assessment: course/service four column - de anza college four column... · 2020. 4. 1. · twenty...

Dept - (SSH) Administration of Justice

Assessment: Course/Service Four Column

ADMJ 1:Introduction to Administration of Justice

Student LearningOutcomes (SLOs) Assessment Methods Assessment Data Summaries Enhancements

ADMJ1_SLO_2 - Evaluate theinterrelationships that link thecomponents of the justice system.

Planned Assessment Quarters: 2011-12 3-Winter

SLO Status: Active

Target for Success: 80% of the classshould be able to answer thequestion correctly. The correctanswer was "c)"

Reflection (CLICK ON ? FOR INSTRUCTIONS): To becompleted

Program Review Reporting Year: 2011-2012Target : Target MetAssessment occurred in the Final Exam. 41 students tookthe examination. 36 had the correct answer and 5 had anincorrect answer. 81% of students had the correct answer.(05/29/2014)

Exam - Course Test/Quiz - Answerquestion #20 of the Final Exam: In1899 Cook County (Ill.) codifiedjuvenile law and _____. a)incorporated the law into thecriminal justice system b)opened the1st juvenile hall for incarceration c)est. the 1st juvenile court separatefrom the criminal justice court.

Target for Success: 80% of thestudents should be able to answerthe question correctly; correctanswer is (c).

Reflection (CLICK ON ? FOR INSTRUCTIONS): The targetwas met but by on a couple of percentage points. It was feltthat this topic should be covered in more depth to solidifythe importance of this step in the juvenile justice system.

Enhancement: Additional time willbe given to this area with classdiscussion . (06/01/2014)

Program Review Reporting Year: 2011-2012Target : Target MetAssessment occurred in the Final Exam. 41 students tookthe exam. 36 had the correct answer n 5 had an incorrectanswer. 81% of student had the correct answer.(06/01/2014)

Exam - Course Test/Quiz - Answerquestion #20 of the Final Exam: In1899, Cook County (Ill.) codifiedjuvenile law and (a) incorporated thelaw into the criminal justice system,b) opened the first juvenile hall forincarceration, (c) established thefirst juvenile court separate from thecriminal justice system.

03/31/2020 of 396Generated by Nuventive Improve


Target for Success: Target was 80%correct responses based onretention of historic information ofthe foundation of law enforcement.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Poss. thatdiscussion in class was not as extensive as needed forstudents to understand the 2 concepts and therefore howeach affected relations and procedures.

Enhancement: During discussionsof the historical methodsemployed in traditional lawenforcement, emphasize thenegative results and compare withthe philosophy of communitypolicing concepts and how theconcepts enhance a positiverelationship with the community.(02/10/2018)

Program Review Reporting Year: 2016-2017Target : Target Not MetForty students took the exam and 30 students chose thecorrect response for a percentage of 75% (02/10/2018)

Exam - Course Test/Quiz - Midtermexamination. Exam question was amultiple-choice. Question requiredknowledge of traditional methods oflaw enforcement and its effects onits relationship with the community.

ADMJ1_SLO_1 - Contrast theresponsibilities of each component ofthe criminal justice system.SLO Status: Active

Target for Success: Target was 80%correct responses based onknowledge of the structure of theU.S. government. 85% of studentsgot the correct response.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Emphasis onthe structure of the U.S. government was heavy on thedivision of branches. Enhanced concentration should beincluded on how the check and balance affects citizens livesby gov. actions.

Enhancement: Expand classdiscussion on why we have adivision of branches andunderstanding of how that affectsindividual rights and protectionfrom gov. abuse. (02/10/2018)

Program Review Reporting Year: 2016-2017Target : Target MetThirty-eight students took the exam and 31 chose thecorrect response. Results were 82% of the students werecorrect. (02/10/2018)

Exam - Course Test/Quiz - Midtermexamination. Exam question wasmultiple choice question requiringknowledge of the division of the U.S.government into branches as thatrelates to the concept of checks andbalances of power.


ADMJ 11:Federal Courts and Constitutional Law


ADMJ11_SLO_1 - Analyze thesubstantive Constitutionalamendments pertaining to individualcivil rights and evaluate their impacton protected classes.

Planned Assessment Quarters: 2013-14 4-Spring

SLO Status: Active

Target for Success: 75% of thestudents will get the correct answerto the selected question.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Twelvestudents took the examination. 7 students got the correctanswer and 5 did not get the correct answer. 60% of thestudent got the correct answer.

Enhancement: The selection ofthe case and the construction ofthe question with response optionwas proper and appropriate forthe course. The conceptpresented in class needed to havean expanded presentation of factswith corresponding classdiscussion to solidify the mainpoints. (06/09/2014)

Program Review Reporting Year: 2013-2014Target : Target Not MetA question on the midterm examination in which thestudent matched the court decision case with the principalthat it stood for. The case was "Heart of Atlanta Model v.U.S." The correct answer was "The Court upheld the 1964Civil Rights Act using the "common cause". (06/09/2014)

Exam - Course Test/Quiz - A selectedquestion on the Spring Qt. midtermexamination.

ADMJ11_SLO_2 - Describe wirts oferror and certiorari and define theiruse within the appellate process.SLO Status: Active


ADMJ 25:Law and Social Change


ADMJ25_SLO_1 - Critique therelationship between law and socialchange within the context of cross-cultural settings.SLO Status: Active

Target for Success: 75% of thestudents should be able to answerthe question correctly. Reflection (CLICK ON ? FOR INSTRUCTIONS): The

assessment method question tested the student'sknowledge of a specific aspect of police use of discretion.The question proved to be effective in assessing knowledgeretention of this topic.

Enhancement: No change orenhancement planned.(06/02/2014)

Program Review Reporting Year: 2013-2014Target : Target MetTwenty students took the midterm. All 20 students had thecorrect answer for 100% of the class had the correct answerto the question. (06/02/2014)

Exam - Course Test/Quiz - Answer aquestion on the midterm related topolice discretion.

ADMJ25_SLO_2 - Analyze the roles oflegislation and case law as theypertain to socio-cultural change.SLO Status: Active


ADMJ 29:Cultural Pluralism and American Law and Justice


ADMJ29_SLO_1 - Think criticallyabout and analyze the effect courtrulings and legislation have oncultural diversity/cultural pluralism inthe United States today.SLO Status: ActiveOutcome Creation Date: 02/11/2018


ADMJ 3:Concepts of Criminal Law (CP 2)


ADMJ3_SLO_1 - Demonstrate aknowledge of the elements of crimesand determine crimes from factualsituations.SLO Status: Active

ADMJ3_SLO_2 - Access theappropriate legal code and identifythe proper statute based on a givendescription of conduct.SLO Status: Active

Target for Success: 70% of studentsshould be able to correctly locateand identify the code name andstatue.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The statuedescriptions utilized were appropriate for the project.

Enhancement: No change in theassessment method. (06/14/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThirty-five students submitted the assignment. 32 studentshad 70-90% success on the project. 91% of the studentswere successful. (06/14/2014)

Project - Students were given thedescription of 33 California statuesand asked to find the exact codename and statue for eachdescription.


ADMJ 5:Community Relations


ADMJ5_SLO_1 - Discuss how therelationship between the police andthe community is a complexinteraction at multiple levels.SLO Status: Active

Target for Success: 80% of the classshould be able to answer thequestion correctly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The questionutilized in the assessment was an effective question for theSLO. However, it was felt that the question should besimplified as it was composed of too many parts and henceinfluenced an accurate assessment of knowledge of thepoint.

Enhancement: For futureexaminations, the question will berestructured to be a moreaccurate assessment ofunderstanding of the topic. Thewording of the current questioncould direct the student to thecorrect answer even with limitedunderstanding of the concept.(06/01/2014)

Program Review Reporting Year: 2011-2012Target : Target MetAssessment occurred on the final exam. Thirty-fourstudents took the exam and 34 had the correct answerwhich was 100%. (06/01/2014)

Exam - Course Test/Quiz - Finalexamination question: Communitypolicing differs from traditionalpolicing in that it shifts the focus ofpolice work from the reactivehandling of calls for service to theproactive approach of developingpartnerships with the communityand area resources to better handlecommunity concerns. (a) True (b)False

Target for Success: Target was 80%correct responses.

Reflection (CLICK ON ? FOR INSTRUCTIONS): There were 4answers to the question. Students may have confused thedesired affect of police community relations with the realityresult when professionalism was begun in the early 1920s.Professionalism in that era was not relationship building butelimination of corruption.

Enhancement: This point is verycritical to the understanding ofpolice and community relations. Itis obvious that that point was notconveyed during class examinationand needs to be revisited forclarification. (02/11/2018)

Program Review Reporting Year: 2016-2017Target : Target Not MetForty (40) students took the exam and twenty (20) got thecorrect answer for 50% correct. (02/11/2018)

Exam - Course Test/Quiz - Midtermexamination multiple choicequestion #19: The drive to instillprofessionalism into lawenforcement resulted in___? Thecorrect answer was "C".

ADMJ5_SLO_2 - Compare andcontrast the traditional method ofpolicing with the community-basedphilosophy of providing policeservices.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): The targetwas positively met with an 8% margin. Students shouldunderstand this point as it is important to theunderstanding of a strong relationship.

Enhancement: Enhanceddiscussion of the need to developa strong relationship before acrisis to enable the police to bemost effective and maintainpositive interactions. (02/11/2018)

Program Review Reporting Year: 2016-2017Target : Target MetForty (40) students took the exam and thirty-five (35) gotthe correct answer for 88% correct. (02/11/2018)

Exam - Course Test/Quiz - Midtermexam multiple choice question #21:Community policing is most effectivein relationships between the policeand community ___? Question refersto prior or after a crisis starts).Correct answer was "B".


ADMJ 51:Women in Crime


ADMJ51_SLO_1 - Describe andappraise the historical impact ofwomen as criminal justiceprofessionals.SLO Status: Active

ADMJ51_SLO_2 - Identify thecausation factors which generatecriminal behavior by femaleoffenders.SLO Status: Active Target for Success: 80% of students

should be able to identify theresearch conclusion of causation. Reflection (CLICK ON ? FOR INSTRUCTIONS): The use of

case study analysis provided an effective method for thestudents to recognize the causations; this method will becontinued..

Enhancement: No changes in themethod utilized. (06/01/2014)

Program Review Reporting Year: 2012-2013Target : Target MetAssessment occurred as part of the Final Examination. 28students analyzed the case studies and 27 were able tosuccessfully identify the causation. 97% of the studentswere successful. (06/01/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Reflectionconclusion was that the case studies method was aneffective means a student learning how to identify thecauses of female crime.

Program Review Reporting Year: 2012-2013Target : Target MetAssessment occurred as part of the Final Examination. 28students analyzed the studies and 27 were able tosuccessfully identify the causes. (05/29/2014)

Project - Assessment by student byresearch of case studies andidentification of causation of womencommitting criminal behavior.


ADMJ 53:Criminal Law II


ADMJ53_SLO_1 - Identify and analyzecritical concepts of advanced criminallaw.SLO Status: Active

Target for Success: 70% of the classshould be able to answer thequestion correctly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Question is acritical question for the course and should be retained. Thestructure of the question is appropriate. The specific topicof the theories of proximate causes should be discussed inmore depth for clarification.

Enhancement: The course is in theprocess of being revised from a 5unit to a 4 unit course.Completion of the revision willdetermine the status of SLO #1and this question as anassessment tool. (06/14/2014)

Program Review Reporting Year: 2010-2011Target : Target MetAssessment occurred on the final examination: Nineteenstudents took the examination - 14 students had the correctanswer and 5 had an incorrect answer. 73% had a correctanswer of (b). (06/14/2014)

Exam - Course Test/Quiz - Answerquestion: California recognizes all ofthe following theories of proximatecauses that attribute liability except:(a) vicarious liability doctrine, (b)assumed theory, (c) provocation, or(d) felony murder rule.

ADMJ53_SLO_2 - Define and describeviolations classified as general crimes.SLO Status: Active


ADMJ 54:Youth and the Law


ADMJ54_SLO_1 - Analyze thesociological principles regarding thecausation of juvenile crime anddelinquencySLO Status: Active

Target for Success: 70% of thestudents should be able to answerthe questions correctly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The methodof using discussion and comparison of theories andpresenting components and principles was effective inpresenting and understanding the concepts of each theory.In future use of this method, a more in-depth discussionwould be valuable relating to the Trait Theory as the correctresponses were only 3 points above the target.

Enhancement: A more in-depthpresentation and discussionregarding the Trait Theory.(06/02/2014)

Program Review Reporting Year: 2013-2014Target : Target MetQuestion#1: Routine activities theory- 90% correct answersand 10% incorrect.Question#2: Trait theory - 73% correct answers and 27%incorrect.Question#3: Behaviorism theory- 93% correct answer and7% incorrect.Question#4: Social Learning theory - 93% correct answerand 7% incorrect.Question#5: Violent video game & aggressive behavior -83% correct and 17% incorrect. (06/02/2014)

Presentation/Performance - Usinglarge and small group discussions,four sociological theories werepresented, explained, and discussed.The class was asked to answer aseries of 5 questions regarding theprinciples of each theory.

ADMJ54_SLO_2 - Identify those lawsthat relate to juvenile offences andcritique how they impact youthfuloffenders.SLO Status: Active


ADMJ 55:Alcohol, Narcotics and Drug Abuse


ADMJ55_SLO_1 - Describe andanalyze the relationship between thecauses and demographics of crimeand substance abuse.SLO Status: Active

Target for Success: 80% of thestudents should answer (b) as thecorrect answer.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Question andmethod is appropriate.

Enhancement: A new instructor isassigned to the course so themethod of assessment couldchange. (06/01/2014)

Program Review Reporting Year: 2013-2014Target : Target Met88% of the students answered correctly. (06/01/2014)

Exam - Course Test/Quiz -Assessment was a midtermexamination question:Socioeconomic status is a significantcorrelate to drug and alcohol use.-(a) True (b) False

ADMJ55_SLO_2 - Identify the majorgroups of abuse substances andcompare their histories,characteristics, and illicit use.SLO Status: Active


ADMJ 56:Practical Writing for Administration of Justice


ADMJ56_SLO_1 - Describe and applythe legal requirements governingcriminal justice report development.SLO Status: Active

Target for Success: Target was 80%correct response.

Reflection (CLICK ON ? FOR INSTRUCTIONS): With 37 of 40students making the correct response that shows that thepresentation of the point and the understanding of it by94% of the students.

Enhancement: Presentation of thepoint related to the exam questionis effective and clear.(02/11/2018)

Program Review Reporting Year: 2016-2017Target : Target MetForty (40) students took the midterm exam thirty-seven(37) student got the correct response. (02/11/2018)

Exam - Course Test/Quiz - MidtermExam multiple choice Question #3:Officers have a legal and moralresponsibility to investigate crimesand file reports because___. Thecorrect response was "E".

ADMJ56_SLO_2 - Construct aprofessional report utilizing thereport criteria that is required forprofessional investigative reports.SLO Status: Active

Target for Success: The final reporthas a 50 point value. Min. points fora passing evaluation is 40/50. 80%of the students should receive apassing score of 40.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This course ison of the hardest of the program due to the requirementthat students have average to above average Englishcomposition skills. A large number of students are in needto composition skills and struggle with report construction.A large percentage of instruction time is composed of basicskills remedial work. Report writing skills are critical tosuccess in the criminal justice field.

Enhancement: While the targetwas almost met, the goal of theclass is to have 100% success. Anidea being discussed is to developa team-teaching concept betweenthe program and language arts tohave an English compositioninstructor as part of instruction.(06/01/2014)

Program Review Reporting Year: 2013-2014Target : Target Not MetThe final report was one of 8 reports required in the classand it was 50% of the final grade. Twenty-nine studentssubmitted final reports and 23 received 40 points or higherfor a success of 79% (06/01/2014)

Project - Students are required, aspart of the final examination, tocomplete an investigative policereport incorporating requiredcriteria (proper grammar, spelling,clear thought , critical thinking, andlogical construction.

Target for Success: Target was 80%of students would choose thecorrect response.

Reflection (CLICK ON ? FOR INSTRUCTIONS): While thetarget was met, further discussion and clarity is required toresolve the understanding issue of this point as it isimportant to proper report construction.

Enhancement: Revisit this pointfor clarity. Utilize an examplereport for better understandingand explain the importance as itrelates to follow-up investigationand court. (02/11/2018)Follow-Up: Revisit topic at thenext class. (02/11/2018)

Program Review Reporting Year: 2016-2017Target : Target MetForty (40) students took the exam and thirty-three (33) gotthe correct answer for 82% correct . (02/11/2018)

Exam - Course Test/Quiz - Midtermmultiple choice question #29: Of the7 categories utilized in the FormFormat, the section titled "ListedInformation" documents informationthat would ___. The correct answerwas "B"


ADMJ 6:Crime, Correction and Society


ADMJ50_SLO_1 - Compare andcontrast the legal and sociologicalapproaches which have beenfundamental in shaping correctionaltheories and practices.

Planned Assessment Quarters: 2011-12 4 -Spring

SLO Status: Active

Target for Success: 80% of thestudents should be able toaccurately respond to the shortessay question.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Method ofassessment and short essay question were appropriate.

Enhancement: No changes orenhancements. (06/14/2014)

Program Review Reporting Year: 2011-2012Target : Target MetAssessment occurred as part of the final examination.Thirty-four students took the examination. Thirty-twostudents accurately and completely responded to thequestion, 2 students failed in their response. 94% ofstudents were successful. (06/14/2014)

Exam - Standardized - Standardizedexamination: Short essay question.

ADMJ50_SLO_2 - Identify traditionalcorrectional systems and alternativesentencing solutions and evaluate theeffectiveness of both.SLO Status: Active

Target for Success: The assessmentwas 100% participation in researchand class discussions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Theassessment method utilized for the learning objective wasappropriate and applicable.

Enhancement: Class discussionsare an effective method forassessment and will be continuedin future lass offerings. Nochanges are recommended.(06/01/2014)

Program Review Reporting Year: 2013-2014Target : Target MetAll students (100%) successfully completed the assignedresearch and group discussions. (06/01/2014)

Focus Group - Students were dividedinto 4 focus groups with each groupassigned either a traditional oralternative sentencing solution. Eachgroup discussed the pros and cons ofeach, using data from professionalsources and antidotal case studies.Students were to compare andcontrast the effectiveness of eachsystem.


ADMJ 61:Criminal Investigation


ADMJ61_SLO_1 - Analyze theconcepts and fundamentals ofcriminal investigation and discusshow their ultilization affectssubstantive investigations.SLO Status: Active

ADMJ61_SLO_2 - Demonstrate theability to construct an investigativediagram of a crime scenario.SLO Status: Active

Target for Success: There are pointdeductions (from 2-5 pts per missingitem) for legend or measurementinformation lacking from thediagram.80% of students should pass with aminimum score of 90/100 pts.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The diagramproject is a critical component of the final examination andis an effective and accurate appraisal of a studentcomprehension of required knowledge and skills; the crimescene project will continue.

Enhancement: No change in themethod. (06/01/2014)

Program Review Reporting Year: 2012-2013Target : Target Met82% of students successfully completed the diagram with atleast a 90 point evaluation. (06/01/2014)

Project - From a constructed crimescene, students will properlydiagram the scene utilizing propercriteria of measurements, legendinformation, compass direction, andpertinent scene information.


ADMJ 62:Sexual Assault, Police and Community Response


ADMJ62_SLO_1 - Describe the legalelements of rape and sexual assault.

Planned Assessment Quarters: 2013-14 2-Fall

SLO Status: Active

Target for Success: 90% of studentswill successfully answer all 9 shortessay/multiple choice questionscorrectly.

Exam - Course Test/Quiz - In thefinal examination, students respondto a series of nine questions (shortessay and multiple choice) related tothe legal elements of rape andsexual assault.

Target for Success: Students willsuccessfully answer the questionswith a cumulative total score of 80%of the total possible points.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The process ofusing short essay questions plus the traditional multiple-choice questions resulted in a high success rate for thislearning outcome. The learning outcome is well-stated andthe assessment is clear and precise to evaluate.

Enhancement: The case scenariosutilized in the course preparedstudents to learn the legal aspects.This method will continue infuture course offerings.(06/01/2014)

Program Review Reporting Year: 2013-2014Target : Target Met93% of students answered the 4 essay questions correctly.89% of students answered the multiple-choice questionscorrectly. (06/14/2014)

Exam - Course Test/Quiz - In thefinal examination, students willanswer a series of 9 questions (shortessay/multiple choice) related to thelegal elements of rape and sexualassault.

ADMJ62_SLO_2 - Compare andcontrast the various multidimensionaland multidisciplinary theoreticalcauses of sexual assault.SLO Status: Active


ADMJ 64(X-Z):Administration of Justice Internship


ADMJ64_SLO_1 - Explain theorganization, function, and tasks ofan agency in the criminal justicesystem.SLO Status: ActiveOutcome Creation Date: 02/06/2018


ADMJ 69:Administration of Justice Field Trips


ADMJ69_SLO_1 - Critique thecorrectional philosophies of county,state, and federal facilities andcompare how each affects the justicesystem.SLO Status: Active

ADMJ69_SLO_2 - Compare andcontrast the working environments ofcorrectional personnel at differentsecurity levels of county, state, andfederal correctional facilities.SLO Status: Active

Target for Success: Students shouldobtain an 80% evaluation with 10%for completing each tour. For thosetours not completed, the studentwas required to submit a reflectionpaper on a facility in which the visitwas made.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The field tripsclass presents valuable in-personal observations and is aneffective introduction to the operations and environment ofa representative sample of the criminal justice system.

Enhancement: Possible variationof facilities visited duringalternating academic years.(06/04/2014)

Program Review Reporting Year: 2009-2010Target : Target MetFifteen students took the course and were present at all 8tours. All students were actively engaged in theinteractions and tours.All 15 students were successful in obtaining 100%.(06/04/2014)

Field Placement/Internship -Students toured 8 facilities withinthe criminal justice system (city-county-state-federal) to observe theorganizational operations andinteract with staff and inmates.


ADMJ 73:Crime and Criminology


ADMJ73_SLO_1 - Analyze thehistorical nature and measurement ofcriminal behavior within society.SLO Status: Active

Target for Success: 80% of the classshould be able to answer thequestion correctly; the correctanswer is (b).

Reflection (CLICK ON ? FOR INSTRUCTIONS): Opinion thatthe question was valid and should be retained.

Enhancement: No action on thequestion or method. (06/14/2014)

Program Review Reporting Year: 2013-2014Target : Target MetAssessment occurred in the final examination. Thirty-sevenstudents took the examination. Thirty-five students got thecorrect answer and 2 students had an incorrect answer.94% of students had the correct answer. (06/14/2014)

Exam - Course Test/Quiz - Finalexamination question: One aspect ofhate crime is that since there is onlyone victim, hate crime does notaffect other members of the victim'ssocial community. (a) True or (b)False

Target for Success: 70% of thestudents taking the exam would getthe correct response.

Reflection (CLICK ON ? FOR INSTRUCTIONS): A very highpercentage got the correct or half correct answer. Greaterdiscussion of the identification and comparison of the 3causes of crime for clarity.

Enhancement: More feedbackfrom students regarding conceptpresentation and understanding oftheir understanding of thecausation of crime. (02/10/2018)Follow-Up: Contact withinstructor (Peretti) (02/10/2018)

Program Review Reporting Year: 2016-2017Target : Target Met44 students took the exam: 28 or 63% had the correctanswer. 15% or 34% had partial/half correct answer. resultwas 43 or 98% had partial or total correct answer.(02/10/2018)

Exam - Course Test/Quiz - Examrequiring a short answer narrativeresponse. Question asked toidentify/compare the biological /psychological/sociologicalexplanations for crime.

ADMJ73_SLO_2 - Identify andcompare the biological, psychological,and sociological explanations of crimeSLO Status: Active


ADMJ 74A:Interviewing, Interrogation and Crisis Intervention


ADMJ74A_SLO_1 - Compare andcontrast the major principles andstrategies of effective interviewingand interrogation.SLO Status: Active

Target for Success: 80% of the classshould be able to answer thequestion correctly; the correctanswer is (b).

Reflection (CLICK ON ? FOR INSTRUCTIONS): Opinion thatthe question was appropriate for the SLO and should beretained as an assessment method tool.

Enhancement: No change in thequestion or method. (06/01/2014)

Program Review Reporting Year: 2013-2014Target : Target MetAssessment occurred in the final examination. Fifty-fourstudents took the examination - 45 had the correct answerand 9 had an incorrect answer. 83% of students had thecorrect answer. (06/14/2014)

Exam - Course Test/Quiz - Answerfinal examination question #45:When investigating a case involvinga juvenile, it is best to (a) haveseveral interviews over a period oftime or (b) try and cover questioningwith one interview.

Target for Success: Target was 85%correct responses based on utilizingcritical thinking skills.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Question wasin reference to the element of successful use of interview &interrogation processes. With 100% correct responses,analysis was that that element was covered effectively inthe class presentation.

Enhancement: No remedial actionis required. (02/11/2018)

Program Review Reporting Year: 2016-2017Target : Target MetThirty (30) students took the exam and all 30 got the correctresponse. Results were 100% correct. (02/11/2018)

Exam - Course Test/Quiz - MidtermExam- Question #40 was multiple-choice requiring critical thinking: Fora more successful and effectiveresult, an interviewer can switchprocesses from interview tointerrogation and back againaccording to the case. Correctanswer was False.

ADMJ74A_SLO_2 - Differentiatebetween truthful and deceptivehuman behavior exhibited duringboth the interview and interrogationprocesses.SLO Status: Active


ADMJ 75:Principles and Procedures of the Justice System


ADMJ75_SLO_1 - Describe thedevelopment of the criminal justicesystem within the framework of theU.S. and State Constitutions.SLO Status: Active

Target for Success: Target was 80%correct responses based onknowledge of the purpose ofConstitutional Bill of Rights andwhich branch protects those rights.

Reflection (CLICK ON ? FOR INSTRUCTIONS): It appearsthat the topic was presented in class effectively in that29/33 students understood the concept. This is a criticalconcept of our system and should be understood by allstudents; a slightly stronger discussion would be proper.

Enhancement: A critical change intopic presentation is not requiredfor "Target" to be met.(02/11/2018)

Program Review Reporting Year: 2017-2018Target : Target MetThirty-three students took the exam. Twenty-nine (29) gotthe correct response for a correct response of 85%(02/11/2018)

Exam - Course Test/Quiz - MidtermExam - Multiple choice question #10requiring knowledge ofresponsibilities of each branch ofgovernment and how each is a check& balance within our system of gov.:"Which branch of gov. is consideredthe "Guardian of Civil Rights?"Answer was "C" (Judicial).

ADMJ75_SLO_2 - Identify thecomponents of the criminal justicesystem and discuss how each isfundamental to the justice process.SLO Status: Active

Target for Success: 80% of thestudents should be able to answerthe question correctly; the correctanswer is (c).

Reflection (CLICK ON ? FOR INSTRUCTIONS): While thetarget was met, the question assessed is a critical, basicconcept of our government and protection of ourConstitutional rights.

Enhancement: This concept mustbe revisited in class to clarify theimportance of understanding theconcept. (11/30/2017)

Program Review Reporting Year: 2017-2018Target : Target MetTwenty-one (21) students took the examination and 18students chose the correct response for 81% correct.(10/25/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The methodwas deemed to be acceptable. However, more emphasisshould be placed the federal aspect of the question.

Enhancement: Incorporate a classdiscussion segment differentiatingbetween state and federal legalissues. (06/14/2014)

Program Review Reporting Year: 2012-2013Target : Target MetAssessment occurred during the Final Examination: 27students took the examination- 24 had the correct answerand 3 had incorrect answers. 88% o the students had thecorrect answer. (06/01/2014)

Exam - Course Test/Quiz - Answerquestion #52 of the Final Exam: TheU.S. Supreme Court hears cases that(a) involve Federal and StateConstitutional issues, (b) involveConstitutional issues affecting theindividual, (c) involve issues ofsubstantial federal law andConstitutional issues.

Enhancement: This judicialconcept must be revisited andclarified due to the importance ofunderstanding. The court of last

Program Review Reporting Year: 2017-2018Target : Target Met33 students took the exam and 27 got the correct answerfor an 81% correct response. (02/11/2018)

Exam - Course Test/Quiz - MidtermExam - Question #11 was multiplechoice requiring knowledge of thedevelopment of the judicial system



Target for Success: Target was 80%correct responses. Thirty-threestudents took the exam and 27 gotthe correct answer for a 81%response.

Reflection (CLICK ON ? FOR INSTRUCTIONS): While thetarget was met, the question assessed is a critical, basicconcept of the responsibility of the judicial system.

resort authority of the U.S.Supreme Ct. may have causedconfusion of the authority of thecourt system as a whole.(02/11/2018)

with our branches of government. :"The level of court that can interpretthe U.S. Constitution is ____. Thecorrect answer was "E" - all levels.


ADMJ 78:Correctional Investigation


ADMJ78_SLO_1 - Explain theevolution of modern probation andparole.SLO Status: Active

Target for Success: 70% of studentsshould be able to answer thequestion correctly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The targetwas met however only by 2% points. A more in-depthpresentation and discussion of the topic with increasedstudent discussion would be called for to insure thatstudents understand the idea and how it applies to thehistorical foundation of corrections.

Enhancement: As stated inReflection and Analysis, a more in-depth presentation, discussion,and assurance of understandingwould be called for. (06/02/2014)

Program Review Reporting Year: 2013-2014Target : Target MetAssessment occurred on a Correctional Investigation quiz.25 students took the quiz - 18 had the correct answer and 7had incorrect answers.

72% of the student had the correct answer. (06/02/2014)

Exam - Course Test/Quiz - Answerquestion #1: How did John Augustuscontribute to the history andevolution of modern probation?

ADMJ78_SLO_2 - Analyze the affectthat community agencies have had oncorrectional programs andprocedures.SLO Status: Active

Enhancement: No remedialchange appears to be requireddue to the high level of correctresponses. (02/11/2018)Follow-Up: None required at thistime. (02/11/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The topicmaterial presentation was clear and effectively understoodby a majority of students.

Program Review Reporting Year: 2017-2018

Twelve (12) students took the exam and ten (10) answeredcorrectly for 83% correct. (02/11/2018)

Target : Target MetDirectly related to Student LearningOutcome (SLO)


Exam - Course Test/Quiz - MidtermExam - Multiple choice question(How do community agencies assistin County Probation?) with multiplecorrect answers (3 out of 4).


ADMJ 84:Forensic Science


ADMJ84_SLO_1 - Describe theforensic science in the criminal justicesystem from the crime scene to thecrime laboratory and to thecourtroom


SLO Status: Active

Outcome Creation Date: 08/24/2015

ADMJ84_SLO_2 - Identify variousforensic disciplines and what type ofanalysis and/or services they canprovide to law enforcement agencies


SLO Status: Active



ADMJ 90A:Legal Aspects of Evidence (CP 4)


ADMJ90A_SLO_1 - Explain the legalreasoning for the development ofrules of evidence.SLO Status: Active

ADMJ90A_SLO_2 - Analyze a casescenario and demonstrate the properrules of evidence that apply to thatcase.SLO Status: Active

Target for Success: 70% of thestudents should be able to analyzethe case scenario and demonstratethe proper rule of evidence thatapplies. Answer is (b).

Reflection (CLICK ON ? FOR INSTRUCTIONS): Question in acase scenario is appropriate. More in-depth discussion inclass related to laws of evidence.

Enhancement: Method and casescenario will remain. (06/01/2014)

Program Review Reporting Year: 2013-2014Target : Target Met77% of the students answered the question correctly.(06/14/2014)

Exam - Course Test/Quiz - Answerthe question: "Objection, yourhonor. Counsel has no shown thatthis particular witness took thesephotographs or that they accuratelyrepresent the scene". These aregrounds for which of the followingobjection? (a) Leading the witness(b) Lacks foundation (c) Bestevidence (d) Speculative


Dept - (SSH) Anthropology


ANTH 1:Physical Anthropology


ANTH1_SLO_1 - Students will analyzehuman biological diversity as aresponse to physical, biotic, socio-cultural and biological factors.SLO Status: Active

Target for Success: My expectationswas that at least 65% of studentswould be succeed in each of the 4SLO’s that I assessed.

Reflection (CLICK ON ? FOR INSTRUCTIONS): TARGET FORSUCCESS: I measure a success rate in understanding humanbiological diversity if at least 60% of the student populationthat took the exam understands the relationship betweenecological contexts and biological diversity of a populationby answering the question as it was written. 8% studentsanswered the question incorrectly, 42% students answeredthe question as it was written but did not include thevitamin D components, and 50% students answered thequestion as it was written and included the vitamin Dargument. Overall, of the total students enrolled in theclass that took the final exam, more than half met thepassing criterion

Enhancement: More emphasisduring teaching, examples, othermethods to enhance learning.Coloring, articles, collaborativeexercise. (04/18/2016)

Program Review Reporting Year: 2015-2016Target : Target MetASSESSMENT METHOD: A short answer question on thefinal exam where students explain the relationship betweenskin pigmentation and geographic distribution. Notexplicitly written in the question is the relationship betweenskin pigmentation and endogenous or exogenous sources ofvitamin D. I expected the vitamin D argument to beincluded in the answer since we watched a movie on it, readabout it in the textbook, and discussed it in lecture.(04/18/2016)

Enhancement: More emphasis onthe material and using otherteaching methods to bring home

Program Review Reporting Year: 2013-2014Target : Target Not MetThe % success for SLO 1, 2, 3, & 4 where 40, 59, 76 and 81%

Exam - Course Test/Quiz -Embedded multiple choice questionwas used



Reflection (CLICK ON ? FOR INSTRUCTIONS): The SLO 1assessment questions required a grasp of basic quantitativeconcepts that students did not completely understand. TheSLO 2 responses indicated that students were confusedabout the precise relationships between humans and apes.I have also noticed that close to 1/3 of students do not haverequired text.

the concept. (04/18/2016)Enhancement: Incorporate in classexercises targeted to addressesdeficiencies uncovered in the 2SLO areas that the students didnot meet expectations. Haveregular in class textbook exercisesfor credit. (04/22/2014)

respectively (04/22/2014)

Target for Success: In order tomeasure success, 80% of studentswill earn a cumulative score of 80%or better on quiz questions. Reflection (CLICK ON ? FOR INSTRUCTIONS): Assessment

methods were accurate indicators of student learning.

Enhancement: Although studentswere successful with this exercise,I would like to be more specific inthe measure used to evaluateoverall success Using a largevariety of measures feels like itdilutes the evaluative measure.(07/08/2017)

Program Review Reporting Year: 2016-2017Target : Target MetIn this outcome, I had a goal of 80% of students earning ascore of 80% or higher. Results exceeded expectations withapproximately 94% of the class successfully achieving thegoal target of 80% or higher. (07/08/2017)

Exam - Course Test/Quiz - Studentsuccess evaluated throughperformance on weekly quizzes.

ANTH1_SLO_2 - Students willevaluate biological and behavioralsimilarities and differences betweenhumans and non human primates.SLO Status: Active



Enhancement: Incorporate in classexercises targeted to addressesdeficiencies uncovered in the 2SLO areas that the students didnot meet expectations. Haveregular in class textbook exercisesfor credit. (04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target Not MetThe % success for SLO 1, 2, 3, & 4 where 40, 59, 76 and 81%respectively (04/22/2014)

Comments/Notes: The % success forSLO 1, 2, 3, & 4 where 40, 59, 76 and81% respectivelyIncorporate in class exercisestargeted to addresses deficienciesuncovered in the 2 SLO areas thatthe students did not meetexpectations. Have regular in classtextbook exercises for credit.

Exam - Course Test/Quiz -Embedded questions in the exam

Target for Success: In order tomeasure success, 90% of studentswill earn a cumulative score of 85% Reflection (CLICK ON ? FOR INSTRUCTIONS): Assessment

Enhancement: I’ve ceased using asupplementary resource for thecourse due to difficulties intechnology (students were oftenunable to use the CD-Rom). Withthose difficulties and the increasedcost to students which

Program Review Reporting Year: 2016-2017Target : Target MetIn this outcome, I had a goal of 90% of students completinga self-guided lesson with a minimum of 85% of the pointspossible. Results showed a 96% completion rate and a 95%average score for the assessment. (06/16/2017)

Tracked Academic Behavior -Student success will be evaluatedthrough performance on a self-guided lesson.



or better on a self-guided lesson. methods were accurate indicators of student learning but inpart, the results can be predicted by the measureevaluated. Student participation in the self-guided lessonsis always strong. Course materials are designed so thatstudents have the ability to process information and thenapply it in their completion of assignments.

prohibited many from purchasingthe item, I replaced the interactivecomponent with other activities.This was successful in part but thecoherence between elementssuffered as a result. Students stillperformed well overall but there isso much content to be covered insuch a short time that I would liketo isolate sources that bridgesubjects and tighten the alignmentbetween course goals and studentoutcomes. (06/16/2017)

Target for Success: 100%

Reflection (CLICK ON ? FOR INSTRUCTIONS): Move theessay question to the front of the test, supplement essayswith multiple choice questions.

Enhancement: Supplement essaywith multiple choice question,they are easier to answer andwrite (03/26/2018)

Program Review Reporting Year: 2017-2018Target : Target Not MetStudents were able to relate closely non human primatebehavior with human behavior and therefore answer theessay question well. But because the question was at theend of the exam, it appears some were not able tocomplete it fully (03/26/2018)

Other - Short answer Essay questioncomparing human and non humanprimate behavior

ANTH1_SLO_3 - Students will applyscientific, evolutionary, holistic and amultidisciplinary approach tounderstand human biology andbehavior.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Draw onexamples from their experience and family so they canrelate to the content more.

Enhancement: Use Pedigreeconstruction with genetic datafrom families to bring home theconcept (03/26/2018)

Program Review Reporting Year: 2017-2018Target : Target Not Met90% of the students answered the questions on geneticscorrectly (03/25/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The SLO 1assessment questions required a grasp of basic quantitativeconcepts that students did not completely understand. TheSLO 2 responses indicated that students were confused

Enhancement: continue efforts toachieve 100% (04/22/2014)Enhancement: Incorporate in classexercises targeted to addressesdeficiencies uncovered in the 2SLO areas that the students didnot meet expectations. Haveregular in class textbook exercises

Program Review Reporting Year: 2013-2014Target : Target MetThe % success for SLO 1, 2, 3, & 4 where 40, 59, 76 and 81%respectively (04/22/2014)


Exam - Course Test/Quiz - Multiplechoice questions



about the precise relationships between humans and apes.I have also noticed that close to 1/3 of students do not haverequired text.

for credit. (04/22/2014)

Target for Success: In order tomeasure success, 90% of studentswill earn a cumulative score of 85%or better on responses to objectivequestions on the final exam.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Resultsexceeded expectations.

Enhancement: Although studentresults exceeded expectations, Ifeel like using overall achievementis not as accurate a measure asusing a tighter and morecontrolled group of questions.Next time I will endeavor to use amore focused measure with asubset of questions to evaluatestudent success. (07/08/2017)

Program Review Reporting Year: 2016-2017Target : Target MetIn this outcome, I had a goal of 90% of students completingresponses to objective questions on the final exam with aminimum of 85% of the points possible. Results showed a95% completion rate and an 89% average score for theassessment. (07/08/2017)

Exam - Course Test/Quiz - Studentsuccess evaluated through responsesto objective questions on the finalexam.


Exam - Course Test/Quiz - Twomultiple choice exam question aboutdifferent aspects of understandinghuman biology and behavior.

ANTH1_SLO_4 - Evaluate humanbiology and culture as a response to 7million years of evolutionary process.SLO Status: Active Target for Success: My expectations

was that at least 65% of studentswould be succeed in each of the 4SLO’s that I assessed.


Enhancement: Satisfactory resultsand will continue efforts(04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThe % success for SLO 1, 2, 3, & 4 where 40, 59, 76 and 81%respectively (04/22/2014)


Exam - Course Test/Quiz - Questionwere embedded in the midtermexam

Target for Success: In order to

Enhancement: I have set a goal toincrease student participation inthis type of work. (07/08/2017)

Program Review Reporting Year: 2016-2017Target : Target MetIn this outcome, I had a goal of 85% of students completinga written paper with a minimum of 80% of the points

Presentation/Performance - Studentsuccess will be evaluated throughcompletion of a written essay/paper.



measure success, 85% of studentswill complete a written paper with aminimum of 80% of points possible.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Assessmentmethods were accurate indicators of student learning but inpart, the results can be skewed by the number of studentswho choose to complete (or not complete) the assignment.Student success is often high for those who complete thework.

possible. Results showed that students who completed theproject earned average scores in the high ninetypercentages. (07/08/2017)

Target for Success: 100% Reflection (CLICK ON ? FOR INSTRUCTIONS): The DVD'sused helps clarify and bring home the material on primatebehavior and evolution

Enhancement: Continue usingDVD's on primate behavior whichenhance student learning(03/26/2018)

Program Review Reporting Year: 2017-2018Target : Target MetThere was a question about human adaptation and oneabout behavioral evolution (03/25/2018)

Exam - Course Test/Quiz - 2 multiplechoice questions about humanbehavior and culture as a responseto evolution


ANTH 1L:Physical Anthropology Laboratory


ANTH1L_SLO_1 - Analyze humanbiological diversity as a response tophysical, biotic, socio-cultural andbiological factors.SLO Status: Active

Target for Success: Target forsuccess is set at 100% and successshould include understanding therelationship between theenvironment, selective pressures,and the evolution of traits.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Did not spendenough time on 1) the principle of inheritance; and 2)primate social ecology. In areas they students did wellhappen to be areas where they had hands-on experienceand activities.Of note: I did an in-take interview at the beginning of thequarter where I asked the same or similar questions(inheritance question excluded) and the results show +23%in understanding the relationship between theenvironment and evolutionary processes and +4% inthinking that most primates walk on two legs. Theremaining percentages were flat.

Enhancement: Yes, I will includehands-on activities for genetics,include emphasize humans morein the primate social ecology lab,and add more hands-on activitiesfor every lab. (04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target Not MetNEGATIVE OUTCOME: 20% does not understand therelationship between the environment and evolutionaryprocesses; 36% of student population does not understandthat humans compete against each other for access tomates; 12% of the population agrees that most primateswalk on two legs; 88% of students do not understand how ½of DNA ends up in sex cells (important for understandinginheritance). POSITIVE OUTCOME: 80% of populationunderstands there is a relationship between theenvironment and evolutionary processes; 68% understandsthat stone tool technology appears before an importantincrease in brain size (having big brains does not mean highintelligence); 58% understand that natural variations oftraits exist in populations and will be selected on; 76%understand that we share genetic make-up withchimpanzees. (04/22/2014)

Exit Interview - I used SurveyMonkey to assess SLOs. The studentscompleted the survey in class byusing their electronic devices. Theexit interview consisted of questionsaimed to gauge student knowledgeof evolutionary processes and theireffects on humanbiology/physiology, culturalprocesses, and material culture.

Enhancement: Students enteringthis course often have priormisconceptions about naturalselection, specifically the idea of“survival of the fittest,” and it canbe difficult to overcome this.

Program Review Reporting Year: 2015-2016Target : Target MetOf the 35 students who completed the exam question, 21 ofthem (60% of the entire population) earned perfect scoresand met the entire target for success. Of the 14 studentswho did not meet the entire target, 7 students (20% of the

Exam - Course Test/Quiz - This SLOwas assessed using an embeddedexam question that asked studentsto: “Describe a hypothetical scenarioof natural selection in a populationof humans. Be sure to describe: the



Target for Success: The target is forall students to successfully answerall parts of the question (mostspecifically, the student mustdemonstrate that they understandthe importance of reproductivesuccess in natural selection, not justsurvival). An example of a fullysuccessful answer would be: “Manyyears ago, some people were bornwith a mutation that allowed themto digest milk as adults. Because thispopulation herded dairy animals, thepeople with this mutation had anadvantage. They could eat a widerrange of food including dairy, whichkept them well-fed andreproductively successful. Overmany generations, the milk-eatingmutation became more commonbecause it was passed down often.”

