe it will motivate them to keep on schedule.

Continuance:

The textbook and challenges are wonderful learning aids. Also, out of classroom assignments made the class more stimulating for the students.

Results of Prior Assessment:

This is my first semester instructing this course.

Date-Time:

12/17/2004 10:53:18 AM

Carter, K 05F MS

MAT-135-050

Test Item Analysis, program-level=No

Results:

The majority of students were able to calculate the mean, but only a minority were unable to calculate the standard deviation. The majority of students were able to state the null and alternative hypotheses and were also able to correctly identify the original claim. They were also able to go on and correctly identify the type of test being conducted. Less than half the students were able to find the critical value and less than one-third were able to calculate the test statistic. Only one student was able to correctly draw the corresponding graph and about half could partially draw the correct graph. Many confused the role of the critical value and the role of the test statistic. Almost half were able to state the initial and final conclusions correctly.

Analysis:

Students need more practice throughtout the course computing important values such as the standard deviation. Currently they are doing a good job stating the null hypothesis, the alternate hypothesis, and which is the original claim. They also need more practice finding such things as the critical value and the test statistic. They need more practice distinguishing between the two. They also need more practice drawing the corresponding graph. Since the statements of the initial conclusion relies heavily on a correctly drawn graph, it is difficult to understand how half the class were correct in stating this conclusion. It may be that they are exposed more to the initial conclusion of "Fail to reject H0" and they write that down hoping they will be correct.

Changes:

Students will receive more practice throughtout the course computing important values such as the standard deviation. The book has cumultive review exercises at the end of each chapter. None of these were assigned, but will be in the future. More time should be spent on computing the critical value, computing the test statistic, telling the difference between the two, and constructing the corresponding graph. The currently assigned exercises will be inspected to see if there is a bias toward those that "Fail to reject H0", the assignments will be changed.

Continuance:

I will continue to use the PowerPoint slides prepared by Debbie Ulibarri because they are very helpful during the lecture. I will continue to teach hypothesis statement as currently done.

Results of Prior Assessment:

It has been several semesters since I taught this course and the textbook has undergone a big change. There are no results here.

Date-Time:

12/17/2004 10:51:35 AM

McKinney, K 05F TI

FVT-105-001

Pre-post-Test, program-level=No

Results:

The pre-test results were low. The lowest score was a 14 and the highest was a 79. The Final produced a lot higher scores. The lowest was a 65 and the highest was a 100.

Analysis:

Most students coming into Multimedia have limited knowledge of video production. However, once they are able to put their hands on the equipment they get excited about learning.

Changes:

I want to try and get students involved in productions outside of class. The more hands on experience they can get the more knowledge they will recieve.

Continuance:

I will continue to keep students working with the high tech equipment.

Results of Prior Assessment:

I started useing powerpoint presentations for my lectures. That kept the students interest up.

Date-Time:

12/17/2004 10:39:18 AM

McKinney, K 05F TI

FVT-105-002

pre-post-Test, program-level=No

Results:

The pre-test results were low. The lowest score was a 9 and the highest was a 64. The Final produced a lot higher scores. The lowest was a 65 and the highest was a 100.

Analysis:

Most students coming into Multimedia have limited knowledge of video production. However, once they are able to put their hands on the equipment they get excited about learning.

Changes:

I want to try and get students involved in productions outside of class. The more hands on experience they can get the more knowledge they will recieve.

Continuance:

I will continue to keep students working with the high tech equipment.

Results of Prior Assessment:

I started using powerpoint presentations for my lectures. That kept the students interest up.

Date-Time:

12/17/2004 10:38:33 AM

Blackburn 05F TI

ASE-210-280

pre-post Test, program-level=No

Results:

`Students achieved a 70% or higher post-test score.`

Analysis:

`All students became proficient in this area of study.`

Changes:

`Putting students into internship program for more hand-on experience.`

Continuance:

`Workbooks are built on b a student becoming ASE certified. This motivates the student, and it will be continued next term.`

Results of Prior Assessment:

1st time.

Date-Time:

12/17/2004 10:21:17 AM

Blackburn 05F TI

ASE-110-280

pre-post Test, program-level=No

Results:

`Students achieved a 70% or higher post-test score.`

Analysis:

students became proficient in this area of study.

Changes:

`Putting students into internship program for more hand-on experience.

Continuance:

`Workbooks are built on b a student becoming ASE certified. This motivates the student, and it will be continued next term.`

Results of Prior Assessment:

1st time.

Date-Time:

12/17/2004 10:18:37 AM

Blackburn 05F TI

ASE-240-280

pre-post Test, program-level=No

12/17/2004 10:13:57 AM

Blackburn 05F TI

ASE-102-280

pre-post Test, program-level=No

Results:

`Students achieved a 70% or higher post-test score.`

Analysis:

`All students became proficient in this area of study.`

Changes:

`Putting students into internship program for more hand-on experience.`

Continuance:

`Workbooks are built on b a student becoming ASE certified. This motivates the student, and it will be continued next term.`

Results of Prior Assessment:

1st time.

Date-Time:

12/17/2004 10:10:43 AM

Gipson, K 05F TI

GUS-148-001

test results, program-level=No

Results:

test scores ranged from a low of 53% to highs of 100% with an average of 86%

Analysis:

Student learning seems to be in an acceptable range and the course flowed much more smoothly than in the past.

Changes:

none at present

Continuance:

Results of Prior Assessment:

I rearranged the order in which the course material was offered and this seems to have been very successful

Date-Time:

12/17/2004 10:08:41 AM

Rigdon, AM 05F TB

MAR-216-B01

Captstone, program-level=No

Results:

Students completed a Marketing Plan for a business they began in Intro to Business. The Marketing Plan covered 3 major areas: Market analysis, Competition and Market Strategy. Under each area there were 5-10 subtopics to be researched. 4/5 students scored about 90% with one taking an Incomplete for the course.