Reflection (CLICK ON ? FOR INSTRUCTIONS): 60% of thestudents met the ideal target. 20% of the students cameclose to the target but had a minor misunderstanding thatneeds correcting. Another 20% of the students missed thetarget more considerably and have largermisunderstandings that need correcting.

Current course activities cover theentire process of natural selection,but do not necessarily call directattention to this misunderstanding(namely the undue emphasis onsurvival, rather than reproductivesuccess, in natural selection).However, student success couldbe improved through additionalquestions and tasks that directlytarget this misunderstanding.(04/18/2016)

entire population) met most of the target because theyunderstood the general process of natural selection and itslong-term impact on humans, but they emphasized survivalover reproductive success. The remaining 7 students (20%of the entire population) missed the target because they didnot understand the general process of natural selection andits impact on humans, or because they provided an exampleof a trait that evolved through other mechanisms (such asfounder effect). (04/18/2016)

trait that is involved, how naturalselection impacts the traitfrequency, and what the populationlooks like many generations into thefuture.”

ANTH1L_SLO_2 - Evaluate humanbiology and culture as a response to 7million years of evolutionary process.SLO Status: Active

Target for Success: Target forsuccess is set at 100% and successshould include understanding the

Enhancement: Yes, I will includehands-on activities for genetics,include emphasize humans morein the primate social ecology lab,and add more hands-on activitiesfor every lab.

(04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target Not MetNEGATIVE OUTCOME: 20% does not understand therelationship between the environment and evolutionaryprocesses; 36% of student population does not understandthat humans compete against each other for access tomates; 12% of the population agrees that most primateswalk on two legs; 88% of students do not understand how ½of DNA ends up in sex cells (important for understandinginheritance). POSITIVE OUTCOME: 80% of populationunderstands there is a relationship between theenvironment and evolutionary processes; 68% understandsthat stone tool technology appears before an important

Exit Interview - I used SurveyMonkey to assess SLOs. The studentscompleted the survey in class byusing their electronic devices. Theexit interview consisted of questionsaimed to gauge student knowledgeof evolutionary processes and theireffects on humanbiology/physiology, culturalprocesses, and material culture.



relationship between theenvironment, selective pressures,and the evolution of traits.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Did not spendenough time on 1) the principle of inheritance; and 2)primate social ecology. In areas they students did wellhappen to be areas where they had hands-on experienceand activities.Of note: I did an in-take interview at the beginning of thequarter where I asked the same or similar questions(inheritance question excluded) and the results show +23%in understanding the relationship between theenvironment and evolutionary processes and +4% inthinking that most primates walk on two legs. Theremaining percentages were flat.

increase in brain size (having big brains does not mean highintelligence); 58% understand that natural variations oftraits exist in populations and will be selected on; 76%understand that we share genetic make-up withchimpanzees. (04/22/2014)

Comments/Notes: NEGATIVEOUTCOME: 20% does notunderstand the relationshipbetween the environment andevolutionary processes; 36% ofstudent population does notunderstand that humans competeagainst each other for access tomates; 12% of the population agreesthat most primates walk on two legs;88% of students do not understandhow ½ of DNA ends up in sex cells(important for understandinginheritance). POSITIVE OUTCOME:80% of population understandsthere is a relationship between theenvironment and evolutionaryprocesses; 68% understands thatstone tool technology appearsbefore an important increase inbrain size (having big brains does notmean high intelligence); 58%understand that natural variations oftraits exist in populations and will beselected on; 76% understand thatwe share genetic make-up withchimpanzees.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Overall, the

Enhancement: Currentcoursework includes manyactivities and discussions aboutphysical and cultural traits inhumans and our close relatives.However, this information isspread over several weeks. Thismay make it harder for students tounderstand the over-archingtrends. Students may be focusing

Program Review Reporting Year: 2015-2016Target : Target MetOf the 34 students who completed the exam question, 22 ofthem (65% of the entire population) correctly answeredboth parts of the question, 8 students (23%) provided agood explanation for why our species survived (part one)but did not support their answer with appropriate evidence(part two), 4 students (12%) did not answer either part ofthe question correctly. (04/18/2016)

Exam - Course Test/Quiz - This SLOwas assessed using an embeddedexam question that asked studentsto: “Consider the diversity of thelater Homo species we discussed inclass. Why do you think our directancestor survived when the otherspecies went extinct? Provide oneappropriate form of evidence fromthe fossil record that supports your



Target for Success: The target is forall students to successfully answerboth parts of the question. Anexample of a successful answerwould be as follows: “The Homosapiens survived because they weremore generalized and could adjustto the changing climate at the end ofthe Ice Age. The fossil record showsthat humans were tall and lean andcould physically function in a widerange of environments. Incomparison, the Neanderthals weretoo specialized for cold weather(with stocky bodies and large nasalopenings seen in their fossils). Whenthe weather warmed up, our specieswas better suited to the newenvironment.”

majority of students (88%) are successfully identifyingadvantages our species may have had (part one of thequestion), but some of those students seem to strugglewith linking their interpretation to direct evidence in thefossil record. Among the 8 students who completed partone correctly but did not successfully complete part two ofthe question, several students attempted to provideevidence. However, the evidence they provided was relatedto much earlier fossil species, or it did not actually supporttheir argument. (For example, one student identified thehuman advantage as technological but then provided DNAevidence of interbreeding between humans andNeanderthals, rather than information about technology.)

on the facts in each separateweek’s material, rather thanconsidering how these lines ofevidence come together tosupport bigger interpretations ofhuman history. Additional follow-up questions in class, particularlyquestions that bridge contentfrom multiple class meetings,could further improve studentlearning. Students may alsobenefit from being given alearning tool, such as a timelinethey can add to over the severalweeks when this content iscovered. (04/18/2016)

opinion.”

ANTH1L_SLO_3 - Evaluate biologicaland behavioral similarities anddifferences between humans and nonhuman primates.SLO Status: Active

Target for Success: For all

Enhancement: I found that videomaterial helps bring the fossils tolife and will continue to use videosin the future.

For the lab on cell types, thehands-on lab of the stages formitosis and meiosis helpsstudents. I may also insert areading about cancers and whathappens when cell division doesnot work as expected. This mayhelp given additional context to aseemingly abstract concept.

For ethe evolution question, I havenow included a lab session thatspecifically addresses someevolutionary fallacies at the

Program Review Reporting Year: 2013-2014Target : Target Not Met1. At the start of term, 20 students correctly identified thedifference between mitosis and meiosis. 28 did not. [48students total]When tested on the material during the course by quizquestion, 38 students correctly identified the difference and10 did not. [48 students total]2. Zero students were able to name a stone tool technologyat the beginning of the course. They knew what stone toolswere (“tools made of stone”) but not the names of anyspecific technologies (Oldowan, Acheulian, Mousterian,Upper Paleolithic, etc).When tested again at the end of the course, 15 studentscould identify H. erectus with acheulian tools, 15 studentscould name either the hominine or the stone tooltechnology but not both, and 16 students still could notanswer the question at all. [46 students total]3. 32 students out of 48 were able to answer this question

Exit Interview - 1. The examquestion asked students todistinguish between mitosis andmeiosis.2. Students were asked about astone tool technology and thehominine most associated with thattechnology.3. Primates should be able toidentify that human bipedality is notthe norm with respect to allprimates (primate differences)4. Students were asked whethersome creatures are more evolvedthan other creatures. The question isdirected at the fallacy of “evolutionas progress”.



assessments, 75% of the class shouldbe able to correctly answer the examquestions based on the SLO.

For the “evolution as progress”assessment, students should also beable to explain the reasoning behindtheir answer.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Material thatinvolves a definition is easy to memorize for any given quiz,but difficult to retain across quarters. This seemed to betrue for both the cell question and the fossil/stone tool usequestion. We did a lab section for each of the topics tested,which provided further understanding and interaction withmaterials that will hopefully help students remember thismaterial into the future. In most cases, seeing the relevanceof such specific knowledge is difficult to relate to.

With the fossils, the use of video material also helpedreinforce the names and relationships between fossilspecies and stone tools technologies.

In terms of (4), evolution as progress, I did not explicitlycover this material in lab. Instead, we talked aboutexamples of evolution and the interaction between animalsand their environments. While this meant that I expectedless improvement on this question, I think the studentswere thinking about the question differently. I have nowincluded a lab session that specifically addresses someevolutionary fallacies at the beginning of the course, andwill continue with my previous discussions to provideexamples.

beginning of the course, and willcontinue with my previousdiscussions to provide examples. (04/22/2014)

at intake. This was not re-assed later in the course.4. At intake, 11 students out of 48 correctly answered thatevolution is not about progress but about the relationshipbetween organisms and their environment, that evolutiondid not necessarily equate to progress, nor that evolutionwas inherently progressive. At re-assessment, 21studentswere able to correctly answer the question with theirreasoning, A further 17 students felt that some organismsare more evolved than others, but that this wasn’t true forall comparisons. Just 10 students could not answer thequestion correctly at all. (04/22/2014)

Comments/Notes: At intake, 11students out of 48 correctlyanswered that evolution is not aboutprogress but about the relationshipbetween organisms and theirenvironment, that evolution did notnecessarily equate to progress, northat evolution was inherentlyprogressive. At re-assessment,21students were able to correctlyanswer the question with theirreasoning, A further 17 students feltthat some organisms are moreevolved than others, but that thiswasn’t true for all comparisons. Just10 students could not answer thequestion correctly at all.

Enhancement: Currentcoursework includes activities thatask students to distinguish

Program Review Reporting Year: 2015-2016Target : Target MetOf the 35 students who completed the exam question, 34 of

Exam - Course Test/Quiz - This SLOwas assessed using an embeddedexam question that asked students



Target for Success: This SLO wasassessed using an embedded examquestion that asked students to:“Match four primates [Lemur, NewWorld Monkey, Old World Monkey,and Ape] to their descriptions [whichincluded information about bodysize, dentition, limb proportions,nostril orientation, and otherdefining physical features].”

Reflection (CLICK ON ? FOR INSTRUCTIONS): Overall, themajority of students are successfully identifying all fourprimates, and students seem particularly successful withidentifying the lemur (perhaps because it has the mostunusual features). Students seem to struggle a bit morewith the monkeys and apes, and they seem to have thehardest time with the Old World monkey, which they maymisidentify as a New World monkey or an ape. Thisconfusion may be related to the greater similarity amongthese primates, especially the numerous traits sharedbetween Old World monkeys and apes. When primategroups have more in common, the students must havedeeper knowledge of their differences to readily distinguishthe primate groups.

between different primates andidentify physical features in theprimates’ skulls to support thisclassificatory distinction. Theseside-by-side comparisons include:an ape compared to a lemur; aNew World monkey compared toan Old World monkey, and an OldWorld monkey compared to anape. These activities seem to besupporting student success, asstudents are learning thedifferences and applying thatknowledge on the exam. However,additional follow-up questions inclass, particularly questionsfocused on the differencesbetween monkeys and apes, couldfurther improve student learningand bring the target success rateeven closer to 100% (04/18/2016)

them (97% of the entire population) correctly identified thelemur primate, 33 students (94%) correctly identified theNew World monkey, 31 (88%) correctly identified the OldWorld monkey, and 32 (91%) correctly identified the ape.(04/18/2016)

to: “Match four primates [Lemur,New World Monkey, Old WorldMonkey, and Ape] to theirdescriptions [which includedinformation about body size,dentition, limb proportions, nostrilorientation, and other definingphysical features].”

ANTH1L_SLO_4 - Apply scientific,evolutionary, holistic and amultidisciplinary approach tounderstand human biology andbehaviorSLO Status: ActiveOutcome Creation Date: 09/25/2017


ANTH 2:Cultural Anthropology


ANTH2_SLO_1 - Students will apply ascientific, holistic and amultidisciplinary approach tounderstand and analyze humanbehavior.SLO Status: Active

Target for Success: 100% Studentssuccessfully answer the multiple-choice questions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Reflection andAnalysis: I was able to meet my targets for improvement(+15%) and minimum correct answer rate (80%) for SLOs 1,3 and 4. SLO 2 underperformed by 2%. This SLO focused oncultural relativism. As the value and limitations of culturalrelativism were themes explored during nearly every unit ofmy course I’m left wondering if perhaps there was adisconnect between the question I used to access studentunderstanding of this concept and how it was discussed inclass.

Program Review Reporting Year: 2015-2016Target : Target MetAssessment Method: Students were assessed by integratingfour SLO oriented multiple choice questions into their firstmidterm and again during the final. A comparison ofstudent performance for each SLO question was thentabulated to measure student improvement andachievement of these SLOs over the course of the quarter.Assessment Data Summary:N = 45SLO 1: midterm 33/46 (72%), final 41/45 (91%)(04/18/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students varyin their capacity to assimilate course material, particularlywithin a testing regime that attempts to objectively

Enhancement:Enhancement/Action: I willcontinue to work to better engageSLOs in Anthro 02 in ways that arerelatable to students. Finding waysto communicate SLOs in ways thatstudents find more organic totheir everyday experiencesensures that learning objectivesare internalized rather than simply(temporarily) memorized. Inaddition to this I will also work todevelop assessment questionsthat better reflect how studentslearn important concepts.

Program Review Reporting Year: 2013-2014Target : Target MetCourse participants did moderately well. There’s alwaysroom for improvement.

N= 251) 19 (76%)2) 19 (76%)3) 9 (36%)4) 14 (56%)5) 23 (92%) (04/22/2014)

Comments/Notes: Students vary intheir capacity to assimilate coursematerial, particularly within a testingregime that attempts to objectivelyquantify different types of learningand broad, complex concepts withina singular assessment instrument. Inthe future I will take more time inclass to ensure that my students arebetter prepared to demonstratetheir understanding of complexconcepts and values within anobjectively scaled assessmentinstrument.

Exam - Course Test/Quiz - Studentswere assessed using a series ofmultiple-choice questionsadministered at the start and theend of the quarter. Each questionedwas designed to test studentsunderstanding of a coreanthropological concept or valueexemplified by course SLOs



quantify different types of learning and broad, complexconcepts within a singular assessment instrument.

(04/18/2016)Enhancement: In the future I willtake more time in class to ensurethat my students are betterprepared to demonstrate theirunderstanding of complexconcepts and values within anobjectively scaled assessmentinstrument. (04/22/2014)

Target for Success: At least 90% ofthe students will succesfullydemonstrate their skill using thismethod. (possibly higher)

Project - The project is a ten pagedocument showcasing a specificculture and various details aboutlanguage, customs, holidays, etc. Theend result is a written response thatincludes images and chartsdocumenting ethnographic data.

ANTH2_SLO_2 - Students willrecognize the value of culturalrelativism and the validity of eachculture as an adaptive strategy to thechallenge of physical and socialenvironment.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Reflection andAnalysis: I was able to meet my targets for improvement(+15%) and minimum correct answer rate (80%) for SLOs 1,3 and 4. SLO 2 underperformed by 2%. This SLO focused oncultural relativism. As the value and limitations of culturalrelativism were themes explored during nearly every unit ofmy course I’m left wondering if perhaps there was adisconnect between the question I used to access studentunderstanding of this concept and how it was discussed in

Program Review Reporting Year: 2015-2016Target : Target MetAssessment Method: Students were assessed by integratingfour SLO oriented multiple choice questions into their firstmidterm and again during the final. A comparison ofstudent performance for each SLO question was thentabulated to measure student improvement andachievement of these SLOs over the course of the quarter.SLO 2: midterm 30/46 (65%), final 35/45 (78%)(04/18/2016)

Comments/Notes: Students vary intheir capacity to assimilate coursematerial, particularly within a testingregime that attempts to objectivelyquantify different types of learningand broad, complex concepts withina singular assessment instrument.

Exam - Course Test/Quiz - Studentswere assessed using a series ofmultiple-choice questionsadministered at the start and theend of the quarter. Each questionedwas designed to test studentsunderstanding of a coreanthropological concept or valueexemplified by course SLOs



class.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students varyin their capacity to assimilate course material, particularlywithin a testing regime that attempts to objectivelyquantify different types of learning and broad, complexconcepts within a singular assessment instrument.

Enhancement:Enhancement/Action: I willcontinue to work to better engageSLOs in Anthro 02 in ways that arerelatable to students. Finding waysto communicate SLOs in ways thatstudents find more organic totheir everyday experiencesensures that learning objectivesare internalized rather than simply(temporarily) memorized. Inaddition to this I will also work todevelop assessment questionsthat better reflect how studentslearn important concepts.(04/18/2016)Enhancement: In the future I willtake more time in class to ensurethat my students are betterprepared to demonstrate theirunderstanding of complexconcepts and values within anobjectively scaled assessmentinstrument. (04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target MetN= 251) 19 (76%)2) 19 (76%)3) 9 (36%)4) 14 (56%)5) 23 (92%) (04/22/2014)

In the future I will take more time inclass to ensure that my students arebetter prepared to demonstratetheir understanding of complexconcepts and values within anobjectively scaled assessmentinstrument.

ANTH2_SLO_3 - Students will analyzecultural diversity, and explain howthey arose and change. They will alsoidentify underlying similaritiesbetween cultures.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Reflection andAnalysis: I was able to meet my targets for improvement(+15%) and minimum correct answer rate (80%) for SLOs 1,

Program Review Reporting Year: 2015-2016Target : Target MetAssessment Method: Students were assessed by integratingfour SLO oriented multiple choice questions into their firstmidterm and again during the final. A comparison ofstudent performance for each SLO question was thentabulated to measure student improvement andachievement of these SLOs over the course of the quarter.SLO 3: midterm 26/46 (57%), final 40/45 (89%)(04/18/2016)

Comments/Notes: Students vary in

Exam - Standardized - Students wereassessed using a series of multiple-choice questions administered at thestart and the end of the quarter.Each questioned was designed totest students understanding of acore anthropological concept orvalue exemplified by course SLOs



3 and 4. SLO 2 underperformed by 2%. This SLO focused oncultural relativism. As the value and limitations of culturalrelativism were themes explored during nearly every unit ofmy course I’m left wondering if perhaps there was adisconnect between the question I used to access studentunderstanding of this concept and how it was discussed inclass.


Enhancement: I will continue towork to better engage SLOs inAnthro 02 in ways that arerelatable to students. Finding waysto communicate SLOs in ways thatstudents find more organic totheir everyday experiencesensures that learning objectivesare internalized rather than simply(temporarily) memorized. Inaddition to this I will also work todevelop assessment questionsthat better reflect how studentslearn important concepts.(04/18/2016)Enhancement: In the future I willtake more time in class to ensurethat my students are betterprepared to demonstrate theirunderstanding of complexconcepts and values within anobjectively scaled assessmentinstrument. (04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target Not MetN= 251) 19 (76%)2) 19 (76%)3) 9 (36%)4) 14 (56%)5) 23 (92%) (04/22/2014)

their capacity to assimilate coursematerial, particularly within a testingregime that attempts to objectivelyquantify different types of learningand broad, complex concepts withina singular assessment instrument.

ANTH2_SLO_4 - Students embody theattitude that humans are not superiorto their environment but an integralpart of their natural and culturalenvironment on this planet.SLO Status: Active

Program Review Reporting Year: 2015-2016Target : Target MetAssessment Method: Students were assessed by integratingfour SLO oriented multiple choice questions into their firstmidterm and again during the final. A comparison ofstudent performance for each SLO question was thentabulated to measure student improvement and

Exam - Course Test/Quiz - Studentswere assessed using a series ofmultiple-choice questionsadministered at the start and theend of the quarter. Each questionedwas designed to test studentsunderstanding of a core



Target for Success: Studentssuccessfully answer the multiple-choice questions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I was able tomeet my targets for improvement (+15%) and minimumcorrect answer rate (80%) for SLOs 1, 3 and 4. SLO 2underperformed by 2%. This SLO focused on culturalrelativism. As the value and limitations of culturalrelativism were themes explored during nearly every unit ofmy course I’m left wondering if perhaps there was adisconnect between the question I used to access studentunderstanding of this concept and how it was discussed inclass.

achievement of these SLOs over the course of the quarter.SLO 4: midterm 32/46 (70%), final 44/45 (98%)(04/18/2016)


Enhancement: I will continue towork to better engage SLOs inAnthro 02 in ways that arerelatable to students. Finding waysto communicate SLOs in ways thatstudents find more organic totheir everyday experiencesensures that learning objectivesare internalized rather than simply(temporarily) memorized. Inaddition to this I will also work todevelop assessment questionsthat better reflect how studentslearn important concepts.(04/18/2016)Enhancement: Students vary intheir capacity to assimilate coursematerial, particularly within atesting regime that attempts toobjectively quantify differenttypes of learning and broad,complex concepts within asingular assessment instrument.(04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target Not MetN= 251) 19 (76%)2) 19 (76%)3) 9 (36%)4) 14 (56%)5) 23 (92%) (04/22/2014)

Comments/Notes: In the future I willtake more time in class to ensurethat my students are betterprepared to demonstrate theirunderstanding of complex conceptsand values within an objectivelyscaled assessment instrument.

anthropological concept or valueexemplified by course SLOs


ANTH 3:Introduction to Archeology


ANTH3_SLO_1 - Demonstrate anability to investigate the relationshipbetween material culture andphysical remains, including how tohypothesize and build a model of pastbehavior from archeologicalevidence.SLO Status: Active

Target for Success: 100%Reflection (CLICK ON ? FOR INSTRUCTIONS): Students wereable to hypothesize and build a model of past behaviorfrom archeological evidence. There is scope forimprovement and efforts will be put in the direction ofreaching out to all the students

Enhancement: Continuedemphasis in lecture and a diverseteaching pedagogy will be used toreach out to to students withdifferent learning styles.(04/15/2016)

Program Review Reporting Year: 2015-2016Target : Target Met75% of the students answered the questions correctly(04/15/2016)

Exam - Course Test/Quiz - Midtermquestions to assess the ability todetermine the relationship betweenmaterial culture and physicalremains.

ANTH3_SLO_2 - Illustrate and explainthe processes of culture change andrecognize the patterns of pastprocesses in present day society.SLO Status: Active

Target for Success: 75% of studentsreceive C or above on the midterms.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Midtermperformance indicates that students demonstrate an abilityto llustrate and explain the processes of culture change andrecognize the patterns of past processes in present daysociety.

Enhancement: Introduce a FieldMethods lab. Acquire materials forthe lab for students to handle andexperience.Continued emphasis of thesematerials in lecture and exams. (04/18/2016)

Program Review Reporting Year: 2015-2016Target : Target Met75% of students scored a B or above, exceeding originalgoal. (04/18/2016)

Exam - Course Test/Quiz - Midtermquestions assess students ability toillustrate and explain the processesof culture change and recognize thepatterns of past processes in presentday society.


ANTH 4:World Prehistory


ANTH4_SLO_1 - Develop anappreciation of the range anddiversity of past human societies, aswell as analyze and evaluate thereasons why other cutures havedeveloped their particular beliefs,practices and institutions.


SLO Status: Active


Target for Success: 75% of thestudents answered the questionscorrectly Reflection (CLICK ON ? FOR INSTRUCTIONS): Continued

emphasis in lectures and using different pedagogicalmethods

Enhancement: Incorporating morevisuals and media to reach out toall students (04/15/2016)

Program Review Reporting Year: 2015-2016Target : Target Met80% of the students answered the exam questions correctly(04/15/2016)

Exam - Course Test/Quiz - Questionson the midterm and final

ANTH4_SLO_2 - Demonstrate anability to investigate the relationshipbetween culture and material culture,including how to hypothesize andbuild a model of past behavior fromarcheological evidence.SLO Status: Active

Target for Success: 75% of studentsreceive C or above on the midterms.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Midtermperformance indicates that students demonstrated anability to investigate the relationship between culture andmaterial culture, including how to hypothesize and build amodel of past behavior from archeological evidence.

Enhancement: Use more hands onactivities and Continued emphasisof these materials in lecture andexams. (04/18/2016)

Program Review Reporting Year: 2015-2016Target : Target Met80% of students scored a B or above, exceeding originalgoal. (04/18/2016)

Exam - Course Test/Quiz - Midtermquestions assess students ability toinvestigate the relationship betweenculture and material culture,including how to hypothesize andbuild a model of past behavior fromarcheological evidence.

ANTH4_SLO_3 - Illustrate and explainthe processes of culture change, andrecognize the patterns of pastprocesses in present day society.SLO Status: Active

Target for Success:75% of students receive C or aboveon the midterms.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Midtermperformance indicates that students demonstrated anability to illustrate and explain the processes of culturechange, and recognize the patterns of past processes inpresent day society.

Enhancement: Continuedemphasis of these materials inlecture and exams. Provideopportunity to connect with morematerials and provide hands onexperience (04/18/2016)

Program Review Reporting Year: 2015-2016Target : Target Met 80% of students scored a B or above, exceeding originalgoal. (04/18/2016)

Exam - Course Test/Quiz - :Midterm questions assess student’sability illustrate and explain theprocesses of culture change, andrecognize the patterns of pastprocesses in present day society.


ANTH 5:Math, Science and REligion


ANTH5_SLO_1 - Students will apply ascientific, holistic and amultidisciplinary approach tounderstand and analyze humanbehaviorSLO Status: ActiveOutcome Creation Date: 09/25/2017

ANTH5_SLO_2 - Students willrecognize the value of culturalrelativism and the validity of systemsof religious and scientific thought andpractice as adaptive strategies to thechallenges of physical and socialenvironmentsSLO Status: ActiveOutcome Creation Date: 09/25/2017

ANTH5_SLO_3 - Students will analyzethe diversity of religious and scientificsystems and explain how they arise,function, and change in the contextsof politics, history, and interculturalencounter. They will also recognizeunderlying similarities between thesesystemsSLO Status: ActiveOutcome Creation Date: 09/25/2017


ANTH 6:Linguistic Anthropology


ANTH6_SLO_1 - KNOWLEDGE:Students will evaluate value of eachdifferent language and dialect, and itsrelationship to different culturalbackgrounds, in which social conflictsand stereotypes are often originatedfrom misunderstanding differentrules of language practice even whenusing the same language.SLO Status: Active

Related Documents:ANTH 6 - 5

Reflection (CLICK ON ? FOR INSTRUCTIONS): The questionswere answered with 90%, 84%, and 75% accuracy. We needto strive towards 100% success.

Enhancement: We will try toaddress the concept more and useother methods of assessmentssuch as presentations, essayquestions or class projects.(04/15/2016)

Program Review Reporting Year: 2015-2016Target : Target MetI gave three multiple choice question on their onlinereading. There were answered with 90, 84, and 75 %accuracy (04/15/2016)

Comments/Notes: 29students tookthe following survey in class.27% of students answered all 3questions correctly.

Exam - Course Test/Quiz - Seerelated documented: ANTH 6 - 5

Target for Success: Over 75% of thestudents answer successfully

Reflection (CLICK ON ? FOR INSTRUCTIONS): Concept willbe stressed more deeply using different and more examples

Enhancement: Will continue theefforts to reach 100% success bydiversifying teaching strategies.(04/15/2016)

Program Review Reporting Year: 2014-2015Target : Target MetOver 75% of the students answer successfully .(04/15/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Target met a100% hence continue the efforts to achieve SLO

Enhancement: 100% success methence just continue efforts toachieve SLOs (04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target Met29students took the following survey in class.27% of students answered all 3 questions correctly. (04/22/2014)


Exam - Course Test/Quiz - 1. Whichof the languages is the mostintelligent language?a. Frenchb. Germanc. Swahilid. African American Languagee. All languages are equally valid aslong as they are effective systems ofcommunication. (100%)

ANTH6_SLO_2 - Student diffirentiatedifferent sound systems of differentlanguages which make non-nativespeakers speak foreign languageswith accents.SLO Status: Active

Exam - Course Test/Quiz - Seerelated document: ANTH 6 - 5

Reflection (CLICK ON ? FOR INSTRUCTIONS): Have a betterunderstanding of what needs to better emphasized andusing different pedagogical methods

Enhancement: Diversify teachingmethods to reach out to all thestudents. Add more visuals andarticles. (04/15/2016)

Program Review Reporting Year: 2015-2016Target : Target MetStudents answered with 86% and 75% accuracy(04/15/2016)

Exam - Course Test/Quiz - 1. ManyKoreans who speak English as thesecond language pronounce bothEnglish words “right” and “light” as[lait] becausea. their native language hasno [r].(48%)


https://deanza.tracdat.com:443/tracdat/viewDocument?y=Bf2v7eGuE5Gi


Target for Success: Over 75% ofstudents answer successfully

Reflection (CLICK ON ? FOR INSTRUCTIONS): Provide moreexamples in class, stress on the concept and use anotherlearning strategy

Enhancement: Need to diversifyteaching methods to reach out toall the students with differentteaching needs (04/15/2016)Enhancement: Add a reading andin class discussion exercise tostress on the concept(04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target Not Met48% students responded correctly (04/22/2014)


b. their biological structuredoes not permit them to pronounce[r].(4%)c. the morphologicalstructure of their native language isdrastically different from that ofEnglish. (48%)d. Korean speakers are lessintelligent than English speakers.

2. The privileged accent of alanguage has mostly to do with a. how the sound is similar to itsreligious language (7%) b. social and political positions ofthe speakers. (66%) c. gender. d. nothing. There is no privilegedaccent of any language in the world.(24%) e. the number of phones. The morephones, the more privileged itsaccent.(3%)

ANTH6_SLO_3 - Students formatepatternsof language changes byinvestigating historicall changes ofdifferent languages.SLO Status: Active

Exam - Course Test/Quiz - Questionsembedded in quizzes and exams todetermine patterns of languagechange by investigating historicallchanges of different languages.

ANTH6_SLO_4 - SKILLS: Studentsdemonstrate the abilty to analyze

Exam - Course Test/Quiz - Questionsembedded in quizzes and exams to



languages in social and culturalcontexts, to build a lo of verbal andnonverbal characteristics to illustratecultuural uniqueness.SLO Status: Active

demonstrate the abilty to analyzelanguages in social and culturalcontexts, to build a lot of verbal andnonverbal characteristics to illustratecultural uniqueness.

ANTH6_SLO_5 - Students also teach(educate) other students by reflectingupon their own language practicesand demonstrate these examplesrelevant to anthropological concepts.SLO Status: Active

Project - As part of a project thestudents will demonstrate theseexamples relevant toanthropological concepts


ANTH 64 (X-Z):Anthropology Internships


ANTH64_SLO_1 - Applyanthropological skills to assess therole of office, agency, or organizationin the services provided and how theindividuals/groups work to achievetheir goalsSLO Status: Special ProjectsOutcome Creation Date: 09/25/2017

ANTH64_SLO_2 - Examine how theoffice, agency, or organization's workimpacts the target communities /clients, and how anthropologicalthinking can influence their activities.SLO Status: Special ProjectsOutcome Creation Date: 09/25/2017


ANTH 68:Anthropology and Museums


ANTH68_SLO_1 - Students will applyscientific, evolutionary, holistic and amultidisciplinary approach tounderstanding human biology andbehavior.SLO Status: ActiveOutcome Creation Date: 09/20/2014

Exam - Course Test/Quiz -Embedded questions use todetermine is students havemastered the use of scientific,evolutionary, holistic and amultidisciplinary approach tounderstanding human biology andbehavior.

ANTH68_SLO_2 - Students willevaluate the function of the museumsincluding acquisitions, conservation,researching, exhibition andinterpretation of the materials.SLO Status: ActiveOutcome Creation Date: 09/20/2014

Project - Students will develop anexhibit to apply their understandingbehind acquisitions, conservation,researching, exhibition andinterpretation of the materials.

ANTH68_SLO_3 - Students will applycuratorship in developing exhibitionsand transform the gallery into civicand learning spaces for theircommunities.SLO Status: ActiveOutcome Creation Date: 09/20/2014

Project - Students will developexhibits and apply curatorship andtransform the gallery into civic andlearning spaces for theircommunities.


ANTH 7:Introduction to Forensic Anthropology


ANTH7_SLO_2 - Students will developthe skills to recover, examine, extractand interpret data for the remains foruse in the medico-legal community.SLO Status: ActiveOutcome Creation Date: 09/10/2013

Target for Success: All studentsshould be able to complete thissuccessfully by the end of the class

Reflection (CLICK ON ? FOR INSTRUCTIONS): Striving toachieve a 100% success. we will continue to offer morehands on opportunities, acquire more access to real boneand provide student with more experience,

Enhancement: We will try toacquire more real bone forstudents to get an opportunity toexamine and apply their forensicskills (04/15/2016)

Program Review Reporting Year: 2015-2016Target : Target MetAll students completed the laboratory exercises with a 90%accuracy level. (04/15/2016)

Laboratory Project - The studentscritically examined casts, real bones,and photographs to determine theage, sex, and cause of death of theindividual. They determined theabove based on examination andmeasurement of the pelvis, femoraland humeral head, proximal tibialbreadth and scapular height, andmetamorphosis of the pubicsymphysis.

Target for Success: 90 - 100%

Laboratory Project - Examination,Identification, analysis andInterpretation of the material

ANTH7_SLO_1 - Students will applyscientific, evolutionary, holistic and amultidisciplinary approach tounderstanding human biology andbehaviorSLO Status: ActiveOutcome Creation Date: 09/10/2013

Laboratory Project - Students applyscientific, evolutionary, holistic and amultidisciplinary approach tounderstanding human biology andbehavior in the context of Forensicanthropology

ANTH7_SLO_3 - Students willrecognize the ethical responsibilitiesof a forensic anthropologist andunderstand the position of thediscipline as an applied field ofanthropology.SLO Status: ActiveOutcome Creation Date: 09/10/2013

Exam - Course Test/Quiz -Embedded questions used to test ifstudents can recognize the ethicalresponsibilities of a forensicanthropologist and understand theposition of the discipline as anapplied field of anthropology.


Dept - (SSH) Child Development


C D 101W:Current Issues in Child Development


CD101W_SLO_1 - Investigate andcritique a current issue or group ofissues related to Child Development

SLO Status: Course Not CurrentlyTaught


C D 101X:Current Issues in Child Development


CD101X_SLO_1 - Investigate andcritique a current issue or group ofissues related to Child DevelopmentSLO Status: Course Not CurrentlyTaught


C D 101Y:Current Issues in Child Development


CD101Y_SLO_1 - Investigate andcritique a current issue or group ofissues related to Child Development


C D 101Z:Current Issues in Child Development


CD101Z_SLO_1 - Investigate andcritique a current issue or group ofissues related to Child Development


C D 102W:Curriculum for Child Development Personnel


CD102W_SLO_1 - Develop new skillsand knowledge in selected areas ofcurriculum for child developmentpersonnel



C D 102X:Curriculum for Child Development Personnel


CD102X_SLO_1 - Develop new skillsand knowledge in selected areas ofcurriculum for child developmentpersonnel


C D 102Y:Curriculum for Child Development Personnel


CD102Y_SLO_1 - Develop new skillsand knowledge in selected areas ofcurriculum for child developmentpersonnel


C D 102Z:Curriculum for Child Development Personnel


CD102Z_SLO_1 - Develop new skillsand knowledge in selected areas ofcurriculum for child developmentpersonnel

Target for Success: All students willcomplete their daily journals andhave in-depth reflection on theactivities and physical setting of theprograms they visited.

Other - Students are required towrite daily journals. During the threeweek trip in Taiwan they will visitvarious types of high quality childcare programs. They will evaluatewhat they observe in each programand reflect on their daily experience.


C D 103W:Topics in Preschool Program Administration


CD103W_SLO_1 - Develop new skillsand knowledge to be applied topreschool administrative issues.SLO Status: Course Not CurrentlyTaught


C D 103X:Topics in Preschool Program Administration


CD103X_SLO_1 - Develop new skillsand knowledge to be applied topreschool administrative issues.


C D 103Y:Topics in Preschool Program Administration


CD103Y_SLO_1 - Develop new skillsand knowledge to be applied topreschool administrative issues.


C D 103Z:Topics in Preschool Program Administration


CD103Z_SLO_1 - Develop new skillsand knowledge to be applied topreschool administrative issues.


C D 10G:Child Development (The Early Years)


CD10G_SLO_1 - Investigate how thestudy of child development fits intothe broader field of scientific research


SLO Status: Active

Target for Success: 75%Reflection (CLICK ON ? FOR INSTRUCTIONS): Toddlerobservation is the first assignment. Providing theopportunity for students to go through their finished write -ups of the observation in class helps the students to trulyunderstand how to separate their inferences from the facts.Most of them worked on it hard and submitted the rewritewith confidence. There were almost no mistakes in theirsecond naturalistic observation (Preschooler Observation)for they have learned to write running observationcorrectly.

Enhancement: Three instructorsdiscussed the possibility ofoffering rewrite opportunities forCD/PSY 10G students for theirobservations at the staff meeting.Only the time constriction seemsto limit the possibility. It wassuggested that we can require 2naturalistic observations insteadof 3, then the students andinstructors will have more time todiscuss the details of runningobservation with the students.(12/22/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOut of 37 students, 37 students completed the Toddlernaturalistic observation and 35 students completed thePreschooler naturalistic observation. Approximately 80% ofthe 37 students achieved a satisfactory score which is B forthe Toddler naturalistic observation. 90% of the 35 studentsachieved a satisfactory score which is B for the Preschoolernaturalistic observation. (12/22/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The instructorhas been focusing on teaching the students to do therunning observation correctly. More time were spent inexplaining how to separate inference from the facts andasking students to evaluate each others' runningobservation. Therefore the students had no problemwriting the second observation.

Enhancement: MostCD10G/PSY10G instructors require3 observation assignments. Withmore materials to be covered andtested CD10G/PSY10G classdoesn't usually offer enough timefor explaining how to write arunning record in details. The 10Ginstructors should have theflexibility of requiring 2 or 3naturalistic observationassignment. (12/22/2016)

Program Review Reporting Year: 2016-2017Target : Target MetOut of the 33 students, 32 of them completed both theToddler and the Preschooler observations. 96% of thesestudents completed their Toddler Observation with asatisfactory score which is B. 100% of the 32 studentscompleted their Preschooler Observation with A.(12/22/2016)

Program Review Reporting Year: 2015-2016Target : Target MetStudents completed training and development in

Other - Students will be assignedthree observations of young childrenages 0 to 5 over the period of aquarter. One to 3 running recordswill be recorded and turned in with arubric for grading. The student willbe given the rubric before theassignment is turned in. This willallow them to see how the gradingwill take place.



descriptive and qualitative data collection and analysis.Students completed data collection and analysis ininterviewing and observation methodologies. Studentscompleted one graded interview assignment and onegraded naturalistic observation. Both assignments had arubric and students were provided them prior to theassignment. Important students also completed articleanalysis of research articles in child development (prenatalto 72 months). Students utilized this information in theanalysis and discussion of their observation and interviewdata.

The following data represents the naturalistic observationassignment, interview assignment and article analysis. 75%of the students (19/22) Child Development studentscompleted the naturalistic observation assignment. 3students did not complete the assignment. 19/22 studentsreceived a grade of 80% or higher. Students were able toinclude and citations from textbook or research articles theyhad read in their analysis and discussion portions of theirobservation papers.

All 100% of the six psychology students enrolled in thecourse completed the assignment and received a grade of90% or higher.

The total percentage in all students completing thenaturalistic observation with a grade of 80% or higher was89%.

The three students who did not turn in their assignmentwere provided with multiple extensions to assist, includingsubmitting after the class had ended; however, the studentsdid not turn in an assignment and grades were due.Noteworthy, all three students did complete the interviewassignment with a grade of 76% or higher. The studentsdemonstrated that they could collect research data onprenatal and early development from parents. Thisdemonstrated their abilities to collaborate and work withparents in an effort to understand the child development of



Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentscompleted training and development in descriptive andqualitative data collection and analysis. Students completeddata collection and analysis in interviewing and observationmethodologies. Students completed one graded interviewassignment and one graded naturalistic observation. Bothassignments had a rubric and students were provided themprior to the assignment. Important students also completedarticle analysis of research articles in child development(prenatal to 72 months). Students utilized this informationin the analysis and discussion of their observation andinterview data.

The following data represents the naturalistic observationassignment, interview assignment and article analysis. 75%of the students (19/22) Child Development studentscompleted the naturalistic observation assignment. 3students did not complete the assignment. 19/22 studentsreceived a grade of 80% or higher. Students were able toinclude and citations from textbook or research articlesthey had read in their analysis and discussion portions oftheir observation papers.

a child’s prenatal, delivery, and first year of life. Importantall 28 students enrolled in the course completed theassignment with greater than 75% success.

Lastly, in an analysis of why the students did not completethe naturalistic observation assignment, each case wasunique. Given this, each student passed the class with a Cgrade or better based on other assignments submittedincluding final, midterm, interview assignment, and in the inclass activities on interviewing and observation datacollection and analysis including practicing interviewingtechniques and running records. All students were presentfor the article analysis activities and demonstrated theirunderstanding of how child development fit into the largersocial science research.

Martina Ebesugawa (05/06/2016)



All 100% of the six psychology students enrolled in thecourse completed the assignment and received a grade of90% or higher.

The total percentage in all students completing thenaturalistic observation with a grade of 80% or higher was89%.

The three students who did not turn in their assignmentwere provided with multiple extensions to assist, includingsubmitting after the class had ended; however, thestudents did not turn in an assignment and grades weredue. Noteworthy, all three students did complete theinterview assignment with a grade of 76% or higher. Thestudents demonstrated that they could collect researchdata on prenatal and early development from parents. Thisdemonstrated their abilities to collaborate and work withparents in an effort to understand the child development ofa child’s prenatal, delivery, and first year of life. Importantall 28 students enrolled in the course completed theassignment with greater than 75% success.

Lastly, in an analysis of why the students did not completethe naturalistic observation assignment, each case wasunique. Given this, each student passed the class with a Cgrade or better based on other assignments submittedincluding final, midterm, interview assignment, and in the inclass activities on interviewing and observation datacollection and analysis including practicing interviewingtechniques and running records. All students were presentfor the article analysis activities and demonstrated theirunderstanding of how child development fit into the largersocial science research.

Martina Ebesugawa

Program Review Reporting Year: 2014-2015Target : Target MetOf the 45 students, 41 students completed the final



Reflection (CLICK ON ? FOR INSTRUCTIONS): Meetings willbe scheduled with students not performing well duringclass.

naturalistic observations successfully. 80% of these studentsachieved a satisfactory score. The results reflects 1 sectionof CD-10G taught by one instructor. 80% students enrolledin this section met the course target. (03/29/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Spring 2013 (1section)The results reveal that students understood howchild development fits into a broader body of knowledge.Students had an opportunity to study in small groups,prepare with study guides, and hold in class small groupdiscussion of questions directly linked to understandinghow child development fits into a broader body ofknowledge. In class and required activities help students besuccessful.