Analysis:

This was a great project for the students. All had taken Intro to Business and had the basic information when beginning the course. Also, all students had completed their English classes so the papers were well written. The only problem was procrastination, but this group had such a strong background they were able to pull it off.

Changes:

Earlier in the semester I will start having them submit parts of their marketing plan to try and avoid procrastinating.

Continuance:

Having students that had completed Intro to Business and were interested in a business career made this a good class. I also believe having assignments they could use in everyday life made this class successful.

Results of Prior Assessment:

This is my first semester instructing this class, so no data is available.

Date-Time:

12/17/2004 10:06:20 AM

Blackburn 05F TI

ASE-132-280

pre-post Test, program-level=No

12/17/2004 9:58:49 AM

Blackburn 05F TI

ASE-123-280

pre-post Test, program-level=No

Results:

Students scored 30 to 50 points higher on the post test.

Analysis:

All student became proficient in this area of study.

Changes:

Put students into an internship program, allowing them more hands-on experience.

Continuance:

The textbooks are built around becomming ASE certified. This helps motivate the students, and will be continued next term.

Results of Prior Assessment:

This is first assessment of this class.

Date-Time:

12/17/2004 9:56:45 AM

Gipson, K 05F TI

GUS-118-001

test items and student comments, program-level=No

Results:

test scores ovreall ranged from a low of 56% to a highs of 100% with the overall average being 89%

Analysis:

student learning (as evidenced by the test scores)is in an acceptable range.

Changes:

None at present

Continuance:

I will conduct the course next semester in the same manner as this semester to verify these results.

Results of Prior Assessment:

Date-Time:

12/17/2004 9:55:35 AM

Sciacca, S 05F TB

BTE-100-001

PRE-POST, program-level=No

Results:

Students were given a test of computer terminology, basic rules to follow when typing documents and a timed writing.

Analysis:

Terminology and rules were unknown to most of the students. Typing had many errors. After the course, rules were recognized and used and typing accuracy and speed was inproved with all students typing the minimum speed for the course.

Changes:

none

Continuance:

All lessons assigned must be completed.

Results of Prior Assessment:

none

Date-Time:

12/17/2004 9:50:19 AM

Sciacca, S 05F TB

BTE-102-001

Pre-post test, program-level=No

Results:

Students were given instructions to create a business letter using block letter style with proper usage of spacing, etc.;were given a 3` timed writing. All students had no knowledge of creating letters, typing tests were slow and with many errors.

Analysis:

Definite increase in knowledge in creating letters using proper techniques. Increase in gross words per minuter and less than two errors.

Changes:

None

Continuance:

Weekly timed writings and lessons as stated in the syllabi

Results of Prior Assessment:

None

Date-Time:

12/17/2004 9:39:21 AM

Carlisle, K 05F TB

ECE-101-B50

Pre-post test, program-level=No

Results:

Out of 10 students, 7 students made a positive gain of at least 60 percentage points on the pre/post test. Out of the remaining three, one student, who is identified as special populations made only a 15% gain and the other two students had such a high scores on the pre-test that they only gained 50 percentage points each.

Analysis:

Although the data would indicate that good progress was made in mastering certain competencies as tested by the pre/post test, my overall satisfaction with the results of the final exam left me feeling as though some of the students just had not mastered certain concepts to the extent that they usually do.

Changes:

As a result of my evaluation of the final exam, I am going to use more case studies throughout my course, instead of just instroducing them at the end. It is frustrating to me to have students who can say the right thing on tests, but do not apply the knowledge as well as I would like them to. I also am going to put a case study into the pre/post test.

Continuance:

Discussions, power-point presentations and the blackboard quizzes will be kept in this class.

Results of Prior Assessment:

There were no real changes in the class this semester from last semester except the modifications of some power-point presentations and a modification of the pre/post test.

Date-Time:

12/17/2004 9:25:46 AM

Sciacca, S 05F TB

CIS-130-050

PRE-POST TEST, program-level=No

Results:

A total of five students took the pre-test missing from 4-12 questions. Test includes computer language, and ways to navigate the internet effectively.

Analysis:

The results yielded a definite increase in the knowledge of the students in computer language. Assignments were given in class to searh the Internet using time saving methods.

Changes:

Each week a review was completed of the previous week`s assignments to refresh memories.

Continuance:

Assignments include a research paper, utilizing the writing center and all Internet sources. Weekly assignments utilizing the Internet will also be retained in the curriculum.

Results of Prior Assessment:

A few minor changes were made in the weekly assignments to utilize search engines which the students were not aware of.

Date-Time:

12/17/2004 9:12:33 AM

Spencer, L 05F CD

LIT-115-001

Essays and exams, program-level=No

Results:

All students improved in analytical skills and critical thinking. Eight students out of 15 received A`s (53%), three received B`s (20%), two received C`s (13%); there were two failures - one completely plagiarized his last three papers despite repeated warnings and one never engaged in the writing portion of the course work. Plagiarism was also a problem with two high school students who didn`t understand the citation procedures. I realized that I had not taken into account their ignorance on the subject and should have been more specific about proper documentation. They were allowed to rewrite their papers. All students passed the final with an A; they had to brainstorm, analyze, do an oral presentation, and explicate a poem.

Analysis:

More attention needs to be given to parenthetical documentation. Regular informal assessments told me that the students liked the balance of writing interpretations, exams, group discussions, and workshopping. All agreed that the class never got boring and they never felt threatened. In fact, they all felt that they could offer opinions and analysis without having to feel they had to come up with exactly the right answer. They enjoyed the process of brainstorming and problem solving.