Enhancement: Review withfaculty. (09/30/2013)

Program Review Reporting Year: 2012-2013Target : Target MetSpring2013 (1 section) Data from Test/ExamOf the 33 students enrolled, 30 students answeredsatisfactorily the test questions provided. 90% of thesestudents achieved a satisfactory score. 90% studentsenrolled in this section met the course target. (07/08/2013)

Enhancement: To ensure thatstudents are successful, I willwithdraw them after 3 alerts.Several of these students did notrespond to alerts and hencereceived an F grade. I will learnalso the alert system used at DeAnza to empower my studentstowards success. (04/26/2013)Enhancement: Added a 2ndobservation assignment thisquarter. Need to add 2observations done during classtime and forhomework. (12/30/2012)Enhancement: Added a 2nd

Program Review Reporting Year: 2012-2013Target : Target Meta. Assessed in pregnancy interview and observationassignment. Students completed interviewand observation qualitative research techniques includingcoding and theme development.b. Students learned how to analyze a research paper andwere assessed midterm and final examsc. Students were assessed on their understanding of variousdomains of development on themidterm and final.d. Students viewed and were assessed on atypicaldevelopment, the inclusion of children intotypical environments and were assessed on the final exam.e. Students were taught and the trajectory as outlined inthe California Preschool Framework, for English LanguageLeaners and were assessed on the final exam.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Students whocompleted the course performed at Target level 70% andabove. Students who did not complete the course and didnot withdraw themselves, received a failing grade. It isimportant that I learn the alert system at De Anza college toensure that students are able to make wise decisionsregarding staying in the class. The new rule of 3 W's at DeAnza College may be one reason why students are optingfor an Failing grade rather than a W.

observation assignment thisquarter. Need to add 2observations done during classtime and forhomework. (12/30/2012)

G. Students were taught about cultural diversity as it relatesto development. They viewed the documentary Babies andwere awareness of cultural diversity and development wasassessed on the final.77% of the class received an overall grade of C or better inthe course. Note 5 of the students did not drop themselvesand received an F grade 15%. 3 students received a letter Dgrade, 8%. Overall the class met its Target.Observation and pregnancy interview qualitative data 68%received a C grade or better on the 1st and 2nd Observationassignment. 82% received a C grade or better on theinterview assignment. Target 70% of students forobservation key assessment, was not met by 2%. This was aresult of many students not withdrawing by the deadline15%. Of the 7 psychology students who were enrolled 100%received a C grade or better on the interview assignmentand the first observation and 86% received a C grade orbetter on the 2nd observation (6/7 students). 86% of thepsychology students received an overall letter grade of a Cor better and only 1 student did no complete the course. Ofthe total psychology and child development students in thissection 30/41 received a C grade or better 78%. Thereforefor the entire class in this section the Target was met.(04/26/2013)

Enhancement: Assessment resultswill be shared with all faculty whoteach this class and we will designa plan of action to promoteconsistency in teaching across allthe early childhood educationcourses observation methods and

Program Review Reporting Year: 2012-2013Target : Target MetOf the 37 students enrolled, 32 students submitted therunning records observations. 100% of these studentsachieved a satisfactory score.In a second section of CD10G: Two Observation assignmentswere completed by students. Current data are

Other - Students will be assignedthree observations of young childrenages 0 to 5 over the period of aquarter. One to 3 running recordswill be recorded and turned in with arubric for grading. The student willbe given the rubric before the



Target for Success: 90% of studentsshould receive a C grade or better. A'C' grade includes that studentscomplete a running record.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The majorityof the students passed the course and received a C grade orbetter. Students did better on 2nd observation and showedimprovement. Students appeared to understand theinterview assignment and most did well. Some students hada more challenging time understanding a running recordand naturalist observation. Most students who received a Cgrade or better did understand how to conduct anaturalistic observation and were able to do this in the 2ndobservation. To improve student outcomes on observationsstudents need to spend more time practicing in class andsmaller observation preliminary assignments to the primaryand graded observation assignments for the course.

skills to encourage and helpstudents improve theirobservation skills. (10/13/2012)Enhancement: Enjoyment(04/27/2012)Enhancement: Add twopreliminary observationassignments prior to the primaryobservation assignments to ensurethat 95% or more studentsunderstand how to write a runningrecord. (01/09/2012)

for the 2nd observation. 81.2% of the class achievedsuccess. Data breakdown: 9.3% did not turn in theassessment (3 out of 32 students) 3.1% did not understandthe assignment (1 out of 32 students), 3.1 of studentsreceived a D (1 student out of 32) 37.5% of the studentsreceived a C grade (12 out of 32 students), and 43.7%received a B grade of better (14 out of 32 students).8 Psychology students completed the 2 observationassignments. 2nd observation data: 62.5% received a Cgrade or better (5 out of 8 students) and 37.5% of thestudents did not turn in the assignment and received anunsatisfactory grade (3 out of 8 students. Of the total CD(Child Development) and Psychology students 40 students77.5% received satisfactory grade. (12/21/2012)

Comments/Notes: None

assignment is turned in. This willallow them to see how the gradingwill take place.

Target for Success: Observation: Thegoal was to have 87.4% of the classachieve success. 90.6% achieved theobservation assignment and SLO1&2.For the observation assignment 9.3%did not turn in the assessment (3 outof 32 students) 3.1% did notunderstand the assignment

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; one or two investigationprojects of the study of child development will beintroduced during the course.

Enhancement: Students willcomplete more investigations onhow study of child developmentfits on the broader field ofscientific research. (11/06/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOf the 52 students enrolled; 50 students completed coursesuccessfully 96% of these students achieved a satisfactoryscore. (11/06/2016)

Enhancement: Continuedevelopment of assessmentmethods. (11/04/2016)

Program Review Reporting Year: 2016-2017Target : Target Metof 28 students 26 passed the course with a C or better

Other - Midterm and final exam,interview, observations, and bookreports



(one out of 32 students), 3.1 ofstudents received a D (1 student outof 32) 34.3% of the studentsreceived a C grade (11 out of 32students), and 53.1% received a Bgrade of better (17 out of 32students).

Reflection (CLICK ON ? FOR INSTRUCTIONS): The studentswere determined as a group to succeed in the fast pace ofsummer school

(11/04/2016)

Target for Success: The following aredeterminers of success in this task:1. Understanding the running recordformat.2. Inclusion of pertinent detailsobserved in this field observation3. The elimination of all bias;opinion, judgment, or personalcomments from the text of therunning record.4. Conclusions based only oncollected data, with the eliminationof broad generalizations orassumptions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Five studentswho did not meet the learning outcome had poorattendance.

Enhancement: Curriculum will berevised. Naturalistic observationinstructions will be given withinfirst week. The information in thefirst three chapters will beintegrated into the informationgiven Chapters 5 - 10. Getting tostart to start the early yearsdevelopmenetal stages willprovide students with informationneeded to have greater successand understanding of theirnaturalistic observation.(12/17/2019)

Program Review Reporting Year: 2019-2020Target : Target Met30 of the 35 students gathered data in an unbiased mannerand followed scientific method during their naturalisticobservation in a pre-school environment. (12/17/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): : Although,statistically there was an indication of success, anecdotally,there was a lot of individualized instruction. Over a third ofthe participating students were required to re-write oramend their observations before turning them in forgrades. Further, there is a consistent deficiency ofunderstanding demonstrated among second-language

Enhancement: Find more effectivemethods of initial presentationand explanation of assignment.Provide more effectiveopportunities for practicing andimplementing the running recordformat and analysis. Currentlyresearching short videos ofinfants, toddlers and preschoolaged children to be used for in-class exercises and analyses.

(12/30/2012)

Program Review Reporting Year: 2012-2013Target : Target MetThere were forty-five students registered in the class. Ofthose forty-five registered students, forty attended andparticipated regularly. Of the forty, thirty-four turned in thefinal Naturalistic Observation. Of the thirty-four, twenty-three attained an 80% (B) or better mark on theassignment. This amounts to 70% success amongparticipating students, if the expectation of success is B orbetter. (12/28/2012)

Other - Using the naturalisticobservation form as a scientificmethod of gathering data in anunbiased way. Students will have anopportunity to practice gatheringdata and analyzing what they havegathered, thereby demonstratingsome application of the theoriesdiscussed in class.



students that is sometimes beyond the scope of instructionin the class. Students are encouraged to use collegeservices such as the Writing Center. Since this is a nightclass, many students work during the daytime and cannottake advantage of this service.

Target for Success: 70% or greaterComments/Notes: The goal wasmet.

Field Placement/Internship -Written reflections. 100% of theclass completed a field placement inthe community at a nonprofitorganization that supports familiesand children. All student were thenrequired to submit proof of thiscommunity service and a reflectionpaper. Each student addressed theimportance of this experience, howcommunity organizations helpfamilies and the interrelationships ofthe child, family, and school andcommunity on the developingperson. All students were also ableto relate this experience to how ithad an effect on him/herself.

Exam - Standardized - Studentscompleted the midterm exam, whichincluded multiple choice and essayquestions on research and childdevelopment methodology.

Target for Success: Success targetwas 80%

Exam - Course Test/Quiz - As thiscourse meets GE requirement aswell, broader field of scientificresearch becomes essential part oflearning



Target for Success: Target was 80%0f the students

Exam - Course Test/Quiz -Assessment on the context of homeand social economics of the familyon the development of the youngchild, assessment was the rubric forinterview.

Target for Success: My target forsuccess was 75%, which wasexceeded this quarter.Comments/Notes: Continue torefine course material presentationsthru PowerPoint, lecture,assignments that enhance andcontribute to students learning suchas TED talks, YouTube, inclusion ofinformation that is presented in anengaging manner, group work.

Exam - Course Test/Quiz - Studentsare required to complete twointerviews, summarize and reflect onwhat they learned by includingvocabulary from the text todemonstrate understanding ofconcepts and theories presented inthe text. They are to cite theoriesand research within the body of theirNaturalistic Observation Report asset by the instructions presented byNAEYC. Successful completion of 3midterm exams is included in theoverall outcome of their grade. 90%of the students successfullycompleted this course.

CD10G_SLO_2 - Demonstrate anunderstanding of how theoriessupport children's optimaldevelopment

Program Review Reporting Year: 2019-2020Target : Target MetOf the 53 students enrolled; in one section of CD-10G 51students completed the child observation successfully. 96%

Other - Students will be assignedthree observations of young childrenages 0 to 5 over the period ofsummer. One to 3 running records




SLO Status: Active

Target for Success: "85% of studentswill complete one to 3 runningrecords correctly" and will score 90out of 100 points or better.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorsneed to monitor throughout the quarter the students'development of observational skills.

of these students achieved a satisfactory score.(03/29/2020)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Statementswere rather generic

Enhancement: To supportstudents to do more detailobservation by using their runningrecords (11/30/2017)

Program Review Reporting Year: 2017-2018Target : Target Met25 students participated, and 85% succeeded (11/04/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The idea ofoffering rewrite for the first assignment and providing moretime for students to discuss their write-ups seems to be agood idea and students appreciated the rewriteopportunities and this idea motivated them to put inefforts.

Enhancement: There are limitedtime and sessions ofCD10G/PSY10G in the summer.Instructors had a brief informationexchanged and agreed to continuewith doing 2 observations insteadof 3. (12/22/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOut of 18 students, 17 students completed both the Toddlerand Preschooler Observation assignments. 90% of thesestudents achieved a satisfactory score for the ToddlerObservation and 94% of these students achieved asatisfactory score for the Preschooler Observation.(12/22/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thenaturalistic observation assignment was a very difficultassignment to complete. There is a need for morescaffolding to ensure students are more successful. Theinstructors who teach CD10G need to think more carefullyon how they introduce students to observation and thedevelopment of observational skills. For this section, thenumber of students that did not succeed exceeded the

Enhancement: Recommend todepartment chair that instructorsmeet to review the naturalisticobservation assignment.(09/30/2013)

Program Review Reporting Year: 2012-2013Target : Target Not MetOf the 33 students enrolled, 20 students completed thenaturalistic observation successfully. 61% of these studentsachieved a satisfactory score. The results reflects 1 sectionof CD-10G taught by one instructor. 61% students enrolledin this section met the course target. (09/15/2013)

will be recorded and turned in with arubric for grading. The student willbe given the rubric before theassignment is turned in. This willallow them to see how the gradingwill take place.



instructor's expectation.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students whocompleted the course performed at Target level 80% andabove. 1 student who did not complete the course droppedby herself. 3 students did not complete the course workand received a failing grade. It is important to remind thestudents at all times specially during summer that is a fastpace quarter the importance to keep in mind the alertsystem of De Anza College.

Enhancement: Remind thestudents in a consistent basisthroughout the quarter thedatelines of the alert system of DeAnza College. (08/16/2013)

Program Review Reporting Year: 2012-2013Target : Target MetOf the 49 students enrolled, 45 students completed theobservations. 91% of these students achieved a satisfactoryscore. (08/09/2013)

Target for Success: 80% of thestudents will answer the examquestions correctly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Anti-Biasissues need reflection and conversations

Program Review Reporting Year: 2016-2017Target : Target MetCD 68, Teaching in a Diverse Society (06/14/2017)

Enhancement: Important themajority of students whocompleted the assignment with aC grade or better also completedthe course. 74% to 77%. I need tolearn about the alert system affordby De Anza college to ensure ahigher percentage of studentssuccess. (04/26/2013)Enhancement: Faculty willcontinue the dialogue in Spring2013 to develop methods ofassessment more aligned with theSLO and NAEYC Standards.(04/19/2013)

Program Review Reporting Year: 2012-2013Target : Target MetOf the 15 active students enrolled, 15 students completedthe test successfully. Students were assessed on theirunderstanding of various domains of development, onatypical development and the inclusion of children intotypical environments.

In a second section of the course 71% of the classcompleted with a C grade or better. 24/34 students. 18%,6/24 students did not withdraw and received an F grade. 5%2/34 students received a D grade and 2/24 studentsreceived an incomplete grade. For the assignment thatspecifically addressed student understanding in relation tochild development and its theories, a analysis of children'sbook for theories and development, 74% (28/34 students)of students received a C grade or better.

Of the psychology students enrolled 6/7 received a letter Cgrade or better 86%. On the assignment which addressedunderstanding of theories, 86% received a letter grade of C

Exam - Course Test/Quiz - Data from2 test questions on Final.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area introduce three to fourquestions on the final test as an extra feature to encourageeach student to explore and develop a variety of responses.

or better. Given this the total success rate for the class wasmet for this course as 34/41 student (83%) received a Cgrade or better. (04/26/2013)

Interview - CD10G Ebesugawa.Students completed an interviewassignment, which included dataanalysis and inclusion of key theorieslearned during the quarter. 85.7%scored 70% and above, four studentsdid not turn in the assignment, andone student scored below 70% andabove 60%.Other - Students completed twograded naturalistic observationassignments.In the first assignment 77% scored70% or better, while 7 students didnot turn the assignment in forgrading, and 1 student scored below70% and above 60%.In the second observation, 71%scored 70% or better, 1 studentscored 60%.

Target for Success: All students willcomplete the observation andreport.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Many of thefailures were students who stopped attending but did notdrop.

Enhancement: Communicate withstudents after each absence toencourage attendance and classcompletion.

In this quarter the instructions andrubrics provided by NAEYC for thenaturalistic observation wereused. These proved to confusingand important points wereomitted. In the future thedirections and rubrics designed byDe Anza College faculty will be

Program Review Reporting Year: 2018-2019Target : Target Not Met4 papers were exemplary; 24 satisfactory or better and 12did not complete the assignment. (08/13/2019)

Other - Students complete a gradednaturalistic observation. Studentswrite a summary paper in additionto the running record whichdocuments the child's behavior in anobjective manner.



used since these have beenproven effective. NAEYC standardsare being met with theseinstruments. (08/13/2019)

CD-10G SLO_2 - Demonstrate anunderstanding of how theoriessupport children's optimaldevelopment.


SLO Status: Active Target for Success: 75% of thestudents will answers the examquestion correctly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities related to different theoriesthat support children's optimal development throughoutthe quarter.

Enhancement: Instructors willencourage and guide students inthe research of the differenttheories that support children'soptimal development.(07/13/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 44 students enrolled, 41 students completed theexam questions successfully. 93% of these studentsachieved a satisfactory score. (07/13/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities related to different theoriesthat support children's optimal development throughoutthe quarter.

Enhancement: Instructors willencourage and guide students inthe research of the differenttheories that support children'soptimal development.(04/04/2017)


Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willcontinue to encourage students to research the differenttheories that support children's optimal development.

Enhancement: Faculty willintroduce more classroomactivities to encourage students tocontinue with the research on thedifferent theories that supportchildren's optimal development.(05/17/2014)

Program Review Reporting Year: 2014-2015Target : Target MetOf the 13 students enrolled,13 students completed theexam questions successfully. 100% of these studentsachieved a satisfactory score. The results reflects 1 sectionof CD-10G. (05/17/2014)

Exam - Course Test/Quiz - Studentswill answer questions related to thedifferent theories that supportchildren's optimal development.


C D 10H:Child Development (Middle Childhood and Adolescence)


CD10H_SLO_1 - Develop a broadunderstanding of the field of childdevelopment within the context ofthe behavioral sciences through acritical examination of the issues,which surround middle childhood andadolescence.SLO Status: Active

Target for Success: 70% of studentswill successfully complete theproject. They will be able toinvestigate an appropriate selectedtopic and share the information inthe small discussion group withother students.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students arevery interested in this assignment and want to try thisresearch method most of them had never done before.They seemed to have problem finding an unknownteenager to interview and needed help with that. I hadannounced this assignment earlier, some still did it at lastminute. The instructor probably needs to remind themabout starting the process earlier.

Enhancement: The InterviewGuide for this assignment is veryhelpful for students to prepare forthe interview questions. Theinstructor should provide theGuide early and take time toexplain in details to the students.(12/22/2016)

Program Review Reporting Year: 2016-2017Target : Target MetOut of the 35 students, 33 students completed theAdolescence Interview assignment. 100% of these studentsachieved a satisfactory score which is B. (12/22/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Based on thisassessment data it appears that the assignment was asuccessful way to expose students to topics in the field ofmiddle childhood and adolescence.

Program Review Reporting Year: 2012-2013Target : Target Met77% of students completed the project with a grade of B orhigher. 17% received a grade of C. 2% received a grade of F.4% did not complete the class. This means that the majorityof the students: selected an appropriate topic; and,demonstrated the ability to investigate the topic and sharethe information with other students in the class.(12/17/2012)

Reflection (CLICK ON ? FOR INSTRUCTIONS): A highnumber of students demonstrated the ability to select anappropriate Child Development topic and then find peerreviewed professional journals and research.

Program Review Reporting Year: 2011-2012Target : Target Met80% of students successfully completed the project. Therewere able to investigate an appropriate selected topic andshare the information with other students in smalldiscussion groups. (06/29/2012)

Project - Students select a topic inthe field of Child Developmentsurrounding middle childhood andadolescence. Students select anappropriate topic and find one tothree peer reviewed professionaljournal articles. They read andreflect on the articles and then sharethe article(s) findings in a smalldiscussion group that they lead. Inaddition to the articles, students willcomplete interviews or some type ofobservation based on the topic andshare these finds in the smalldiscussion group.



Allowing students to select topics of interest to them thatwee related to the class content was a motivating factor.Students also were able to better understand and valuewhat it means to "look at your source" when trying to findimportant information.

Target for Success: 75% of thestudents will successfully present acurrent issue relating to mid-childhood children or teenagers.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The success ofthis presentation assignment is due to instructor providingmany opportunities in class for group members to discussand organize their presentation.

Program Review Reporting Year: 2012-2013Target : Target Met25 out of the 25 enrolled students successfully completedthe presentation.The presentations were informative and reflective.(04/16/2013)

Presentation/Performance - 4 to 5students form a presentation groupto present a current issue relating tomid-childhood children or teeagers.The presentation will show well-organized team work of presenting aclearly defined issue, thouroughliterature review of the issueincluding Pro's and Con's, andreasonable future suggestions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I have offeredrewrite opportunity for the students who submittedobservation assignments on time.It was very helpful for them to look at their first write-upand had discussion in class. However I would focus more onhow they can describe in details with different choices ofverbs and adverbs.

Program Review Reporting Year: 2015-2016Target : Target MetThey have demonstrated understanding of the principles ofa running record observation and they have demonstratedunderstanding of the different between observation andinterpretation of behavior. Most students have low pointsfor not being able to describe the details of behaviors.(10/12/2016)

Other - Observation: An ElementarySchool ChildStudents will conduct a naturalisticobservation. By definition, anaturalistic observation meansobserving children in a naturalsetting without any interferencefrom the observer. Students are tobe as detailed as you can, recordingonly what you see. You mustseparate your personal thoughts,opinions, and ideas from theobservation. The idea is to paint apicture of what is happening for thereader. Students are asked toobserve one child aged 8 to 11 years.This child should not be anyone thatyou know. Please observe the childfor a minimum of 1 hour..

# This final report should consist of 3



Target for Success: 70% of thestudents have achieved a score of B.Comments/Notes: 67% of thestudents have achieved asatisfactory score. They havedemonstrated understanding of theprinciples of a running recordobservation and they havedemonstrated understanding of thedifferent between observation andinterpretation of behavior. Howeverstudents have problems describingbehaviors in details.

sections:1. Setting2. Running Observation3. Reflection


C D 12:Child, Family and Community Interrelationships


CD12_SLO_1 - Analyze theories ofsocialization that address theinterrelationship of child, family, andcommunity


SLO Status: ActiveTarget for Success: 70% of thestudents complete successfully theassignment.

Reflection (CLICK ON ? FOR INSTRUCTIONS): 91% answeredthe essay questions adequately. Instructor reviewed theBasic Essay format handout posted on the class websiteprior to each exam.

Enhancement: Practice writingshort essays throughout thequarter. (10/16/2017)

Program Review Reporting Year: 2016-2017Target : Target MetCD12.02S section- 87% of the students completedsuccessfully the exam; 22 of 24 students (09/11/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): As I reflect onthe results of the assessments, I realize that students needmore support in preparing for tests/exams. A reviewsession can be provided outside class time to betterprepare students. In addition, space must be madeavailable in the CDE building to allow for students to gatherto study for exams.

The exam/quiz #2 was a collaborative exam. 92% of thestudents succeeded in this exam, as compared to 75% inexam/quiz #1. This demonstrates the value of acollaborative approach to exams/quizzes.

Enhancement: Locate space forstudents/familias to gatheroutside of class time to study forexams. Schedule an exam/reviewsession. (01/10/2017)

Program Review Reporting Year: 2015-2016Target : Target Met20 students were enrolled in the course. The averageresults of 2 short exams/quizzes and a final exam is 78%.The majority of students demonstrated and understanding(10/21/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): It is great tofeel that the quarter was a very gratifying one.CourseMate, the online component of the course, helpedstudents be more prepared for exams. According to thecourse informal evaluations conducted in one section at the

Enhancement: Carve time to meetwith faculty teaching the course treview the curriculum andteaching methods. (04/05/2015)

Program Review Reporting Year: 2014-2015Target : Target MetTwo sections of student data are being reported. Sectionone had 29 students enrolled and all 29 met the target. Inthe second section, 33 students were enrolled and 94% metthe target (31 of 33 students) (02/05/2015)

Exam - Course Test/Quiz - Essayexam



end of the course, students benefited from standardsfocused curriculum to understand well the NAEYCstandards. in one section, students enjoyed collaboratingwith each other "in familias" and deepen their knowledgeof community issues and needs, and how to address them.Students expressed concern in being able to share theiropinions and would like to have had more interactions withstudents from other culture.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Essayquestions must be designed to take students to conductinga deeper analysis of socialization theories as they study thecomplex characteristics of the developing child.

Enhancement: Review essayquestions. (10/01/2014)

Program Review Reporting Year: 2013-2014Target : Target Met90% of the students achieved this outcome. The shortessays narrative composition on a single subject, concerninga particular thesis were supported by evidence and contentstudied. Students developed an understanding of criticaltheories which affect the developing child---Bio-EcologicalModel, Psychosocial and cognitive theory. (09/15/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Reviewquestions for clarity and content.

Enhancement: Review essayquestions for clarity and content.(04/07/2014)

Program Review Reporting Year: 2013-2014Target : Target Met26 of 34 students scored 70% or more (04/16/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed well in this area I will introduce one to threecommunity service organizations that serve families andchildren in which students can experience different dutiesand responsibilities, discuss and solve a social problemfaced by the group or community served and be aware ofthe purpose of service.

Enhancement: Students willcontinue with the development ofpartnerships with communityservice organizations.(12/12/2013)

Program Review Reporting Year: 2013-2014Target : Target MetOf the 39 students enrolled in one section of CD-12, 39students completed the Community Service LearningProject. 100% of these students achieved a satisfactoryscore. (12/12/2013)

Enhancement: Schedule 1:1Program Review Reporting Year: 2012-2013



Reflection (CLICK ON ? FOR INSTRUCTIONS): In 2 sectionsof CD12, 18 of 60 students failed to complete the servicelearning assignment. That represents 32% of studentsenrolled. This is a very high % of failure. Students wereunable to meet the class expectation for a number ofreasons- work/family issues to be able to complete the hrs.required. Faculty must be very clear on stating the courseexpectations. It is critical that a 1:1 meeting is scheduledfor every not yest involved in completing the CSL hours bythe 4th week of the quarter. Instructor must establish amore effective monitoring process to ensure each studentsis engage in the CSL projects and completing hoursrequired.

session with students not engagein CSL project by the 4th week (notcompleting hrs.) (09/23/2013)

Target : Target Not Met60 students were assessed in 2 sections of the course in theSpring 2013. 41 of 60 students met the target; 18 of 60students failed to meet the target. (07/08/2013)

Enhancement: 1) Find moresupport for students on timemanagement.2) Tutoring and mini workshops inwriting in collaboration withEnglish instructors and the WritingCenter (09/23/2013)

Program Review Reporting Year: 2012-2013Target : Target Met72% of the students in CD12.01S/.02S (32) met the targetfor success; 27 (12) percent did not. Students who met thetarget discussed the impact the service learning experiencehad in their lives. Student became more aware of thepurpose of service and the responsibility to theircommunity. They also demonstrated an understanding onhow to apply course content to service learning. Studentswho did not succeed stop attending class after the last dropdate and did not complete assignments as required. Variousattempts were made to reach out to them but unsuccessful.

In the CD12.61S section 50% of the students 12 out of 24received an A grade (90% and higher) on the CommunityService Learning project. These students expressedunderstanding and appreciation for not only volunteeringand serving in the community, but understanding how theagencies they volunteered supported or did not childrenand families. 21% of the students did not complete theassignment and did not drop the course (5 out of 24students). 5% of the students (5 out of 24) received a Bgrade (80% or higher). These students completed the



Reflection (CLICK ON ? FOR INSTRUCTIONS): Students whowere struggling but responsive, were provided with anopportunity to successfully complete the course, viaextended time for the assignment, or course incomplete.Better monitoring of student's performance is necessary toensure student's success. There is a need to learn and putin place an early alert mechanism.

service learning project, but had a difficult timecommunicating the value of the agency's services tochildren and families.04% of the students (1 out of 24)received a C grade (77%). This student just completed theservice learning project and displayed some understandingof the impact of the agency on children and families. Thefocus as well of their agency was elderly people, thoughthey did attempt to focus on children as well. .04% of thestudents (1 out of 24) received an incomplete. (04/26/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): TheCommunity Service Learning Project is designed to givestudents an experience to connect classroom content withtheir own lives, the lives of families and the community.Faculty teaching CD 12 held a dialogue propose projectalternatives most suited to achieve the course learningoutcome as well as the integration of NAEYC standards,Standards 2 and 5.

Enhancement: Faculty willcontinue the dialogue in Winter2013 to develop projects/methodsof assessment more aligned withthe SLO and NAEYC Standards 2 &5. (12/27/2012)

Program Review Reporting Year: 2012-2013Target : Target MetOf the 84 active students enrolled, 78 students completedthe Community Service Learning Project successfully. 90%of these students achieved a satisfactory score.The resultsreflect 2 sections of CD-12 taught by one instructor.In addition and in CD 12.01S, 27 active students enrolled, 22students completed the service learning projectsuccessfully. 81% of the students enrolled in this sectionmet the course target. (12/18/2012)

Enhancement: Discuss with facultya new strategy to modifyassignment. Request studentinput to modify assignment.

Program Review Reporting Year: 2011-2012Target : Target Not MetThe results reflect 2 sections of CD 12, total of 55 students.73% of students achieved the target. Target was not met. Astrategy to ensure target is met with be developed and



Reflection (CLICK ON ? FOR INSTRUCTIONS): As reflectedon our CDE Student Survey conducted Spring of 2012, 39%of respondents indicated that their biggest challenge tosuccess in classes is ?workand/or family obligations. " Students in the sectionsassessed shared this concern at the end of the quarter.Community service learning intends to give students anexperience to connect classroom content with what ishappening in our local communities. Faculty will be holdinga dialogue as to the best way to ensure students aresuccessful in achieving the course learning outcome.

(07/15/2012)implemented in the Fall 2012.In the 3rd section offered of CD 12- Spring 2012,there were31 students. The target for success was 80%, and most ofthe students met the desired outcome. (07/15/2012)

Target for Success: 75% of thestudents will answer the examquestion correctly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area introduce one to three morequestions on the final test as an extra feature to encourageeach student to explore and develop a variety of responses.

Enhancement: Faculty willcontinue the dialogue in Spring2013 to develop methods ofassessment more aligned with theSLO and NAEYC Standard 2.(04/19/2013)

Program Review Reporting Year: 2012-2013Target : Target MetOf the 21 active students enrolled, 19 students completedthe test successfully. 90% of these students achieved asatisfactory score. The results reflects i section of CD-12taught by one instructor. 80 % of the students enrolled inthis section met the course target. (04/19/2013)

Exam - Course Test/Quiz - Data fromtest question on Final.

Target for Success: 80% of thestudents will complete the ParentChild Observation and Interviewsuccessfully.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Through thisobservation and analysis the importance of home culturebecomes clear for building relationships with families andunderstanding the home culture of the child to served themin a culturally sensitive way.

Enhancement: Provide moreexperiences for the students toenable them to go beyond one'sown culture to be more sensitivetowards other than their ownculture. (09/23/2013)

Program Review Reporting Year: 2012-2013Target : Target Met25 students were involved, 20 students were proficient and5 students were apprentice. (09/11/2013)

Other - Parent Child Observation andInterview, essay of both theobservation and the interview,means of assessment was by usingthe rubrics.

Enhancement: To help studentsthrough discussions and reflectionof their assignment to go beyondtheir own culture, and provide

Program Review Reporting Year: 2013-2014Target : Target MetThis observation interview gave students understanding ofthe importance of home culture as well as attachment with

Laboratory Project - Parent child,Observation and Interview, writtenessay for both observation andinterview, follow up discussions in



Target for Success: Success of over75%

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thisassignments helps students to see the importance ofdeveloping relationship with the families we serve, so weobserve the home culture up close, and have parents aspartners.

culturally sensitive care for thechildren, to talk about thedifferences of sensitive issuesbetween home and school culture.(04/07/2014)

mother or primary care giver, number of students involvedwere 10 Distinguished, and 7 Proficient. (01/06/2014)

class, means of evaluation andassessment was by using rubrics.

CD12_SLO_2 - Describe and assessthe impact of educational, politicaland socioeconomic factors onchildren and families as well as socialissues, changes and transitions thataffect children, families, schools, andcommunities


SLO Status: Active


Target for Success: 70 % of thestudents successfully complete theCourseMate activities orObservation/Interview with 70% ormore.

Reflection (CLICK ON ? FOR INSTRUCTIONS): While themajority of the students had access to online materials, asmall number did not. The lack of access to the internetand financial challenges to meet the cost of on-line accesshindered some students learning engagement.

Enhancement: Work withstudents individually to ensurethey acquire all classroommaterials and on-line access.Obtain book vouchers for everystudent that needs it.(09/29/2014)

Program Review Reporting Year: 2013-2014Target : Target Met73% (22 of 30) of student successfully completed the onlineinteractive quizzes. Students practiced with terms anddefinitions and viewed videos to reinforce quizzes content.(09/15/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): In 2 sections(total of 60 students), % of failure is considered high.Students were unable to meet the class expectation for anumber of reasons- work/family issues. Faculty must bevery clear on stating the course expectations. It is criticalthat 1:1 meetings are scheduled with students notperforming well on tests and activities. Instructor mustestablish a more effective monitoring process.

Enhancement: Schedule 1:1 withstudents not performing well onexams and activities early in thequarter. (09/23/2013)

Program Review Reporting Year: 2012-2013Target : Target MetIn 2 sections of CD12, 43 students (72%) met the target. 17(28%) of 60 students failed to perform well on exams andCourseMate activities. (07/08/2013)

Enhancement: Evaluateassignments and improve studentmonitoring in assignmentcompletion. (05/31/2013)

Program Review Reporting Year: 2012-2013Target : Target Not MetIn CD12.01S/.02S, students were introduced for the firsttime to a web based interactive program, CourseMate. Theintroduction to this program is part of an effort to get childdevelopment students more involved in the use oftechnology in CD courses. This effort supports our campusinformation literacy core competency. 63% of the

Comments/Notes: 2 assignmentsalternatives for various sectionsoffered

Other - CourseMate activities(interactive quizzes) for sectionsCD12.01S/.02SObservation/Interview assignmentsfor section CD12.61S



Reflection (CLICK ON ? FOR INSTRUCTIONS): Students whowere struggling but responsive, were provided with anopportunity to successfully complete the course, viaextended time for the assignment, or course incomplete.Better monitoring of student's performance is necessary toensure student's success. There is a need to learn and putin place an early alert mechanism.

students in CD12.01S/.02S (28) met the target for success;4% (2) achieved less than 70%. 12% did not complete; 31%did not. The target for success was not achieved.

In CD12.61S, students completed observation and interviewassignments, which permitted them the opportunity toexamine the impact of interrelationships of the child,family, and community members engaged with by thefamily. Students observed children and families in theirhomes. They interviewed parents on their relationships withtheir children, own parents and other relatives, andcommunity partners including school and child care. Thehighest score was 48/50 and the lowest score was 38/50 forthe observation assignment. Some students did notcomplete the assignment and those students received an F(4 students) in the class or Incomplete (2 students). Thehighest score for the interview assignment was 25/25. Thisstudent not only interviewed the parent, but analyzed thedata and clearly described the relationships in the family ofthe parent interviewed. The lowest score was 20/25. Somestudents did not turn in their assignment and received an F(4 students) or Incomplete (2 students) depending on if theyhad turned in other materials. (04/26/2013)

Enhancement: For future classes, Iwould continue to recommendthat all instructors provide theirstudents with an outline of what isexpected of them to complete.Allow students to use the NAEYCstandards from the rubric for theirsubheadings for their paper. Thisformat helps the students

Program Review Reporting Year: 2015-2016Target : Target MetThe students were required to complete a civic engagementpiece for this class. Students were required to complete 12hours of volunteer work, while working and assistingchildren and or adults in need. Students could have fulfilledthese hours doing a number of things such as working in aschool, an after school program, child care setting, SOMOSand or DACA. The students need to complete a reflection

Project - Students had to spend 12hours in an environment in whichthey would be assisting thosechildren/adults in need, such as anafter school program, SOMOS, andor DACA. Students needed toinclude their documented hoursalong with a reflection. Thereflection was to include aspects



Target for Success: 80% or higher

continue to stay on track.(06/29/2016)

that demonstrated their understanding what they learnedfrom their class and their experiences from their volunteerwork.Target for Success: The following areas were assessed inregards to the NAEYC standards:

Standard 2: Building family & community relationships2a: Kowing about & understanding diverse family andcommunity characteristics. (1) met the standards, (25)Exceeded the standards.

2b: Supporting and engaging families and communitiesthrough respectful, reciprocal relationships. (26) Exceededthe standards.

2c: Involving families and communities in young children'sdevelopment and learning. (26) Exceeded the standards.

Standard 6: Becoming a Professional6a: Identifying & involving oneself with the early childhoodfield. (26) Exceeded the standards.

6b: Knowing about and upholding ethical standards andother early childhood professional guidelines. (1) did notmeet standards, (25) exceeded standards.

6c: Engaging in continuous, collaborative learning to informpractice; using technology effectively with young children,with peers, and as a professional resource. (4) Does notmeet standards, (8) Meets standards, (14) Exceedsstandards.

6d: Integrating knowledgeable, reflective, and criticalperspectives on early education. (1) Does not meetstandards, (25) Exceeds standards.

Supportive SkillsSS2: Mastering and applying foundational concepts fromthe general education. (2) does not meet standards, (24)Exceeds standards.

Comments/Notes: All students mustsucceed by turning in theirreflections and documented hourson time. All sections in the rubricmust be met to fully succeed.Anything less will affect the studentsgrade and their level of proficiency.

learned from the class and theirexperiences along with detailedexplanations of the relationship andwhat they gained from theexperience.



Reflection (CLICK ON ? FOR INSTRUCTIONS): For this groupof students, I shared with them a sample of what previousstudents have done in the past. It helped provide a moreclear understanding of what was expected of them. Theyused the NAEYC standards as subheadings in their paper.Not only did that make it easier to grade, but it also helpedprovide clarity for the students of what was expected ofthem. I think it is important to use the rubric provided asan outline for the students paper.

223: Written & verbal skills. (5) Meets standards, (21)exceeds standards.

SS4: Making connections between prior knowledge;experience and new learning. (26) exceeds standards.

SS5: Identifying and using professional resources. (2) doesnot meet standards, (24) Exceeds standards. (06/29/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Why do I feelthey did well/poorly?The reason why I believe the students excelled in thisassignment was because the assessment was based on apersonalized experience in which the student had theopportunity to go out in the real world and experience theobjectives. When people are able to experience the handson components of the class and then relate it to theirknowledge learned, the outcome is not only positive, butmeaningful. Therefore, students had the opportunity toreflect on not only what they learned in the course, but theconnections they experienced in their fieldwork. Thestudents who did poorly, was due to the fact of their lack of

Enhancement: • Provideexamples of excellent work, andwork that does not meetproficiency.• Check in with studentsmore often.• Schedule meetings totouch base on their experience(what is/is not working).• Possibly increase thehours, and give bonus points forstudents who completed theadditional hours (more hours =more meaningful experience) (09/22/2014)

Program Review Reporting Year: 2013-2014Target : Target Met15 students got 100% and reached the distinguished level ofcompetency. 9 students were proficient in competency. 3students were at the apprentice level, and 1 student did notcomplete the assignment due to personal health issues.Only one student did not meet my expectations.(02/02/2014)



time management throughout their personal life (balancingschools, work, and project expectations)

Target for Success: 70% or more

Reflection (CLICK ON ? FOR INSTRUCTIONS): Exam resultsreflect that students are understanding course conceptsand ideas. More individualized attention to be paid tostudents who are not as successful. A strategy toimplement is to review test results and discuss thequestions missed.

In addition, there is a need to continue supporting Englishlearners with writing skills.

Program Review Reporting Year: 2014-2015Target : Target Met29 students in one section and 33 in the second section.For the standardized exams, one instructor used Take HomeQuizzes (Journal Analysis). For the Take Home Exams,students analyzed a peer reviewed article that had to dowith a topic that impacts educational, political andsocioeconomic factors on children and families as well associal issues, changes and transitions that affect children,families, schools, and communities. Students also neededto incorporate at least 5 terms from that particular chapterassessment. This allowed for students to gain a deeperunderstanding of a topic of interest to them, while lookingfor more recent information supporting the topic.

For the second section the instructor, 5 of 33 experienceddifficulties is describing and assessing factors that impactfamilies. (02/05/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Explore adifferent type of final exam.

Program Review Reporting Year: 2013-2014Target : Target Met25 of 34 students successfully meet the target.(04/16/2014)

Exam - Course Test/Quiz - Examquestions

Enhancement: Assess theeffectiveness of a multiple choiceexam to enhance students' criticalthinking. (10/30/2017)

Program Review Reporting Year: 2016-2017Target : Target MetCD12.02S section 31 or 31 students scored 70% or more(04/30/2017)

Exam - Course Test/Quiz - Multiplechoice exam questions whichexamine the impact of educational,political and socioeconomic factors



Target for Success: 70%Reflection (CLICK ON ? FOR INSTRUCTIONS): Small studygroups and collaborative reviews were organized to supportstudents in preparing for the exam. The strategy worked.

on families and children

CD12_SLO_3 - Identify,describe andevaluate effective strategies thatempower families and encouragefamily involvement in children'sdevelopment including communitysupport services and agenciesavailable to families and children


SLO Status: Active



Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed well in this area I will introduce one to threecommunity service organizations that serve families andchildren in which students can experience different dutiesand responsibilities to discuss and solve a social problemfaced by the group or community served and be aware ofthe purpose of service.

Enhancement: Instructors willencourage students to continuewith the development ofpartnerships with community andservice organizations that servefamilies and children.(03/29/2020)

Program Review Reporting Year: 2019-2020Target : Target MetOf the 82 students enrolled, in two sections of CD-12 75students completed the Community Service LearningProject successfully. 91% of these students achieved asatisfactory score. (03/29/2020)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities to identify, describe andevaluate effective strategies that empower families andencourage family involvement in children's developmentincluding community support services.

Enhancement: Instructors willencourage and guide students inmore activities to identify,describe and evaluate effectivestrategies that empower familiesand encourage family involvementin children's developmentincluding community supportservices. (07/13/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 38 students enrolled, 38 students completed thefield placement/internship community service learningsuccessfully. 100% of these students achieved a satisfactoryscore. (07/13/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Meetings willbe scheduled with students often to check with studentstheir performance on the field/placement internship.

Enhancement: The instructor willcontinue working closely with thestudents to make sure they have asuccessful field/placementinternship. (07/08/2018)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 22 students enrolled, 22 students completed thefield/placement internship successfully. 100% of thesestudents achieved a satisfactory score. The results reflects 1section of CD-12 taught by one instructor. 100% of thestudents enrolled in this section met the course target.(07/08/2018)

Field Placement/Internship -Community service learning writtenreflection rubric



Reflection (CLICK ON ? FOR INSTRUCTIONS): Meetingsmust be scheduled with students not performing well on onthe field/placement internship.

Enhancement: The instructor willwork closely with the studentsthat are facing challenges with thefield/placement internship.(03/29/2015)

Program Review Reporting Year: 2014-2015Target : Target MetOf the 32 students enrolled, 31 students completed thefield/placement internship successfully. 90% of thesestudents achieved a satisfactory score. The results reflects 1section of CD-12 taught by one instructor. 90% of thestudents enrolled in this section met the course target.(03/29/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentscompleted the CSL project along with the write up andpresentations in class. They learned about the value of theCSL project in their write ups along with theirpresentations.

Enhancement: Need to recruitadditional community partners inearly learning, child developmentprograms, to provide moreplacement choices fro students.(04/05/2015)Enhancement: In the future, CD12could provide students withadditional CSL partners. We onlyhave a few working with us at DeAnza College. It would be great, ifwe can also connect our studentswith various after schoolprograms, where their volunteerhours could possibly turn into apaid position. Increase thenumber of community partners.(04/05/2015)

Program Review Reporting Year: 2014-2015Target : Target Met100% of the 29 students in one section had a success rate of+70%; 91% of 33 students in the second section had asuccess rate of 70%+. (02/05/2015)

Enhancement: Work withstudents individually to ensurethey successfully complete thecommunity service learningexperience. Become more opento student's ideas on how toaccomplish the CSL projectrequirement. Improve thecommunication with students to

Program Review Reporting Year: 2013-2014Target : Target Met 80% of students (24 of 30) successfully completed thepractical experience and written essay required. Studentslearned about the characteristics of children and families inthe context of community, experienced how to createrespectful, reciprocal relationships to support and empowerfamilies, and had a concrete experience to learn about howfamilies are involved in their children's development andlearning. The CSL project experience deepen students



Reflection (CLICK ON ? FOR INSTRUCTIONS): It is verysatisfying as an educator when students develop criticalconsciousness. In preparation to become ECE teachers,counselors, social workers and other, students realizedthrough the course why building family and communityinterrelationships are essential to the developing child.Students connected with the communities served. As theyworked with children and families, they learned andcontributed, they challenged their own assumptions andbeliefs, and they were open to outcomes achieved. Love toread their reflections and the changes in perspectives aswell as the reinforcements.

accomplish the projectsuccessfully. (09/22/2014)

knowledge of the communities they serve, Latin@ and APIcommunities. (09/15/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Theassignment directions need to be improved to ensurestudents write a solid and deep analysis.