Changes:

I will do more preparation for the research paper by going over plagiarism and the ways to avoid it. Otherwise, I am very pleased with this learning forum.

Continuance:

Essays, essay exams, explication, group discussions, writing workshops, journaling.

Results of Prior Assessment:

I had noticed last year that the journaling was not being used effectively. This year I increased the percentage of the grade for the journal. That did the trick. The students invested in brainstorming and annotation to a much higher degree and were more prepared for class discussion as a result.

Date-Time:

12/17/2004 9:11:54 AM

Carter, K 05F MS

MAT-121-006

Test item analysis, program-level=No

Results:

Nearly all students were able to convert a logarithmic equation to an exponential equation and most were able to convert an exponential equaton to a logarithmic equation. Nearly all students were able to correctly divide a polynomial equation by a monomial equation. Most students were not able to correctly complete the 5 steps of the process for solving a rational inequality. In fact, only half were able to correctly complete the first three.

Analysis:

Students have learned to convert a logarithmic equation to an exponential and vice versa. They have also learned to divide a polynomial by a monomial. Most students are unable to solve a rational inequality with the most difficulty being encountered in the last two steps.

Changes:

Students need more practice solving rational inequalities and pop quizzes should be given on the subject.

Continuance:

Providing examples in class seems to enable student learning. Also, being open to student questions seems to facilitate the learning process.

Results of Prior Assessment:

We are using a new text book. It really seems to be a lot better book than the previous, but I do not see any big changes in student learning. In particular, solution of rational inequalities is unchanged.

Date-Time:

12/17/2004 9:10:14 AM

Spencer, L 05F CD

Eng-121-0xx

Pre-and Post- test, portfolio, program-level=No

Results:

Students constructed a portfolio of final rewrites of three papers. Their grades for the portfolio were determined by how well they applied writing techniques during the course of the semester, how well they had learned how to organize, engage an audience, and use specific detail to support a point. Thirteen out of 32 students received A`s (41%), ten students received B`s (31%), six received C`s (19%), one received a D (3%), and two received F`s because they did not complete the course work. The portfolio (worth 30% of their grade) of the best writing they could do resulted in more than half the students getting a better grade than if they had been graded exclusively for their early attempts. The students recognized their improvement because they could compare their earliest drafts with the final results. Students who had perfect or near perfect attendance received nothing less than a B. Students did far better on the final exam than on the mid-term beacuse they had learned how to decipher test questions, write complete answers, and do a proper essay question.

Analysis:

Attendance is critical to success. To put learning into some kind of context for the student, they must be able to see that learning is a process and that the outcome can be compared and analyzed against their knowledge at the beginning of the class.

Changes:

In ongoing informal assessments with my students, they uniformly agreed that the balance of lecture, critiquing, exams, and essays was excellent. The grading of the same was fair. They said that they were pleased with being able to be graded on the best they could do, rather than being penalized for early mistakes. At this point, I think the system is working very well and is appropriate for all student types; therefore, I do not plan on changing the program or my teaching strategies.

Continuance:

Attendance policy, peer critiquing, learning exams, essay writing, portfolio development.

Results of Prior Assessment:

Development of reading strategies helped everyone avoid plagiarism and to understand how to synthesize ideas into research papers.

Date-Time:

12/17/2004 8:51:44 AM

Meyerholz, D 05F TB

CIS-118-250

pre-post production test, program-level=No

Results:

The average (mean) score of the production exam, using an on-line assessment tool, was 56%. At the conclusion of the semester the average score using the same exam was 88%. There was an improvement of 57% in the average score - using a difference of 32%.

Analysis:

Using the assessment tool throughout the semester appears to be an effective method of improving student performance. Using a combination of learning tools including: SAM (Student Assessement Method), the online performance tool; Blackboard was used to help students review terminology and to test retention; textbook projects and drills; and lectures resulted in improved learning of students. Those students who did not improve significantly (3 students) were those who did not attend classes regularly or who did not complete their projects in a progressive manner. All three students had poor attendance and spent the last two weeks of the semester working to catch up with their assignments.

Changes:

The SAM program had many problems this semester and created frustration for the instructor and the students. There is a training component that was used to reinforce methods learned in the hands-on projects. Because of continuous errors in the program, it was sometimes time consuming for students to complete their work. The program is suppose to be modified by the company, and based on the positive results, I will utilize it again as a method to help strengthen students ability to use the Microsoft Office Suite. This semester a new textbook was used. This textbook was more difficult than the previous one. It was discovered that the previous book duplicated the projects used in the individual program textbooks and did not provide a critical thinking component. I felt that the previous book was too cookbook like - the new book provides a cookbook approach in the examples that students work through, but the projects required students to use the knowledge learned through the tutorial without providing a step by step solution.

Continuance:

SAM will be used again (hopefully, the updated version will work with less frustration), Blackboard is very useful for drilling and testing students on their terminology.

Results of Prior Assessment:

Comparing this semester with previous semesters, I believe (mostly based on observation) that students received a more thorough understanding of the Office Suite.

Date-Time:

12/17/2004 8:24:34 AM

Milam, S 05F TI

MST-178-0xx

pre-post-test, program-level=MASS

Results:

Results showed that there was a significant improvement from the pre-test to the post-test.

Analysis:

The students learned more.

Changes:

None at this time.

Continuance:

Gieving students notes in class to follow along and study with.

Results of Prior Assessment:

N/A

Date-Time:

12/16/2004 9:09:43 PM

Billings, B 05F HSS

HIS-201-0xx

pre-post-Test, program-level=No

Results:

20 questions (Multiple Choice and Fill-in) Avg. score improved from 36.3 to 51.5 (34 students) 11 students improved by 20 points or more. 12 students scored 60 or more on post-test. 7 highest scores received either an A or a B. Only one student who received a C or lower scored 50 or above.