Enhancement: Improve the rubricand assignment description.(04/07/2014)

Program Review Reporting Year: 2013-2014Target : Target Met24 students of 34 students achieved the target.(04/16/2014)

Target for Success: 75% of thestudents will complete theCommunity Service Learning Projectsuccessfully. Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty will

encourage students to continue developing partnershipswith different agencies/community support servicesavailable for families and children.

Enhancement: Faculty andstudents are increasing thenumber of partnerships withagencies and community supportservices available for families andchildren in the area. (07/04/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 39 students enrolled, 35 students complete theproject successfully. 97% of the students completed the 12hours required for the Community Service Learning Project.(07/04/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willencourage students to continue developing partnershipswith different agencies/community support services

Enhancement: Faculty willencourage students to continuepartnerships with differentagencies/community supportservices available for families andchildren in nearby areas.(12/17/2016)

Program Review Reporting Year: 2016-2017Target : Target MetOf the 33 students enrolled, 33 students completed thefield/placement internship successfully. 100% of thestudents completed the 12 hours required for theCommunity Service Learning Project. (12/17/2016)

Project - Students will complete 12hours for the Community ServiceLearning Project.



available for families and children.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students arerequired to have a greater understanding of the experiencerequirements and evaluation criteria. To do so, I realize thatthey need additional class time to discuss each individualcriteria and practice writing about an evaluation criteria(make connections).

Program Review Reporting Year: 2015-2016Target : Target MetIn the CD12.02S (Cruz) Winter section, 94% of students (29)met and or exceeded the standards, which includednarrating and reflecting on strategies that empowerchildren and families and encourage family's involvement intheir children's development through communityorganizations (Somos Mayfair in San Jose and ECE programsserving children and families in San Jose, Cupertino,Sunnyvale and other cities, schools and (public and private).2 students did not meet complete successfully servicelearning and did not meet standards. (05/30/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students arerequired to practice using the written reflection criteria.Planned writing time must be provided to help students bemore successful at addressing the evaluation criteriarequired base on their experiences.

Enhancement: Experience andconcept mapping will beincorporate to support students tobe more successful when writingthe reflection essay. (05/30/2016)

Program Review Reporting Year: 2015-2016Target : Target MetCD12.02S W 31 students enrolled. 95% (29) met andexceeded the standards and target; completed successfullythe service learning experience. 5% were not successful anddid not meet the target. Students served in ECE programsincluding Family, Friends and Neighbors programs in SanJose, Cupertino, Sunnyvale and other cities in the county.(05/30/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty will

Enhancement: Faculty willencourage students to continuethe development of partnershipswith the different communitysupport services and agenciesavailable to families and children.

Program Review Reporting Year: 2014-2015Target : Target MetOf the 45 students enrolled, 33 students completed theCommunity Service Learning Project successfully(05/17/2014)



encourage students to continue the development ofpartnerships with the different community support servicesand agencies available to families and children.

(05/17/2014)

CD12_SLO_4 - Analyze one's ownvalues, goals and sense of self asrelated to family history and lifeexperiences, assessing how thisimpacts relationships with childrenand families


SLO Status: Active



Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area two or more exercises onone's values, goals, family history, and life experiences willbe introduced during the course.

Enhancement: Students willcomplete more exercises relatedto the personal analysis of one'sself values, goals, family history,and life experiences and willassess how this impactsrelationships with children andfamilies. (12/15/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 82 students enrolled, (from 2 CD-12 sections); 76students completed the project successfully. 92% of thestudents enrolled in this section met the course target andachieved a satisfactory score. (12/15/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area two or more exercises onone's values, goals, family history, and life experiences willbe introduced during the course.

Enhancement: Students willcomplete more exercises relatedto the personal analysis of one'sself, values, goals, family historyand life experiences and willassess how this impactsrelationships with children andfamilies. (12/16/2018)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 33 students enrolled, 33 students completed thecultural biography successfully. 100% of the studentsenrolled in this section met the course target and achieveda satisfactory score. (12/16/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; two or more exercises onone's values, goals, family history and life experiences willbe introduced during the course.

Enhancement: Students willcomplete more exercises relatedwith personal analysis on one'sself, values. goals, family historyand life experiences and willassess how this impactsrelationships with children andfamilies. (12/14/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 36 students enrolled; 36 students completed culturalbiography successfully. 100% of the students achievedsatisfactory score. (12/14/2017)

Enhancement: All instructorsteaching CD12 required similarassignments. We all agreed thatcultural biography is verymeaningful assignment and offeropportunities for students to

Program Review Reporting Year: 2015-2016Target : Target MetOut of the 22 students, 22 students completed their culturalbiography and clearly describe their family structure, lifevalue, and cultural origin. They also have reflected on theircultural influence and cultural bias honestly. 100% of these

Project - Cultural biography writtenassignment rubric



Reflection (CLICK ON ? FOR INSTRUCTIONS): CulturalBiography has always been a popular assignment for thestudents. They love to reflect on their life and their value.The instructor also provided opportunity for students tovoluntarily share their realization after they completing thisassignment in class. Many students are inspired by others.

share this assignment is awonderful idea to help studentssee things from differentperspectives. (12/22/2016)

students got A and achieved a satisfactory score.(12/22/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; we will continue withexercises in which students have the opportunity to analyzeone's own values, goals, and sense of self as related tofamily history and life experiences.

Enhancement: Introduce moreactivities in which students havethe opportunity to explore theirfamily history and life experiencesand assess how this histories andexperiences can impact therelationships with children andfamilies. (11/06/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOf the 37 students enrolled; 33 students completed coursesuccessfully 89 % of these students achieved a satisfactoryscore. (11/06/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students metat assignment/experience components. The description oftheir roots and culture provided understandings (theexperience is part of the course cultural humilityframework) Components of the essay were shared witheach course familia (class is organized in familias to supportteaching and learning).It provided an opportunity for students to learn about eachother in a deeper and more meaningful way.

Enhancement: Add to the coursethe creation of a group infographic(board activity or poster paper) toshowcase students roots andculture. The infographic willreflect a collective view of ourstudents roots and culture.(09/26/2016)

Program Review Reporting Year: 2015-2016Target : Target MetCD12.02S 29 students enrolled; 100% successful completionof the essay. (06/22/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructor willwork closely with all the students enrolled in the class tomake sure that every student that is enrolled in the class

Enhancement: The instructor willcontinue encouraging all thestudents in the class to continueanalyzing their one's own values,goals and sense of self as relatedto family history and lifeexperiences, assessing how thisimpacts relationships with

Program Review Reporting Year: 2015-2016Target : Target MetOf the 30 students enrolled, 26 students completed thecultural biography. 26 of these students achieved asatisfactory score. (12/06/2015)



complete this important assignment.children and families.(12/06/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The majorityof students did well on their cultural biographies. An idea tobe implemented by one of the instructors in Spring 2015,the cultural bio written assignment to be more projectbased.For the second session, the instructor would like to furtherthe assignment with a group reflection process.

Enhancement: Explore thepossibility to create project basedassessment that displays thestudents cultural biographythrough SLO#4. (04/05/2015)

Program Review Reporting Year: 2014-2015Target : Target Met29 students enrolled in one section and 33 studentsenrolled in the second sectionStudents analyzed their own values, goals and sense of selfas related to family history and life experiences, assessinghow this impacts relationships with children and familiesthrough a write about. 100% of the 62 students succeed atthe rate of 80% or more. !00% success rate in the sectionwith 33 students. (02/05/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students hadan opportunity to research their own family history andorigins. The experience, "know thyself", sets the tone tolearn that individual knowledge and understanding isessential to building and nurturing respectful and reciprocalrelationships with children and families. When we knowour individual story, we become more open to learningabout the stories of others. The course experience buildspride and connection.

Enhancement: Develop a rubriclinked to NAEYC standards.(04/01/2015)

Program Review Reporting Year: 2013-2014Target : Target Met83% of students enrolled (25 of 30) successfully completedthe assignment. (01/19/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Great successexperienced in the completion of the cultural biographyassignment.

Program Review Reporting Year: 2013-2014Target : Target Met32 of 34 students completed the assignment succesfully andmet the target for success. (04/16/2014)



Target for Success: 80% success

Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentsanalyze their own values, goals and sense of self as relatedto family history and life experiences, assessing how thisimpacts relationships with children and families.

Enhancement: Instructors willencourage students to explorehow the process of family historyand life experiences can impactrelationships with children andfamilies. (04/04/2017)


Exam - Course Test/Quiz - Essay onstudent's own cultural biography


C D 50:Principles and Practices of Teaching Young Children


CD50_SLO_1 - Evaluating the qualityof a licensed early childhood programand make appropriaterecommendations based on researchfindings of quality indicators based onDAP standards and developmentaltheories.SLO Status: Active

Target for Success: 80 % of thestudents will complete theobservation of the childdevelopment program successfully.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willencourage students to continue examining the theoreticalframeworks, philosophies, curriculum, indoor/outdoorenvironments of the different child development programs.

Enhancement: Students willcomplete more observations ofchild development programs andwill make appropriaterecommendations based onresearch findings of qualityindicators based on DAPstandards. (12/15/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 39 students enrolled, 84% completed the childdevelopment program observation successfully met thecourse target and achieved a satisfactory score.(12/15/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students willcontinue to examine throughout the course the differenttheoretical framework of child development programs.

Program Review Reporting Year: 2018-2019Target : Target Met

Of the 29 students enrolled; 28 students completed theobservation successfully. 96% of the students achieved asatisfactory score.

(08/09/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; two observation of childdevelopment program will be introduced during the course.

Enhancement: Students willcomplete more observations ofchild development programs andwill make appropriaterecommendations based onresearch findings of qualityindicators based on DAPstandards. (12/14/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 35 students enrolled; 34 students completed theobservation successfully. 97% of the students achievedsatisfactory score. (12/14/2017)

Enhancement: Provide support tothe low performing students,discover what their challenges are

Program Review Reporting Year: 2016-2017Target : Target MetAll components of quality ECE programs are examined,

Other - Observation of ChildDevelopment Program. Students willspend some time observing theprogram. Students should examinethe theoretical framework of theprogram, program philosophy,mission and values, funding, childbased model vs. family servicemodel, curriculum, indoorenvironment, outdoor environment,staff development, parentinvolvement, community visibly andparticipation, pupils' behavior andteacher interaction.



Reflection (CLICK ON ? FOR INSTRUCTIONS): The studentsengagement and enthusiasm for learning in this class wasvery high. 30 out of 36 students passed with above averagegrades. A goal for this class would be to engage the fewlow performing students and support them with theirlearning process.

and offer assistance.(04/27/2017)

including program philosophy, teacher directed learning vschild directed learning programs. Design of the physicalenvironment and how that effects the social emotionalenvironment environment is studied. Students wererequired to do an observation in a licensed ECE program,and write a report. Once the fundamentals of quality ECEprograms is established the students are required to designa quality program utilizing all components of EarlyChildhood Education (04/27/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): CD50 is one ofthe core courses and a beginning class of CD & Ed Dept.Many students in this class were new to De Anza and hadnever taken Child Development courses before. TheObservation of a licensed childcare program required eachstudent to use a Site Observation Form with 6 majorsections and all together 60 criteria. It is a very detailedform for an observation, however students have beenhaving problem to include the results of all the criteria. Theinstructor planned to lower the total points for this specificassignment and make it easier for students to collect data.

Enhancement: Instructors of CD50agreed that the Site ObservationForm could be a little complicatedfor the new students. Eachinstructor should have theflexibility for modifying the formto fit into the needs of students.(12/22/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOut of 23 students, 22 students completed theirobservation of a licensed childcare program. 94% of thesestudents achieved a satisfactory score which is B.(12/22/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willencourage students to continue examining the theoreticalframeworks, philosophies, curriculum, indoor/outdoor

Enhancement: Faculty willencourage students to continueobservations of the ChildDevelopment Programs toevaluate the quality indicatorsbased on DAPstandards/developmental

Program Review Reporting Year: 2016-2017Target : Target MetOf the 34 students enrolled; 32 students completed theassignment successfully. 32 students completed theObservation of a Child Development Program. (12/17/2016)



environments of the different Child DevelopmentPrograms.

theories. (12/17/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; two or three observations ofthe child development program will be introduced duringthe course.

Enhancement: Students willcomplete more observations toevaluate the quality of licensedearly childhood programs in thefield. (11/06/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOf the 39 students enrolled; 38 students completed coursesuccessfully. 96% of these students achieved a satisfactoryscore. (11/06/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; more child developmentprograms observations will be introduced during thecourse.

Enhancement: Students willcomplete more observations onchild development programs andwill make recommendations basedon research findings of qualityindicators on DAP standards.(11/06/2016)


Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed well in this area introduce one to three differentkinds of licensed early childhood programs in whichstudents can make appropriate recommendations based onDevelopmental Appropriate Practices (DAP) standards anddevelopment theories.

Enhancement: Students will havethe opportunity to continueworking with ECERS. (12/12/2013)

Program Review Reporting Year: 2013-2014Target : Target MetOf the 86 students enrolled from two sections of CD-50; 82students submitted the observation. 100% of thesestudents achieved a satisfactory score. (12/12/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): To observethe different Early Childhood Programs to identifydevelopmental appropriate practices, philosophies and the

Enhancement: Work more closelyon the understanding of theNAEYC standards and theirapplication with developmentallyappropriate practices.(09/23/2013)

Program Review Reporting Year: 2012-2013Target : Target MetFrom 10 students involved in the observation assignment; 8students were proficient and 2 were apprentice.(09/11/2013)



NAEYC standards to improve the quality of service forchildren.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Some facultywill start using ECERS on the CD-50 course. ECERS will serveas a guide for the students to complete the observation ofthe Child Development Program.

Program Review Reporting Year: 2012-2013Target : Target MetOf the 73 students enrolled, 60 students submitted theobservation of the Child Development Program. These datais a summary of 2 CD-50 courses. 80% of these studentsachieved a satisfactory score. (12/18/2012)

Target for Success: 75 %, 3 of 4questions answered correctly hasbeen set as the target.

Exam - Course Test/Quiz - Fourquestions on developmentallyappropriate practice were developedas part of the final exam.

Target for Success: 80% of thestudents will successfully completethis observation report.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Manyopportunities of discussing this observation and therequirements of report writing is helpful to student success.One faculty member has stated that, students are beingchallenge with competitive priorities. Balancing school withwork and family created difficulties for students to

Enhancement: Develop a contractand community agreements toestablish clear expectation in thestudents-teacher communicationand engagement.Students partner to observe andevaluate each other’s programusing an interview strategy togather the information needed inaddition to the observation itself.This would provide students withmore collaborative learningopportunity while providing achance for students to branch outinto the community and learnabout programs other than theirown. (09/23/2013)

Program Review Reporting Year: 2012-2013Target : Target Met3 sections of the course were assessed.In CD50.62S, 20 out of the 21 enrolled students successfullycompleted this observation and report.In the CD50.02 section, 25 of 31 students successfully metthe target, 80%. Six students were unable to meet thetarget as they were unable to fully complete the assignmentrequirements.In the CD50.61 section, the average score was 44 out of 45points. Most of the students earned 100% and two studentsearned 40/45 points. Most students followed theassignment checklist exactly and met all of therequirements very well. (04/16/2013)

Other - Students are required toobserve a licensed child care centerand complete an observation report.A Site Observation Form is providedfor students to follow and use it as aguide for their observation. The finalwrite-up should include introductionof the center, observation andconclusion. An observation rubric isprovided for better understanding ofthe expectations of this report.



complete the course. Commitments to uphold he coursestandards and policies were difficult to meet for somestudents. The faculty member wonders about the meaningof the results in students’ assessment. The need to spendmore time with students who are struggling, set up somemethod of early alert that is more effective that the currentpractice was identified. Establishing a contract withstudents at the beginning of the quarter may be necessaryto establish clear expectations for our relationship and theclass dynamics.Students were eager to complete this assignment and manystudents elected to evaluate their own program, but werenot allowed to do so for their own classroom. Because theywere familiar with their own programs, they were able toprovide detailed and accurate information that easily metthe project criteria.

Target for Success: 80% of studentswill score 55 out of 60 points orbetter.

Other - Observation of ChildDevelopment Program. Students willspend some time observing theprogram. Students should examinethe theoretical framework of theprogram, program philosophy,mission and values, funding, childbased model vs. family servicemodel, curriculum, indoorenvironment, outdoor environment,staff development, parent

Other - Student completed theECERS assessment tool in which theyobserved a licensed early childhoodprogram. 81.8% scored 70% orbetter, and 1 student scored below60%, and 3 students did not submitthe assignment.


Other - Multiple choice and essayquestions.



Target for Success: 75% of thestudents will score 55 out of 60points or better.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, introduce three to four essayquestions, throughout the quarter on each exam

Of the 111 students enrolled in three sections of CD-50, 103students successfully passed the test. 93% of these studentsachieved a satisfactory score. (12/11/2014)

Other - Observation of one licensedearly childhood education programand interview with an earlychildhood professional

1. Select one licensed earlychildhood education program tovisit.a. Observe the program formore than 2 hoursb. Use the “Site ObservationForm” to guide your observation andmake sure to get detailedinformation for each criteriac. Operate the interview andrecord the answer for each question2. Prepare a full report ofyour observation and interviewincludinga. Introduction): describebasic information and history of theprogram (1 to 2 pages)b. Observation: use the SiteObservation Form as a format towrite detailed information for eachcriterion (6 pages).c. Conclusion commentabout the program according to yourobservation and interview. Supportyour comments with thedevelopmental and learning theorieswe discussed in class (1 to 2 pages)d. Appendix: include yourhand written notes, observation



Target for Success: 70% of thestudents have achieved a score of B.

forms, brochures and etc., whichevidence your efforts. Present themneatly

Target for Success: 75 % of thestudents to achieve above averagegrades, demonstrate acquisition ofknowledge and understanding ofconstructivism learning theory.Demonstrating knowledge of thenegative effects of authoritativeteaching styles.

Exam - Standardized - In the finalexam students were required toanswer questions in great detail toshow understanding of the subjectmatter.

CD50_SLO_2 - Recognize the value ofthe field of child development inproviding for thedevelopmental/foundational needs ofchildren through quality programsand appropriate practice.


SLO Status: Active

Target for Success: Exam questions-75 %, 3 of 4 questions answeredcorrectly, has been set as the target.Group project- 80% of the studentswill earn 85% or higher on thelaboratory project assignment.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities related to developmentallyappropriate practices to identify the major theories andtheorists throughout the quarter.

Enhancement: Instructors willencourage and guide studentswith more activities related todevelopmentally appropriatepractices to identify the majortheories or theorists throughoutthe quarter. (08/08/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 37 students enrolled, 36 completed the examsuccessfully. 97% of these students achieved a satisfactoryscore. (08/08/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities related to developmentallyappropriate practices to identify the major theories andtheorists throughout the quarter.

Enhancement: Instructors willencourage and guide studentswith more activities related todevelopmentally appropriatepractices to identify the majortheories and theorists throughoutthe quarter. (07/13/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 44 students enrolled, 43 students completed theexam successfully. 97% of these students achieved asatisfactory score. (07/13/2019)

Enhancement: The instructor willwork closely with the students


Comments/Notes: 2 differentassessments were designed toassess.

Exam - Course Test/Quiz - Fourquestions on developmentallyappropriate practices weredeveloped as part of the final exam.Group project to identify the majortheories and theorists, restate eachtheorists’ main beliefs about growthand development, and identify keyvocabulary for each theory.



Reflection (CLICK ON ? FOR INSTRUCTIONS): The instructorwill include oral/written reflection questions ondevelopmentally appropriate practices at the end of eachlecture.

that are facing challenges and willprovide simple questions ondevelopmentally appropriatepractices. (12/16/2018)

Of the 35 students enrolled, 33 students completed the fourquestions on developmentally appropriate practicessuccessfully. 94% of the students enrolled in this sectionmet the course target. (12/16/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willencourage students to continue with the application ofdevelopmentally appropriate practices in the EarlyChildhood Education field.

Enhancement: The instructor willwork closely with the studentsthat are facing challenges withessay questions ondevelopmentally appropriatepractices. (07/08/2018)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 41 students enrolled, 37 students completed the fourquestions on developmentally appropriate practicessuccessfully. 90% of these students achieved a satisfactoryscore. The results reflects 1 section of CD-50 taught by oneinstructor. 90% of the students enrolled in this section metthe course target. (07/08/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willencourage students to continue with the application ofdevelopmentally appropriate practices in the earlychildhood education field.

Enhancement: This essayquestions on developmentallyappropriate practices allowedstudents to put all theirinformation they have learned inCD-50, especially regarding qualityprograms and appropriate practicetogether. (08/08/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 28 students enrolled, 25 students completed thefinal exam successfully. 89% of the students completed thefour questions on developmentally appropriate practicecorrectly. (08/08/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willencourage students to continue with the application ofdevelopmentally appropriate practices in the earlychildhood education field.

Enhancement: This essayquestions on developmentallyappropriate practices allowedstudents to put all theirinformation they have learned inCD-50, especially regarding qualityprograms and appropriate practicetogether. (07/04/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 41 students enrolled, 39 students complete the finalexam successfully. 95% of the students completed the fourquestions on developmentally appropriate practicecorrectly. (07/04/2017)



Reflection (CLICK ON ? FOR INSTRUCTIONS): At the secondhalf of the quarter the instructor and student starteddiscuss in every class about the indicators for a high qualitychild care. Starting early and providing more time forstudents to find their groups and build relationshipsseemed to help them to be successful with this finalproject.

Enhancement: All instructorsagreed this final presentationallowed students to put all theirinformation they have learned inCD50, especially regarding a highquality child care together. It alsooffered a different learning stylefor the students who prefer groupproject than taking tests. It is oneassignment we should havecontinuous discussion.(12/22/2016)

Program Review Reporting Year: 2016-2017Target : Target MetOut of the 25 students, 24 students completed their finalgroup presentation of an idealistic childcare program. 100%of these 24 students achieved a satisfactory score which isB. (12/22/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): After study oftheory, educational philosophies, DevelopmentallyAppropriate Practices, NAEYC program and professionalpreparation standards, child centered programs, teachercentered programs, working with diverse populations,teacher role in ECE, Students are required to put allpractices in place through the development of their ownECE program. This is a learning opportunity through activeengagement with fellow students and clearly illustrateshow well they understand the required material.

Program Review Reporting Year: 2015-2016Target : Target Met84% of my students met my goals of recognizing the valueof the field of Early Childhood Development through qualityprograms and appropriate practices. (05/31/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The instructorwill continue to present different scenarios and case studiesin which students will have the opportunity to recognizethe value of the field of child development in providing forthe developmental/foundational needs of children through

Program Review Reporting Year: 2014-2015Target : Target MetOf the 35 students enrolled in one section of CD-50; 34students completed the test successfully. One studentdidn't complete the test. (08/07/2015)



appropriate practices.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students weresuccessful in understanding and applying course contentand significant concepts related to developmentallyappropriate practice. Other comprehensive questions, indifferent format, can be developed to assess learning.Students enjoyed completing the group project as anindependent study. Each student reported they wereactively engaged and used online resources as well as thetextbook information. Students later discussed each theoryand theorist in small group discussions and there were fewmisconceptions or questions to address during a follow-upclass discussion.

Enhancement: Revisit testquestions and developed differenttypes of exam questions to assessthe learning outcome. The Groupproject assignment has been usedfor several years in differentcourses that require students tolearn about the major theoriesand theorists. It has beensuccessful each time and studentstend to do very well. It would befun to play a game such asPowerPoint Jeopardy to reinforcethe information instead of havinga small group discussions or minipresentations. (09/23/2013)

Program Review Reporting Year: 2012-2013Target : Target MetExam questions- In the CD50.02section28 of 31 students(90%) answer correctly the 4 exams question developed toassess the SLO.Group project- In the CD50.61 section, the average scorewas 15 out of 15 points. All the students earned 100% onthis project (04/26/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): As reflectedby the number of students that successfully answer theexam questions, students gained an understanding ondevelopmentally appropriate practice and program qualityindicators. 3 faculty members teaching the coursereviewed the questions. Only on section of CD 50 (.01) hadan assessment method to measure this SLO.

Enhancement: All faculty teachingCD 50 will incorporate a methodto evaluate this SLO. (12/27/2012)

Program Review Reporting Year: 2012-2013Target : Target MetIn the CD 50.01 section, 21 students were enrolled. 20 of 21answer correctly the final exam questions that measure thislearning outcome. (12/27/2012)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The instructorwill encouraged all the students in the class to continue

Enhancement: Instructor willcontinue working with thestudents in a way that involvessharing ideas, thoughts or feelingsof the value of the field of childdevelopment. (12/06/2015)

Program Review Reporting Year: 2015-2016Target : Target MetOf the 36 students enrolled , 35 students completed theexam. 35 of these students achieved a satisfactory score.(12/06/2015)

Exam - Course Test/Quiz - Studentscompleted the two quizzes and afinal exam. Included here are thequiz scores. 72% of the class scored70% or better and 4 students scoredbetween 60% and 70% on the firstquiz. On the second quiz the



recognizing the value of the field of early childhoodeducation and the importance to offer good qualityprograms and appropriate practice.

students 90% scored above 70% and1 student scored 60%.

Target for Success: 75% of thestudents pass with a C or better

Reflection (CLICK ON ? FOR INSTRUCTIONS): I am pleasedwith the curriculum and results, 84% passed with a B orbetter. The success of this class is based on interactivegroup projects that incorporate reading the text, working ingroups, collaborating, and 2 exams, the midterm and final.

Enhancement: none requiredbeyond fine tuning and continuedgrowth and development ofcurriculum (11/04/2016)

Program Review Reporting Year: 2015-2016Target : Target Met86% passed with a C or higher (11/04/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): I am lookinginto a better method of determining the students successregarding the SLO.

Program Review Reporting Year: 2015-2016Target : Target Met20 out of 21students who filled out the survey stronglyagreed that the SLO goal #2 had been met 1 person wasneutral (11/04/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Developmentof a new survey that may be taken as part of the final exammay yield more information.

Program Review Reporting Year: 2015-2016Target : Target Met28 students, 18 completed the survey stating that theystrongly agreed that the SLO goal was met 1 personresponded neutral. (11/04/2016)

Survey - Students took a survey aspart of the final exam describingtheir competency level acquiredduring the course.


C D 51A:Basic Student Teaching Practicum


C D51A_SLO_1 - Demonstratemastery of basic teachingcompetenciesSLO Status: ActiveOutcome Creation Date: 09/11/2013

Target for Success: 70% of firstquarter students will successfullycomplete the student teachingcompetencies with a grade of B orhigher.

Other - Teaching competenciesrubric (First Quarter Student)

C D51A_SLO_2 - Analyze the teachingprocess through reflection and self-assessment of teaching experiencesto guide and improve practiceSLO Status: Active_Pending_RevisionOutcome Creation Date: 09/11/2013


C D 51B:Advanced Student Teaching Practicum


C D51B_SLO_1 - Demonstratemastery of advanced teachingcompetencies.SLO Status: ActiveOutcome Creation Date: 09/11/2013

Target for Success: 80% of secondquarter students will successfullycomplete the student teachingcompetencies with a grade of B orhigher.

Other - Teaching competenciesrubric (Second Quarter Student)

C D51B_SLO_2 - Analyze the teachingprocess through reflection and self-assessment of teaching experiencesto guide and improve advancedpractice.SLO Status: Active_Pending_RevisionOutcome Creation Date: 09/11/2013


C D 52:Observation and Assessment of the Young Child


CD52_SLO_1 - Appraise thedifference between observation andassessment and the need for cautionin interpretation.SLO Status: Archived SLO Statement

Target for Success: 70% of studentsshould demonstrate the ability towrite an objective statement thatincludes the objective specificobservation followed with adevelopmental norm statementand/or a theoretical statement froma known developmental theorist thathelps to explain the observedbehavior.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I am pleasedwith the enthusiasm, and participation of the group ofstudents in this class sustained throughout the quarter asthe brought the project to completion.

Enhancement: The courseschedule will be modified forfuture classes through adjustmentby moving the chapter onDevelopmental norms. Thischapter will now be presentedafter the students have gathereddata through several of theirobservations. (06/28/2018)

Program Review Reporting Year: 2017-2018Target : Target Met90% of students successfully completed the child study,demonstrating an understanding of early childhooddevelopmental norms; methods of observation andassessmentthese students also demonstrated an understanding ofquality child care programs as a result of training andobservation in the field using the ECERS

(06/28/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructionwill improve with the addition of a course handbookcontaining all required documents and materials, rather onrelying on the students to build their own collection bydownloading and printing in order to build their ownhandbook.

Enhancement: Review the newformat that will include requiringpurchase of the requiredhandbook (08/09/2017)

Program Review Reporting Year: 2016-2017Target : Target MetStudents were able to demonstrate understanding of thecourse material through their submission of the Child StudyProject. Students wrote a short essay explaining thedifference between observation and assessment. 74% ofthe students expressed a thorough understanding of thistopic. 18% of the students were able to demonstratesatisfactory understanding of the difference betweenobservation and assessment concepts. (08/09/2017)

Enhancement: I will create ahandout packet with requiredforms for ease of accessibility. Iwill have available binders thatcontains all of the DRDP measures,Early Childhood Education

Program Review Reporting Year: 2016-2017Target : Target Met24 of 27 (89%) of the students successfully completed achild study using the DRDP (Desired Results DevelopmentalProfile) assessment instrument as their guideline. Thestudents were able to discuss in full detail how observation

Project - Students completed a DRDP(Desired Results DevelopmentalProfile Assessment/ Child Studyproject. Successful completion wasto demonstrate the ability to presentobjective observations and then towrite objective assessmentstatements that were based indevelopmental norms and theory forinterpretation. This involved theneed to use caution in interpretationand to avoid labels and personalstatements of the observedbehavior.



Reflection (CLICK ON ? FOR INSTRUCTIONS):While successful in meeting the SLO goal for this quarter,our next goal is to increase student retention. Studentsneed support with gathering documents downloaded fromthe internet, such as the DRDP instructions, forms, healthform, and various observation formats.

resources developed by the StateDept of Education. (12/20/2016)

is the collection of data and assessment is the evaluation ofthe collected data through writing an essay on the finalexam.In the Child Study Project, these students were able todemonstrate knowledge of several observation instrumentsused for gathering information including running record,anecdotal records, ABC narrative, check lists and ratingscales.The Students used ECERS (Early Childhood Education RatingScales) to evaluate a classroom environment.The students observed an Early Childhood Educator using achecklist, rating scale, or running record for assessmentpurposes.

(12/20/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The majorityof students successfully completed the project, however,they had great difficulty with this learning outcome. Theproject itself is complex and requires ongoing dailyobservations and development of multiple skills. Theinstructor is considering modifying the project bysimplifying it and perhaps breaking it down into several

Program Review Reporting Year: 2012-2013Target : Target Met14 out of 16 students completed the project. Eight studentsor half (50%) received a grade of B or higher. Two studentsreceived a grade of D or below. Four students received agrade in the C range. This means that the majority ofstudents (50%) were highly successful with understandingthe need to use caution in interpretation of data collectedand 75% demonstrated the ability to use caution ininterpretation of observations and assessment of theseobservations. (12/27/2012)



assignments that build up to a smaller final project. Theinstructor hopes to have time in a department meeting toget input from other faculty and also to try to investigatewhat other colleges are doing to develop these skills.

Reflection (CLICK ON ? FOR INSTRUCTIONS): A highpercentage of students were able to demonstrate theability to link theory and research with direct observations.This is evidence of their ability to understand the scientificmethodology and importance of a number of aspects ofChild Development as a field that utilizes the scientificmethodology including writing objective statements.

Program Review Reporting Year: 2011-2012Target : Target Met85% of students were successful with this objective. Inorder to receive a grade of C or above students had tocomplete a child study, DRDP and successfully pass amidterm and final exam. This means that they had tosuccessfully answer questions about the field of ChildDevelopment as a field in the Behavioral and SocialSciences. They also had to demonstrate the ability to linktheory with specific observations of child behavior.(03/29/2012)

Reflection (CLICK ON ? FOR INSTRUCTIONS): More than70% of students successfully met the goal and thereforedemonstrated the ability to link developmental theory andresearch to child observations and assessment. The DRDPand focus on understanding the importance of research andthe scientific methodology was successfully supportedthrough in class activities of assessment of observations

Program Review Reporting Year: 2011-2012Target : Target Met73% of students were successful with this objective. Inorder to receive a grade of C or above students had tocomplete a child study, DRDP and successfully pass amidterm and final exam. This means that they had tosuccessfully answer questions about the field of ChildDevelopment as a field in the Behavioral and SocialSciences. They also had to demonstrate the ability to linktheory with specific observations of child behavior.(12/10/2011)



and practice with linking these observations to textbooktheory. Students were also able to see how important thisis for understanding child behavior and sharing thisinformation with parents.

CD52_SLO_2 - Demonstrateknowledge of the developmentaldomains through evaluation andcompletion of the Desired ResultsDevelopmental ProfileSLO Status: ActiveOutcome Creation Date: 09/24/2018 Target for Success: All students

complete the child study at or abovesatisfactory level.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Very pleasedwith high level of learning. Students were engaged asshown by their participation in in-class activities. Thehomework assignments and the portfolio submitted wereof high quality.

Enhancement: In-class activity forcheck-list and rating skills needsbetter written instructions.(12/17/2019)

Program Review Reporting Year: 2019-2020Target : Target MetOut of 30 students, 2 withdrew. 26 students evidencedmastery of skills to complete the Desired ResultsDevelopmental Profile. Two other students showedminimal skills in completing DRDP. (12/17/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students metexpectations. Two of the students who succeeded hadpreviously been enrolled (Spring 18) i the class but had notsucceeded.

Program Review Reporting Year: 2018-2019Target : Target Met100% (14/14) submitted satisfactory portfolios. 10 of the 14submitted exemplary. 4 submitted satisfactory portfolios.(08/13/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): For thisquarter new directions and rubrics from NAEYC were used.These used confusing verbiage and omitted importantinformation.

Enhancement: Resume usingdirections and rubrics that havebeen proven effective whileupholding NAEYC standards.(08/13/2019)

Program Review Reporting Year: 2018-2019Target : Target Met41 of the students submitted portfolios but the majoritywere satisfactory with two exemplary.

One student did not submit their portfolio because studentstopped coming. (08/13/2019)

Portfolio Review - Portfolio includesDRDP Assessment Process,completes ECERS observation, anddiscusses developmentallyappropriate practices and child'sdevelopment accordingly.


C D 53:Creative Art for the Young Child


CD53_SLO_1 - Evaluate the uses of avariety of visual arts media and theirrelationship to the overalldevelopment and learning, criticalthinking and self-expression for eachchild.


SLO Status: Active


Target for Success: C. 75% ofstudents will successfully answer thequestion with a score of 75% orbetter using the rubric developed toassess responses. The rubricincluded three areas for assessment? Students ability to evaluate avariety of medias; to relate this tochildren?s development and to applythis to planning art experiences forchildren. J. 75% of students willsuccessfully complete their projectwith a score of 75% or better asassessed in individual conferenceswith each student.

Reflection (CLICK ON ? FOR INSTRUCTIONS): : C. Fromreading students responses to the essay question I came totwo different insights. First I think that the SLO for CD 53needs to be rewritten and changed to be clearer in learningoutcomes. As it is written the SLO is too broad to beeffectively assessed. I would like to work with the facultywho teach this course to modify the SLO to better assessstudent success. Secondly, in reading student responses itwas obvious that my question was not clearly written. Thequestion needs to be revised to better describe to studentswhat areas they need to articulate. I would also like tomodify the grading criterion for the resource project toinclude more evidence of connecting the use of variousmedias to children?s developmental needs and abilitiesincluding the application of this knowledge to theirclassroom practices.

Enhancement: : 1. Work withother faculty to modify the currentSLO to make it more measurableand specific of expectations forperformance. 2. Revise thegrading criterion for the resourceproject so that it has moreconnection with children?sdevelopment and learning. 3.Revise the final exam question tomore clearly define the specificinformation, knowledge andunderstanding needed to assessstudent performance.(12/29/2012)Enhancement: : 1. Work withother faculty to modify the currentSLO to make it more measurableand specific of expectations forperformance. 2. Revise thegrading criterion for the resourceproject so that it has moreconnection with children?sdevelopment and learning. 3.Revise the final exam question tomore clearly define the specificinformation, knowledge andunderstanding needed to assessstudent performance.(12/29/2012)

Program Review Reporting Year: 2012-2013Target : Target Met73% of students successfully answered the question with ascore of 77% or better (22 out of 30 students who took thefinal exam). 27% of students got 66% or lower in answeringthe question (8 students). Using the rubric ? 100% ofstudents were able to evaluate various mediums and relatetheir experiences to describe appropriate teaching practicesin art with young children. 86% of students were able toconnect the use of various media to specific areas ofdevelopment in children. Only 50% of students were ableto successfully synthesize the evaluation of media, withdevelopmental areas and planning of activities. J. 90% ofstudents successfully completed the resource project with ascore of 75% or better (27 out of 30 students). 22 studentsearned scores between 100% and 83% and 5 studentsearned scores between 79% and 75%. (12/29/2012)

Exam - Course Test/Quiz - C.Constructed essay question on Finalexam to assess student?s ability toarticulate and explain theirunderstanding of the SLO in terms oftheir own experiences with variousart media in class and their ability torelate it to children?s development.All students were required to answerthe question during an in class finalexam. J. Students are required tocreate a resource project includingall art activities presentedthroughout the quarter by bothinstructor and students organized byvisual art media and related to howthey will use these activities withchildren.


C D 54:Curriculum for Early Childhood Programs


CD54_SLO_1 - Design curriculum forall developmental domains that isculturally salient, developmentallyappropriate, inclusive and emergent.SLO Status: Active

Target for Success: 90% of thestudents will score 95 out of 100points.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities related to developmentaldomains that are culturally salient, developmentallyappropriate, inclusive and emergent.

Enhancement: Instructors willencourage and guide studentswith more activities related todevelopmental domains that areculturally salient, developmentallyappropriate, inclusive andemergent. (07/13/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 43 students enrolled, 42 students completed thecurriculum binder successfully. 97% of these studentsachieved a satisfactory score. (07/13/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed well in this area two or more designs forcurriculum for all developmental domains will beintroduced during the course.

Enhancement: Students willinclude in their curriculum bindersmore designs on the curriculumfor all developmental domainsthat are culturally salientdevelopmentally appropriate,inclusive and emergent.(12/16/2018)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 41 students enrolled, 36 students completed thecurriculum binders successfully. 88% of the studentsenrolled in this section met the course target and achieveda satisfactory score. (12/16/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area two or more designs forcurriculum for all developmental domains will beintroduced during the course.

Enhancement: Students willinclude in their curriculum bindersmore designs on curriculum for alldevelopmental domains that areculturally salient developmentallyappropriate, inclusive andemergent. (12/14/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 42 students enrolled; 42 students completed theircurriculum binders successfully. 100% of the studentsachieved satisfactory score. (12/14/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, in the future we willintroduce one to three developmental domains that isculturally salient, developmentally appropriate, inclusive

Program Review Reporting Year: 2011-2012Target : Target MetOf the 40 students enrolled, 40 students submitted thecurriculum binders. 100% of these students achieved asatisfactory score. (07/04/2012)

Other - Students were evaluatedwith a rubric that assessed thecurriculum binders they submitted.Ten points were awarded for each of5 activities that were evaluated on 8major areas that focused on SLO 1"Design curriculum for alldevelopmental domains that areculturally salient, developmentallyappropriate, inclusive andemergent".



and emergent throughout the quarter as an extra feature inclass assignments to encourage each student to designcurriculum for all developmental domains (culturallysalient, developmentally appropriate, inclusive andemergent).

Target for Success: 70% of thestudents will successfully receive agrade of C or higher on the gradingrubric.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The majorityof students did successfully complete the target goal butmore effort will be placed on helping even more studentsto successfully complete the project by analyzing thespecific details of prerequisite knowledge and skills neededto plan curriculum activities for young children.

Program Review Reporting Year: 2012-2013Target : Target Met22 students or 74% received a grade of C or higher on theproject. 8 students or 26% received a grade of D or belowor did not complete the project. This means that themajority of students did successfully meet the target forsuccess. (12/31/2012)

Project - Students will develop threecurriculum activities that will begraded using a grading rubric. Theseactivities will be evaluated based onhow well they rate on the rubricaccording to: 1) If they emerge from(are based on the naturalisticobservation they complete for thisclass). These activities will also begraded according to being: 2)culturally salient, 3) developmentallyappropriate, and 4) inclusive. Eachactivity will also focus on one of thedevelopmental domains (physical,cognitive or social/emotionaldevelopment).

Target for Success: 75% of thestudents will score 55 out of 60points or better.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area in the future instructors willintroduce one of three developmental domains that areculturally salient, developmentally inclusive and emergentthroughout the quarter.

Enhancement: The instructor willadd extra class assignments toencourage each student to designa curriculum for all developmentaldomains (culturally salient,developmentally appropriate,inclusive and emergent).(12/15/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 46 students enrolled, 95% of students completed thetest successfully met the course target and achieved asatisfactory score. (12/15/2019)

Enhancement: Instructor will addextra class assignments toencourage each student to designcurriculum for all developmental

Program Review Reporting Year: 2016-2017Target : Target MetOf the 47 students enrolled; 47 students completed the testsuccessfully. 47 students completed all the multiple choice

Other - Multiple choice and essayquestions.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, in the future instructors willintroduce one to three developmental domains that areculturally salient, developmentally appropriate, inclusiveand emergent throughout the quarter.

domains (culturally salient,developmentally appropriate,inclusive and emergent).(12/17/2016)

and essay questions. (12/17/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The instructorwill encouraged all the students to continue practicing thedesign curriculum for all developmental domains that isculturally salient

Enhancement: The instructor willencouraged all the students in theclass to continue working on thedesign of curriculum for alldevelopmental domains that isculturally salient (12/06/2015)

Program Review Reporting Year: 2014-2015Target : Target MetOf the 51 active students enrolled, 51 students completedthe exam. 51 of these students achieved a satisfactoryscore. (12/06/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, introduce three to four essayquestions, throughout the quarter on each exam.

Program Review Reporting Year: 2014-2015Target : Target MetOf the 64 students enrolled in a section of CD-54 63students successfully passed a test. 75 % of these studentsachieved a satisfactory score. (12/11/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Based on theassignment provided many students found the ECERSchecklist to be useful and looked forward to finding betterways to improve a particular learning area. In the future, Iwould remove the Philosophy and Vision statement and orinclude that as Part II and move the rest of the items down.

Enhancement: The way that Iwould enhance this assignmentwould be to have the studentsmeet with the administrator orteacher of the learning area theyobserved and go over their 3-5lesson plans. Sometimes, teachersare looking for ways to improvetheir learning centers, so thiscould be a win-win for bothparties. Students would also askfor suggestions for their lessonplans, so that they have additionalways of improving their emergentcurriculum plans. (08/17/2017)

Program Review Reporting Year: 2016-2017Target : Target MetAll students participated in this project and many studentswere successful in completing all areas 13 students did 90%or more better. That is roughly 50% of the class doing wellon this assignment. (08/17/2017)


Project - Part I; Students wererequired to read and analyze five-diverse teaching curriculum andphilosophies: High SchopePhilosophy, Head Start Philosophy,The Creative Curriculum, MontessoriPhilosophy and Reggio EmiliaPhilosophy with the providedwebsites in class. Students werethen required to the complete theAnalyzing theCurriculum/Philosophy" chartprovided for them to dig a bit deeperand guiding their learning as theylearn about each of the differentphilosophies.



Target for Success: The target forsuccess was 80% or more.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Being that thiswas my first time teaching this course, it was great to seehow many students were engaged with early childhoodeducation and utilized each of the assignments as anopportunity to grow and learn. When I taught this coursethere was no departmentalized rubric for the class. So Icreated my own.

Target : Target MetStudents were engaged with a project that allowed them toexplore various philosophies and curriculum. They alsoused the ECERS checklist to help expand their knowledge ofthe explored environment. (08/09/2017)

Comments/Notes: The total pointsfor this assignment was 80. Thelowest score was 54/80. In thefuture, it would be a good idea tohave the personal statement andphilosophy be its own separateassignment. That way the studentscan focus on all the other three partsto this assignment.

Part II: Students were to evaluate aspecific learning area using theECERS checklist.

Part III: Students were to write a 2-3page reflection answers "Whichphilosophy or curriculum was theirfavorite and why?". And also basedon the ECERS checklist studentswere to providesuggestions/changes to theenvironment to provide an inclusive,developmentally appropriate,emergent environment. In addition,based on the ECERS checklist,students were to provide andsuggest 3-5 lesson plans, focusing onthe active areas that were lacking orhad room for improvement.Students were to design the learningarea to expand on emergentcurriculum activities.

Part IV: Students were to prioritizetheir own values within a culturalcontext and development of theirown personal philosophy statementthat is related to young children.


C D 55:Literacy Development and Activities for the Young Child


CD55_SLO_1 - Critique languageenhancement materials appropriatefor infants to school-aged children


SLO Status: Active


Target for Success: 70% of studentswill successfully complete thisproject with a grade of C or better.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities to all the students to examinein a very careful and strict way all the language materialsfor infants to school aged children.

Enhancement: Instructors willencourage and guide studentswith more activities to examine ina very careful and strict way all thelanguage materials for infants toschool aged children.(07/13/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 37 students enrolled, 36 students completed theproject successfully. 97% of these students achieved asatisfactory score. (07/13/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The instructorin encouraged students in a very careful and strict way topay close attention to language enhancement materialsappropriate for infants to school-aged children

Enhancement: Instructor willencouraged all the students toexamine in a very careful and strictway all the language enhancementmaterials appropriate for infantsto school-aged children(12/06/2015)

Program Review Reporting Year: 2015-2016Target : Target MetOf the 55 students enrolled, 55 of these students achieved asatisfactory score. (12/06/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): This is anessential activity for student teachers. The activity issomewhat challenging for students but studentsdemonstrated the ability to be able to successfullycomplete it and to gain valuable information and skills fromit.

Program Review Reporting Year: 2012-2013Target : Target MetThere was a 74% success completion rate on this projectwith students earning a grade of C or better. 37% were inthe 'A' range. 20% were in the B range and 17% were in theC range. Students also stated that they better understoodhow to select developmentally appropriate books for youngchildren. They also stated that they more clearlyunderstood how important book selection is for youngchildren. (11/03/2013)

Program Review Reporting Year: 2012-2013Target : Target Not Met20 students (53%) successfully completed this project with agrade of C or better. 18 students (47%) either did not

Project - Students will select andreview 5 children's books and thenshare one book each week in smallgroup in class with other students.Before sharing each book eachstudent will critique and review thebook using a set ofguidelines/criteria that focuses onthe book being age appropriate andenhancing language for children.Each book review will then beevaluated by the instructor based onthe set of guidelines/criteria given tothe students.



Reflection (CLICK ON ? FOR INSTRUCTIONS): More time willbe spend helping students to understand how to evaluatechildren's books for bias. More time will also be spenthelping students to learn how to do research on areas suchas if the book has been translated into various languages.Understanding how to select books for children thatsupport their first language is one important aspect ofselecting language materials that enhance languagedevelopment.

complete all 5 book reviews or were not successful incompleting all the questions on each book review. Therewere difficulties with several areas especially in completingthe research component and with evaluating the books forbias. (12/31/2012)

Target for Success: Students shouldachieve a satisfactory score which isB

Reflection (CLICK ON ? FOR INSTRUCTIONS): Picture booksare important for ECE educators to get familiar with.Students were interested in learning more about goodbooks they can introduce to young children. In addition to awrite-up each student also presented the book in class. Theinstructor may want to require students to critic more thanone book.

Enhancement: CD55 is offeredtwice a year. The class has beentaught by the same instructor.There are a few classes have thesimilar situation at the Dept. Moresupport and communication isneeded for these classes.(12/22/2016)

Program Review Reporting Year: 2016-2017Target : Target MetOut of the 32 students, 32 students completed theirChoose a Book critique assignment. 100% of these studentsachieved a satisfactory score which is B. (12/22/2016)

Project - There are 4 majorassessment methods for CD55, ClassObservation assignment, Book Criticassignment, Felt Board Story Retellassignment, and Language Gameassignment.


C D 56:Understanding and Working with English Language Learners


CD56_SLO_1 - Practice effectivecommunication to facilitate positiveinteractions, theories anddevelopmental sequence of bilinguallanguage acquisition between studentteachers, children, parents and otherstaff.


SLO Status: Archived SLO Statement

Target for Success: 75% of thestudents will answer the examquestion correctly or score 9 of 12points in the language activity.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed well in this area more theories and developmentalsequences of bilingual language acquisition betweenparents, children and staff will be introduced throughoutthe quarter.

Enhancement: Instructors willencourage and support studentsto explore more theories anddevelopmental sequences ofbilingual language acquisition.(03/29/2020)

Program Review Reporting Year: 2019-2020Target : Target MetOf the 31 students enrolled, in one section of CD-56 30students completed the exam successfully. 96% of thesestudents achieved a satisfactory score. (03/29/2020)

Reflection (CLICK ON ? FOR INSTRUCTIONS): 1:1 meetingsmust be scheduled with students not performing well ontests and activities. Instructor must establish a moreeffective monitoring process.

Enhancement: Schedule 1:1session with students notperforming well in exams oractivities by the 4th week(09/23/2013)

Program Review Reporting Year: 2012-2013Target : Target MetOf the 22 students enrolled, 18 students completed the testand activities successfully. 82% of these students achieved asatisfactory score. The results reflects 1 section of CD-56taught by one instructor. 82% students enrolled in thissection met the course target. (07/08/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area introduce two to threequestions on the final test as an extra feature to encourageeach student to explore and develop a variety of responses.

Enhancement: Faculty willcontinue the dialogue in Spring2013 to develop projects/methodsof assessment more aligned withthe SLO and NAEYC Standards.(04/19/2013)Enhancement: Faculty willcontinue the dialogue in Spring2013 to develop projects/methodsof assessment more aligned withthe SLO and NAEYC Standards.(04/19/2013)

Program Review Reporting Year: 2012-2013Target : Target MetOf the 39 active students enrolled, 38 students completedthe test successfully. 90% of these students achieved asatisfactory score. The results reflects 1 section of CD-56taught by one instructor. 85% students enrolled in thissection met the course target. (04/19/2013)

Program Review Reporting Year: 2011-2012Target : Target MetOf 31 students enrolled in section CD56.01, 90% of the

Exam - Course Test/Quiz - Data fromtest question on Final.Language Activity



Reflection (CLICK ON ? FOR INSTRUCTIONS): The activity isa hands on activity that allows students to effectivelycommunicate critical knowledge in working with Englishlearners, their families and staff.

students successfully completed the assignment.(07/02/2012)

Target for Success: 75% of thestudents will present and explainsuccessfully the findings of theresearch in the topic related toPreschool English LanguageLearners.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students willcontinue the presentation of theories that support thedevelopmental sequence of bilingual language acquisitionbetween student teachers, children, parents and otherstaff.

Enhancement: Instructors willguide students to investigate andexamine the developmentalsequence of bilingual languageacquisition between studentteachers, children, parents andother staff. (04/04/2017)

Program Review Reporting Year: 2016-2017Target : Target MetOf the 36 students enrolled, 32 students completed theexam questions successfully. 88% of these studentsachieved a satisfactory score.

Enhancement 04/04/2017 Instructors will guide students toinvestigate and examine the developmental sequence ofbilingual language acquisition between student teachers,children, parents and other staff. (04/04/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; one or three research topicsrelated to preschool English language learners will beintroduced during the course.

Enhancement: Since studentssucceed very well in this area; oneor three research topics related topreschool English languagelearners will be introduced duringthe course. (11/06/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOf the 32 students enrolled ; 31 students completed coursesuccessfully. 96% of these students achieved a satisfactoryscore. (11/06/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willcontinue to encourage students to work on researchprojects related to effective communication with Preschool

Enhancement: Faculty willintroduce at least two researchprojects related to bilingualeducation for preschool programs.(05/17/2014)

Program Review Reporting Year: 2014-2015Target : Target MetOf the 45 students enrolled, 44 students completed the oralpresentation successfully. 75% of these students achieved asatisfactory score. The results reflects 1 section of CD-56.(05/17/2014)

Presentation/Performance -Students will present and explain thefindings of a research topic relatedto Preschool English LanguageLearners.



English Language Learners.

Target for Success: 70% Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities related to the differenttheories related to the developmental sequence of bilinguallanguage acquisition.

Enhancement: Instructors willencourage and guide students inthe research to the differenttheories and developmentalsequence of bilingual languageacquisition. (07/13/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 22 students enrolled, 22 students completed theexam successfully. 100% of these students achieved asatisfactory score. (07/13/2019)

Exam - Course Test/Quiz - Multiplechoice and essay questions relatedto the different theories anddevelopmental sequence of bilinguallanguage acquisition.

CD-56_SLO_2 - Evaluate and critiqueCalifornia demographics, legal andlegislative issues on immigrant andEnglish Learners students.




Target for Success: 75% of studentswill make a successful presentation.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Meetingsmust be scheduled with students not performing well ontests and activities.

Enhancement: The instructor willfollow up with the students duringthe scheduled meetings.(03/29/2015)

Program Review Reporting Year: 2014-2015Target : Target MetOf the 28 students enrolled, 27 students completed thePresentation/Performance- (Research) successfully. 96% ofthese students achieved a satisfactory score. The resultsreflects 1 section of CD-56 taught by one instructor. 96%students enrolled in this section met the course target.(03/29/2015)

Presentation/Performance -Students will conduct acomprehensive research on theCalifornia demographics onimmigrant and English learnersstudents. At the end of the quarter;students will have an oralpresentation to share the findingsand conclusions of their researchwith the rest of the class.

CD56_SLO_3 - Analyze the languagedevelopment of a young Englishlearner through assessment andobservation.SLO Status: ActiveOutcome Creation Date: 09/25/2017


C D 57:Self-Assessment for Teachers of Young Children: Field Experience


CD57_SLO_1 - Distinguishdevelopmentally appropriateteaching practices in a classroomsetting.

Outcome Inactive Date: 06/22/2016SLO Status: Active_Pending_Revision

Target for Success: 90% of studentswill score 115 out of 120 points.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students'capacity to reflect on their progress and experiences is acritical skill as an early childhood educator. It was afulfilling experience to read their weekly reflective journalentries, observe growth and use the journal data to supportclassroom discussion.

Enhancement: Journaling tookplace between week 2 and 8.Expand to week 10. (01/08/2017)

Program Review Reporting Year: 2016-2017Target : Target MetCD57.62 Of the 22 students enrolled 95% of the studentssuccessfully completed their journal assignments withscores fluctuating between 30-40 (40 max score)(01/08/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; more reflection exerciseswill be introduced during the course.

Enhancement: Students willcomplete more self-reflectionexercises to distinguishdevelopmentally appropriateteaching practices in a classroomsetting. (11/06/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOf the 32 students enrolled; from two sections of CD-57; 32students completed course successfully. 100% of thesestudents achieved a satisfactory score. (11/06/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructor willadd more reflection journal exercises throughout thecourse to provide students with more opportunities todevelop their writing skills on reflection journals.

Program Review Reporting Year: 2014-2015Target : Target MetOf the 57 students enrolled in two sections of CD-57; 45students out of the 57 completed the reflection journalssuccessfully. 6 students didn't completed the reflectionjournals. (07/01/2015)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area we will continue to introduce

Enhancement: A journal is avaluable tool for self-discovery, anaid to concentration, a place togenerate and capture ideas. Thisreflective journals involve learningat some level.The focus of thisreflective journals is to highlight

Program Review Reporting Year: 2013-2014Target : Target MetOf the 60 students enrolled in two sections of CD-57, 58students submitted the reflective journals. 95% of thesestudents achieved satisfactory scores. (07/07/2014)

Other - A reflection journal is asteadily growing document that thelearner write, to record the progressof their learning. The students willbenefit from keeping a record ofwhat they learn as an incentive tokeep pushing ahead, by tellingthemselves what they've learned,they can track the progress they'vemade and also begin to notice thegaps in their knowledge and skills.Students were evaluated withreflective journals that kept theirlearning progress and focused ontheir reactions and experiences todistinguish developmentallyappropriate teaching practices in thechildcare settings.



more self reflection exercises throughout the quarter as anextra feature in class assignments to encourage eachstudent to evaluate, reflect on developmentally appropriateteaching practices in a classroom setting.

the processes of reflection anddeepening understanding involvedwhen learning becomes a specificfocus. One of the most importantthings for the students of thiscourse is to be able to monitortheir developmentally appropriateteaching practices in which theycan identify their strengths andweakness and areas in which theycould benefit from furthertraining. (07/07/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area we will continue to introducemore self reflection exercises throughout the quarter as anextra feature in class assignments to encourage eachstudent to evaluate, reflect on developmentally appropriateteaching practices in a classroom setting.

Program Review Reporting Year: 2012-2013Target : Target MetOf the 56 students enrolled in two of the CD-57 sections, 54students submitted the reflective journals. 98% of thesestudents achieved a satisfactory scores. (06/23/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, we will introduce one tothree developmentally appropriate teaching practicesthroughout the quarter as an extra feature in class labassignments to encourage each student to distinguish otherdevelopmentally appropriate teaching practices in aclassroom setting.

Program Review Reporting Year: 2011-2012Target : Target MetOf the 23 students enrolled, 23 students submitted thereflective journals. 100% of these students achieved asatisfactory scores. (07/04/2012)

Program Review Reporting Year: 2011-2012Target : Target MetOf the 37 students enrolled, 37 students submitted thereflective journals. 100% of these students achieved a



Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, in the future we willintroduce one to three developmentally appropriateteaching practices throughout the quarter as an extrafeature in the class lab assignments to encourage eachstudent to distinguish other developmentally appropriateteaching practices in a classroom setting.

satisfactory scores. (07/04/2012)

Target for Success: 80% of thestudents will score 110 out 120points.

Other - A reflection journal is asteadily growing document that thelearner write, to record the progressof their learning. The students willbenefit from keeping a record ofwhat they learn as an incentive tokeep pushing ahead, by tellingthemselves what they've learned,they can track the progress they'vemade and also begin to notice thegaps in their knowledge and skills.Students were evaluated withreflective journals that kept theirlearning progress and focused ontheir reactions and experiences todistinguish developmentallyappropriate teaching practices in thechildcare settings.

CD57_SLO1 - Distinguishdevelopmentally appropriateteaching practices in a classroomsetting.Practice awareness, self-reflectionand reflective practice as necessarycomponents of on-going professionaldevelopment.SLO Status: ActiveOutcome Creation Date: 06/22/2016

Reflection (CLICK ON ? FOR INSTRUCTIONS): Reflectivejournals allowed students to put all their information andknowledge they have learned throughout all the CDcourses, especially regarding a high quality child care intopractice.

Enhancement: Faculty will advisestudents to continue the use ofjournals to reflect on experiencesto encourage insight and complexlearning. (07/04/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 26 students enrolled, 26 students complete thecourse successfully.100% of the students complete 120hours required for the lab of the course. (07/04/2017)

Other - Reflective journals- studentswill keep journals as an evidence tolink current experience to previouslearning. The evidence must beprovided to show their thinkingabout teaching, review and evaluatelearning experiences and theeffectiveness of teaching andlearning strategies on appropriateteaching practices on the early



Target for Success: 80% target ofsuccess

childhood education field

CD57_SLO_2 - Explaindevelopmentally appropriateenvironments that support children’sdevelopment.SLO Status: ActiveOutcome Creation Date: 06/22/2016

Target for Success: 80%(benchmark)

Reflection (CLICK ON ? FOR INSTRUCTIONS): I believe thebest part of the class this fall quarter was the production ofvideos recognizing and applying developmentallyappropriate practices. These practices aimed to furtherdevelop students' skills on high quality learningenvironments and interactions with children, and selfassessment.

The students' evaluation comments of the course writtenby many: " The best part of class was when we wouldreview classmates videos, reflect and give feedback." " Thebest part of class was being able to reflect on my teachingby watching my videos. It helped me learned about myself."

Enhancement: Provide videocameras for student useNot use a Facebook close grouppage but a protected siteReduce the video taping timeAdd 1-2 more video assignmentsAdd a mentor component to thecourse (possibility of lead teacherand/or site supervisor as amentor) (01/08/2017)

Program Review Reporting Year: 2016-2017Target : Target MetCD57.62 Of 22 students enrolled, 90% completed the filedexperience assignment success (production of 3 videos andreflection) (01/08/2017)

Other - Video segment andreflection


C D 58:Infant/Toddler Development


CD58_SLO_1 - Develop anunderstanding of typical and atypicaldevelopmental milestones from birthto three years through observationand assessment.SLO Status: Active

Target for Success: 75% of thestudents completed the discussionsin small groups, reports and examssuccessfully.

Reflection (CLICK ON ? FOR INSTRUCTIONS): afterobservation and discussions students shared their thoughts

Enhancement: Do parent childobservation (01/21/2019)Follow-Up: Evaluate WinterQuarter discussions, importanceof children's development ofidentity, after their observations.(01/21/2019)

Program Review Reporting Year: 2018-2019Target : Target MetGoal was met (01/21/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): To understandthe importance of typical development, observation andassessment of any deviation (from that documentation) andthe evaluation and diagnosis of an early intervention foratypically developing children.

Enhancement: To introducemodification of classroom materialto serve all the children.(01/06/2014)

Program Review Reporting Year: 2012-2013Target : Target MetFrom the 20 students involved, 16 students were proficientand 4 were apprentice. (09/11/2013)

Other - Discussions in small groups,reports on the topics as well asexams.

CD58_SLO_2 - Demonstrate anunderstanding of the importance ofrelationships and home culture in thecare of infants and toddlers.


SLO Status: Active


Target for Success: Goal was for 80percent

Reflection (CLICK ON ? FOR INSTRUCTIONS): In order to dothe Case study , students have to observe the child over 8weeks once a week in a natural setting, so relations shipalso develops over this 8 weeks with the child and thefamily or Primary care giver, continuity of the observation isof importance.

Enhancement: To work withstudents on, connecting to homeand home culture of the childrenwe serve in order to provideCulturally sensitive care for Infantsand toddlers to interview thefamilies as well. (12/29/2012)

Program Review Reporting Year: 2012-2013Target : Target Met From 15 students involved, 10 students were Proficient,and five were Apprentice (12/29/2012)

Other - Evaluation of the essay andobservation notes by using Rubric

Target for Success: 80%Comments/Notes: -

Presentation/Performance - Rubric

Target for Success: 80% Success

Presentation/Performance - Rubricsand self evaluation

Presentation/Performance -Presentation, using Rubrics essayand self evaluation,





Presentation/Performance -Presentation was evaluated byRubrics, essay by self evaluation andgroup interaction

Target for Success: Target was 80%

Presentation/Performance -Assessment by means of grouppresentation and follow up on thepresentation and reflective selfevaluation using rubrics


C D 59G:Supervision and Administration of Child Development Programs (ManagementSystems)


CD59G_SLO_1 - Distinguish differenttypes of programs that are inoperation in the field of earlychildhood. (e.g. proprietary, publiclyfunded, federally funded, family childcare, parent cooperatives).SLO Status: Active


C D 59H:Supervision and Administration of Child Development Programs (Leadership Skills)


CD59H_SLO_1 - Analyze values andpersonal leadership qualities againstthose desired in an effective leader

SLO Status: Active


C D 60:Exceptional Children


CD60_SLO_1 - Analyze the state andfederal guidelines which includechildren with developmentaldisabilities within the family,childhood setting and variouscommunities.SLO Status: Active

Target for Success: 80% of thestudents will earn 85% or higher onthis presentation assignment.

Enhancement: Thank you for theopportunity to serve.Dr. Ebesugawa (06/15/2016)Follow-Up: Recommend that CD60 be taught on a week nightother than Friday night. Tp avoidlow enrollment.Kindly,Dr. Ebesugawa (06/15/2016)

Program Review Reporting Year: 2015-2016Target : Target MetThe assignments and method of evaluating objectives forthe small group presentation (VI. C and VII C) according tothe De Anza College Course Outline (updated fall 2013) forthis course includes the following:

VI. AssignmentsA. Weekly reading assignments in textbookB. Research report and oral presentation of adisabilityC. Critical Issue Term paperD. Observation of a child with exceptional needsE. Interview with a parent of a child with exceptionalneedF. Community agencies report

VIII. Methods of Evaluating ObjectivesA. Essay or combination essay and objectivemidterm or quizzes and final exam to evaluatecomprehension and mastery of key terms and concepts aswell as application of course content.B. Critical issue term paper to evaluate ability toanalyze critically and synthesize.C. Research report and oral presentation of adisability to demonstrate the ability to gather informationand synthesize data to be shared with an audience.D. Observation of a child with special needs todemonstrate the ability to record and interpret information.E. Interview a parent of a child with special needs toevaluate ability to critically analyze the grief process stages,challenges,needs, and assets of parents or primarycaregivers.F. Community agencies report to demonstrate theability to identify, use or share community resources, andgather community services information for practitionersand families.

Presentation/Performance - Smallgroup presentation of importantlaws that guarantee services forchildren with disabilities and specialneeds.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Theassignments and method of evaluating objectives for the

The CD 60 SLO_1 Analyze the state and federal guideline,which include children with developmental disabilitieswithin the family, childhood setting and variouscommunities.

The CD 60 SLO_1 was measured with a midterm questionspecific to the state and federal laws regarding childrenwith developmental disabilities, inclusion, and services.78% (11/14) received 92.857, 14% (2/14) received 80% orhigher, and 1/14 students did not submit the midterm.

Students presented class presentation based on the courseoutline's criteria for the presentation. 85.71% 12/14 earned85% or higher. Students did discuss the the various laws,which impacted the type of disability. Students werepermitted as well to write, use powerpoint, or othermediums beyond verbal presentation to present theirfindings of the specific disability the researched.

De Anza College has identified student populationsrequiring needed reflection regarding success. 100% ofAfrican American student(s) received succeeded in thecourse with a grade of A or better. 67% of students ofLatina/o decent received a grade of B or better. Note, threestudents withdrew. Students sent qualitative reasons forwithdrawing including including that they had to care fortheir family. Two students did not attend class for severalweeks, and did not respond to emails for support. Theychose to withdraw, but did not notify the instructor.100% of students of Filipina decent succeeded with a Bgrade or better. 100% of students with identified specialneeds in the De Anza College System succeeded with a Bgrade or better.

Humbly and gratefully, this is the SLO reflection for CD 60,

Dr. Martina Ebesugawa (06/15/2016)



small group presentation (VI. C and VII C) according to theDe Anza College Course Outline (updated fall 2013) for thiscourse includes the following:

VI. AssignmentsA. Weekly reading assignments in textbookB. Research report and oral presentation of adisabilityC. Critical Issue Term paperD. Observation of a child with exceptional needsE. Interview with a parent of a child withexceptional needF. Community agencies report

VIII. Methods of Evaluating ObjectivesA. Essay or combination essay and objectivemidterm or quizzes and final exam to evaluatecomprehension and mastery of key terms and concepts aswell as application of course content.B. Critical issue term paper to evaluate ability toanalyze critically and synthesize.C. Research report and oral presentation of adisability to demonstrate the ability to gather informationand synthesize data to be shared with an audience.D. Observation of a child with special needs todemonstrate the ability to record and interpretinformation.E. Interview a parent of a child with special needs toevaluate ability to critically analyze the grief process stages,challenges,needs, and assets of parents or primarycaregivers.F. Community agencies report to demonstrate theability to identify, use or share community resources, andgather community services information for practitionersand families.

The CD 60 SLO_1 Analyze the state and federal guideline,which include children with developmental disabilitieswithin the family, childhood setting and variouscommunities.



The CD 60 SLO_1 was measured with a midterm questionspecific to the state and federal laws regarding childrenwith developmental disabilities, inclusion, and services.78% (11/14) received 92.857, 14% (2/14) received 80% orhigher, and 1/14 students did not submit the midterm.

Students presented class presentation based on the courseoutline's criteria for the presentation. 85.71% 12/14 earned85% or higher. Students did discuss the the various laws,which impacted the type of disability. Students werepermitted as well to write, use powerpoint, or othermediums beyond verbal presentation to present theirfindings of the specific disability the researched.

De Anza College has identified student populationsrequiring needed reflection regarding success. 100% ofAfrican American student(s) received succeeded in thecourse with a grade of A or better. 67% of students ofLatina/o decent received a grade of B or better. Note, threestudents withdrew. Students sent qualitative reasons forwithdrawing including including that they had to care fortheir family. Two students did not attend class for severalweeks, and did not respond to emails for support. Theychose to withdraw, but did not notify the instructor.100% of students of Filipina decent succeeded with a Bgrade or better. 100% of students with identified specialneeds in the De Anza College System succeeded with a Bgrade or better.

Humbly and gratefully, this is the SLO reflection for CD 60,

Dr. Martina Ebesugawa

Enhancement: This presentationoccurs during the fourth week ofthe course, and students learnedeffectively about the laws thatguarantee services for childrenwith disabilities and special needs.It would be useful for students to

Program Review Reporting Year: 2012-2013Target : Target Met33 out of 34 students completed this presentation. Theaverage presentation score across these students wasapproximately 90%. There were 4 students who earned80%, 6 students who earned 90% and 23 students whoearned 100%. (04/02/2013)



Reflection (CLICK ON ? FOR INSTRUCTIONS): The studentswere well prepared for this assignment and most studentshad active roles during the in-class preparation for theirpresentations. In most of the small group presentationseither one or two students presented their group’sinformation. Students used smart phones and iPads orlaptops to research information on the law they wereassigned using education and government websitesprovided by the instructor. It seems that most students hadread the textbook chapter in preparation for the in-classactivities related to this SLO and presentation.

revisit these laws later in thecourse to support application ofthis learning to laws that relate towriting Individual Education Plans.(01/06/2014)


C D 61:Music and Movement (Developmental Foundations)


CD61_SLO_1 - Analyze therelationship between music andmovement within the context of thethree domains of Child Development.SLO Status: Active

Target for Success: 15

Reflection (CLICK ON ? FOR INSTRUCTIONS): All 15students participated in this final project. Everyone had amusical instrument that was brought to class. Each studentwas encouraged to share their musical instrument andexplain how it is to be used. We had a guest speaker comein who was a former UCDavis first violinist who shared hispassion for music with each of the students, and sharedwith them how to plant the seed of music with all theinspiring teacher's future students.

All students participated in the final musical event whichinvolved the guest speaker conducting music all thestudents and their instruments. In addition, students alsosubmitted all elements to their final project, which was asuccess!

Enhancement: For future classesof CD61, students can in the futurecreate and complete their lessonplans using the students theycurrently work with. That waystudents can get a feel if theirlesson plans are developmentallyappropriate and or have what ittakes to capture the audience theychoose to work with. (08/11/2016)

Program Review Reporting Year: 2015-2016Target : Target MetAll 15 students participated in the final and completed allthree areas of the final project. (08/11/2016)

Comments/Notes: On the day of thefinal, students brought in their hand-made musical instruments. Therewas a guest speaker who was thefirst violinist from UCDavis whocame in and shared his passion frommusic from the time he was a 4 totoday. The former musician createda classroom environment where

Project - Students are required tocreate a portfolio project thatdemonstrates the following:Part I: Create Your Own MusicalInstrumenta) Sketch and describe theconstruction of the musicalinstrument.

Part II: Create 6 Activity PlansStudents will create 6 sample musicand movement activities that coverthe three domains of childdevelopment. Each of the domainswill have two activity plans; at leastone for music and one formovement.3 Domains of Child Developmenta) Affectiveb) Cognitivec) Motor

Part III: Research PaperPrompt: Why are music andmovement crucial for a child’sdevelopment?Students will write a research paperwith at least 3 scholarly articles.



students were able to create a tunewith their hand-made musicalinstruments. This experiencedemonstrated that childdevelopment teachers don't need tobe an expert at playing music;instead, they need to have a passion.


C D 63:Math and Science Activities for the Young Child


CD63_SLO_1 - Create, plan andimplement appropriate science andmath curriculum for each young child.SLO Status: Active

Target for Success: Target forSuccess: The following aredeterminers of success in this task:1. Understanding the concept of a"kit."2. Understanding of the basicscience or math concept to bepresented with some backgroundknowledge.3.Through understanding of theconcept of "developmentallyappropriate activities" for allchildren.4. Reducing the math or scienceconcept to the simplest form.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This was thefirst time in several years that I have used the idea of a"kit." There was much confusion about what this was. Moststudents treated this more as a theme rather than a self-contained set of materials used for experimentation. Thismeans either the explanation of the kit concept wasinadequate or the concept was too advanced for theexperience and knowledge level of the students. Uponreflection, I believe that it was a combination of both. Thereare many students that have had no experience workingwith children. Those students with classroom experiences,were much more apt to understand this concept.

Enhancement: Although I thinkthe idea of a kit is very valuable, Ithink it is too advanced to use inthis class. It is enough for thestudents to be able to understandwhat developmentally appropriateactivities are and how to presentthem. Since I do teach CD-54, Ithink it might be appropriate tointroduce this concept whentalking about themes, units andprojects. Then, those studentswho have had this information,will be more equipped to take onthis challenge. For now, I willrestrict the assignment to onedevelopmentally appropriateactivity with possible extensions.(01/28/2013)

Program Review Reporting Year: 2012-2013Target : Target MetThere were thirty-five students registered in the class. Twostudents ceased to participate but did not drop the class. Itbecame clear when assessing the assignment, that many ofthe students did not have a grasp of the concept of a "kit."The over all work of the majority of students was aboveaverage, if this part of the assignment was not given muchweight. As a consequence, I assessed the assignment on themerit of numbers 2 through 5 targets of success mentionedabove. Taking this factor into consideration, twenty-two outof thirty-three participating students received a grade of Bor higher. This constitutes one student less than 70% of thesame students in the class. (12/20/2012)

Other - In class presentation of amath or science based project in kitform. Submission of writtendocumentation containing research,goals, materials, methods vocabularyand suggestions for implementation,organization and extension of theproject. Collection of associatedscience or math materials, withemphasis on accessibility andappropriateness. Provisions foratypical children.


C D 64:Health, Safety, and Nutrition for the Young Child


CD64_SLO_1 - Evaluate theimportance of nutrition in the healthand development of young children inchildcare settings.SLO Status: Active

Target for Success: 90% of thestudents will score 40 or more out of50 points.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities to evaluate the importance ofnutrition in the health and development of young childrenin a daycare setting.

Enhancement: Instructors willencourage and guide studentswith more activities to evaluatethe importance of nutrition in thehealth and development of youngchildren in a daycare setting.(08/08/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOf the 23 students enrolled, 22 completed the examquestions successfully. 97% of these students achieved asatisfactory score. (08/08/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructorswill introduce more activities to evaluate the importance ofnutrition in the health and development of young childrenin a daycare setting.

Enhancement: Instructors willencourage and guide studentswith more activities to evaluatethe importance of nutrition in thehealth and development of youngchildren in a daycare setting.(07/13/2019)


Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; one or three evaluations onthe importance of nutrition in the health and developmentof young children in childcare setting will be introducedduring the course.

Enhancement: Students willcomplete more evaluations on theimportance of nutrition in thehealth and development of youngchildren. (11/06/2016)


Reflection (CLICK ON ? FOR INSTRUCTIONS): Students willcontinue studying throughout the course various casestudies to help them develop a more in depth

Program Review Reporting Year: 2014-2015Target : Target MetOf the 77 students enrolled in two sections of CD-64; 72 outof the 77 students successfully completed the exam. 5students didn't completed the exam successfully.(07/01/2015)

Exam - Course Test/Quiz - Studentswere evaluated with a test thatmeasure how much the studentsknow about the importance ofnutrition and safety in the healthand development of young childrenin childcare settings. The test has 25questions (2 points each answer fora total of 50 points). The testincluded questions of reasoning,true or false and analysis ofargument.



understanding of the importance of nutrition and safety inthe health and development of young children in childcaresettings.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, we will introduce one tothree health policies throughout the quarter as an extrafeature in class assignments to encourage each student toevaluate the importance of nutrition in the health anddevelopment of young children in childcare settings.

Enhancement: Students enrolledin this course need to be able torecognize the importance ofnutrition in the health anddevelopment of children becauseit is directly linked to all aspects oftheir growth and development.Since students are going to be anactive proponent of good nutritionand healthy habits in the childcaresettings they need to have a clearunderstanding of this concepts.(07/07/2014)

Program Review Reporting Year: 2013-2014Target : Target MetOf the 95 students enrolled in two sections of CD-64,92students completed the test successfully. (07/07/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this areas we will continue to introduceone to seven health policies throughout the quarter as anextra feature in class assignments to encourage eachstudent to evaluate the importance of nutrition and safetyin the health and development of young children inchildcare setting.

Enhancement: This course willcontinue the introduction ofhealth, nutrition and safetypolicies throughout the quarter toencourage students to reflect andevaluate on a daily basis theimportance of these policies in thedevelopment of young children inchildcare settings. (08/09/2013)

Program Review Reporting Year: 2012-2013Target : Target MetOf the 34 students enrolled, 32 students completed thetest. 93% of these students achieved a satisfactory score.(08/09/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this areas we will introduce one toseven health policies throughout the quarter as an extrafeature in class assignments to encourage each student toevaluate the importance of nutrition and safety in thehealth and development of young children in childcare

Enhancement: This course willintroduce more health, nutritionand safety policies throughout thequarter to encourage each studentto reflect and evaluate theimportance of these policies in thedevelopment of young children inchildcare settings. (06/23/2013)

Program Review Reporting Year: 2012-2013Target : Target MetOf the 78 students enrolled in two CD-64 sections, 73students completed the test. 92% of these studentsachieved a satisfactory score. (06/23/2013)



setting.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, we will introduce one tothree health policies throughout the quarter as an extrafeature in class assignments to encourage each student toevaluate the importance of nutrition in the health anddevelopment of young children in childcare settings.

Program Review Reporting Year: 2011-2012Target : Target MetOf the 35 students enrolled, 32 students completed thetest. 96% of these students achieved a satisfactory score.(07/04/2012)

Target for Success: 90% of thestudents will score 40 or more out of50 points.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Faculty willadvise students to continue with the evaluation about theimportance of nutrition and safety in the health anddevelopment of young children in child care settings.

Enhancement: Students willcomplete more evaluations on theimportance of nutrition and safetyin the health development ofyoung children. (08/08/2017)Enhancement: Faculty will advisestudents to continue with theevaluations of nutrition andhealth/safety practices in the earlychildhood education field.(07/04/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 48 students enrolled, 48 students complete the 25questions successfully. 100% of the students completed theexam required for the course. (07/04/2017)

Exam - Course Test/Quiz - Studentswere evaluated with a test thatmeasure how much the studentsknow about the importance ofnutrition and safety in the healthand development of young childrenin childcare settings. The test has 25questions (2 points each answer fora total of 50 points). The testincluded questions of reasoning,true or false and analysis ofargument.

CD-64 SLO_2 - Utilize principles andregulations within the scope of title 5and 22 to evaluate potentialscenarios involving health, safety,nutrition and first aid and within thefield of early childhood education.

Planned Assessment Quarters: 2013-14 1-Summer

SLO Status: Active

Outcome Creation Date: 08/07/2014Reflection (CLICK ON ? FOR INSTRUCTIONS): The instructorwill closely work with the students that face challenges withthe exam.


Of the 30 students enrolled; 30 students completed theexam successfully. 100% of the students achieved asatisfactory score.

(08/09/2018)

Exam - Course Test/Quiz - Test/QuizStudents were evaluated

with a test that measure how muchthe students know about theimportance of nutrition and safety inthe health and development ofyoung children in childcare settings.The test has 25 questions (2 pointseach answer for a total of 50 points).The test included questions ofreasoning, true or false and analysisof argument.




Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed well in this area; two or three tests on theprinciples and regulations within the scope of title 5 and 22to evaluate potential scenarios in the health anddevelopment of young children in childcare settings will beintroduced during the course.

Enhancement: The instructor willwork closely with the studentsthat are facing challenges with thethe exam. (07/08/2018)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 43 students enrolled, 42 students completed theexam successfully. 97% of these students achieved asatisfactory score. The results reflect 1 section of CD-64taught by one instructor. 97% of the students enrolled inthis section met the course target. (07/08/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; two or three tests on theprinciples and regulations within the scope of title 5 and 22to evaluate potential scenarios in the health anddevelopment of young children in childcare settings will beintroduced during the course.

Enhancement: Students willcomplete more evaluations onprinciples and regulations withinthe scope of title 5 and 22 toevaluate potential scenariosinvolving health, safety andnutrition in childcare settings.(12/14/2017)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 28 students enrolled; 25 students completed coursesuccessfully. 89% of the students achieved satisfactoryscore. (12/14/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area; two or three tests on theimportance of nutrition in the health and development ofyoung children in childcare setting will be introducedduring the course.

Enhancement: Students willcomplete more evaluations on theimportance of nutrition and safetyin the health development ofyoung children. (11/06/2016)


Program Review Reporting Year: 2014-2015Target : Target MetOf the 25 active students enrolled in one section of CD-64;25 students completed the test successfully.Two studentsdidn't completed the test. (08/07/2015)



Reflection (CLICK ON ? FOR INSTRUCTIONS): The instructorwill continue to utilize principles and regulations within thescope of title 5 and 22 to evaluate potential scenarios in thefield of early childhood education.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since studentssucceed very well in this area, we will introduce one to twoprinciples and regulations throughout the quarter as anextra feature in class assignments to encourage eachstudent to evaluate the importance of nutrition and safetyin the health and development of young children inchildcare settings.

Program Review Reporting Year: 2013-2014Target : Target MetOf the 30 student enrolled in one section of CD-64; 27students completed the test successfully. (08/08/2014)


C D 67:Supervision and Administration of Child Development Programs (Adult Supervision)


CD67_SLO_1 - Students will developstrategies for working with adultsthrough understanding relationshipbased supervisory practices thatemphasize developmental stages,valuing differences, communicationand conflict resolution techniquesand providing effective feedbackusing observationSLO Status: Active

Target for Success: 75% of studentswill complete the ERS Project with ascore of 70% or better using thegrading rubric for assessing eacharea of the project. The rubricevaluates 1. The use of the ERSassessment tool including accuracyof observations in relation to thecriterion; documentation of allrequired areas including specificexamples of each subcategory;accurate rating and scoring of allcriterion 2. Use of scores to analyzeclassroom strengths and areas forimprovement 3. Use of gathereddata to construct plan of action forimproving classroom quality 4.Description of overall program andclassroom staff and children.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Instructor willcontinue scheduling weekly meetings with the students tomake sure they complete the Environmental Rating Scalesuccessfully.

Enhancement: The instructor willwork closely with the studentsthroughout the course to makesure all of them complete theEnvironmental Rating Scalesuccessfully. (07/08/2018)

Program Review Reporting Year: 2017-2018Target : Target MetOf the 45 students enrolled, 45 students completed theEnvironmental Rating Scale successfully.100% of thesestudents achieved a satisfactory score. The results reflects 1section of CD-67 taught by one instructor. 100% of thestudents enrolled in this section met the course target.(07/08/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): From gradingthe projects and discussing the results with students I feelthat the Rubric needs to be redone to be clearer aboutexpectations of performance particularly related to theanalysis. Given the complexity of the assessment tool it isdifficult to chart all the aspects of the project simply andclearly. I will be reworking the rubric for this class for nextyear to see if I can achieve a more effective rubric. Overall

Enhancement: 1. Rewrite theRubric to be more specific anddescriptive of requirements andexpectations of performance. 2.Spend more time in classreviewing the analysis and givingstudents practice on how to applythis to their completedassessments. 3. Add an essayquestion to the final exam askingstudents to articulate thestandards assessed in the ERSassessment tool. 4. Requirestudents to turn in two to threepages of the completedassessment before the project isdue so I can give each studentspecific feedback on how they areusing the tool. (02/12/2014)

Program Review Reporting Year: 2012-2013Target : Target Metj. Grading of the ERS Project showed that 89% of studentssuccessfully completed the assessment with a score of 70%or better. (Total of 27 students) 20% completed theproject with a score of 120-110 (A grade 6 students); 63%completed the project with a score of 108-80 (B grade 19students); 6% completed the project with a score of 78-70(C grade 2 students); 10% completed the project with ascore of 60-0 (D –F grade 3 students). The majority ofstudents were able to effectively use the observations toassess classroom environments, curriculum, interactions,health and safety, staff and parent relationships. Theanalysis was the area that seemed most difficult forstudents in using the rubric.

(02/12/2014)

Project - Completion of theclassroom assessment using theEnvironmental Rating Scale. Studentmust complete eight hours ofobservation in the classroom,describe program, document allobservations on the assessment tool,complete an analysis of the resultsand create a plan for action to makechanges for improving quality.Grading for the ERS Project is asfollows – Use of assessment tool= 60pts. ; Analysis= 35 pts.; Plan forimprovement= 15 pts.; Programdescription- 15 pts.



student’s evaluations showed that they felt the project wasvery difficult but useful in defining quality standards forclassroom functioning. Making time to do thoroughobservations was problematic for some students given theirbusy and scheduled lives. I am not sure what I can do tohelp students in regards to the amount of time required tocomplete the assessment tool effectively.


C D 68:Teaching in a Diverse Society


CD68_SLO_1 - Examine thedevelopment of social identities indiverse societies comparingoppression and privilege as theyapply to young children, families andearly childhood programs.