Analysis:

Students were not given back pre-tests to study; were given one-class notice of post-test; post-test was given week before finals. Post-test results did not count toward final grade. Results show what students actually retain from class on a permanent basis as opposed to that which they temporarily retain after having crammed for a test that counts toward the final grade. Also shows that a large percentage of the students, especially those who receive a C or lower, are trying to get by doing as little as possible to obtain an acceptable grade, and have only limited interest in learning or understanding material in the course except as needed to get an acceptable grade.

Changes:

Require students to submit written answers to study-questions on a periodic basis, especially to try to reach those students who are not motivated to pay attention in class or read the textbook.

Continuance:

Use of hand-out outlines of reading material. Require each student to deliver oral presentation on relevant topic in class. Use a variety of objective and essay questions on exams.

Results of Prior Assessment:

This is the first time that an Assessment has been undertaken.

Date-Time:

12/16/2004 8:52:56 PM

Billings, B 05F HSS

POS-105-0xx

pre-post-Test, program-level=No

Results:

20 questions (Multiple Choice & Fill-in) Avg. score improved from 25.2 to 44.2 (13 students) 6 students improved by 20 points or more. 3 students scored 60 or more on post-test.

Analysis:

Students were not given back pre-test to study; were given one-class notice of post-test; post-test was given week before finals. The lower the pre-test score, the greater amount of improvement on post-test. Results show what students actually retain from class on a permanent basis as opposed to that which they temporarily retain after having crammed for an exam that counts toward the final grade.

Changes:

Require students to submit written answers to study-questions on a periodic basis, especially to try to reach those students who are not motivated to pay attention in class or read textbook.

Continuance:

Use of hand-out outlines of reading material. Require each student to deliver oral presentation on relevant topic. Use a variety of objective and essay questions on written exams.

Results of Prior Assessment:

This is the first time that Assessment has been undertaken.

Date-Time:

12/16/2004 8:27:30 PM

Vaugeois, H 05F HSS

THE-211-001

Compare/Contrast Essay, program-level=No

Results:

Using the standard 4 point rubric,44% scored a 4; 44% scored a 3; 11% scored a 2; no one scored a 1. 25% of students enrolled dropped the class before the end of semester.

Analysis:

Of the students who stayed in the class, their essays demonstrated an above average comprehension of the course content as well as the ability to transfer the knowledge to new circumstances.

Changes:

I am satisfied with the results of the course over-all. I`m concerned about retention. When comparing the attitudes of the students who remained to those who left, I`m not convinced that the problem lies with the course but more with an academic commitment from those who chose not to continue.

Continuance:

Starting with two essential questions on the first day of class and constantly referring to those questions throughout the semester. The students were always aware of why they were studying the material and what relevance it has to our lives today.

Results of Prior Assessment:

The constant reminder of why we were doing the work I believe moved the students to the clearly understood purpose iincluded in their final essay.

Date-Time:

12/16/2004 8:23:24 PM

Billings, B 05F HSS

GEO-105-001

pre-post-Test, program-level=No

Results:

20 questions (Multiple Choice & Fill-in) Avg. score improved from 40.4 to 53.9 (23 students) 8 students improved by 20 points or more. 9 students scored 60 or more on post-test.

Analysis:

Students were not given back pre-test to study; were given one-class notice of post-test; post-test was given week before finals. Results show what students actually retain from class.

Changes:

Require students to submit written answers to study-questions on a periodic basis, especially to try to reach those students who are not motivated to pay attention in class or read textbook.

Continuance:

Use of hand-out outlines of reading material. Require each student to deliver oral presentation and/or arrange for guest speaker on relevant topic in class.

Results of Prior Assessment:

This is the first time that Assessment has been undertaken.

Date-Time:

12/16/2004 8:12:59 PM

Billings, B 05F HSS

HIS-101-0xx

pre-post-Test, program-level=No

Results:

20 questions (Multiple Choice & Fill in) Avg. Score improved from 36.8 to 51.3 (23 students) 8 students improved by 20 points or more. 7 students scored 60 or more on post-test.

Analysis:

Students were not given back pre-test to study; were given one-class notice of post-test; post-test was given week before finals. Results show what students actually retain from class.

Changes:

Require students to submit written answers to study questions on a periodic basis, especially to try to reach those students who are not motivated to pay attention in class and read textbook.

Continuance:

Use of hand-out outlines of reading material. Require each student to deliver oral presentation on relevant topic in class.

Results of Prior Assessment:

This is the first time that Assessment has been undertaken.

Date-Time:

12/16/2004 8:00:00 PM

Burns, S 05F TB

ECE-220-200

Pre-post assessments, portfolio, survey, program-level=No

Results:

Pre assessment scores ranged from 50 to 75. Post assessment scores ranged from 87 to 97. All Students compiled a portfolio of activity and lesson plans, prop box, puppet activities & book evaluations and presented each in class and in written form. All students also completed an observation and summary on one child, assessing development in all areas of development and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home.

Analysis:

The scores on multiple choice questions on the pre/post assessment improved dramatically. Use of Blackboard practice quizzes and chapter quizzes has helped students with concepts and test taking skills. I need more hands-on learning activities in some areas-such as music, sensory, cooking, outdoor, and math. Making these areas more concrete will enhance learning.

Changes:

Continuance:

Blackboard practice quizzes and quizzes for a grade helped students with test taking skills and concepts. I will continue both, adding more points to the in-class quizzes and offering extra credit for the practice quizzes students do outside of class. A video accompanying one text was useful in making different centers in a classroom real to the students with little classroom experience. I will continue using that video.

Results of Prior Assessment:

This is the second time I have taught this course. I chose 2 new text books this time, and I will continue to use them.

Date-Time:

12/16/2004 7:52:54 PM

Gilmore, J 05F CD

SPE-115-0xx

Pre-post-test + 1 question, "What can I do next semester to do a better job teaching this class?, program-level=No

Results:

My stats may not be as accurate as they could have been because I lost four class days after the death of my son in California. This put me far behind in my two largest classes and so I was forced to skip the post test in those, though I did ask them to answer the question about improving the class. Of those I did test, students showed some increase in scores. The highest increase was 25% and the lowest was a minus 2%. If I throw those scores out as statistical anomalies, then the next highest was 20% and next lowest was 4%. The average score increase was 12.6%.

Analysis:

Speech is an area where most students enter college with at least some rudimentary skills. After all, most of us are born with at least some ability "hard wired" into us genetically. These skills are developed through daily practice. So the first test scores, on average, reflect a somewhat higher starting point than many other classes. Nevertheless, the resulting test scores would seem to show the potential for a grade increase of over 1 and 1/4 letter grades for those tested. It would also seem to follow that a student who entered the course with slightly above average, or "C+" speaking skills should be able to raise his or her skills, and thereby his or her grade, to a high above average grade, "B+" or even a superior level in the lower end of that scale, "A-". This is somewhat reflected in the final grades most students achieved.

Changes:

Perhaps I should "raise the bar", expect and even greater increase in their skill, especially in the out-of-class areas of research and critical thinking areas of the course.

Continuance:

A large portion of this class is dedicated to speaking in class. That should continue because the students learn, not only from what they do or don`t do, but also from what others do or don`t do. I have always thought them to develope outlines that do what the student needs them to do and no more. But some students either lose their nerve under pressure or use this as an excuse to do substandard work, especially when it comes to out-of-class work like research and organization. Given today`s technology, there is no excuse for not researching a topic completely. In the future I will demand detailed outlines on their speeches which should improve final grade scores, at least for those students who are not too lazy. Also, I have found the, "What can I do better?" portion of the class to be very helpful and so will keep it.

Results of Prior Assessment:

One change I`ve added is to give the students their tally sheets at the end of each class session. This gives them immediate feedback they can keep and use for their next speech.

Date-Time:

12/16/2004 5:53:45 PM

Carter, K 05F TB

CIS-118-0xx

Test item analysis, program-level=No

Results:

Students were able to define and run a variety of queries using an Access database. Nearly all students correctly used >, and, and or. 3 or 4 students had difficulty using the wild card and displaying the average balance, but overall results were good. Students had more trouble implementing some features of an Excel workbook. Most of the class were not able to write an IF function correctly. Also, most of the students wre unable to either get worksheets in correct order or correctly label the tabs. Otherwise, results were more than satisfactory.

Analysis:

Results on Excel were mixed. Most problems centered around writing IF functions, putting worksheets in correct order, and correctly labeling the tabs. It is possible that students are hurrying through the test and not spending enough time reading the directions. Two labs were added this year for Access with very favorable results.

Changes:

Another lab should be added in Excel and more practice with IF functions should be made in class. Students should be encouraged to read all directions on the test carefully. In addition, consideratoin will be given to changing the test in order to make it easier to follow.

Continuance:

Results of Prior Assessment:

Two labs were added this year for Access with very favorable results.

Date-Time:

12/16/2004 4:36:05 PM

Carter, K 05F MS

CSC-160-001

Computer Labs, program-level=No

Results:

There were only three students in this class. All sudents were able to define and use arrays for basic data organization, define and use multi-dimensional arrays, and define classes that serve as blueprints for new objects, composed of variables and methods. None of the students were able to define a given mathematical function recursively, but after help with the definition, all students were able to successfully implement, compile, and run a recursive method based on the definition.

Analysis:

Presentation and learning activities for arrays and classes has been successful. Students need more practice writing mathematical functions recursively. Current presentation of recursive methods seems to be effective.

Changes:

Present more examples of writing mathematical functions recursively and give students more practice writing mathematical functions recursively.

Continuance:

Curent presentation (PowerPoint)of arrays, multi-dimensional arrays, and classes will be continued. All currently used examples will be maintained. Current presentation (PowerPoint)of recursive methods and their implementation will be continue. All currently used examples will be maintained.

Results of Prior Assessment:

Previously students struggled with both one-dimensional and multi-dimensional arrays. More time was spent on presentation of arrays and more examples were given and students were able to implement programs with both types of arrays with very little assistance from the instructor.

Date-Time:

12/16/2004 3:34:24 PM

Burns, S 05F TB

ECE-226-250

Pre-post assessment, video,, program-level=No

Results:

A pre and post assessment was given. Results of the pre assessment ranged from 34 to 60, while the post assessment results ranged from 83 to 98. 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 myself.

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. Blackboard chapter quizzes, mid term, and pre/post assessments were utilized, increasing technology proficiency and test taking skills. The videos enable me to assess how students plan and conduct 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 utilize a different text in the future, which has Bb components, allowing my students to have access to practice quizzes.

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:

No formal previous assessments have been completed. Continued use of the video assignment and incorporating chapter quizzes and a mid term assessment are changes I made after teaching the course the first time.

Date-Time:

12/16/2004 2:14:35 PM

Robbins, P 05F TB

MOT-132-200

pre & post tests, program-level=No

Results:

Scores on post test were considerably higher than on pre test.

Analysis:

Students have learned some basic medical terminology and have beginning knowledge of transcribing medical reports.

Changes:

None.

Continuance:

All methods will remain the same.

Results of Prior Assessment:

Students are now required to complete eight transcription cases rather than the previous six cases required. This change was instituted this fall and seemed to give students a more thorough exposure to medical transcribing.

Date-Time:

12/16/2004 1:31:56 PM

Robbins, P 05F TB

CIS-135-200

theory & performance unit tests, program-level=No

Results:

Scores on performance tests tend to be higher than on theory tests.