SLO Status: Active

Target for Success: . 75% ofstudents will get 83% to 100% forboth journal assignments.( 25 -30pts.) All of the journal assignmentsin this class represent the criticalconcepts students are expected tounderstand so the standard forachievement is set fairly high. Thesejournal assignments are gradedusing a Rubric that definesContent/Comprehension; Illustrationor application of concepts; Format,organization and structure. Content

Enhancement: For futureenhancement measures, theteacher should provide anexample of what this assignmentlooks like. Maybe even have aworksheet or handout thatdescribes what are some examplesof issues of social identity,systemic oppression, and teachingeffectiveness. It is important forstudents who do not work in aclassroom setting to understandwhat teaching effectively lookslike. (06/29/2016)Follow-Up: For the follow-up, Iwould encourage collaborationwith those who have taught thecourse and or created thecurriculum for this class. Thatway, the person teaching it couldstay up to date with what kinds ofexpectations the course needs inregards to the assessmentoutcomes along with the sharedcontent. (06/29/2016)

Program Review Reporting Year: 2015-2016Target : Target MetStudents were required to write a 2-3 page reflection. Thereflection included the following:1. Reflect on your life circumstances and early groupidentities as the basis of acknowledging the beliefs,traditions, and values of their family.2. Reflect on how these early identities and values havebeen sustained or modified by later life experiences.3. Identify which of these early values are a critical part ofyour teaching of young children in their classroomscurrently. 4. Describes your social identities; how youidentify them as a part of the norm or as a part of the targetgroup (minority group); how would you describe this socialidentity. Connect these identities to the goals for anti-biasteachers and your own teaching and learning philosophy.These reflections were graded using a Rubric that examinedthe following areas:1) Essay formatting: Times New Roman, 12pt. Font, typed,double- spaced, with 1" margins. APA formatting is evidentwhere applicable. (2-3 pages).2) Grammar & Spelling (Conventions): The writer makes noerrors in grammar or spelling that distracts the reader fromthe content.3) Focus: The writer maintains focus throughout the essaywith plenty of supportive details to all restated questions.4) Gathered Information: The student successfully includesall necessary information regarding the essay questions.5) Core Questions: The writer maintains focus throughoutthe essay with plenty of supportive details to all corequestions.Based on the data below, the students who struggled werethose who do not work currently with children or havenever working with children. A personal reflection on thesetopics would be difficult when interaction is limited toreflect on anti-bias teaching.Target for Success: Of the 57 students, 50 students

Exam - Course Test/Quiz - JournalAssignments. 1 Roots, Branches andFruits has three parts requiringstudents to 1. Reflect on their lifecircumstances and early groupidentities as the basis ofacknowledging the beliefs, traditionsand values of their family 2. Reflecton how these early identities andvalues have been sustained ormodified by later life experiences 3.Identify which of these early valuesare a critical part of their teaching ofyoung children in their classroomscurrently. Journal Assign. 3 Asksstudents to complete a SocialIdentity Portrait which describessocial identities; identifies them as apart of the norm; or as a part oftarget group; asks them how theywould describe this social identity.Students use this information tocomplete a reflection relating theseidentities to the goals for anti-biasteachers discussed in their textbook.



and comprehension assessesstudent’s ability to clearly relate theassignment to relevant coursecontent. Illustration and applicationdescribes student’s ability toeffectively connect their self-knowledge to theory and apply thisto teaching practices. Organizationand structure describes their abilityto follow the correct format and useproper grammar, spelling, andpunctuation. As you will see fromthe data below students who are notcurrently working with children orwho have never worked with youngchildren had the most difficulty withpart 2 of the rubric.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Of the 57students, 50 students completed their work and did well onthe assignment. 4 students did not complete theassignment. 2 students barely passed the assignment.

completed their work and did well on the assignment. 4students did not complete the task. 2 students barelypassed the assignment. (06/29/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): : N. Fromgrading the journal assignments and discussing the resultswith students I feel that the Rubric needs to be redone tobe clearer about expectations of performance. Studentshave also asked for successful examples of other studentswork as a model for what is expected. Since this classdiscusses concepts and constructs that are not introducedin other child development classes it is challenging forstudents to accomplish integrating and understanding in abrief quarter. Perhaps discussion within the department ofways to relate course content to anti-bias conceptsparticularly in classes like CD 12 would help students withintegration. Also the additional unit of time that has beenadded to the course will provide more time for greaterdepth of discussion.

Enhancement: 1. Rewrite theRubric to be more specific anddescriptive of requirements andexpectations of performance. 2.Ask the department to discussways that anti-bias concepts canbe introduced in other corecourses like CD 12; CD 50 and CD54 so students will come into CD68 with some familiarity ofconcepts. 3. Review assignment 3and see if there are ways withinthe class to give more concreteexamples of application to supportstudents in their efforts to applythe concepts to teaching practices.(02/12/2014)

Program Review Reporting Year: 2012-2013Target : Target MetN. In Journal Assignment 1 100% (34 out of 34 students)got full points for completing the assignment. About a thirdof the students had difficulty with the part 3 of theassignment since they do not currently work with children.After in class discussion they were given an opportunity torewrite this last part for full credit and all successfullyaccomplished the rewrite. In Journal Assignment 3 76% ofstudents scored 83-100 % on the assignment. (26 out of 34students) 24% of students scored at 50% (8 out of 34students). Students had the greatest difficulty with relatingtheir social identities to the criterion to perform as an anti-bias teacher. For students who are have never worked withchildren or who do not currentlywork with children it was difficult to effectively apply theirself-knowledge to application within a classroom setting. (02/12/2014)

Comments/Notes: Issues of Anti-Bias Approach to early childhoodeducation needs,reflection on selfand conversations



Target for Success: 80%Comments/Notes: On goingconversations,life experiences

Exam - Course Test/Quiz -Journals,and self assessment on

CD68_SLO_2 - Analyze componentsof linguistically/culturally relevant,inclusive anti-bias approaches,curriculum and programs thatpromote optimal learning anddevelopment.


SLO Status: Active_Pending_Revision

CD68_SLO_3 - Evaluate the impact ofsocial identities and personalexperiences on teachingeffectiveness.


SLO Status: Active_Pending_Revision


C D 69:Early Childhood Education Principles and Practices (Cross-Cultural Emphasis)


CD69_SLO_1 - Analyze the diversity ofworldwide early childhood educationpatterns by comparing andcontrasting ethnographic data from aselection of diverse cultures.SLO Status: Active

Target for Success: 80% of thestudents are able to do an in-depthcomparision between earlychildhood programs in two differentcultures.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Being able tovisit ECE programs in a different culture promotes students'understanding of cultural influence in education.

Program Review Reporting Year: 2011-2012Target : Target Met100% of the enrolled students successfully completed thisassignment. (04/16/2013)

Presentation/Performance -Students are assigned to documenttheir observation of 12 earlychildhood education programs inTaiwan. Based on the collectedinformation students are asked to doa PowerPoint presentation regardingthe comparision between Americanearly childhood programs andTaiwanese early childhoodprograms.This presentation should include atleast 4 areas of cultural influence,curriculum, adult-child interactions,physical setting, and schedule.


C D 70:Seminar in Parenting the Preschool Child


CD70_SLO_1 - Examine the ages andstages of child development as itrelates to their own child's behavior.SLO Status: Active

Target for Success: 90% of thestudents will complete all 8assignments and be able tothoughtfully consider both natureand nurture factors of childdevelopment when refleting onyoung children's responses and theirinteractions with young children.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This is a oneunit class, 50 minutes weekly. Students have a lot to discussand there is never enough time for questions.

Program Review Reporting Year: 2012-2013Target : Target Met17 out of the 18 enrolled students successfully completedthis assignment. (04/16/2013)

Other - Students are assigned tocomplete 8 reflective essaysaccording to the 8 childdevelopment topics shared in theseminar. They are asked to apply themajor research findings to theirinteractions with young children andcompare between the theories andthe real life situations.A rubric isprovided to students specfying 4areas of the essay writing includingthe quality of writing, insightfulness,clear comparison, and reasonablesuggestions to self.


C D 71:Constructive Guidance and Positive Discipline in Early Childhood


CD71_SLO_1 - Create prosocialenvironments that prevent disciplineproblems.SLO Status: Active


C D 72:Partnerships with Families in Early Childhood Education


CD72_SLO_1 - Develop knowledge ofhow to integrate family centeredpractice into the early care andeducation environment.SLO Status: Active

Target for Success: 85% of studentswill show a clear connectionsbetween the principles and how tobring it to life.

Presentation/Performance - Grouppresentation on a Family SupportPrinciple: The class will divide intogroups and each group will present abrief intro of the principle and anactivity or demonstration of one ofthe nine Family Support Principles.The goal is to bring the principles toreal action.


C D 73:Early Childhood Mental Health


CD73_SLO_1 - Analyze the impact oftrauma and informed care practiceson the physical and psychological wellbeing of adults and children inchildhood setting.SLO Status: Active


C D 74:Early Childhood Mental Health Seminar and Fieldwork


CD74_SLO_1 - Using a reflectivepractice model, to reflect after,before and in action, identify themeaning of a child's behavioralconcerns as well as consideration ofthe underlying reason for concerningbehavior, including the possiblecontributing factors: stress, trauma,emotional needs,environment,curriculum, individual development,temperament and relationships.SLO Status: Active


C D 75:Social Emotional Development in Early Childhood


CD75_SLO_1 - Investigatepsychosocial development in infancythrough early childhood.SLO Status: Active

Target for Success: 70% of studentswill create, develop, plan andimplement a developmentallyappropriate activity and lesson planfor promoting and supportinghealthy social ? emotionaldevelopment

Reflection (CLICK ON ? FOR INSTRUCTIONS): Assignmentwill be continued but will have student groups choose aspecific area of development to provide more depth andvariety of lesson plans for the entire class.

Program Review Reporting Year: 2012-2013Target : Target Met76% of students received an "A" indicating that the majorityof the class understood the goals and objectives of theassignment. (12/27/2012)

Demonstration - Students arerequired to present a groupdemonstration of a developmentallyappropriate lesson plan to promoteand support healthy social emotionaldevelopment.


C D 77 (W-Y):Special Projects in Child Development


CD77_SLO_1 - Apply researchstrategies and techniques tocomplete a proposed project ofstudy.SLO Status: Archived SLO Statement

Target for Success: Target Success100%.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I think it isimportant to enlist students who are well motivated forspecial topics courses. I had this student in aprevious class and she had a lot of absences and barelymissed passed the class with a C. However, she was veryenthusiastic about furthering her knowledge in qualitativeand descriptive research techniques learned in 10G, soI accepted her as a student. Looking back, it would havebeen better for me to say no that to say yes given that Iknew she had weak academic and study skills. Severalattempts were made by phone and email to contact her,but she did not respond so something could have happenedto her as well.

Enhancement: See Attachment(12/30/2012)

Program Review Reporting Year: 2012-2013Target : Target Met0% success rate. Student did not complete any of theassignments and did not meet for scheduledappointments after the 2nd meeting. (12/21/2012)

Other - Keep Weekly work/study logComplete research questions-Complete literature review-Complete Observation-Complete Interview-Complete Research Paper


C D 80:Design, Program Development, and Daily Operation of Family Child Care


CD80_SLO_1 - Verify the procedure offamily childcare start-up.SLO Status: Course Not CurrentlyTaught


C D 90:Facilitating Inclusion in Early Childhood Programs: Intervention Strategies


CD90_SLO_1 - Design and implementpractical interventions andinstructional strategies to promotedevelopment and growth.SLO Status: Active

Target for Success: 80% of studentswill complete assignment 4/5 trials

Demonstration - Complete a taskanalysis for a particular activity


EDUC 1:Introduction to Elementary Education in a Diverse Society


EDUC1_SLO_1 - Demonstrate anunderstanding of Howard Gardner’sMultiple Intelligences in theelementary classroom.SLO Status: Active Target for Success: 70% or more Reflection (CLICK ON ? FOR INSTRUCTIONS): Student did a

great job in demonstrating their knowledge on Multipleintelligences and its application in the classroomexperience. The internship experience allowed students toapply concepts and ideas related to the theory of MultipleIntelligences.

Program Review Reporting Year: 2013-2014Target : Target Met13 of 13 students completed the assignment successfully.(04/16/2014)

Presentation/Performance - Studyand presentation of Multipleintelligences including a self-assessment survey.

EDUC1_SLO_2 - Identify and explainthe responsibilities and professionalcommitments expected of anelementary classroom teacher.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Self- reflectionis a great tool to understand in a meaningful way theprofessional responsibilities and commitments of teacher.This reflection connects content with internship experience.

Program Review Reporting Year: 2013-2014Target : Target Met13 of 13 students completed successfully the reflection ontopics. (04/16/2014)

Field Placement/Internship -Written reflections on topic.


Dept - (SSH) Economics


ECON 1:Principles of Macroeconomics


ECON1_SLO_1 - students understandthat competitive markets are usuallybest suited to allocating limitedresources in most efficient way

Outcome Inactive Date: 12/02/2016




Target for Success: The successcriterion for this outcome wasdefined as 70% of students scoring Cor better in the questions asked ofstudents. Assessment cycle wascarried out for 4 sections, 3traditional classes and 1 online class.The success (C grade or better)ranged between 73%-96%. Foronline class success was 92%.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Successcriterion was met for all 5 sections for this SLO. 1 traditionalclass performance was significantly lower at 64%. Need tohave more dialogue within the department about thediversity across questions and the level of difficulty.

Enhancement: Need to have moredialog within the departmentabout the diversity acrossquestions and the level ofdifficulty. (01/16/2013)

Program Review Reporting Year: 2012-2013Target : Target MetThe success criterion for this outcome was defined as 70%of students scoring C or better in the questions asked ofstudents. Assessment cycle was carried out for 5 sections, 4traditional classes and 1 online class. The success (C gradeor better) ranged between 64%-97%. For online classsuccess was 92%. (01/16/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): 75% -90& ofthe students met the success criterion for this SLO's.However, there were a few outliers in 1 section. Thediscussion revealed that some questions weremisinterpreted and some careless mistakes were also madein reading the questions. Revisit the few questions in onespecific assignment/exam that were prone tomisinterpretation by some students.

Enhancement: The difference insuccess rate between 2 traditionalclasses needs to be explored infuture department meetings.(05/01/2012)Enhancement: Emphasize basicskills and workshops like how totake tests with less stress.How to avoid careless mistakes onmultiple choice questions(03/31/2011)Enhancement: Plan is to slightlymodify the course evaluationprocedure to make it more

Program Review Reporting Year: 2011-2012Target : Target MetIn all the sections assessed for ECON1, Studentsperformance in meeting SLO1 was outstanding andsurpassed expectations. (04/27/2012)

Exam - Course Test/Quiz - MultipleChoice questions and shortanswer/questions were used toassess the various SLOs.



smooth. (03/31/2011)

ECON1_SLO_2 - Demonstrate a basicunderstanding of the workings of theUS Economy and its institutions in aGlobal Context.


SLO Status: Active


Target for Success: The successcriterion for this outcome wasdefined as 70% of students scoring Cor better in the questions asked ofstudents. Assessment cycle wascarried out for 4 sections, 3traditional classes and 1 online class.The success (C grade or better)ranged between 70%-91%. Foronline class success was 92%. Eventhough success criterion was met forall traditional classes, it was met at alower range for one of them.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thedepartment chair and the faculty member will be discussingand analyzing the questions for which the success rate wasreally low. The discussion will revolve around whetherthose particular questions were too specific and based on aparticular textbook. These particular questions will beshared with other faculty members and their feedbackassessed and whether those questions need to be revised.For the online class, the questions were different as seen inthe attached document.Related Documents:SLO#2ECON1UY-BARRETA.docEcon1SLO2Fall17Malek .docx

Enhancement: Fall opening day in2019 will include discussion andrevisiting some of the questionsfor this SLO. (07/13/2018)

Program Review Reporting Year: 2017-2018Target : Target MetAssessment was carried out for 3 sections: 2 traditional andone online class. For the traditional classes, the success ratefor 2 out of 5 questions was particularly low. For the onlineclass, the success rate was spectacular (12/17/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Successcriterion was met for all 5 sections for this SLO. 1 traditionalclass performance was lower at 71% and the online classsuccess rate was also at the lower end at 69%. Need tohave more dialogue within the department about thediversity across questions and the level of difficulty.

Enhancement: Need to have moredialogue within the departmentabout the diversity acrossquestions and the level ofdifficulty. (01/16/2013)

Program Review Reporting Year: 2012-2013Target : Target MetThe success criterion for this outcome was defined as 70%of students scoring C or better in the questions asked ofstudents. Assessment cycle was carried out for 5 sections, 4traditional classes and 1 online class. The success (C gradeor better) ranged between 69-92% For online class successwas 69%. Even though success criterion was met for alltraditional classes, it was met at a lower range for one ofthem. (01/16/2013)

Enhancement: Target met in allsections. Develop more critical


Comments/Notes: The difference insuccess rate between 2 traditionalclasses needs to be explored infuture department meetings.

Exam - Course Test/Quiz - MultipleChoice questions and shortanswer/questions were used toassess the various SLO's.


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Reflection (CLICK ON ? FOR INSTRUCTIONS): The differencein success rate between 2 traditional classes needs to beexplored in future department meetings.

analysis method of assessment.(05/01/2012)

The success criterion for this outcome was defined as 70%of students scoring 70% or better in the questions asked ofstudents. Assessment cycle was carried out for 4 sections, 3traditional classes and 1 online class. The success (C gradeor better) ranged between 70%-91%. For online classsuccess was 92%. Even though success criterion was met forall traditional classes, it was met at a lower range for one ofthem. (04/27/2012)

Enhancement: Emphasize basicskills and workshops like:How to take tests with less stress.How to avoid careless mistakes onmultiple choice questions (02/26/2012)Enhancement: Plan is to slightlymodify the course evaluationprocedure to make it moresmooth. (02/26/2012)

Program Review Reporting Year: 2010-2011Target : Target Met75% -90& of the students met the success criterion for thisSLO's. However, there were a few outliers in 1 section.(02/26/2012)

ECON1_SLO_3 - Critique existingeconomic theories about BusinessCycles in Light of historical andcurrent economic perspectives


SLO Status: Active


Target for Success: The successcriterion for this outcome wasdefined as 70% of students scoring70% or better in the questions askedof students. Assessment cycle wascarried out for 4 sections, 3traditional classes and 1 online class.The success (C grade or better)ranged between 73%-91%. Foronline class success was 78%.

Reflection (CLICK ON ? FOR INSTRUCTIONS): There wasatleast 1out of 5 multiple choice questions where the targetwas not met. We had informal meetings to analyze as towhy the target was not met. Analyzing the data in moredetail for the 2 traditional classes yielded an interestingpicture. Questions answered correctly by a majority of

Enhancement: Based on thedetailed analysis of SLO#3, we arerequesting more monetaryresources for making photocopiesso that review sheets, practicequestions for group activities canbe printed for all students. Thiswould encompass all students inthe class and will lead to bettersuccess rates for all students andnot just a few who can print thematerial on their own.(04/06/2016)

Program Review Reporting Year: 2015-2016Target : Target MetDifferent multiple choice questions, short answer, true falseand graphical analysis questions were used by differentinstructors to assess this outcome. The success criterion forthis outcome was defined as 70% of students scoring 70%or better in the questions asked of students.Assessment cycle was carried out for 4 sections, 3traditional classes and 1 online class. The success (C gradeor better) ranged between 70%-88%. For online classsuccess was 87.2%. (03/15/2016)

Exam - Course Test/Quiz - MultipleChoice questions and shortanswer/questions were used toassess the various SLO's.



students were the ones that were covered well in groupactivities where each student had access to a printedhandout in class. In contrast, few questions were answeredincorrectly by majority of students. The latter set ofquestions were part of a review session where only fewstudents had access to a printed handout in classRelated Documents:Fall2015SLOSummary.docx

Reflection (CLICK ON ? FOR INSTRUCTIONS): Successcriterion was met for all 5 sections for this SLO. Onetraditional class performance was lower at 70%. need tohave more diaolgue within the department about thediversity across questions and the level of difficulty.

Enhancement: Target met in allsections. Develop more criticalanalysis method of assessment.(05/01/2012)


Enhancement: Plan is to slightlymodify the course evaluationprocedure to make it moresmooth. (02/26/2012)Enhancement: Emphasize basicskills and workshops like:How to take tests with less stress.How to avoid careless mistakes onmultiple choice questions(02/26/2012)

Program Review Reporting Year: 2010-2011Target : Target Met80% or better met this criterion successfully. (02/26/2012)

ECON1_SLO_4 - Evaluate fiscal andmonetary policy responses tomacroeconomic instabilities such asunemployment, inflation andeconomic growth.SLO Status: Active

Target for Success: The successcriterion for this outcome was

Enhancement: We need morefinancial resources for our printingneeds so that all students getenough in class practice for thegroup assignments. (04/07/2016)

Program Review Reporting Year: 2015-2016Target : Target MetDifferent multiple choice questions, short answer, true falseand graphical analysis questions were used by differentinstructors to assess this outcome. The success criterion forthis outcome was defined as 70% of students scoring 70%

Exam - Course Test/Quiz - MultipleChoice questions and shortanswer/questions were used toassess the various SLO's


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Planned Assessment Quarters: 2012-13 2-FallOutcome Creation Date: 01/17/2013

defined as 70% of students scoring70% or better in the questions askedof students. Assessment cycle wascarried out for 4 sections, 3traditional classes and 1 online class.The success (C grade or better)ranged between 73%-91%. Foronline class the success criterion wasnot met (61%) but for the traditionalclasses it was as high as 91%.

Reflection (CLICK ON ? FOR INSTRUCTIONS): There were atleast 2 out of 5 multiple choice questions in the 2traditional classes where the target was not met. Analyzingthe data in more detail for the 2 traditional classes yieldedan interesting picture. Questions answered correctly by amajority of students were the ones that were covered wellin group activities where each student had access to aprinted handout in class. In contrast, few questions wereanswered incorrectly by majority of students. The latter setof questions were part of a review session where only fewstudents had access to a printed handout in class

or better in the questions asked of students.Assessment cycle was carried out for 4 sections, 3traditional classes and 1 online class. The success (C gradeor better) ranged between 70%-88%. For online classsuccess was 87.2%. Overall, the target was met in thetraditional classes also. (04/06/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Successcriterion was met in 4 sections for this SLO. One traditionalclass performance was significantly lower at 48%, and didnot meet the target. Need to have more dialogue within thedepartment about the diversity across questions and thelevel of difficulty.

Enhancement: Target met in allsections. Develop more criticalanalysis method of assessment.(05/01/2012)

Program Review Reporting Year: 2012-2013Target : Target Not MetThe success criterion for this outcome was defined as 70%of students scoring C or better in the questions asked ofstudents. Assessment cycle was carried out for 5 sections, 4traditional classes and 1 online class. The success (C gradeor better) ranged between 48%-98%. For online classsuccess was 87%. (01/17/2013)

Enhancement: Emphasize basicskills and workshops like:How to take tests with less stress.How to avoid careless mistakes onmultiple choice questions. (02/26/2012)Enhancement: For addressing the

Program Review Reporting Year: 2010-2011Target : Target Not MetSLO4:There were 2 major components of this SLO. Themonetary policy component was addressed quitesuccessfully. However, within fiscal policy, a few in depthquestions were not very well analyzed by one section.(02/26/2012)

Comments/Notes: The discrepancybetween the two sets of data needsto be analyzed and researchedfurther to address this concern.



fiscal policy component in depthconcern, more practice and timewill be devoted through onlinecomponent of the course.(02/26/2012)

ECON1_SLO_5 - Demonstrate howchoices are made in the real worldgiven limited resources.SLO Status: ActiveOutcome Creation Date: 12/02/2016

Target for Success: 70% of studentsscoring 70% or higher.

Related Documents:SLO#5QuestionsECON1.docx

Reflection (CLICK ON ? FOR INSTRUCTIONS): There weresome issues with data reporting. This was expected as wehad some faculty members who were reporting SLO datafor the first time. Additional calculations had to be made inorder to arrive at the results in the required format. Morespecific instructions about data collection and reporting hadto be made.Related Documents:SLO Win 2017Instructions.docx

Enhancement: Extremely specificdirections about data reporting,format of data report, sample datareport were emailed to thedepartment faculty. (01/31/2017)

Program Review Reporting Year: 2016-2017Target : Target MetThis cycle was the first round for this particular SLO and theassessment was carried out across 6 sections. Target wasmet in 5 out of 6 sections. In one of the sections, 68.6% ofthe students scored higher than 70%. Overall 83% of thesampled sections met the required target. (01/31/2017)

Comments/Notes: This SLO is arevised version of SLO#1 which hasbeen archived. SLO convocation andopening day discussions resulted inthis change.

Exam - Course Test/Quiz - MultipleChoice questions, ShortAnswer/graphical questions

ECON1_SLO_6 - Demonstrate anunderstanding of economic scarcity,and its role in the invention ofeconomic scienceSLO Status: Archived SLO StatementOutcome Creation Date: 02/10/2018


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ECON 2:Principles of Microeconomics


ECON2_SLO_1 - Evaluate whethermarket efficiency exists using themodel of supply and demand model.


SLO Status: Active

Target for Success: The successcriterion for this outcome wasdefined as 70% of students scoring70% or better in the questions askedof students. Assessment cycle wascarried out for 3 sections, 2traditional classes and 1 online class.The success (C grade or better)ranged between 77%-87%. Foronline class the success criteria wasmet (87%) but for one of thetraditional classes it was not met(65%). For the online class successcriteria was met for group exercises,short answer questions, true/falsemultiple choice questions, but wasnot met for the short essaycomponent (64%).

Reflection (CLICK ON ? FOR INSTRUCTIONS): As alreadymentioned, the success rate was pretty high except for acouple of questions for 1 class. Discussion with theinstructor revealed the following: "short quiz closed bookquiz toward the end of the quarter without any warning.We were not covering that material at the time which mayhave something to do with the results." The instructor hadjust some factor demand and factor supply which may haveconfused them. Next time he plans do it differently.Related Documents:SLO#1ECON2FALL17QUESTIONS.docx

Enhancement: To improve theoutcome for the section of a fewquestions, followingenhancements were discussed "Iwill try to come up with betterteaching strategies for thatmaterial" (01/18/2018)

Program Review Reporting Year: 2017-2018Target : Target Met3 classes of ECON2 (2 traditional, 1 online) classes wereassessed for the SLO this term. the success rate was prettyhigh ranging from 77.5% to 97.5 %. There was 1 minorexception with a couple of questions for 1 class.(01/18/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Less thanstellar performance in one of the traditional classes wasanalyzed. The performance improved with more practice.For online class, performance in short essay questionimproved significantly.

Enhancement: Need to havemore dialogue within thedepartment about the diversityacross questions and the level ofdifficulty. (02/08/2013)

Program Review Reporting Year: 2012-2013Target : Target MetThe success criterion for this outcome was defined as 70%of students scoring C or better in the questions asked ofstudents. Assessment cycle was carried out for 5 sections, 4traditional classes and 1 online class. For one of thetraditional classes, success criterion was not met, (63%).The success (C grade or better) ranged between 63%-92%.For online class success was 79%. (02/08/2013)

Enhancement: The shortfall inShort essay reflects the need formore feedback. Here, anInstructional Associate providing

Program Review Reporting Year: 2011-2012Target : Target MetIn all 4 sections, this success criterion was met. For one ofthe sections, the results were around 88%. (04/27/2012)

Comments/Notes: The short essayis an important component of criticalthinking. The post assessment cyclemeeting revealed the need for morefeedback for students. This suggeststhe need for additional resources toachieve this objective.

The difference in success ratebetween 2 traditional classes needsto be explored in future departmentmeetings.

Exam - Course Test/Quiz - Differentmultiple choice questions, shortanswer, graphical questions, groupexercises, short essays were used byvarious instructors to assess thisoutcome.


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Reflection (CLICK ON ? FOR INSTRUCTIONS): The successcriterion for this outcome was defined as 70% of studentsscoring 70% or better in the questions asked of students.Assessment cycle was carried out for 3 sections, 2traditional classes and 1 online class. The success (C gradeor better) ranged between 77%-87%. For online class thesuccess criteria was met (87%) but for one of the traditionalclasses it was not met (65%). For the online class successcriteria was met for group exercises, short answerquestions, true/false multiple choice questions, but was notmet for the short essay component (64%).

continuous feedback for studentsto hone their critical analysis skillsfor short essays would be reallyhelpful. (04/27/2012)Enhancement: Emphasize basicskills and workshops like:How to take tests with less stress.How to avoid careless mistakes onmultiple choice questions.Introduce an online assessmenttool for more practice withanswering multiple choicequestions. (02/26/2012)Enhancement: The plan is to aimthe questions even more specificto this SLO. For one of thesections, a short paper results willalso be used in the next phase toassess this SLO in addition to themultiple choice questions.(02/26/2012)

ECON2_SLO_2 - Demonstrate theknowledge about the way perfectlycompetitive markets work and whathappens in the presence of imperfectmarket structures, includingmonopoly, monopolistic competitionand oligopoly.


SLO Status: ActiveTarget for Success: The successcriterion for this outcome wasdefined as 70% of students scoring70% or better in the questions askedof students. Assessment cycle wascarried out for 3 sections, 2traditional classes and 1 online class.The success (C grade or better)ranged between 71%-85%.

Reflection (CLICK ON ? FOR INSTRUCTIONS): There wasatleast 1 out of 10 Multiple choice questions in the 4traditional classes where the target was not met. Furtheranalysis revealed that the wording of the question could bemade clearer in future. Similar conclusion was reached for 1of the short answer questions in the 5th traditional andonline section. an interesting difference was noted with

Program Review Reporting Year: 2015-2016Target : Target MetDifferent multiple choice questions, short answer, graphicalquestions were used by various instructors to assess thisoutcome. The success criterion for this outcome wasdefined as 70% of students scoring 70% or better in thequestions asked of students. Assessment cycle was carriedout for 6 sections, 5 traditional classes and 1 online class.The success (C grade or better) ranged between 71%-89%.(02/04/2016)

Comments/Notes: The short essay isan important component of critical




respect to another question between traditional class(TARGET MET) and online class (TARGET NOT MET) foranother short answer question. Discussion with theinstructor revealed that extra emphasis for certain keytopics was needed for the online class.Related Documents:SLO2QuestionsECON2.docx

Reflection (CLICK ON ? FOR INSTRUCTIONS): OnlineSuccess rate has definitely improved for short essayquestion. Need to have more dialogue within thedepartment about the diversity across questions and thelevel of difficulty.


Program Review Reporting Year: 2012-2013Target : Target MetThe success criterion for this outcome was defined as 70%of students scoring C or better in the questions asked ofstudents. Assessment cycle was carried out for 5 sections, 4traditional classes and 1 online class. The success (C gradeor better) ranged between 70%-93%. . (02/08/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The successcriterion for this outcome was defined as 70% of studentsscoring 70% or better in the questions asked of students.Assessment cycle was carried out for 3 sections, 2traditional classes and 1 online class. The success (C gradeor better) ranged between 71%-85%.

Enhancement: The short essay isan important component ofcritical thinking. The postassessment cycle meetingrevealed the need for morefeedback for students. Thissuggests the need for additionalresources to achieve thisobjective. (04/27/2012)Enhancement: Emphasize basicskills and workshops like:How to take tests with less stress.How to avoid careless mistakes onmultiple choice questions.Introduce an online assessmenttool for more practice withanswering multiple choicequestions. (02/26/2012)

Program Review Reporting Year: 2011-2012Target : Target MetOverall, all sections met the success criterion. However, for3 sections, this criterion was just met whereas in the 4thsection, this was a resounding success with an overall gradeof 95%. (04/27/2012)

thinking. The post assessment cyclemeeting revealed the need for morefeedback for students. This suggeststhe need for additional resources toachieve this objective.

ECON2_SLO_3 - Apply the tools of Enhancement: Going forward,Program Review Reporting Year: 2017-2018Exam - Course Test/Quiz - Different


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'Economic Analysis' to understandhuman interaction and social issuesranging from business strategicdecision making to economics ofglobal warming.



SLO Status: Archived SLO Statement Target for Success: The successcriterion for this outcome wasdefined as 70% of students scoring70% or better in the questions askedof students. Assessment cycle wascarried out for 3 sections, 2traditional classes and 1 online class.The success (C grade or better) forthe traditional classes rangedbetween 90%-93%. For the onlineclass success criteria was met forshort answer questions, onlinemultiple choice questions, graphicalexercises, analyses of articles, butfor the short essay the success ratewas not met (64%).

Reflection (CLICK ON ? FOR INSTRUCTIONS): Briefconversations with the faculty revealed that the questionswere too specific and do need revision.The facultymembers in the College Opening day meeting will bediscussing the revision of the questions.Related Documents:SLO#3ECON2Sp18.doc

there is a revision of this particularSLO and effective Fall 2019, thisSLO will be archived and a revisedSLO will be introduced.(08/09/2018)Follow-Up: During Fall 2018-19opening day meeting, Faculty willbe asked to come up with revisedquestions for this SLO and thisSLO will be reassessed in Winter2019 quarter. (08/09/2018)

Target : Target Not MetThis SLO was done for 3 classes and unfortunately theresults were disappointing for all the 3 classes. The successrate ranged between 30% for some questions to over 90%for a few of them. (08/07/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Less thanstellar performance in one of the traditional classes wasanalyzed. The performance improved with more practice.For online class, performance in short essay questionimproved significantly.


Program Review Reporting Year: 2012-2013Target : Target MetThe success criterion for this outcome was defined as 70%of students scoring C or better in the questions asked ofstudents. Assessment cycle was carried out for 5 sections, 4traditional classes and 1 online class. For one of thetraditional classes, success criterion was barely met, (69%).The success (C grade or better) ranged between 69%-92%.(02/09/2013)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The shortessay is an important component of critical thinking. Thepost assessment cycle meeting revealed the need for more

Program Review Reporting Year: 2011-2012Target : Target MetThe success criterion for this outcome was defined as 70%of students scoring 70% or better in the questions asked ofstudents. Assessment cycle was carried out for 3 sections, 2traditional classes and 1 online class. The success (C gradeor better) for the traditional classes ranged between 90%-93%. For the online class success criteria was met for shortanswer questions, online multiple choice questions,graphical exercises, analyses of articles, but for the shortessay the success rate was not met (64%). (04/27/2012)

Comments/Notes: The short essay isan important component of criticalthinking. The post assessment cyclemeeting revealed the need for morefeedback for students. This suggeststhe need for additional resources toachieve this objective.

multiple choice questions, shortanswer, graphical questions, groupexercises, short essays were used byvarious instructors to assess thisoutcome.


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feedback for students. This suggests the need for additionalresources to achieve this objective.

Enhancement: Since the successcriterion for this SLO was not metas described above, severaloptions especially in relation tocourse evaluation procedure canbe and will be explored.These could include more intensepractice assignments. The end ofthe term paper results could alsobe part of this SLO assessment .(02/26/2012)Enhancement: Emphasize basicskills and workshops likeHow to avoid careless mistakes onmultiple choice questions.Introduce an online assessmenttool for more practice withanswering multiple choicequestions. (02/26/2012)

Program Review Reporting Year: 2010-2011Target : Target Not MetThe success criterion was not met in any of the sections.The overall average was around 62%. (02/26/2012)

ECON2_SLO_4 - Develop a criticalway of thinking to make optimaldecisions in everyday life usingmarginal benefit, marginal costconcepts.



SLO Status: Archived SLO StatementTarget for Success: The successcriterion for this outcome wasdefined as 70% of students scoring70% or better in the questions askedof students. Assessment cycle wascarried out for 3 sections, 2traditional classes and 1 online class.The success (C grade or better)ranged between 85%-87%. For theonline class success criterion for

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thedepartment was able to meet the Target successfully forthis SLO after our reflection and analysis from the previousquarter. Will be discussing the low success rate forrelationship between average and marginal values.

Enhancement: Will be assessingthis SLO for online class as well inthe next cycle. (07/17/2019)

Program Review Reporting Year: 2018-2019Target : Target MetDifferent multiple Choice questions and True Falsequestions were used by various instructors to assess thisoutcome. Assessment cycle was carried out for 4 sections.The success (C grade or better) ranged between 72% -87.5%. One instructor used an exceptionally high number ofquestions (15) compared to his colleagues. For 4/15questions (The success rate for 26% of the questions relatedto marginal cost and average cost was fairly low.)(07/17/2019)




short answer questions wasgenerally met (89%), except for aquestion relating to present value.

Related Documents:SLO4ReportSP19.docx

Reflection (CLICK ON ? FOR INSTRUCTIONS): This SLO willbe again assessed for Spring 2019. An informal meeting willbe held end of April 2019 to analyze as to why the successrate was not met:

Program Review Reporting Year: 2018-2019Target : Target Not MetThe success criterion for this outcome was defined as 70%of students scoring 70% or better in the questions asked ofstudents. Assessment cycle was carried out for 3 sections, 2traditional classes and 1 online class. While the success ratefor the online class ranged between 88%-100% but for oneof the traditional face to face class, the success rate waspretty disappointing ranging between 46% -72%.(04/05/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): For onlineclass, performance in all types of assessment includingmultiple choice and short answer questions improvedsignificantly.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Target

Program Review Reporting Year: 2011-2012Target : Target MetThe success criterion for this outcome was defined as 70%of students scoring 70% or better in the questions asked ofstudents. Assessment cycle was carried out for 3 sections, 2traditional classes and 1 online class. The success (C gradeor better) ranged between 85%-87%. For the online classsuccess criterion for short answer questions was generallymet (89%), except for a question relating to present value.(04/27/2012)


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generally met as measured by multiple choice and shortanswer methods of assessments.

Enhancement: To improve theefficacy of the success criterion forthis SLO in one of the section,more focused assignments will beused in the future assessment.(02/26/2012)Enhancement: Emphasize basicskills and workshops like:How to take tests with less stress.How to avoid careless mistakes onmultiple choice questions.Introduce an online assessmenttool for more practice withanswering multiple choicequestions. (02/26/2012)

Program Review Reporting Year: 2010-2011Target : Target Met3 out of 4 sections showed outstanding results for meetingthe success criterion for this SLO. For one of the sections,this SLO was assessed at multiple levels so the results werediffused. (02/26/2012)

ECON2_SLO_5 - Identify instances ofmarket failure including externalitiessuch as pollution and evaluatealternative strategies to improveoutcomes, including private solutions.SLO Status: ActiveOutcome Creation Date: 09/23/2019

ECON2_SLO_6 - Apply the tools ofEconomic Analysis includingopportunity cost and thinking at themargin to understand firms’ as well asconsumers’ decision-making procesSLO Status: ActiveOutcome Creation Date: 09/23/2019


ECON 3:Environmental Economics


ECON3_SLO_1 - Demonstrate anunderstanding of environmentalresponsibility and natural resourcescarcity and its role within economicscience and economic growth.


SLO Status: Active


Target for Success: 70% of studentsscored 70% or higher.Related Documents:Related document for SLO 1.docx

Reflection (CLICK ON ? FOR INSTRUCTIONS): Fall 2017 wasthe first time that Environmental Economics was taught.Short answer questions served as a good starting point foran assessment method. In the future I may also employmultiple choice questions for assessment.

Enhancement: Professor Thomasand the department chair had aface-to-face meeting. ProfessorThomas will be rethinking thequestions for the next cycle.(07/14/2018)

Program Review Reporting Year: 2016-2017Target : Target MetFive short answer questions were employed as part of in-class midterms and the final exam to assess SLO 1. Morethan 70% of students answered the questions correctly. 25students participated in the exams and 18 or moreanswered the questions with a passing grade (C or better). (01/26/2017)

Exam - Course Test/Quiz - ShortAnswer questions, Multiple Choicequestions

ECON3_SLO_2 - Clearly show a basicunderstanding of the interdependentrelationship between the economyand the environment, and the long-term thinking necessary to grow theworld economy while protectingenvironmental resources.


SLO Status: Active



Reflection (CLICK ON ? FOR INSTRUCTIONS): Fall 2017 wasthe first time that Environmental Economics was taught.Short answer questions served as a good starting point foran assessment method. In the future I may also employmultiple choice questions for assessment.


Program Review Reporting Year: 2016-2017Target : Target MetFive short answer questions were employed as part of in-class midterms and the final exam to assess SLO 2. Morethan 70% of students answered the questions correctly. 25students participated in the exams and 18 or moreanswered the questions with a passing grade (C or better). (01/26/2017)


ECON3_SLO_3 - Evaluate themarginal benefits and marginal costsof environmental clean-up andcontrast the optimal solution of thefree market versus competing viewsof valuing the environment.

Planned Assessment Quarters: 2016-SLO Status: Active



Program Review Reporting Year: 2016-2017Target : Target MetOne short answer question and four multiple choicequestions were employed as part of in-class midterms andthe final exam to assess SLO 3. More than 70% of studentsanswered the questions correctly. 25 students participatedin the exams and 18 or more answered the questions with a



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17 2-FallOutcome Creation Date: 08/26/2016

Reflection (CLICK ON ? FOR INSTRUCTIONS): Fall 2017 wasthe first time that Environmental Economics was taught.Multiple choice and short answer questions served as agood starting point for an assessment method. In the futureI may revise or use different multiple choice questions forassessment.

passing grade (C or better). (01/26/2017)

ECON3_SLO_4 - Evaluate outcomesand government policy responses inmarkets with negative externalities,and their effectiveness in the U.S. andthe international community.


SLO Status: Active



Reflection (CLICK ON ? FOR INSTRUCTIONS): Fall 2017 wasthe first time that Environmental Economics was taught.Multiple choice and short answer questions served as agood starting point for an assessment method. In the futureI may revise or use different multiple choice questions forassessment.


Program Review Reporting Year: 2016-2017Target : Target MetTwo short answer questions and three multiple choicequestions were employed as part of in-class midterms andthe final exam to assess SLO 4. More than 70% of studentsanswered the questions correctly. 25 students participatedin the exams and 18 or more answered the questions with apassing grade (C or better). (01/26/2017)



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ECON 4:Economics of Public Issues


ECON4_SLO_1 - Evaluate the effectsand unintended consequences ofindividual choice and governmentintervention in the economySLO Status: ActiveOutcome Creation Date: 08/26/2016

Target for Success: The successcriterion for this outcome wasdefined as 70% of students scoring Cor better in the questions asked ofstudents.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Two of threequestions that students failed to meet the criterion weremore technical in nature and were specific to monetarypolicy.Related Documents:SLO1RelatedDoc.docx

Enhancement: More time shouldbe spent on monetary policy tohelp students understand andmeet the criterion. (01/09/2018)

Program Review Reporting Year: 2016-2017Target : Target Not MetFive multiple choice questions on the Final were used toassess SLO 1. Students met the 70% criterion on 2 of the 5questions.Question 1: 87%Question 2: 87%Question 3: 62% (did not meet criterion)Question 4: 62% (did not meet criterion)Question 5: 62% (did not meet criterion) (01/09/2018)

Exam - Course Test/Quiz - Multiplechoice questions/short answerquestions will be used to assess thevarious SLOs

ECON4_SLO_2 - Analyze variouseconomic and public policiesSLO Status: ActiveOutcome Creation Date: 08/26/2016

Target for Success: The successcriterion for this outcome wasdefined as 70% of students scoring Cor better in the questions asked ofstudents.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students didnot meet criteria specifically with respect to fiscal andmonetary policy questionsRelated Documents:SLO2RelatedDoc.docx

Enhancement: More time shouldbe spent on mechanics of fiscaland monetary policy (01/29/2018)

Program Review Reporting Year: 2016-2017Target : Target Not MetFive multiple choice questions on the Final were used toassess SLO 1. Students met the 70% criterion on 3of the 5questions.

Question 1: 87% met criteriaQuestion 2: 100% met criteriaQuestion 3: 27% met criteriaQuestion 4: 62% met criteriaQuestion 5: 100% met criteria (01/29/2018)

Exam - Course Test/Quiz - Multiplechoice questions/short answerquestions will be used to assess thevarious SLOs.

ECON4_SLO_3 - Compare andcontrast various macroeconomicschools of thought

Enhancement: More time needsto spent on schools of thought,

Program Review Reporting Year: 2016-2017Target : Target Not Met

Exam - Course Test/Quiz - Multiplechoice/Short answer questions will


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SLO Status: ActiveOutcome Creation Date: 08/26/2016 Target for Success: The success

criterion for this outcome wasdefined as 70% of students scoring Cor better in the questions asked ofstudents.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students didnot meet criteria on questions related to Supply Sideeconomics and Keynesian economicsRelated Documents:SLO3RelatedDoc.docx

particularly supply side andKeynesian (01/29/2018)

Five multiple choice questions on the Final were used toassess SLO 1. Students met the 70% criterion on 3of the 5questions.

Question 1: 75% met criteriaQuestion 2: 75% met criteriaQuestion 3: 87% met criteriaQuestion 4: 50% met criteriaQuestion 5: 27% met criteria (01/29/2018)

be used to assess the various SLOs.


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ECON 5:Behavioral Economics


ECON5_SLO_1 - Demonstrate anunderstanding of conventionaleconomics based on purely rational,utility-maximizing decision making by‘Homo Economicus’.SLO Status: ActiveOutcome Creation Date: 09/25/2017 Target for Success: This is the first

time that this course has beenassessed. The criteria for success isthe same as other ECON classes that70% of the students scored 70% orhigher.

Reflection (CLICK ON ? FOR INSTRUCTIONS): As alreadymentioned, this is the first time the course has been offeredand the results have been spectacular. This course wassupposed to be offered once a year and will be offered inSpring as well.Judy and I will be having informal meetings to discuss theresults.

Program Review Reporting Year: 2017-2018Target : Target MetThis is a brand new course for the Department and is alsopart of the new AA degree in Economics (wef Fall 17). Thesuccess rate was phenomenal and ranged between 91% -97% (12/17/2017)

Exam - Course Test/Quiz - All SLOitems were covered with questionson problem sets, in-class exercises,and exams.