Analysis:

Students understand how to accomplish performance tasks in word processing better than the theory behind the program.

Changes:

None.

Continuance:

All methods will remain the same.

Results of Prior Assessment:

See above.

Date-Time:

12/16/2004 1:26:26 PM

Robbins, P 05F TB

BUS-115-200

pre-post test & survey, program-level=BUS

Results:

Scores on the post test were considerably higher than on the pre test. The survey results contained only positive comments and input.

Analysis:

Obviously students have acquired valuable information regarding how business works. They seem to dislike writing papers but would like more group projects. Students enjoyed learning about the stock market and marketing concepts.

Changes:

Will add another group project.

Continuance:

All other assignments will remain the same; nothing will be eliminated.

Results of Prior Assessment:

See above.

Date-Time:

12/16/2004 1:20:30 PM

Robbins, P 05F TB

BUS-221-200

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

Results:

Scores on the post test were considerably higher than on the pre test. The survey results contained only positive comments and input.

Analysis:

Obviously students have acquired valuable information regarding business law. Also, students seem to enjoy and participate in the class even though the concepts tend to be rather difficult to comprehend for the majority of students.

Changes:

Added five more chapters to cover more material.

Continuance:

All other assignments will remain the same; nothing will be eliminated.

Results of Prior Assessment:

See above.

Date-Time:

12/16/2004 1:15:19 PM

Burns, S 05F TB

ECE-288-200

Portfolio & Capstone project, program-level=No

Results:

Each student completed 76 or more hours of practicum experience in a preschool setting. Three of eight students completed the required 90 hours of practicum experience. Each completed self evaluations and was evaluated by their supervisor, as well as by me when I observed them. Feedback was provided to enhance their curriculum planning and implementation, language skills, guidance strategies, and environment provided-both social and physical. I interviewed students regarding the significant improvements shown in the above mentioned areas, as well as in observation skills and providing a child centered curriculum. Use of the ECERS rating scale, classroom instruction and texts utilized accounted for this improvement. Student observations in public schools included Kindergarten, 1st and 2nd grades. All students completed these observations, and interviews were conducted to assess their observation of curriculum, environment, interaction skills and guidance strategies utilized in each classroom. All students were required to complete the Department of Human Services, Division of Child Care Application of Director of a child care center, and all successfully completed this application. All students implemented 2 specific strategies to improve behavior in their classrooms.

Analysis:

Changes:

None

Continuance:

Based on the number of times I have taught this course and refined assignments for the practicum experience, as well as on feedback from students, I will not change the texts or assignments required. I have maximized the lab hours required in the preschool setting and will leave those hours at 76, with 9 hours required in the public schools, grades K-2, and 15 hours at Children�s Garden in the Child Care room and Infant/Toddler rooms to complete the 90 hours required.

Results of Prior Assessment:

The text, Art of Awareness, was added 4 semesters ago; based on feedback from students subsequent to that addition, this text will be retained. Implementing the ECERS and Project Approach will be retained, as will observations at Children�s Garden and K-2 in public schools.

Date-Time:

12/16/2004 12:19:10 PM

Burns, S 05F TB

ECE-289-200

Pre-Post Assessment, portfolio and capstone project, program-level=No

Results:

A pre and post assessment was given. Pretest scores ranged from 11 to 46, while post test scores ranged from 86 to 97. 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. All students completed the above portfolio and evaluated their performance. I also evaluated each article required; all students completed the portfolio with 90% or above proficiency, except for 1 student with 1 item which was 75%.

Analysis:

The portfolio items are relevant to today`s preschool requirements and will be continued. I will provide more samples of project documentation panels for students, in addition to the text I loan for guidance in completing the documentation panel. Hopefully, this will increase their competency in this area. The pre-post assessment is valid for my purposes of measuring understanding of the concepts relevant to this course.

Changes:

I will require the project to be planned and implemented at least one week earlier. I will reduce the number of activity plans from 4 to 1 and increase my focus on the individual aspects of a good activity plan, including the introduction and transition out pieces and the reflection/evaluation of the total activity from the teacher�s perspective and from the child�s grasp of objectives planned.

Continuance:

All texts will remain as is. I have purchased 2 videos in the past that illustrate the project approach, as well as 2 journal articles that are used with students to understand the project approach. For the past 4 semesters I have utilized the Project Journal as a comprehensive guide to the 3 phases of planning and implementing a project. The journal is helpful, according to students, in understanding what is expected in each of the 3 phases. The journal is helpful to me in evaluating the student�s planning and execution of the project, as well as in evaluating their reflection about the process and how children and teachers learn from a project.

Results of Prior Assessment:

The pre and post questons have remained the same for the past 3 semesters. The texts have remained the same, also.

Date-Time:

12/16/2004 11:55:44 AM

Coffman 05F HSS

MUS-120-001

pre/post test, program-level=No

Results:

Seven students completed both pre and post tests. The class average grade was C- on the pre- and B on the post. The average improvement shown on the post test was a +26%.

Analysis:

The scores on the post test were still too low to be satisfactory. This is a night class and students tend to get very tired after 3 hours. This is hard to overcome, even with class participation and a break.

Changes:

I probably will not require so many details and data and try to stay more general.

Continuance:

I believe that night classes should be evaluated to see if all of them are compatible with the expectations of the course as offered in the daytime.

Results of Prior Assessment:

Date-Time:

12/16/2004 11:15:03 AM

Armstrong, R 05F HSS

ECO-201-001

quiz, test item analysis, and end of course survey., program-level=No

Results:

Students performed at the "C" level or higher. Students indicated course material was appropriate and taught at an understandable level.

Analysis:

The course is doing what it is designed to do.

Changes:

None.

Continuance:

The stress was put on the unique vocabulary for this course. As a result students now know what is being discussed.

Results of Prior Assessment:

N/A

Date-Time:

12/16/2004 11:04:18 AM

Crownover, J 05F NUR

NUR-175-001

Three question summary, program-level=No

Results:

I had the students respond to the following three questions: 1. Describe in one paragraph what you have learned throughout the semester. 2. What have I done this semester that assisted in your learning? 3. What could I have done better this semester that would have helped in your learing process? Some of the responsew to question one were as follows: "Nursing isn`t scary anymore". "I have learned so much in this class that I now feel I have a solid foundation". "I have learned what it takes to be a safe and competent nurse". "I have learned alot about the human body and how it works". "I now understand the etiology of many illnesses". "I have learned the most I have ever learned in my whole life time". "I have learned how to study". "I can think through signs and symptoms of many different medical conditions and how to improve the patients condition". Some of the responses to questions two were as follows: "Good feedback and reinforcement". "I like the analogies". "I like the quizzes before each claass, they get my mind on the right track". "I like the repitition of the content, it helps me to learn and remember the important stuff - keep doing that". "Very organized". "I like the worksheets". "The PowerPoint is organized and helpful". "You are available to answer questions and explain things well". Some of the responses to question three are as follows: "Could of used a little more visual aids". "No suggestions". "More worksheets". "No changes, keep up the same". "Great job". "You were awesome".

Analysis:

I don`t feel this tool offered a great assessment. As I read over the responses I felt that the students offered numerous positive, yet general comments ("everything was great..."). I will re-do this form for next semester and ask for specific constructive comments that will aid in my teaching/their learning. I did receive many comments that the students really like the worksheets and the pre-class verbal quizzes that I frequently offer. Otherwise - they seem very pleased with the classroom operation.

Changes:

I will continue to prepare worksheets, case studies and quizzes that will aid in their retention and repition of the material. I will continue with the nonformal presentations of material that will encourage student participation.

Continuance:

Continual quizzing/ worksheets...

Results of Prior Assessment:

None

Date-Time:

12/16/2004 10:21:24 AM

Crownover, J 05F NUR

NUR-112-001

ATI Standardized National Exam, program-level=No

Results:

The students took a National Standardized Exam provided by ATI. The results compared the students to their classmates, as well as to other students nationally. The composite score for the group compated nationally was 15%. 40% of the students scored above the 50th percentile. Two students scored above the 95th percentile.

Analysis:

This is the first year that ATI testing has been implemented with our students. As the students were taking the exam, I was viewing the questions being asked. This test was inappropriate for first semester students. Many of the questions were related to content that is not presented to the students until the second year of the nursing program (ECG changes...). I feel this test was not applicable or a good indicator to assess this course.

Changes:

I will propose to the Director of the Nursing Program that this test be administered in the second year of the Nursing Program. I will need to determine another way of assessing NUR 112 for next year.

Continuance:

The students verbal feedback regarding this course is good. In the clinical arena of the Nursing Program, I have questioned the students regarding their medications to be administered. The students do seem to know the material and be able to apply it.

Results of Prior Assessment:

None

Date-Time:

12/16/2004 9:38:16 AM

Crownover, J 05F NUR

NUR-101-001

Pre-Post Test, program-level=No

Results:

12/16/2004 8:49:25 AM

Rigdon, AM 05F TB

BUS-115-001

Capstone Project, program-level=BUS

Results:

The students submitted a Business Plan that included he 8 major topics covered in class during the semester. Out of 23 students the grades were: 5-A, 7-B, 5-C, 1-D and 5-F.

Analysis:

There were 2 conclusions that were very noticeable. Class attendance and procrastination. The below average students either had poor classroom attendence and/or procrastinated until the last minute. They did not understand how to do the plan and it was too late to ask for help. On the other hand, the students with passing grades submitted excellent papers! They spend time and a lot of thought into their project.

Changes:

I will begin having the students turn in "progress reports" throughout the semester on their business plan. I will also utilize Blackboard`s Discussion Board more. This will help the students ask questions that they need answered when we`re not in class. Many of them told me they had questions, but it was a 2am. The discussion board will allow me to post topics that will help them with their projects.

Continuance:

This was a wonderful class overall and I had a good semester. The class actively participated in discussions and felt compfortable coming into my office to talk. The Blackboard component help them with homework assignments and being able to submit homework at any time. I will include more outside assignments next semester, because going into Businesses and observing what is going on will create a better understanding of the business world.

Results of Prior Assessment:

Date-Time:

12/16/2004 8:17:23 AM

Coffman 05F HSS

MUS-121-001

pre/post test, program-level=No

Results:

Nine of the ten students improved their scores by a mean average of 24%. One student had a -13 % post-test. The mean grade average went from a C-(pre) to a B-(post).

Analysis:

Some students do not concentrate, retain or understand the course information that they receive by lecture/textbook.

Changes:

Emphasis will be placed on better learning and retention skills, AND the discipline of studying.

That the lecture part of this course was effectively taught.

Changes:

Include more hands on application of anatomy during lecture and demonstration.

Continuance:

Repetitive review of the previous class at the beginning of each new class.

Results of Prior Assessment:

This is the first assessment done.

Date-Time:

12/15/2004 2:24:04 PM

Heusted, M 05F TI

MST-184-001

Other, program-level=MASS

Results:

At the beginning of the semester only one student could successfully demonstrate giving a 25 minute massage. At the end of the semester 20 students were successful in demonstrating a 25 minute massage

Analysis:

My teaching style and techniques for this course were extremely effective.

Changes:

I would still like students to go from four to eight sessions of clinic each per semester.

Continuance:

Keeping a functional ongoing clinic open to the students so that they can practice on the public.