ECON%_SLO_2 - Clearly understandand discuss how the multipleelements of behavioral economicsexplain various human decisions.SLO Status: ActiveOutcome Creation Date: 09/25/2017

Target for Success: This is the firsttime that this course has beenassessed. The criteria for success isthe same as other ECON classes that70% of the students scored 70% orhigher.


Program Review Reporting Year: 2017-2018Target : Target MetThis is a brand new course for the Department and is alsopart of the new AA degree in Economics (wef Fall 17). Thesuccess rate was phenomenal and ranged between 86%-95% (12/17/2017)


ECON5_SLO_3 - Compare andcontrast behavioral outcomes usingpsychological, sociological,neurological and institutional factorsas well as conventional utility-maximizing behavior.SLO Status: ActiveOutcome Creation Date: 09/25/2017


Reflection (CLICK ON ? FOR INSTRUCTIONS): As alreadymentioned, this is the first time the course has been offeredand the results have been spectacular. This course wassupposed to be offered once a year and will be offered





in Spring as well.Judy and I will be having informal meetings to discuss theresults.

ECON5_SLO_4 - Evaluate and explainthe desirability of various outcomes.Make recommendations for ethicalways to nudge people towardssuperior decisions.SLO Status: ActiveOutcome Creation Date: 09/25/2017






Dept - (SSH) Education


No data found for the selected criteria.


Dept - (SSH) Geography


GEO 1:Physical Geography


GEO1_SLO_1 - Demonstrateunderstanding of the scientificmethod by identifying theories,evidence and hypotheses to explainearth processes and the impact ofhumans on the environment.SLO Status: Active

Target for Success: My target for thisSLO was a B- grade range for theclass.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This is thefinal assignment for the quarter for the class and part of thereason why so many students do so well is that majority ofthe students who were not performing well in the classhave withdrawn from the class by the last withdrawaldeadline. However, that said, the class practices thissubject with maps, diagrams and text in various forms forabout 2 weeks. This leaves students with a good grasp ofthe topic and mos of them feel confident about theassignment.

Program Review Reporting Year: 2015-2016Target : Target MetA total of 52 students in 2 sections of Physical Geography(GEO 1) completed this assignment. 98% of the studentsreceived a grade of C or higher, while 2% earned a D or an Fgrade. The class average was B grade. 48% of the studentsreceived a grade of A-, A or A+; 37% of the students were inthe B- to B+ grade range and 13% of the class earned a C orC+ grade. (06/20/2016)

Enhancement: There are norecommendations for modifyingthis SLO assessment at this time.A great majority of the studentsare successful in identifying theplate boundary interactions usingmaps, graphics and text analysis sowe plan on continuing with this

Program Review Reporting Year: 2014-2015Target : Target MetA total of 65 students in 2 sections of Physical Geography(GEO 1) completed this assignment. 87% of the studentsreceived a grade of C or higher, while 13% earned a D or anF grade. The class average was 83% which is a B- grade.34% of the students received a grade of A-, A or A+; 33% ofthe students were in the B- to B+ grade range and 20% of

Comments/Notes: I do not have anyparticular recommendations for thisSLO except that I will continue to usethis format since it seems to be fairly

Other - The assessment for this SLOwas an assignment with a series ofquestions which required studentsto use the concepts of the theory ofplate tectonics to identify types ofplate boundaries, describe theboundary interactions, explain theprocesses involved and analyze thelandforms and ocean floorformations that resulted from theseprocesses. The students had to referto their class discussion notes,textbook readings, atlas and coursepacket maps and they had to read anonline article published by the USGeological Survey. The assignmentquestions included specific examplesof plate boundary interactions. Theassignment was worth 50 points,which was 10% of the overall coursegrade.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Most of thestudents complete this assignment successfully. This is inpart due to the fact that the Assignment is the finalassignment in the quarter and is due in Week 9. By thispoint, students have a real interest in completing the classsuccessfully and put in extra effort. This assignment is theculmination of a series of smaller, in-class exercises thatallow students to work with plate boundaries so that theyhave a familiarity with the topic. Students work withvarious examples of the types of plate boundaries withmaps and graphics and find it easier to apply those sametechniques for this assignment.

assessment. (03/28/2016)the class earned a C or C+ grade. A total of 11% of thestudents earned a D grade while 2% earned an F grade. Atotal of 6 students did not complete this assignment.(03/28/2016)

successful. Prior to completing thetake-home assignment, studentswould have practiced with examplesin class, individually and in smallgroups using atlas and course packetmaps.

GEO1_SLO_2 - Explain the causes ofseasonal changes and differentiatebetween seasons in the Northern andSouthern Hemispheres.SLO Status: Active

Target for Success: My goal was anaverage of B or higher.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The successrate for this assessment was higher than in Winter 2016,when 69% of students got a C grade or higher whereas thistime around (Spring 2016), 76% of the students got a C orhigher grade. In general, students who were absent duringthe in-class discussion/practice about this topic, did poorlyon the exam question.

Enhancement: We will keep thisassessment, but will continue togive students practice worksheetsso that they have enoughopportunity to work with thevisual representations. Havestudents work in pairs or smallgroups so they can learn fromeach other. (06/20/2016)

Program Review Reporting Year: 2015-2016Target : Target Not MetA total of 86 students in 2 sections of Physical Geography(GEO 1) completed the mid term exam that included theseasons diagram question. 76% of the students got a C orhigher grade while 24% of the students earned a D or Fgrade. Of the 76% that secured a C or higher; 41% earnedan A- to A+ grade; 20% ranged from B- to B+; 15% earned aC or C+ grade. (06/20/2016)

Enhancement: Give studentspractice worksheets so that theyhave enough opportunity to workwith the visual representations.Have students work in pairs orsmall groups so they can learnfrom each other. (03/28/2016)

Program Review Reporting Year: 2014-2015Target : Target Not MetA total of 136 students in 3 sections of Physical Geography(GEO 1) completed the mid term exam that included theseasons diagram question. 69% of the students got a C orhigher grade while 31% of the students earned a D or Fgrade. Of the 69% that secured a C or higher; 40% earned

Comments/Notes:Recommendation: Allow for moretime during the class period forstudents to discuss and practice thediagram.

Exam - Course Test/Quiz - In orderto determine the extent to whichstudents understand the roleof factors that control seasonalchanges, students had to answer adiagram question on the 1st Mid-Term exam. The study guide for theexam included the diagram question,so students were aware that theywould have to draw and label thediagram on their test.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Students didnot do well as expected on this assignment partly due tothe fact that this is the very first exam in the quarter and itis scheduled during Week 3 of the quarter. Students needmore practice with the visual representations. In thefuture, we will include practice sheets with diagrams so thatstudents can work with the visuals individually and in smallgroups both in class and in study sessions outside class.

an A- to A+ grade; 24% ranged from B- to B+; 4% earned a Cor C+ grade. (03/28/2016)

GEO1_SLO_3 - Synthesize and applyweather and climate variables.SLO Status: Active

Target for Success: Most of thestudents should be able to read andinterpret climate graphs. Theyshould be able to identify theprincipal temperature control factorsand analyze their effects upon theweather of a given location.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Majority(84%) of the students completed the assignmentsuccessfully. Prior to the assignment, we discussed how toread climate graphs, practiced in class in large group andsmall group settings. Students all had a sample graphwhich we interpreted collectively in class which they usedas reference.

Enhancement: Keep a practiceworksheet and/or group activityduring class time so students canpresent their findings abouttemperature control factors withother groups. (06/20/2016)

Program Review Reporting Year: 2015-2016Target : Target MetA total of 67 students in 2 sections of Physical Geography(GEO 1) completed this assignment and were assessed forthis SLO. 84% of the students received a C or higher grade,while 10% earned a D grade and 6% of the studentsreceived an F. Of the 84% with passing grades, 27% got anA, 42% got a B and 15% got a C grade. (06/20/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): 84% of thestudents completed the assignment successfully. Most ofthe students were successful because they were exposed tothese climate graphs on multiple occasions in class,including times when where they worked in small groups

Enhancement: Continue to usesmall group exercises in class sostudents can practice with climategraph interpretation. They havean opportunity to clarify questionsbefore the actual gradedassignment thus enhancing theirchances of completing theassignment successfully.(03/28/2016)

Program Review Reporting Year: 2014-2015Target : Target MetA total of 106 students in 3 sections of Physical Geography(GEO 1) completed this assignment and were assessed forthis SLO. 84% of the students received a C or higher grade,while 12% earned a D grade and 4% of the studentsreceived an F. Of the 84% with passing grades, 37% got anA, 22% got a B and 25% got a C grade. (03/28/2016)

Comments/Notes: Practiceworksheet and/or group activity

Other - The assessment for this SLOwas an assignment with a series ofquestions which required studentsto define, describe and analyzeweather variables and patterns. Eachquestion was assigned a pointweight and the total number ofpoints for the assignment was 55,which is 11% of the course grade.Included in the set of questions wereclimate graphs, where students wererequired to read the graph,understand the trends, describe thetrends and patterns and analyzewhat temperature factorscontributed to the particular patternfor thatparticular weather station (city).



interpreting these temperature graphs. Repetition andfeedback helped solidify their understanding of thiscontent.

during class time where eachgroup is assigned a climate graph.This would allow students to sharetheir knowledge and analytical skills.


GEO 10:World Regional Geography


GEO10_SLO_1 - Identify and applygeographic themes to describe themajor geographic regions of theworld.


SLO Status: Active

Reflection (CLICK ON ? FOR INSTRUCTIONS): Changes: Infuture the plan is to provide students with more time towork on the assignment. Another plan is to provide thestudents with an ideal research paper that they can refer toso that they have a better understanding of what isexpected from the assignment.Methods: Provide contact information of De Anza AcademicSkills Center and divide the assignment into two parts. Thefirst part would be a rough draft of the assignment where Iwould provide them feedback and guide them towardsworking on the assignment. The second part would be thefinal assignment which would be graded.

Enhancement: Myrecommendation for this SLO is tocontinue as is, but work with theDe Anza Academic Skills Center tohelp the students improve theirEnglish grammar skills. I also planto give the students more time towork on this particularassignment, providing them oneround of feedback on their roughdraft before they start formallywriting the research paper.(05/03/2017)Enhancement: There are norecommended action(s) for thisSLO. It is intended that continueduse of this examination format willcontinue since results aresuccessful and students are clearlyable to identify and applygeographic themes to describemajor geographic regions of theworld. (02/11/2014)

Program Review Reporting Year: 2016-2017Target : Target MetThe average score for the section assessed (total of 57students) was 16 out of 20 points.Many students earned A’s. 42 students had an averagescore of 90%. The loss of points was mainly due to Englishgrammar skills.

Most of the students were able to clearly demonstrate theirunderstanding of the issue. (05/03/2017)

Project - The assessment for this SLOwas in the form of a research paperassignment where students wererequired to choose any city from alist of 20 cities provided to them. Ona world map they were required tomap the location of the city anddiscuss the reasons why the city is asuccessful one based on the fivethemes of geography.

The assignment requirements werediscussed with the students alsoexamples were provided to thestudents from various world citiesand their success when the 5 themesof geography were being discussedin class

Students had been looking into thedifferent geographic regions and thesuccesses of different cities in thedifferent geographic realms that westudied. It was assigned as a homeassignment in the second half of thequarter. Thus the instructor ensuredthat the students were well versed inthe topic.

Instructor held several in classdiscussions and group projects inclass to help students form anopinion about the importance ofgeographic themes in explaining thedevelopment of the differentgeographic realms of the world. Forsome of the group discussionprojects the students selected



Target for Success: The target was tohave a majority of the students scorea B grade or higher on this paper.

countries in the realm and lookedinto the reasons for its success.

For example, the students oftendiscussed the importance of locationand place in the success of the cities.How the location of New York hashelped in development of the city.Some have chosen to talk aboutParis and how the place can explainwhy Paris has been a destinationpeople would

GEO10_SLO_2 - Explain and analyzethe interaction and interdependenceof physical and human landscapes inmajor geographic realms.


SLO Status: ActiveOutcome Creation Date: 10/06/2014

Reflection (CLICK ON ? FOR INSTRUCTIONS): Require (orgive extra points) for students who work with the De AnzaAcademic Skills Center to improve English grammarbetween first draft and final draft.Methods: provide contact information for the ASC and havea separate assignment for uploading proof of working with

Enhancement: Myrecommendation for this SLO is tocontinue as is, but work with theDe Anza Academic Skills Center tohelp the students improve theirEnglish grammar between the firstand final drafts. (05/02/2017)

Program Review Reporting Year: 2016-2017Target : Target MetThe average score for the section assessed (total of 50students) was 44 out of 50 points.Many students earned A’s, a few did not submit orsubmitted late, and most were in between with an averageof 44 points (B+ / 88%). The loss of points was mainly due toEnglish grammar skills issues.

Most of the students were able to clearly and thoroughlyarticulate the required information – especially because if itwasn’t in the first draft, they were warned that their gradeon the final draft would be low if it wasn’t included.(03/29/2017)

Project - The assessment for this SLOwas in the form of a research paperassignment where students wererequired to choose any culturallysignificant world destination toresearch and create a 3-day tripitinerary visiting sites, trying thelocal cuisine, and learning about theculture within that region in additionto describing the physical geographyof the locations (mountains, rivers,ocean, etc.) so as to demonstratethe correlation between the physicaland human landscapes.

A detailed “Research PaperGuidelines Document” is providedfor the students as a checklist alongwith examples on what is requiredand tips on how to earn a high score.



Target for Success: The target is tohave a majority of the students get aB grade on this assessment.

them.

Comments/Notes: Myrecommendation for this SLO is tocontinue as is, but place theassignment later in the quarter sothat students will know more/mostof the world regions and theircountries to give them more time togain familiarity with each region andthe various possible physical andhuman interactions so they canbetter understand the correlations.

Students had been completing anonline map geographic locationidentification tool for each of themajor regions of the world and hadcompleted much of the textbookreading (as the assignment was duein the second half of the schoolterm), so they were already familiarwith the countries and regions.

Instructor gave subjective writtenfeedback on each student’s firstdraft of this assignment so theycould improve it for the final draft.

As an example, students oftencorrelated the climate andtopography of a region with thecuisine that was popular there.Thailand has a rainy, tropical climate,therefore rice and vegetables alongwith seafood (geographic proximity)were a common cuisine type in theSoutheast Asia region.



GEO10_SLO_3 - Demonstrateunderstanding of the dynamics ofpopulation change, resourcedistribution, global economics andculture, and political conflicts indesignated regions.SLO Status: Active

Target for Success: This class has 46enrolled students this term. Most(90%+) students will complete theassignment in any given week. Asuccessful number of participantswill be 90% or more. The quality ofthose student’s forum posts shouldmeet the following objectives:1. answer all 5 questions2. no plagiarism of material3. no repeated countries (in otherwords, don’t research an African

Reflection (CLICK ON ? FOR INSTRUCTIONS): The numberof students who participated was a little lower than on anaverage week but I attribute that to a few things:1. the weekly geo-region/topic was sub-Saharan Africa,which has traditionally been a less popular topic amongststudents for various reasons2. the length of the assignment – it required more time andthought than some other class assignments

It was a success in that only one country was repeatedwhich is no small task because they probably had to cross-check the names of the countries in their atlases. The onestudent who did repeat a previously posted country postedhis almost at the same time as the other student and it wasjust before the due date, and the material was differentthan the other students posting.

Overall, I was impressed and think the students whoparticipated did an enormously successful job, coming upwith unique and applicable material and sometimes postingtheir reflections on what they learned.

Enhancement: I may try thisactivity in a different geo-region tosee if it gets more interest andparticipation. (02/13/2014)

Program Review Reporting Year: 2013-2014Target : Target MetOut of the 46 students, only 36 posted answers which is80% of the class. All answers were quality and met the fourcriteria listed above except one student (who repeated acountry that had already been chosen). (03/22/2014)

Other - A discussion forum questionin the online classroom (Catalyst)was asked and the students neededto research the answer and write asubjective answer to the followingquestion:

After reading about Sub-SaharanAfrica this week, choose *onecountry* in the region and researchALL of the following about it:1. population change (how has it'spopulation changed from pre-colonial to present day)2. resource distribution (where arethe resources ((i.e. diamonds,agriculture, etc.)) within the country)- you can use the thematic maps inyour atlas3. global economics (is it adeveloped country such as SouthAfrica or is it developing?, is it rich,poor, what is it's GDP?)4. culture (language, food, etc.)5. political conflicts (is there civilstrife there? if so, why?)



country that has already beenresearched and posted by a studentwho already posted – students cansee each other’s assignments andthis was to avoid them copying otherstudents answers)4. quality answers (not too short,minimal/no grammar errors,coherent)

Target for Success: An average gradeof B- was decided as the target forsuccess.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Theassignment requirements were discussed with students.During class lectures examples were provided fromdifferent economies of the world. It was assigned as a homeassignment in the second half of the quarter. The instructorled in class discussions and ensured that the students werewell versed in the topic. The students were encouraged tolook at both the positive and negative impacts ofcolonization and its impacts on population, politicalconflicts, global economics and resource distribution. Ingroup discussion projects students looked at one country ata time and highlighted how the history of colonizationshaped them into what they were. The students talkedabout the spread of religions (Christianity) as an impact ofcolonization. They spoke about the change in politicalstructure where the indigenous leaders were forced tosubmit to the colonial leaders. The students mentioned theintroduction of diseases introduced by the Spanishconquerors in Central and South America. They alsohighlighted the exchange of cultures where new languageswere introduced. Some highlighted how he colonizersintroduced new methods of crop cultivation that increasedyield and new resources that the indigenous population

Enhancement: Myrecommendation for this SLO is tocontinue as is. In future the plan isto provide students with moretime to work on the assignment.Another plan is to have grouppresentations of the research andhave them discuss their findingsbefore writing the researchproject. In future contacts detailsfor De Anza Academic Skills centerwill be highlighted so thatstudents can take help to improvetheir grammar skills. (03/07/2018)

Program Review Reporting Year: 2017-2018Target : Target MetThe average score for the section assessed (52 students)was 18 out of 20 points. Many students earned A’s. The lossof points was mainly due to English grammar skills. Most ofthe students were able to clearly demonstrate theirunderstanding of the issue. (03/07/2018)

Project - The assignment was a twopart assignment. The first partexpected the student to correctlyidentify countries and their capitalsin Central and South America. Thesecond part of the assignmentexpected the students to write aresearch paper on the five impactsof colonization on indigenous peopleand their culture with examples.



were unaware of.


GEO 4:Cultural Geography


GEO4_SLO_1 - Map global variationsin human cultures and analyze theorigins and diffusion of thosecultures.SLO Status: Active

Target for Success: The target was tohave majority of the students earn aC grade or better on this essayquestion on a mid term exam.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Using a singleworksheet to serve as a template for all the world religionsworks well since students have a consistent framework theycan use.

Enhancement: Use the sametemplate for all the religions sothat students can use thatworksheet to prepare for theessay answer on the mid term.(06/20/2016)

Program Review Reporting Year: 2015-2016Target : Target MetThe class did well overall on this assignment. 89% of theclass earned a C grade or higher on this essay answer on themid term exam. 49% of the students earned an A-, A or A+;26% fell within the B- to B+ range while 14% of studentsearned a C or C+ grade. 3% of students got a D or D+ and8% got a failing grade on this question. (06/20/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The extensivelecture, discussion and practice sessions work well alongwith the option of students getting to choose to writeabout the diffusion of one of five religions. This waystudents focus deeply on one religion and develop a greaterunderstanding of why and how that religion came to be aglobal religion.

Enhancement: This is a wellcrafted essay question withseveral sessions dealing with thistopic so that students haveopportunities to work on throughlecture, group discussion andexercise and mapping. Irecommend continuing with thisformat since most students areable to write quality essayanswers. (03/28/2016)

Program Review Reporting Year: 2014-2015Target : Target MetThe discussions, worksheets, diffusion maps paid off wellsince 95% of the class earned a C grade or higher on thisessay answer. 47% of the students earned an A-, A or A+;31% fell within the B- to B+ range while 17% of studentsearned a C or C+ grade. 3% of students got a D or D+ and2% got a failing grade on this question. (03/28/2016)

Exam - Course Test/Quiz - Theassessment tool for this SLO was anessay question on the 2nd mid-termexam. The essay question was givento students in advance, so they hadtime to prepare for it. The topic wasthe origin and diffusion of a majorworld religion. In class, we discussedthe beliefs, the origin and theworldwide diffusion of Hinduism,Buddhism, Judaism, Christianity andIslam. Each student had a worksheetin her/his course packet with a set ofleading questions which wediscussed and then studentsproceeded to complete theworksheet in class in small groups of4-5. We did this exercise for each ofthe religions listed above. Thestudents also filled out outline mapsof the world showing the diffusion(spread)of religions. For the mid-term, thestudents got to choose any one ofthe religions and write an essayabout it. The format of the essay wasshaped after the worksheet and Ihanded students a rubric withdetailed instructions on the specificsub-topics to include in theiranalyses.

GEO4_SLO_2 - Analyze global Enhancement: Works better whenProgram Review Reporting Year: 2015-2016Other - The assessment tool for this



demographic trends and patterns andtheir relation to other elements ofculture.SLO Status: Active

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thisassignment includes questions involving description,synthesis and analyses of demographic data and graphics.Prior to writing the take-home essay assignment, studentswork on a smaller scale population pyramid exercise in classin small groups. This gives them some reference points sothat the assignment is not unfamiliar material wherestudents have to figure things out from scratch. Thescaffolding is effective in that most students are able toapply the know how from the class work to this writtenassignment.

two countries with contrastinglevels of development are pairedso students can understand thedifferences in demographic datasuch as birth rates, death rate andgrowth rates. (03/28/2016)

Target : Target MetThis take-home assignment was successfully completed by81% of the students assessed. Of that 81%, 34% of thestudents earned an A grade; 10% of students earned a Bwhile 37% of students earned a C or C+ grade. 3% of thestudents got a D and 7% of students got a failing grade. 9%of the students did not complete the assignment at all andtherefore they received no points on this assignment.(03/28/2016)

SLO was a take-home, essayassignment where studentsdescribed and analyzed populationpyramid graphs and population dataabout two countries. Prior to thetake-home essay assignment, wediscussed in class, the variousdemographic indicators used toanalyze population trends. Wediscussed how the the populationpyramid graph is constructed. Weexamined population policies ofChina, India, Kenya and the UnitedStates, and students did an in-classgraded activity where each groupwas assigned a population pyramidgraph for a particular country andhad to describe and analyze thetrends. The students worked ingroups of 4-5. This was the practicesession leading up to the take-homeessay.

GEO4_SLO_3 - Apply knowledge ofcultural differences and resourcedistribution to possible solutions ofglobal, regional and local conflicts.SLO Status: Active

Target for Success: The target is tohave majority of the students get a C

Reflection (CLICK ON ? FOR INSTRUCTIONS): The studentswere given the essay topics in advance and had to selectone of two topics. The essay answer requires synthesizingarguments from a journal article, a film and in-classdiscussion. It is an analytical piece and teaches students toorganize and present a coherent argument supported byevidence.

Program Review Reporting Year: 2015-2016Target : Target MetOf the students assessed, 78% secured a C or higher grade.51% of the students earned an A, 13% earned a B gradewhile 14% earned a C or C+ grade. 11% of students got a Dand another 11% of students got an F grade. (06/20/2016)

Enhancement: The plan is tocontinue with this essay questionformat. It works because students

Program Review Reporting Year: 2015-2016Target : Target MetOf the students assessed, 74% secured a C or higher grade.26% of the students earned an A, 23% earned a B grade

Exam - Course Test/Quiz - Theassessment tool for this SLO was anessay question on the final exam.Students were provided the essayquestions in advance so they couldwrite an outline in preparation forthe final exam. Two choicesincluded challenges faced by smallfarmers in India as multinationalcompanies promote GMO seeds andcommercial agriculture, based onthe documentary film "Bitter Seeds"OR challenges faced by assembly lineworkers in Mexico based on thedocumentary film "Maquilapolis."



grade or higher for this essayquestion on the final exam.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thisassessment requires students to present their analysessupported by facts synthesized from readings and films. Itrequires preparation and organization. Students who takethe time to prepare in advance do well on this essayanswer.

have worksheets of questionsaccompanying the readings andfilms so they have enoughmaterials for their essays.(03/28/2016)

while 25% earned a C or C+ grade. 9% of students got a Dand 3% of students got an F grade. 14% of the students didnot complete the final exam or did not answer the essayquestion on the final exam. (03/28/2016)


GEO 5:A Geography of California


GEO5_SLO_1 - Identify California'sgeographic provinces, appraise theirsignificance and investigate theirinterconnectedness.SLO Status: Active

GEO5_SLO_2 - Analyze geographicpatterns of California's diversepopulation.SLO Status: Active

GEO5_SLO_3 - Critically evaluate theimpact of California's moderneconomic activities on the physicaland/or cultural environments.SLO Status: Active


Dept - (SSH) History


HIST 2:Introduction to California Studies


HIST2_SLO_1 - Students willdemonstrate and apply knowledge ofhistorical and various otherdisciplinary approaches to the studyof California, and based on theseapproaches, will assess the challengesof public policy decision-making inCalifornia.SLO Status: Active

Target for Success: Passing grade onassignment.

Reflection (CLICK ON ? FOR INSTRUCTIONS): It was clearfrom the papers completed by students that those who hadappropriate preparation for college-level reading andwriting could do well on these assignments. However,those who had not yet passed courses in preparation forcollege-level reading and writing struggled with analyticalessays and basic college-level work. Including requiredgeographical knowledge on exams ensured student masteryof material in this area.

Enhancement: Student learningoutcomes at the communitycollege level could be vastlyimproved by institutingprerequisites on a statewide basisand ensuring that all enteringstudents have completed (andhave access and guidance tocomplete) the reading and writingrequirements necessary to do wellin college-level courses.(11/30/2013)

Program Review Reporting Year: 2013-2014Target : Target MetDuring Winter Quarter 2012, I instituted a new assignmentas well as a new rubric for the required paper in CaliforniaStudies, and further revised this approach in Winter 2013and Fall 2013. This new approach to the paper wassuccessful in ensuring that students were focused on, andaccomplishing, more in-depth analysis of the assignedprimary and secondary source readings. I also continuedrequiring more in-depth knowledge of California geographyon the objective exams in order to ensure student masteryof material in this area. (11/30/2013)

Comments/Notes: During Winter2012, I instituted a new assignmentas well as a new rubric for therequired paper in California Studies. Ifurther revised and updated thisapproach in Winter 2013 and Fall2013. This new approach to thepaper was successful in ensuringthat students were focused on, andaccomplishing, more in-depthanalysis of the assigned primarysource and secondary sourcereadings.

Other - Paper

Enhancement: Student learningoutcomes at the communitycollege level could be vastlyimproved by institutingprerequisites on a statewide basisand ensuring that all entering

Program Review Reporting Year: 2013-2014Target : Target MetStudents' knowledge of California geography (related tohistorical, public policy, and environmental issues) didimprove duringthe quarter as they were retested in this area. The majority

Exam - Course Test/Quiz - Duringboth Fall Quarter 2010 and WinterQuarter 2011, I assignedessay exams as well as a briefresearch paper for History 2; in these



Reflection (CLICK ON ? FOR INSTRUCTIONS): It was clearfrom the essays and research papers completed by studentsthat those who had appropriate preparation in college-levelreading and writing could do well on these assignments.However,those who had not yet passed courses in college-levelreading andwriting struggled with analytical essays and basic college-levelresearch.

students have completed (andhave access and guidance tocomplete) the reading and writingrequirements necessary to do wellin college-level courses. To helpexpedite student progress towarddegrees, certificates, andtransferring, realistic and specificreading and writing requirementsshould also be required during astudent's first quarter and firstyear,unless the student has placed outthrough an assessment test or itsequivalent. (11/30/2013)Enhancement: Student learningoutcomes at the communitycollege level could be vastlyimproved by institutingprerequisites on a statewide basisand ensuring that all enteringstudents have completed (andhave access and guidance tocomplete) the reading and writingrequirements necessary to do wellin college-level courses.(11/30/2013)

of studentsdid well in orally presenting their research findingsregarding aCalifornia public policy issue; I did see a correlationbetween studentswho had inadequate preparation in college-level readingand writingand those who had difficulty with clear oral presentation ofresearchresults. (05/23/2012)

assignments, students wereexpected to: 1) demonstrate theirunderstanding of historical issuesrelated to public policy decisionmakingin California, and 2) show theirability to analyze primary andsecondary sources in Californiahistory. In addition, I tested thestudents on California geography toensure their mastery of basicknowledge in this area related tohistory. Brief oral presentations bystudents on their research were alsorequired.

HIST2_SLO_2 - Students willdemonstrate the capacity to criticallyengage, evaluate, and employprimary and secondary sourcematerials in the area of CaliforniaStudies and to construct historicalanalyses based on these materials.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): It was clearfrom the final exam essays that those students who had

Enhancement: Student learningoutcomes at the communitycollege level could be vastlyimproved by institutingprerequisites on a statewide basisand ensuring that all enteringstudents have completed (andhave access and guidance tocomplete) the reading and writingrequirements necessary to do wellin college-level courses.

Program Review Reporting Year: 2013-2014Target : Target MetIn Winter Quarter 2012, and in Winter 2013 and Fall 2013, Icontinued requiring students to bring rough drafts of theirfinal essays to a review session in class, where they alsoshared their different versions of main arguments andreviewed interpretations of primary and secondary sources.This effectively instituted advance preparation and thushigher success rates for students. (11/30/2013)

Other - In-class essay



appropriate preparation for college-level reading andwriting could do well on these assignments. However, thosewho had not yet passed courses in preparation for college-level reading and writing struggled with analytical essaysand basic college-level work.

(11/30/2013)


HIST 3A:World History


HIST3A_SLO_1 - Students willdemonstrate and apply knowledge ofthe earliest World history through750 CE to construct defensiblestatements of meaning andevaluation about this period'sdevelopments.

SLO Status: Active

Target for Success: Passing grade ontests.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The lack ofworld history courses in many high schools, and the lack ofattention to world geography in pre-collegiate education,makes the community college world history course all themore important in ensuring that our students have both ananalytical and geographical understanding of our diverseglobal community.

Enhancement: Students'knowledge of African and MiddleEastern geography, from Egyptand Mesopotamia (present-dayIraq) to Kush Nubia and WestAfrica in the early period of worldhistory, were emphasized in orderfor students to consider theimportance of these civilizations inthe past and their relevance tocurrent historical debates. (07/13/2012)

Program Review Reporting Year: 2011-2012Target : Target MetSince geography is a key element in learning world history,map assignments were expanded. This process ensuredthat students were not only learning global locations, butwere able to refer to such locations in their written analysisof diverse civilizations in world history. (07/13/2012)

Exam - Course Test/Quiz -Assessment: quizzes, exams.

Target for Success: Benchmark–70%.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The entirecourse was designed for students to address one of the twothematic questions. However, if students just focusedexclusively on doing the course reading and did not attendclass on a regular basis, where additional information wasprovided in terms of primary and secondary documents orreadings, or missed any or all of the in-class activities thatwere designed specifically to assist students with analyzing,discussing and supporting their position, they would clearlynot do well on the essay exam.

Enhancement: Spell out what Ijust articulated in the reflectionand analysis section clearly in mysyllabus and state it repeatedly inclass throughout the quarter.(03/20/2017)

Program Review Reporting Year: 2016-2017Target : Target MetThe overwhelming majority of students, 19 out of 21students who submitted a final essay, received a passinggrade or higher: 10 As, 5 Bs, and 4 Cs. The two remainingstudents did not pass the essay: 1 D and 1 fail. (12/11/2016)

Other - Final Take Home ArgumentEssay. Students could choose one ofthe following to address: 1) What ifanything, does the late-Paleolithicperiod to 750 CE tell ourcontemporary society about the“human condition”? 2) What ifanything, can our contemporarysociety learn from this period about“civilization”?

HIST3A_SLO_2 - Students willidentify, critically evaluate, andinterpret primary documents fromthe earliest World history through750 CE to construct historical analysis.Assessment: written

Target for Success: Passing grade onessay.

Enhancement: Examination ofglobal geography and cross-cultural trade in relation toenvironmental issues was anadded component in furtherexploration of this issue in world

Program Review Reporting Year: 2011-2012Target : Target MetThe growth of environmental change in early world historywas added to an in-class essay assignment as a category forstudent analysis based on primary sources. Data summaryrevealed that students had mastered new information and

Other - In-class essay.



evaluation and interpretation ofprimary documents.SLO Status: Active Reflection (CLICK ON ? FOR INSTRUCTIONS): Incorporating

environmental analysis into examination of early worldcivilizations reminds students of another importantcategory of analysis in early world history. Studentevaluation of primary sources revealed their understandingof the duration of environmental patterns in world history.

history. (07/14/2012)were able to construct evaluations of environmental issuesin world history. (07/13/2012)

Target for Success: Benchmark –70%.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Overall, I thinkthis assignment was a success and achieved the overarchingobjective of having students evaluate and interpret aprimary document, in addition to the other objectives ofthe specific activity. Students engaged in intense anddeeply profound discussion about how this documentrelated to the course material. Students were mirroring mymethod of asking pointed questions of one another to get

Enhancement: I am going to spellout more succinctly, in mysyllabus, the nature and objectivesregarding this type of activity andrepeat the significance of thisexercise throughout the quarter. Ithink I can even make it a littlemore competitive by giving extracredit points to the group thatcomes up with the most points.(03/20/2017)

Program Review Reporting Year: 2016-2017Target : Target MetSeven groups of four to five students worked together toaddress the above method. Students were placed inrandom groups. In addition to the above SLO, the objectivesof this assignment were also multifold: 1) to see how manystudents had read the course material; 2) to see if studentswere highlighting significant material in their text; 3) to seeif students comprehended what they read; 4) to havestudents teach one another; and 5) to encourage studentsto do the reading. The average for the seven groups wasanywhere between five to seven different ways that thespecific primary document related to the course readings.One group clearly struggled to come up with three, whileanother group easily went above and beyond myexpectations.I could overhear students asking their classmates to bespecific in how what they were saying related to the coursetext. I also heard students share different interpretations ofthe same textual reference and discuss the validity of eachclaim. Likewise, students who had not read were giveneither the task of writing, encouraged to read and selectpassages right then, or lectured about the significance ofdoing and upholding their part in the exercise. (12/11/2016)

Other - In-class (timed) activitydesigned for students to work ingroups to demonstrate, at least fiveto ten different ways, a primarydocument relates or speaks to thecourse readings by providing theanswers on a written form.



their classmates to be more specific and to really thinkabout what they were claiming.I usually treat this assignment like a quiz in that I do notannounce it in advance. However, I am wondering if I couldincrease participation by making a prior announcement andexplaining what the benefits of the assignments will be tothe students in the long run—in advance.


HIST 3B:World History


HIST3B_SLO_2 - Students willidentify, critically evaluate, andinterpret World history primarydocuments from 750 CE to 1750 CE toconstruct historical analysis.Assessment: written evaluation andinterpretation of primary documents.SLO Status: Active

Other - Paper

Target for Success: Target forsuccess was 70% or above of thestudents present. 100% of theparticipating students saw thisexercise, while difficult in terms ofthe specific content given the natureof slavery, as extremely useful inaiding their assessment of thishistorical period.

Reflection (CLICK ON ? FOR INSTRUCTIONS): If studentsjust focused exclusively on doing the course readings anddid not attend class on a regular basis, where additionalinformation was provided in terms of primary sourcedocuments or secondary readings, or missed the in-classactivities that were designed specifically to assist studentswith analyzing, discussing, and supporting their position,they would clearly not do as well on the exam.

Enhancement: The enhancementplan is to spell out in the syllabuswhat was just articulated in thereflection section and state itrepeatedly to students throughoutthe quarter to help improvescores. (07/08/2018)

Program Review Reporting Year: 2016-2017Target : Target MetTarget for success was 70% or above of the studentspresent. 100% of the participating students saw thisexercise, while difficult in terms of the specific contentgiven the nature of slavery, as extremely useful in aidingtheir assessment of this historical period. (03/24/2017)

Comments/Notes: Half the groupshad narratives from a "slaver", theother half had narratives fromsomeone who was "enslaved".

Other - Students were randomlyplaced in groups of threes or foursand given a primary documentreflecting a personal account ofeither a slaver or an enslavedperspective. Students workedcollectively to identify passages thatspoke to the course theme, and thenused these passages to argue for aspecific interpretation of thehistorical period being covered.

HIST3B_SLO_1 - Students willdemonstrate and apply knowledge ofWorld history from 750 CE to 1750 CEto construct defensible statements ofmeaning and evaluation about thisperiod's developments. Assessment:quizzes, exams, and papers.

SLO Status: Active

Target for Success: Target for thesuccess was 70% of the classreceiving a C or above.Comments/Notes: The target wasmet.

Exam - Course Test/Quiz - Tenquestion quiz

Enhancement: The enhancementwill be to add more specificlanguage to the syllabus and moreactivities focusing on how to do

Program Review Reporting Year: 2016-2017Target : Target MetTwo students scored 100; six students scored 990; twostudents scored 80; foru students scored 70; one student

Exam - Course Test/Quiz - Theassessment method was a tenquestion, true or false quiz coveringone chapter of the text. The exam



Target for Success: Target forsuccess was 70% of the classreceiving a "C" or above, which wasmet. Two students scored 100; sixstudents scored 90; two studentsscored 80; four students scored 70;one student scored 60; and, onestudent scored 50.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since thelanguage utilized within this quiz called for students to readvery carefully and to really have a strong understanding ofthe text, the goal will be to focus more on those skills infuture classes.

close readings of primary sourcedocuments and secondary sourcereadings in history to assiststudents with improving scores onquizzes and exams. (07/08/2018)

scored 60; and one student scored 50. (03/20/2017)was given during a specific time-frame. The language utilized withinthis quiz called for students to readvery carefully and to really have astrong understanding of the text.This was the last test of the quarter,but students had four prior exams ofa similar nature that underscoredthe significance of reading closelyand paying close attention to thedemands of each prompt.


HIST 3C:World History


HIST3C_SLO_1 - Students willdemonstrate and apply knowledge ofWorld history from 1750 CE to thepresent to construct defensiblestatements of meaning andevaluation about this period'sdevelopments. Assessment: quizzes,exams, and papers.

SLO Status: Active

Target for Success: Passing grade ontests.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The lack ofworld history courses in many high schools, and the lack ofattention to world geography in pre-collegiate education,makes the community college world history course all themore important in ensuring that our students have both ananalytical and geographical understanding of our diverseglobal community.

Enhancement: Students'knowledge of African, Asian,Middle Eastern, European,American, and additional parts ofthe globe were furtheremphasized in lectures and examsin order for students to considerthe importance of diversecivilizations in the past and theirrelevance to current historicaldebates. (11/30/2013)

Program Review Reporting Year: 2012-2013Target : Target MetSince geography is a key element in learning world history,map assignments were expanded. This process ensured thatstudents were not only learning global locations, but wereable to refer to such locations and use them in their writtenanalysis of diverse civilizations in world history.(11/30/2013)

Exam - Course Test/Quiz - Exam -Course Test/Quiz

Target for Success: 70% or better

Reflection (CLICK ON ? FOR INSTRUCTIONS): The studentsdid a great job of understanding developments in worldhistory and putting that understanding into concrete form.It was clear that they were evaluating and assessing majorevents in world history. It was clear that students with acritical thinking understanding background were most likelybetter prepared.

Enhancement: Student knowledgeof developments in world historycould be enhanced throughadditional readings and newmaterials in order to providegreater awareness of thecomplexities in events in worldhistory. (06/20/2018)

Program Review Reporting Year: 2016-2017Target : Target MetStudents took an exam to demonstrate their understandingof different developments in world history. 81% of thestudents were successful in constructing defensiblestatements of meaning and evaluation. (12/26/2016)

Exam - Course Test/Quiz - Exam

HIST3C_SLO_2 - Students willidentify, critically evaluate, andinterpret World history primarydocuments from 1750 to the presentto construct historical analysis.Assessment: written evaluation andinterpretation of primary documents.SLO Status: Active


Enhancement: Student learningoutcomes at the communitycollege level could be vastlyimproved by institutingprerequisites on a statewide basisand ensuring that all enteringstudents have completed (andhave access and guidance to

Program Review Reporting Year: 2012-2013Target : Target MetDuring Fall 2011, I created a specific assignment as well as arubric for the required paper in modern world history. Ifurther revised this approach in Fall 2012. This newapproach to the paper was successful in ensuring thatstudents were focused on, and accomplishing, more in-depth analysis of the assigned primary and secondary




Reflection (CLICK ON ? FOR INSTRUCTIONS): It was clearfrom the papers completed by students that those who hadappropriate preparation for college-level reading andwriting could do well on these assignments. However, thosewho had not yet passed courses in preparation for college-level reading and writing struggled with analytical essaysand basic college-level work.

complete) the reading and writingrequirements necessary to do wellin college-level courses.(11/30/2013)

source readings. (11/30/2013)


Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentessays reflected solid interpretations of socialdevelopments and conflicts in a historical framework basedon their readings of a primary document. It was clear thatstudents with solid writing backgrounds were most likelybest prepared.

Enhancement: To improveoutcomes on the assessment it isplanned to assign added readingsof primary documents so as toassist the students to view theclass information in a historicaland social context. (06/20/2018)

Program Review Reporting Year: 2016-2017Target : Target MetA specific essay was assigned with five categories thatinvolved an analysis of thesis, argument, organization,methodology, and critique of a primary source. 92% of thestudents demonstrated their understanding of thesecategories. (12/26/2016)

Other - Analytical essay


HIST 9:Women in American History


HIST9_SLO_1 - Students willdemonstrate and apply knowledge ofcolonial and U.S. women's history toconstruct defensible statements ofmeaning and evaluation about thisperiod's developments. Assessment:quizzes, exams, and papers.

SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): It was clearfrom the papers completed by students that those who hadappropriate preparation in college-level reading and writingcould do well on these assignments. However, those whohad not yet passed courses in college-level reading andwriting struggled with analytical essays and basic college-level work.

Enhancement: Student learningoutcomes at the communitycollege level could be vastlyimproved by institutingprerequisites on a statewide basisand ensuring that all enteringstudents have completed (andhave access and guidance tocomplete) the reading and wiringrequirements necessary to do wellin college-level courses.(07/13/2012)

Program Review Reporting Year: 2011-2012Target : Target MetDuring Spring Quarter 2012, I instituted a new assignmentas well as a new rubric for the required paper in women'shistory. These new approaches to the paper weresuccessful in ensuring that students were focused on, andaccomplishing, more in-depth analysis of the assignedprimary and secondary source readings. (07/13/2012)

Other - Paper


Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentunderstanding of women’s history in the U.S. wasdemonstrated through their papers, which required themto have mastered information from textbook chapters,primary historical document sources, and material fromlecture and class discussion. Papers and in-class essaysremain important ways for students to demonstrate criticalthinking skills through written analysis.