Results of Prior Assessment:

This is the first assessment.

Date-Time:

12/15/2004 2:20:01 PM

Jojola, A 05F NUR

NUR-206-P20

ATI testing and clinical evaluations, program-level=No

Results:

Date-Time:

12/13/2004 5:55:56 AM

Hardaker 05F HSS

PHI-112-000

survey, program-level=No

Results:

Most students enjoyed the lecture format. Some would appreciate increased student interaction.

Analysis:

I should encourage more student interaction.

Changes:

Increase of student interaction.

Continuance:

The lecture style.

Results of Prior Assessment:

Assessments have generally remained the same.

Date-Time:

12/13/2004 5:46:40 AM

Hardaker 05F HSS

PHI-111-000

survey, program-level=No

Results:

Course was predominently a lecture format. As such it was generally appreciated. Some students enjoy more discussion.

Analysis:

The lecture style allows for greater progress in the textbook. I should encourage increased interaction with students.

Changes:

I will continue the lecture style and increase student interaction.

Continuance:

Lecture style will be retained.

Results of Prior Assessment:

Assessments have remained about the same.

Date-Time:

12/13/2004 5:43:02 AM

Williams, N 05F TI

HEM-110-200

Pre-Post-Test, Survey, , program-level=No

Results:

Pre-Post-Test identifies areas skill level of students. Survey confirms skill, knowledge, and other areas where learning styles may need to be addressed in order to provide best learning and retention of subject areas.

Analysis:

Students scores are low on Pre-Test and conciderably higher on Post-Test.

Changes:

Data, course content presented, and student participation and achievement is evident that current content is appropriate and warrants no change at this time. All course material is constantly being reviewed for most current and best teaching material,text books, and processes available.

Continuance:

The Use of Text books,chapter assignments, chapter tests, class lectures,and demonstrations in course content. Impementation of internship training programs are very successful in getting the student into the work force in a positive and productive way.

Results of Prior Assessment:

No Changes have been recommended or implemented as result of previous assessments.

Date-Time:

12/9/2004 10:18:17 AM

Compton, T 05F CD

REA-0x0-all

Pre/post Accuplacer, learning autobiography, intensive interview, quizzes, essays, program-level=COM

Results:

REML had 184 students initially, 20 students were tested out, placed incorrectly or dropped the first week. Statistics by Instructor: Hannah Abraham-Shea 98% have completed REA/ENG 030 and 50% will complete 060 this semester. Terre Compton REA/ENG 090 96% completed with A or B, REA/ENG 060 100%, 23% tested out of REML. Susan Harris 92% finished one or more courses eight students tested out. Marge Robinson 95% of student completed one or more courses prior to finals.

Analysis:

Completion rates and retention in all developmental courses was much higher than traditional courses. REML believes it is the non-threatening groups and one-on-one instruction that has improved attendance, completion and retention. The opportunity to complete a course early and completing more than one course has proved to be a good motivator. Statistics support these conclusions.

Changes:

Implement a comprehensive reading testing instrument. The reading Accuplacer is not a accurate placement tool. Streamline log-in and paperwork. Will change capstone project in writing to portfolios and reading to 6 hours of Lab tutoring.

Continuance:

Self-paced, one-on-one instruction and small groups work.

Results of Prior Assessment:

First semester as REML.

Date-Time:

11/29/2004 7:43:25 AM

Abraham-Shea, H 05F TB

EDU-188-1

Observation journal, essay and class discussion, program-level=No

Results:

his one credit course, exposes students to local schools and teachers. Observation does allow students to see the classroom and teacher from a perspective different than as students, a new experience for many. Each semester one or two students decide that teaching is not for them.

Analysis:

All students were able to complete the required 10 hours of observation without supervision. Local schools report that all TSJC students dresses and acted appropriately.

Changes:

Have student turn in observation journals at midterms. Contact local schools before each semester. We are competing with REAP for observation time at the elementary school and this year TSJC students were not able to complete their observation.

Continuance:

Observation journals

Results of Prior Assessment:

Observation journals.

Date-Time:

11/24/2004 1:09:06 PM

Abraham-Shea, H 05F TB

EDU-221-1

quizzes,journals,capstone-project,oral presentation, program-level=No

Results:

Students were successful in significantly improving their ability to write and learn from their reflection journals and to integrate course material and critical thinking. Their capstone project was to create and deliver a 20-minute lesson, with handouts, exercise or other hands-on classroom techniques. Students struggled with two textbook chapters, educational philosophy and ethics and quiz scores reflected this. The students reflection journals recorded their growth during the semester.

Analysis:

Students were better prepared this semester than in past semesters to tackle a 200 level course. Students would be more comfortable if students had taken Philosophy and ethics before taking EDU 221. A lack of vocabulary in both subjects created difficulty in grasping some of the material.

Changes:

Extend the time for the two difficult chapters, educational philosophy and ethics from one week to two weeks, prepare a study guide for both chapters and spend time working on vocabulary and connecting the philosophical definitions.

Continuance:

Reflection journals, lesson plan creation, and philosophical statements.

Results of Prior Assessment:

Change in textbook was very successful.

Date-Time:

11/24/2004 1:07:25 PM

Abraham-Shea, H 05F CD

ENG-122-3,4

prePostEssay,survey, portfolios, program-level=No

10/8/2004 11:43:19 AM

Philbin, R 05f MS

MAT-203-001

boardWork, program-level=No

Results:

Problems were posed on the chalkboard and students worked together to solve them in front of the rest of the class.

Analysis:

Excellent and informing dialog occurred between students.

Changes:

I will use this more often, perhaps one hour per week, particularly for difficult material.

Continuance:

Results of Prior Assessment:

Date-Time:

10/1/2004 3:44:38 PM Assessment Home