Enhancement: To further improvestudent success on their papers,and promote planning and morecritical thinking during the writingprocess, in the future theinstructor will require students tocomplete, and bring to class, anoutline of their paper, including apractice main argument along withthe evidence from sources thatthey plan to use. (02/28/2017)

Program Review Reporting Year: 2016-2017Target : Target MetOver 70% of students achieved a passing rate on the paper,demonstrating proficiency in understanding historicalconcepts as well as gender-related concepts in this class onwomen's history in America. (12/09/2016)

Other - Paper

HIST9_SLO_2 - Students will identify,critically evaluate, and interpretprimary documents from colonial andU.S. women's history to constructhistorical analysis. Assessment:written evaluation and interpretationof primary documents.SLO Status: Active


Enhancement: Student learningoutcomes at the communitycollege level could be vastlyimproved by institutingprerequisites on a statewide basisand ensuring that all enteringstudents have completed (and

Program Review Reporting Year: 2011-2012Target : Target MetIn Spring Quarter 2012, I continued requiring students tobring rough drafts of their final essays to a review session,where they also shared their different versions of mainarguments and reviewed interpretations of primary sources.This effectively instituted advance preparation and




Reflection (CLICK ON ? FOR INSTRUCTIONS): It was clearfrom the final exam essays that those students who hadappropriate preparation in college-level reading and writingcould do well on these assignments. However, those whohad not yet passed courses in college-level reading andwriting struggled with analytical essays and basic college-level work.

have access and guidance tocomplete) the reading and writingrequirements necessary to do wellin college-level courses.(07/13/2012)

thus higher success rates for students. (07/13/2012)


Reflection (CLICK ON ? FOR INSTRUCTIONS): Part of theprocess of writing the paper in women's history involvedclass discussion beforehand of the primary sourcedocuments, and evaluation of specific passages for theirgender-related concepts and historical vocabulary.Summaries of this evidence -- which students generated intheir contributions to class discussion -- were then writtenon the board, as the instructor guided the discussion, askingstudents to compare and contrast different, althoughrelated, documents. More than 70% of students were ableto successfully demonstrate in their papers a college-level,written interpretative analysis of the concepts from thereadings that were discussed in class.

Enhancement: The goal ofimproving student success onpapers could be further enhancedif the college (and state ofCalifornia) were to add aprerequisite, ensuring that allentering students have completed(and have access and guidance tocomplete) the reading and writingrequirements necessary to do wellin college-level courses. For now,in future courses, additionalhandouts will be distributed toprovide further guidance onwriting papers in history classesand will be discussed in class.(02/28/2017)

Program Review Reporting Year: 2016-2017Target : Target MetOver 70% of students achieved a passing rate on the paper,demonstrating proficiency in understanding historicalconcepts as well as gender-related concepts in this class onwomen's history in America. (12/09/2016)

Other - Paper


HIST 10:History of California


HIST10_SLO_1 - Students willdemonstrate and apply knowledge ofNative American through the presentCalifornia history to constructdefensible statements of meaningand evaluation about this period'sdevelopments. Assessment: quizzes,exams, and papers.

SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): The studentsdid a great job of understanding Native American cultureand putting that understanding into concrete form It wasclear that they were evaluating and assessing issues ofnativism, accommodation, and assimilation. It was clearthat students with a critical thinking background were themost prepared.

Enhancement: Student knowledgeof Native American culture inCalifornia could be enhancedthrough additional readings andnew materials in order to providegreater awareness of thecomplexities of the culture.(12/15/2017)

Program Review Reporting Year: 2016-2017Target : Target MetApproximately 74% if the students were quizzed on achapter that covered Native American Indians anddemonstrated their understanding of the changing natureof Native American culture with European contact inCalifornia. (12/21/2016)

Exam - Course Test/Quiz - Quiz

HIST10_SLO_2 - Students will identify,critically evaluate, and interpretNative American through presentCalifornia primary documents toconstruct historical analysis.Assessment: written evaluation andinterpretation of primary documents.

SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentessays reflected solid interpretations of social conflicts in ahistorical framework based on their readings of a primarydocument. It was clear that students with solid writingbackgrounds were the most prepared.

Enhancement: To improveoutcomes on the assessment it isplanned to assign additionalprimary documents to assist thestudents to view the classinformation in a historical andsocial context. (12/15/2017)

Program Review Reporting Year: 2016-2017Target : Target MetA specific essay was assigned with five categories thatinvolved an analysis of thesis, argument, organization,methodology, and critique of a primary source. 88% of thestudents demonstrated their understanding of thesecategories. (12/21/2016)

Other - Analytical essay


HIST 107X:Community History


HIST107X_SLO_1 - Students willcomprehend and demonstrateknowledge of a selected Californiacommunity and evaluate itssignificance in California history.Assessment: Quizzes, exams, papers,or class discussion.SLO Status: ActiveOutcome Creation Date: 08/24/2015

HIST107X_SLO_2 - Students willidentify, evaluate, and interpretprimary sources, including historicsites or structures related to a selectcommunity. Assessment: Writtenevaluation and interpretation.SLO Status: ActiveOutcome Creation Date: 08/24/2015

Target for Success: Demonstrateawareness and understanding of artsand entertainment communities,their successes and failures, problemareas and other relevant topics. Aminimum statistic of 70% or higherwas required to demonstratesuccess.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Manystudents are ESL students and this is reflected in theirwritten capabilities. Despite this obstacle, all studentsshowed interest, understanding of broad arts andentertainment communities and their effects on thecommunity as a whole. This course provided a way forforeign students to understand and contextualize manyAmerican forms of arts and entertainment. Non- foreignstudents and, indeed, those native to the Bay Area,indicated a deeper appreciation for the various arts andentertainment communities of the South Bay.

Enhancement: I would like toprovide students with more guestspeakers from arts andentertainment communities in thefuture. This may require offeringlectures on Monday evenings, asthat is the one day manycommunity members haveavailable. This would allowstudents to develop an evendeeper knowledge of the victoriesand struggles of local arts andentertainment communities,which would be reflected in theirdiscussion and analysis ofproblems and solutions in theirField Studies Response Papers.(03/20/2018)

Program Review Reporting Year: 2016-2017Target : Target MetAll students displayed an understanding of San Jose arts andentertainment communities, observed the city’s focusareas, accessed family-friendly options, and analyzedproblems or difficulties experienced by local arts andentertainment communities. Their suggestions for ways theCity of San Jose could improve arts and entertainmentcommunities and venues reflected a successful analysis ofproblems and viable solutions. (12/13/2016)

Other - Field Trip Response Paperthat required students to access artsand entertainment communities,and city efforts to encourage them,in San Jose. Students were expectedto display a written knowledge ofSan Jose arts and entertainmentcommunities and the City of SanJose’s impact on arts andentertainment infrastructure andcommunities. Students wereexpected to show understanding ofhow local governments can and doimpact arts and entertainmentcommunities, while also analyzingthe effectiveness of these efforts inSan Jose, specifically.

HIST107X_SLO_3 - Students'shistorical knowledge and



understanding will enable them to beinformed and intellectually engagedin California issues. Assessment:Essays, papers, or personalstatements.SLO Status: Active_Pending_RevisionOutcome Creation Date: 08/24/2015


HIST 17A:History of the United States to Early National Era


HIST17A_SLO_1 - Students willdemonstrate and apply knowledge ofColonial era through 1800 U.S. toconstruct defensible statements ofmeaning and evaluation about thisperiod's developments. Assessment:quizzes, exams, and papers.

SLO Status: Active

Target for Success: The target wasfor students to show mastery of theSLO at a level matching the Matrixcriteria corresponding to a grade ofC or higher.

Related Documents:Hist 17A SLOAC Matrix

Reflection (CLICK ON ? FOR INSTRUCTIONS): Overall,students? demonstrated satisfactory-to-good knowledge ofa large body of information (from an important figure?sautobiography) about early American history. Furthermore,students used that knowledge competently and capably toconstruct defensible statements of meaning and evaluationin answering the assignment?s analytic question. Overall,students met our department?s expectations of proficiencyand student success.

Enhancement: Nonerecommended (06/26/2012)

Program Review Reporting Year: 2012-2013Target : Target MetAssessment Data Summary Box:70 students performed the assignment, and the averagescore was 78.6 of 100 points possible, a score representingeither about a high C or low B letter grade. According to theassignment?s assessment rubric, a C grade (78-66 points)signifies a satisfactorily developed thesis and use of 2-3major informational categories addressing the topic, while aB grade signifies a clear, well developed thesis andpresentation of 3 main informational categories. A C gradereflects use of a ?satisfactory, decent? number of historicalfactual examples supporting the thesis, and a B essaycontains a ?good number? of historical examples forevidence. A C essay may contain some factual errors ormisunderstandings, while a B essay contains few or noerrors (06/26/2012)

Comments/Notes: ...

Project - Primary document paper


Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentunderstanding of early American history was demonstratedthrough their papers (including one topic on Virginiaservant and slave laws in the 1600s, and another topic on

Enhancement: To further improvestudent success on their papers,and promote planning and morecritical thinking during the writingprocess, in the future theinstructor will require students tocomplete, and bring to class, anoutline of their paper, including apractice main argument along withthe evidence from sources

Program Review Reporting Year: 2016-2017Target : Target MetOver 70% of students achieved a passing rate on the paper,demonstrating proficiency in understanding historicalconcepts in this class on U.S. history from the colonialperiod to the early national era. (12/09/2016)

Other - Paper


https://deanza.tracdat.com:443/tracdat/viewDocument?y=29fpFI4jatAF


Puritan court records and issues of religious freedom in the1600s), which required students to have learnedinformation from textbook chapters, primary historicaldocument sources, and material from lecture and classdiscussion. Papers and in-class essays remain importantways for students to demonstrate critical thinking skillsthrough written analysis.

that they plan to use.(02/28/2017)


Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentknowledge of geography can be improved by mapassignments like those instituted in this course. Manystudents admitted that they did not know the locations ofthe 13 original American colonies or of various NativeAmerican cultures until they took this college-level coursein early American history.

Enhancement: To further enhancethis assessment, students can begiven websites to visit (whichcontain maps) to test themselveson geography and culture in earlyAmerican history. (01/27/2017)

Program Review Reporting Year: 2016-2017Target : Target MetOver 70% of students were able to successfully pass themap section of the final exam and to make accurategeographical references in their written analysis andevaluation of this period's developments. (12/22/2016)

Exam - Course Test/Quiz - Sincegeography is a key element inlearning U.S. history, mapassignments were created. Thisprocess ensured that students werelearning not only North Americanlocations, but were able to refer tosuch locations in their writtenanalysis of diverse communities inAmerican history from 1492 to 1800.

HIST17A_SLO_2 - Students willidentify, critically evaluate, andinterpret Colonial era through 1800U.S. primary documents to constructhistorical analysis. Assessment:written evaluation and interpretationof primary documents.SLO Status: Active

Target for Success: 100%Project - paper


Reflection (CLICK ON ? FOR INSTRUCTIONS): Part of theprocess of writing the paper in early American historyinvolved class discussion beforehand of the primary sourcedocuments, and evaluation of specific passages for theirhistorical concepts and vocabulary. Summaries of thisevidence -- which students generated in their contributionsto class discussion -- were then written on the board, as theinstructor guided the discussion, asking students to

Enhancement: The goal ofimproving student success onpapers could be further enhancedif the college (and state ofCalifornia) were to add aprerequisite, ensuring that allentering students have completed(and have access and guidance tocomplete) the reading and writingrequirements necessary to do wellin college-level courses. For now,in future classes, an additionalhandout to provide furtherguidance in writing papers will bedistributed to the students andwill be discussed in class.

Program Review Reporting Year: 2016-2017Target : Target MetOver 70% of students achieved a passing rate on the paper,demonstrating proficiency in understanding historicalconcepts in this class on U.S. history from the colonialperiod to the early national era.

(12/09/2016)

Other - Paper



compare and contrast different, although related,documents. More than 70% of students were able tosuccessfully demonstrate in their papers a college-level,written interpretive analysis of the concepts from thereadings that were discussed in class.

(02/28/2017)


HIST 17B:History of the United States from 1800 to 1900


HIST17B_SLO_1 - Students willdemonstrate and apply knowledge ofthe 19th century U.S. to constructdefensible statements of meaningand evaluation about this period'sdevelopments.SLO Status: Active

Target for Success: The target wasfor students to show mastery of theSLO at a level matching the Matrixcriteria corresponding to a score of70%, or a grade of C or higher.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Twodepartment members participated in the reflection andanalysis. Overall, students’ demonstrated good knowledgeof a large body of information (from an important figure’sautobiography) about Nineteenth-Century Americanhistory. Furthermore, students used that knowledgecapably to construct defensible statements of meaning andevaluation in answering the assignment’s analytic question.Overall, students participating in this assessment met ourdepartment’s expectations of proficiency and studentsuccess.

Enhancement: Although studentstaking this assessment generallymet and satisfied ourdepartment’s SLOs, not all did. Soa recommended enhancement isto provide students next time witha handout on the identificationand evaluation of historicalsources prior to the essayassignment. (06/20/2017)

Program Review Reporting Year: 2016-2017Target : Target Met65 students performed the assignment, and the averagescore was 79.2% of 100 points possible, a scorerepresenting either a B letter grade. According to theassignment’s assessment rubric, a B grade (89-79 points)signifies a clear, well developed thesis, identifies anddescribes 3 or more significant causes of Douglass’sacquiring literacy and examples of how becoming literatechanged his life. A B-level essay contains a good number ofhistorical examples drawn from Douglass’s narrative forevidence. A B essay is mainly grammatical, clearly written,and has few or no factual errors or misunderstandings.(12/12/2016)

Other - The assessment for this SLOwas in the form of a substantial take-home essay paper that requiredstudents to demonstrate and applyknowledge of early American historyto make defensible statementsabout and evaluation of it. Studentswrote essays choosing andinterpreting primary historicalevidence from an historical figure’sautobiography to make an argumentin answer to a question supplied bythe instructor. This assignment wasbased on the book Narrative of theLife of Frederick Douglass, AnAmerican Slave. The assignmentrequired students to demonstratemastery of a large amount ofmaterial of Nineteenth-CenturyAmerican history and apply thatknowledge to make defensiblestatements of meaning about someof the period’s major developments.This was a major assignment worth100 points. For this assignment adetailed rubric was generated formeasuring and assessing students’achievement of the course’s twoSLOs. Rubric is available on request.

Enhancement: The enhancementfor this assessment will be tointroduce students to an online

Program Review Reporting Year: 2017-2018Target : Target MetOver 70% of students were able to accurately complete the

Exam - Course Test/Quiz - Sincegeography is a key element inlearning U.S. history, map




Reflection (CLICK ON ? FOR INSTRUCTIONS): The lack ofemphasis on geography in many high schools makes thecommunity college course in U.S. history all the moreimportant in ensuring that our students have both ananalytical and geographical understanding of Americanhistory.

website with visual interactivemap quizzes for practice inlearning American geography.(07/08/2018)

map section of the final exam and to make accurategeographical references in their written analysis andevaluation of this period's developments. (06/29/2018)

assignments were expanded. Thisprocess ensured that students werenot only learning North Americanlocations, but were able to refer tosuch locations in their writtenanalysis of diverse communities in1800s U.S. history.

HIST17B_SLO_2 - Students willidentify, critically evaluate, andinterpret 19th century U.S. primarydocuments to construct analysis.SLO Status: Active

Target for Success: The target wasfor students to show mastery of theSLO at a level matching the Matrix

Reflection (CLICK ON ? FOR INSTRUCTIONS): Twodepartment members participated in the reflection andanalysis. Through this essay paper assignment, studentsidentified, critically evaluated, and interpreted Nineteenth-century United States History through primary documentsto construct historical analysis. Overall, studentsparticipating in this assessment met our department’sexpectations of proficiency and student success.


Program Review Reporting Year: 2016-2017Target : Target Met65 students performed the assignment, and the averagescore was 79.2% of 100 points possible, a scorerepresenting a B letter grade. According to the assignment’sassessment rubric, a B grade (89-79 points) signifies a clear,well developed thesis, identifies and describes 3 or moresignificant causes of Douglass’s acquiring literacy andexamples of how becoming literate changed his life. A B-level essay contains a good number of historical examplesdrawn from Douglass' narrative for evidence. A B essay ismainly grammatical, clearly written, and has few or nofactual errors or misunderstandings. (12/12/2016)

Other - The assessment for this SLOwas in the form of a substantial take-home essay paper that requiredstudents to demonstrate and applyknowledge of early American historyto make defensible statementsabout and evaluation of it. Studentswrote essays choosing andinterpreting primary evidence froman historical figure’s autobiographyto make an argument in answer to aquestion supplied by the instructor.This assignment was based on thebook Narrative of the Life ofFrederick Douglass, An AmericanSlave. The assignment requiredstudents to critically evaluate andinterpret Nineteenth-century UnitedStates History through primarydocuments to construct historicalanalysis.This was a major assignment worth100 points. For this assignment adetailed rubric was generated formeasuring and assessing students’achievement of the course’s twoSLOs. Rubric is available on request.



criteria corresponding to a score of70%, or a grade of C or higher.

HIST17B_SLO_3 - Students' historicalknowledge and understanding willenable them to be informed, engagedcitizens.SLO Status: Archived SLO Statement


HIST 17C:History of the United States from 1900 to the Present


HIST17C_SLO_1 - Students willdemonstrate and apply knowledge ofthe 20th century U.S. to constructdefensible statements of meaningand evaluation about this period'sdevelopments. Assessment: quizzes,exams, and papers.

SLO Status: Active

Target for Success: Benchmarkassessment

Reflection (CLICK ON ? FOR INSTRUCTIONS): None

Program Review Reporting Year: 2011-2012Target : Target MetA grade of C was give if there was a good reflection of thefactual history but no analysis or connection between theCivil Rights issue and Truman's out come in 1948. A and Bgrades were given for seeing connections between the Civilright s agenda and how this effected Truman in the electionof 1948. The top A's were given to students who used theprimary document effectively.62% of students who wroteon this question got grades of A and Bs and 25% got Cs.(03/04/2015)

Exam - Course Test/Quiz - In Spring2012, the final exam was given inone section of my 17C class in whichstudents were to write an examquestion that required an analysisand for students to be able toidentify relevant factual information.They also had to write statements ofmeaning about this period'sdevelopment, the post world war IIera. The question the studentsanswered was: "In his domesticpolicy with Civil Rights, Truman wasahead of his time. Please explainwhy he supported Civil Rights andgive examples of his actions. Whatwere the outcomes for PresidentTruman, especially in the election of1948?"

Students had to 1. explain theseveral reasons Truman supportedcivil rights, connect this, forexample, to the cold war era and tohis domestic policy agenda. 2. giveexamples and 3. Then in theiranalysis show what happened to thePresident in the election of 1948. 4.Students also had to use a primarydocument in this analysis as well.

Enhancement: Enhancement forthis assessment: distribute moreinformation earlier in the quarterregarding geographic referencesand maps so that students can

Program Review Reporting Year: 2016-2017Target : Target MetAt least 75% of students were able to successfully score apassing grade on the map section of the midterm exam and80% were able to refer to geography accurately in their

Exam - Course Test/Quiz - Sincegeography is a key element islearning U.S. history, mapassignments were expanded. Thisprocess was put in place to ensure




Reflection (CLICK ON ? FOR INSTRUCTIONS): Geographymay not be emphasized as much as it should in high schoolhistory courses. Therefore, U.S. history courses incommunity college can help in ensuring geographic literacy.

study this information in moredetail before the midterm.(07/08/2018)

written essay sections and in their evaluation of thisperiod's historical developments in American foreign policyand domestic policy. (03/06/2017)

that students understood locationsof key events and their relationshipsto each other, including in students'written analysis of foreign relationsas well as domestic policies intwentieth-century U.S. history.

HIST17C_SLO_2 - Students willidentify, critically evaluate, andinterpret 20th century U.S. primarydocuments to construct historicalanalysis. Assessment: writtenevaluation and interpretation ofprimary documents.SLO Status: Active

Target for Success: Students need toreceive a C or better on thesepapers.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Twodepartment members participated in the reflection andanalysis. Through this essay paper assignment, studentsidentified, critically evaluated, and interpreted UnitedStates History, 1900 to present, through primarydocuments to construct historical analysis. Overall, studentsparticipating in this assessment met our department’sexpectations of proficiency and student success.


Program Review Reporting Year: 2016-2017Target : Target MetIn the assessment for this SLO, 46 students performed theassignment, and the average score was 78.7% of 100 pointspossible, a score representing about a B- or C+ letter grade.According to the assignment’s assessment rubric, a B gradesignifies the presence of clear, well developed theses,identifies and describes 3 or more significant statementsand arguments each by Martin Luther King and Malcolm Xon a topic given in the question. The standards for a B- orC+-level essay contains a satisfactory number of historicalstatements and examples drawn from these leaders’writings. Standards for a B- or C+-level essay are that it ismainly grammatical, fairly clearly written, and has few or nofactual errors or misunderstandings. (03/21/2017)

Program Review Reporting Year: 2011-2012Target : Target MetCombined the two classes contained over 100 students.Students were clearly able to do some analysis. Moststudents 70% got a B or more on these assignments. To geta B required some analysis. Many received A's, 35%. Thestudents in general were successful in their analysis.(03/04/2015)

Other - Paper: The assessment forthis SLO was in the form of asubstantial take-home essay paperthat required students todemonstrate the ability to identify,critically evaluate, and interpretUnited States History, 1900 topresent, through primary documentsto construct historical analysis.Students wrote essays choosing andinterpreting primary historicalevidence from two historical figures’statements to make an argument inanswer to a question supplied by theinstructor. This assignment wasbased on the documents in thebook, Martin Luther King Jr.,Malcolm X, and the Civil RightsStruggle of the 1950s and 1960s. Theassignment required students toshow ability to identify, criticallyevaluate, and interpret United StatesHistory, 1900 to present, throughprimary documents to constructhistorical analysis. his was a majorassignment worth 100 points.



Reflection (CLICK ON ? FOR INSTRUCTIONS): I found first,students did much better in their analysis when they weregiven questions to read and answer. Their own questionsand analysis, in general, missed the primary focus of eachdocument.

The papers provided an insight into students' capabilities aswell. For example, one document was an analysis ofPresident Roosevelt's speech after the bombing of PearlHarbor. Most students clearly understood this speech andcould explain the main points. However, when they wereasked why did the Japanese attack other people and statesafter Pearl Harbor, for the most part they did not connectthis to their building an empire. Even though this wasdiscussed in class and the text talked about it.

Another document on the the Nixon Watergate Tapes wasinteresting because the students for the most part, 90%,could see that the president was involved in the cover upbased on the tapes. Other students, 10-12%, could not seethis and made excuses for Nixon or said the president wasnot involved as he was president. The office of presidentclearly had influence on what students could see in aprimary document.


HIST 51X:Topics in California Political and Diplomatic History


HIST51X_SLO_1 - Students willcomprehend and demonstrateknowledge of selected topics inCalifornia political and diplomatichistory and evaluate theirsignificance to California historyoverall. Assessment: Quizzes, exams,papers, or class discussion.SLO Status: ActiveOutcome Creation Date: 02/06/2018

HIST51X_SLO_2 - Students willidentify, evaluate, and interpretprimary sources including historicsites. Assessment: Written evaluationand interpretationSLO Status: ActiveOutcome Creation Date: 02/06/2018

HIST51X_SLO_3 - Students' historicalknowledge and understanding willenable them to be informed andintellectually engaged in Californiaissues. Assessment: Papers or writtenpersonal statements.SLO Status: ActiveOutcome Creation Date: 02/06/2018


HIST 52X:Topics in History of Transportation in California


HIST52X_SLO_1 - Students wilcomprehend and demonstrateknowledge of selected topics inCalifornia transportation history andevaluate its significance to Californiahistory overall. Assessment: Quizzes,exams, papers, or class discussion.


HIST52X_SLO_2 - Students willidentify, evaluate, and interpretprimary sources, including historicsites. Assessment: Written evaluationand interpretation.SLO Status: ActiveOutcome Creation Date: 02/06/2018

HIST52X_SLO_3 - Students' historicalknowledge and understanding willenable them to be informed andintellectually engaged in Californiaissues.Assessment: Essays, papers, orpersonal statements.SLO Status: ActiveOutcome Creation Date: 02/06/2018


HIST 53X:Topics in California Historical Sites and Monuments


HIST53X_SLO_1 - Students willcomprehend and demonstrateknowledge of one or more Californiahistorical sites or monuments, andevaluate their significance inCalifornia history.SLO Status: ActiveOutcome Creation Date: 02/06/2018

HIST53X_SLO_2 - Students willidentify, evaluate, and interpretprimary sources, including historicsites or structures.SLO Status: ActiveOutcome Creation Date: 02/06/2018

HIST53X_SLO_3 - Students' historicalknowledge and understanding willenable them to be informed andintellectually engaged in Californiaissues.SLO Status: ActiveOutcome Creation Date: 02/06/2018


HIST 54X:Special Topics: Significant Californians


HIST54X_SLO_1 - Students willcomprehend and demonstrateknowledge of one or more significantCalifornians and evaluate theirimportance in California history.SLO Status: ActiveOutcome Creation Date: 02/06/2018

HIST54X_SLO_2 - Students willidentify, evaluate, and interpretprimary sources, including historicsites or stuctures.SLO Status: ActiveOutcome Creation Date: 02/06/2018

HIST54X_SLO_3 - Students' historicalknowledge and understanding willenable them to be informed andintellectually engaged in Californiarelated issues.SLO Status: ActiveOutcome Creation Date: 02/06/2018


HIST 55A:Racial and Ethnic Communities in California's History


HIST55A_SLO_1 - Students willcomprehend and demonstrateknowledge of the racial and ethniccommunities in California's history,and evaluate their significance toCalifornia overall. Assessment:Quizzes, exams, papers, or classdiscussion.SLO Status: ActiveOutcome Creation Date: 09/20/2014

HIST55A_SLO_2 - Students willidentify, evaluate, and interpretprimary sources on California's racialand ethnic communities. Assessment:Written evaluation andinterpretation.SLO Status: ActiveOutcome Creation Date: 09/20/2014

HIST55A_SLO_3 - Students' historicalknowledge and understanding willenable them to be informed andintellectually engaged incontemporary racial and ethnicCalifornia issues. Assessment: Papersor written personal statements.SLO Status: ActiveOutcome Creation Date: 09/20/2014


HIST 55B:California's Agricultural Heritage


HIST55B_SLO_1 - Students willcomprehend and demonstrateknowledge of selected topics inCalifornia agricultural history andevaluate their significance toCalifornia history overall. Assessment:Quizzes, exams, papers, or classdiscussion.SLO Status: ActiveOutcome Creation Date: 09/20/2014

HIST55B_SLO_2 - Students willidentify, evaluate, and interpretprimary sources including historicsites. Assessment: Written evaluationand interpretation.SLO Status: ActiveOutcome Creation Date: 09/20/2014

HIST55B_SLO_3 - Students' historicalknowledge and understanding willenable them to be informed andintellectually engaged incontemporary and historical issuesrelated to California agriculture .Assessment: Papers or writtenpersonal statements.SLO Status: ActiveOutcome Creation Date: 09/20/2014


HIST 55C:Historical Surveys of California's Environments


HIST55C_SLO_1 - Students willcomprehend and demonstrateknowledge of the history ofCalifornia's environmental issues.Assessment: Quizzes, exams, papers,or class discussion.SLO Status: ActiveOutcome Creation Date: 09/20/2014

HIST55C_SLO_2 - Students willidentify, evaluate, and interpretprimary sources on California'senvironment. Assessment: Writtenevaluation and interpretation.SLO Status: ActiveOutcome Creation Date: 09/20/2014

HIST55C_SLO_3 - Students' historicalknowledge and understanding willenable them to be informed andintellectually engaged incontemporary environmentalCalifornia issues. Assessment: Papersor written personal statements.SLO Status: ActiveOutcome Creation Date: 09/20/2014


HIST 6A:History of Western Civilization


HIST6A_SLO_1 - Students willdemonstrate and apply knowledge ofWestern Civ's earliest history throughlate antiquity (750 CE) to constructdefensible statements of meaningand evaluation about this period'sdevelopment. Assessment: quizzes,exams and papers.SLO Status: ActiveOutcome Creation Date: 09/20/2014


Reflection (CLICK ON ? FOR INSTRUCTIONS): While thework of many students was more than satisfactory, aproportion have room for improvement, as evidenced bytheir performance in quizzes and essays.

Enhancement: Student learningoutcomes at the communitycollege level could perhaps beenhanced by institutingprerequisites in the area of Englishcomposition on a statewide basisand ensuring that all enteringstudents have completed and metthose minimum standards; in themeantime, more emphasis will beplaced on developmental writtenskills during class time.(04/21/2017)

Program Review Reporting Year: 2016-2017Target : Target MetOver 80% of students successfully demonstrated knowledgeof the early era in western civilization and were able toproficiently analyze primary and secondary sources in theirwritten work. (03/24/2017)

Exam - Course Test/Quiz - In-classquizzes and essay exams in whichstudents were expected todemonstrate knowledge of the earlyera in western civilization and todemonstrate an ability to review andanalyze primary sources andsecondary sources.

HIST6A_SLO_2 - Students willidentify, critically evaluate, andinterpret Western Civ's earliestthrough late antiquity (750 CE)primary documents to constructhistorical analysis. Assessment:written/oral evaluation andinterpretation of primary documents.SLO Status: ActiveOutcome Creation Date: 09/20/2014

Target for Success: 70%Reflection (CLICK ON ? FOR INSTRUCTIONS): The workproduced by the students in this reflective essay showed ageneral awareness of the informational and criticalchallenges inherent in historical analysis.

Enhancement: As several studentshave room for improvement inwritten expression, a pre-requisitein English composition on astatewide basis could help toenhance student learningoutcomes in this area; in themeantime, further emphasis willbe placed on developmentalwriting skills during class time.(04/21/2017)

Program Review Reporting Year: 2016-2017Target : Target MetOver 80% of students successfully completed the essay intake-home paper form, analyzing primary sourcedocuments regarding the decline of Rome in the history ofwestern civilization. (03/24/2017)

Other - Essay: Analyze primarysource documents and develop athesis, supported with evidence inthe essay, regarding the reasons forthe decline of the Roman Empire.


HIST 6B:History of Western Civilization


HIST6B_SLO_1 - Students willdemonstrate and apply knowledge ofWestern history from the earlyMiddle Ages through the earlyModern Era (1750 C.E) to constructdefensible statements of meaningand evaluation about this period'sdevelopment. Assessment: quizzes,exams, and papers.SLO Status: ActiveOutcome Creation Date: 09/20/2014 Target for Success: 70%

Reflection (CLICK ON ? FOR INSTRUCTIONS): The lack ofhistorical preparation in many high schools make thecommunity college history course all the more important inensuring that our students have an analytical understandingof the history of western civilization.

Enhancement: Students'knowledge of the roots of westerncivilization was furtheremphasized in lectures and examsin order for students to considerthe importance of diversecivilizations in the past and theirrelevance to current historicaldebates. (04/28/2017)

Program Review Reporting Year: 2016-2017Target : Target MetOver 70% of students met the target for demonstratingknowledge of this time period in western civilization and intheir analytical evaluation of historical sources in thisperiod's developments. (02/16/2017)

Exam - Course Test/Quiz - In classexam with essay and objectivequestions regarding aspects of thehistory of western civilization fromthe early Middle Ages through theearly Modern Era in order forstudents to demonstrate knowledgeof that subject as well as an ability toreview and analyze primary andsecondary sources.

HIST6B_SLO_2 - Students willidentify, critically evaluate, andinterpret Western from earlyMedieval era to the early Modern Era(1750 C.E) primary documents toconstruct historical analysis.Assessment: written/oral evaluationand interpretation of primarydocuments.SLO Status: ActiveOutcome Creation Date: 09/20/2014


Reflection (CLICK ON ? FOR INSTRUCTIONS): Although thetarget for success was met, many students would benefitfrom improvements in their college-level reading andwriting skills.

Enhancement: Student learningoutcomes at the communitycollege level could be improved byinstituting prerequisites on astatewide basis and ensuring thatall entering students havecompleted (and have access andguidance to complete) the readingand writing requirementsnecessary to do well in college-level courses; in the meantime,additional handouts will beprovided and discussed duringclass time regardingdevelopmental writing skills.(04/26/2017)

Program Review Reporting Year: 2016-2017Target : Target MetDuring Winter 2017, I further revised the approach to thepaper for History 6B western civilization topics, and thisnew approach to the paper was successful in that the targetfor success was met in ensuring that students were able todo in-depth analysis of the assigned primary and secondarysource readings at the college level. (02/24/2017)

Other - Paper


HIST 6C:History of Western Civilization


HIST6C_SLO_1 - Students willdemonstrate and apply knowledge ofWestern history from the earlymodern period (1750 C.E) throughthe present to construct defensiblestatements of meaning andevaluation about this period'sdevelopment. Assessment: quizzes,exams, and papers.SLO Status: ActiveOutcome Creation Date: 09/20/2014


Reflection (CLICK ON ? FOR INSTRUCTIONS): The lack ofhistorical preparation in many high schools makes thecommunity college history course all the more important inensuring that our students have an analytical understandingof the history of western civilization and its impact on thepresent.

Enhancement: Students'knowledge of the roots of westerncivilization was furtheremphasized in lectures and examsin order for students to considerthe importance of diversecivilizations in the past and theirrelevance to current historicaldebates. (06/23/2017)

Program Review Reporting Year: 2016-2017Target : Target MetAt least 70% of students successfully demonstrated theirknowledge of this later time period in western civilizationand in their analysis and evaluation of historical sources inthis period's developments. (06/01/2017)

Exam - Course Test/Quiz - In classexam with essay and objectivecomponents for students todemonstrate knowledge of the laterera (1750 to present) in westerncivilization and to analyze primaryand secondary sources in that timeperiod.

HIST6C_SLO_2 - Students willidentify, critically evaluate, andinterpret Western Civ's early modernperiod (1750 C.E) through the presentprimary documents to constructhistorical analysis. Assessment:written/oral evaluation andinterpretation of primary documents.SLO Status: ActiveOutcome Creation Date: 09/20/2014


Reflection (CLICK ON ? FOR INSTRUCTIONS): From thepapers turned in and the analysis in them, it was clear thatthose students who had already completed college-levelwriting courses did better than those students who had notyet taken such courses.

Enhancement: Outcomes ofstudent learning at the communitycollege level could be improved byinstituting prerequisites on astatewide basis and ensuring thatall entering students havecompleted (and have access andguidance to complete) the readingand writing requirementsnecessary to do well in college-level courses; in the meantime,additional handouts will beprovided and discussed duringclass time regardingdevelopmental writing skills.(06/30/2017)

Program Review Reporting Year: 2016-2017Target : Target MetIn Spring 2017, I created a specific assignment for therequired paper in the later period of western civilization,which was successful in that the target for success was metin ensuring that students were able to do in-depth analysisof the assigned primary and secondary source readings atthe college level. (06/02/2017)

Other - Paper


Dept - (SSH) Humanities


HUMI 1:Creative Minds


HUMI1_SLO_1 - Students synthesizetheir critical thinking, imaginative,cooperative, and empathetic abilitiesas whole persons in order tocontextualize knowledge, interpretand communicate meaning, andcultivate their capacity for personal,as well as social change.SLO Status: Active

Target for Success: The goal is tomeasure student demonstration ofcritical thinking, imaginative,cooperative, and empathetic abilitiesin the construction of personaltransformation and social changethrough a course embeddedassessment in the form of a finalproject, presentation, portfolio,and/or paper OR in the form of anessay question on the final examthat synthesizes what they havelearned in the course with their owninterests and desires for change.Ideally all students woulddemonstrate complex ability to

Reflection (CLICK ON ? FOR INSTRUCTIONS): The courseembedded assessment worked well. All instructors felt thatit helped them to clearly understand student outcomes inrelation to the SLO. It also served as a learning opportunityfor students, who were encouraged to reflect in a verydirect way on their learning experiences. The outcome wasmeasurable in a very clear way and it will be used again.

Enhancement: The primarystrategies that will be utilized topromote student success will berefined clarity of expectations andrubrics when the project isassigned or when reviewing forthe final exam, improved use ofsamples of success, moreconsistent reinforcement andemphasis on the learning outcomegoals during the course, andincreased focus and dialog on theintersections of personal andsocial change within a classroomenvironment that cultivates astrong sense of pride and respect.(01/21/2019)

Program Review Reporting Year: 2018-2019Target : Target MetThe course embedded assessment was used in 16 sectionsof Humi 1 taught by 6 instructors, with an enrollment totalof 608 students. 72% of the students demonstrated verycomplex abilities and 19% of the students demonstratedcomplex abilities, which totals to a 91% success rate.Students were affirmative in their sense of personal andintellectual empowerment within an experiential learningcontext. (01/21/2019)

Enhancement: Instructors willcontinue to create opportunities,through in and out-of-classassignments, for students todevelop their abilities in order tocultivate the capacity for personaland social change. (02/15/2016)

Program Review Reporting Year: 2015-2016Target : Target MetThe course embedded assessment was used in threesections of Humi 1, each at approximately 70 students. Inthe 9:30 section, 60% of students demonstrated verycomplex abilities, 25% of the students demonstrated betterthan satisfactory abilities, 9% of the students demonstratedsatisfactory abilities, 4% of the students demonstrated lessthan satisfactory abilities and 2% of the studentsdemonstrated very little ability. In the 10:30 section, 56%

Other - Course embeddedassessment in the form of a finalproject, presentation, portfolioand/or paper completed duringweek 11 of the quarter OR in theform of an essay question on thefinal exam. The project is completedby student, submitted online,presented in class with collaborativediscussion, and finally reviewedonline by the instructor.



contextual knowledge, interpret andcommunicate meaning, andparticipate in personal, as well associal change.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The courseembedded assessment worked well. It helped theinstructors understand clearly student outcomes in relationto the SLO. It also served as a learning opportunity forstudents, who were encouraged to reflect in a very directway on their learning experiences. The outcome wasmeasurable in a very clear way and it will be used again.

of the students demonstrated very complex abilities, 20% ofthe students demonstrated better than satisfactory abilities,7% of the students demonstrated satisfactory abilities, 3%of the students demonstrated less than satisfactoryabilities, and 4% of the students demonstrated much lessthan satisfactory abilities. In the 11:30 section, 47% of thestudents demonstrated very complex abilities, 22% of thestudents demonstrated better than satisfactory abilities,12% of the students demonstrated satisfactory abilities,14% of the students demonstrated less than satisfactoryabilities, and 5% of the students demonstrated much lessthan satisfactory abilities. (02/14/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The courseembedded assessment worked well. It helped theinstructors understand clearly student outcomes in relationto the SLO. It also served as a learning opportunity forstudents, who were encouraged to reflect in a very direct

Enhancement: The primarystrategy that will be utilized toimprove student success will be amore efficient emphasis to thestudents on the importance of theproject in the demonstration oftheir success in the course. Moretime needs to be taken when theassignment is made to emphasizethe social change component ofthe assignment and to offerstudents the chance to collectivelystrategize. (06/04/2012)Follow-Up: Emphasis is beingmade to students on theimportance of the project and ofthe social change component.Students seem to be doing theirbest within the context of theirschool/work/personal lives.Instructors remain committed to

Program Review Reporting Year: 2009-2010Target : Target MetThe course embedded assessment was used in two sectionsof Humi 1, each at approximately 70 students. In the 8:30section, 62% of students demonstrated very complexabilities, 27% of the students demonstrated better thansatisfactory abilities, 5% of the students demonstratedsatisfactory abilities, 3% of the students demonstrated lessthan satisfactory abilities and 3% of the studentsdemonstrated very little ability. In the 11:30 section, 46%of the students demonstrated very complex abilities, 27% ofthe students demonstrated better than satisfactory abilities,10% of the students demonstrated satisfactory abilities,12% of the students demonstrated less than satisfactoryabilities, and 4% of the students demonstrated much lessthan satisfactory abilities. (06/04/2012)

Comments/Notes: Updated01/20/19



way on their learning experiences. The outcome wasmeasurable in a very clear way and it will be used again.

ongoing commitment andencouragement. (02/14/2016)

HUMI1_SLO_2 - Cultivate anddemonstrate an awareness of thepower of creativity and the potentialof the creative process through directinvolvement.SLO Status: Active

Target for Success: The goal is tomeasure student awareness of thesocial, cultural, and historicalimportance of creativity and also thepower of creativity in their own livesthrough a course embeddedassessment in the form of a finalproject, presentation, portfolio,and/or paper completed duringweek 11 of the quarter OR in theform of an essay question on thefinal exam. Ideally, all students willdemonstrate a complex andcomplete understanding of thedefinition of creativity and explainhow it is useful in their lives.


Enhancement: The primarystrategies that will be utilized topromote student success will berefined clarity of expectations andrubrics when the project isassigned or when reviewing forthe final exam, improved use ofsamples of success, moreconsistent reinforcement andemphasis on the learning outcomegoals during the course, andincreased focus and collaborativedialog about the power ofcreativity and the potential of thecreative process in preparation forassessment, and a continuedcommitment by Humanitiesfaculty to explore and utilizeinnovative experientialpedagogical strategies.(01/21/2019)

Program Review Reporting Year: 2018-2019Target : Target MetThe course embedded assessment was used in 16 sectionsof Humi 1 taught by 6 instructors, with an enrollment totalof 608 students. 80% of the students demonstrated verycomplex abilities and 13% of the students demonstratedcomplex abilities, which totals to a 93% success rate.Students were affirmative in their sense of personal andintellectual empowerment within an experiential learningcontext. (01/21/2019)

Enhancement: Instructors willcontinue to create opportunities,through in and out-of-classassignments, for students todevelop their abilities in order tocultivate the capacity for personaland social change. (02/15/2016)

Program Review Reporting Year: 2015-2016Target : Target MetThe course embedded assessment was used in threesections of Humi 1, each with approximately 70 students.All students in all three sections demonstrated success withthis learning outcome, although the complexity and depthof their awareness varied. In the 9:30 section, 51% ofstudents demonstrated very complex awareness, 25% ofthe students demonstrated better than satisfactoryawareness, 16% of the students demonstrated satisfactoryawareness, 6% of the students demonstrated less thansatisfactory awareness and 2% of the studentsdemonstrated very little awareness. In the 10:30 section,43% of the students demonstrated very complexawareness, 26% of the students demonstrated better than


Other - Course embeddedassessment in the form of a finalproject, presentation, portfolio,and/or paper completed duringweek 11 of the quarter OR in theform of an essay question on thefinal exam. The project is completedby student, submitted online,presented in class with collaborativediscussion, and finally reviewedonline by the instructor.



Reflection (CLICK ON ? FOR INSTRUCTIONS): The courseembedded assessment worked well. It helped theinstructors understand clearly student outcomes in relationto the SLO. It also served as a valuable learning opportunityfor students, who were encouraged to reflect in a verydirect way on their learning experiences. The outcome wasmeasurable in a very clear way and it will be used again.

satisfactory awareness, 29% of the students demonstratedsatisfactory awareness, 8% of the students demonstratedless than satisfactory awareness, and 4% of the studentsdemonstrated much less than satisfactory awareness. Inthe 11:30 section, 41% of the students demonstrated verycomplex awareness, 27% of the students demonstratedbetter than satisfactory awareness, 20% of the studentsdemonstrated satisfactory awareness, 7% of the studentsdemonstrated less than satisfactory awareness, and 5% ofthe students demonstrated much less than satisfactoryawareness. (02/14/2016)

Enhancement: Three strategieswill be utilized to enhance studentsuccess. 1. The SLO will be clearlyexplained to students at thebeginning of the quarter and willbe revisited throughout thequarter. 2. CATs (ClassroomAssessment Techniques) will beused periodically throughout thequarter to measure studentprogress. 3. Students will preparefor their assessment by doing inclass writing and discussion.(06/04/2012)Follow-Up: All three strategiesare being utilized to enhancestudent success. Studentsexpress appreciation for theexplanations, preparations, andassessments, and seem to bedoing their best within thecontext of their

Program Review Reporting Year: 2009-2010Target : Target MetThe course embedded assessment was used in two sectionsof Humi 1, each at approximately 70 students. All studentsin both sections demonstrated knowledge on the subject,but the quality of the reflections varied greatly. In the 8:30section, 43% of students demonstrated very complexunderstanding of the question, 27% of the studentsdemonstrated better than satisfactory understanding of thequestion, 15% of the students demonstrated satisfactoryunderstanding of the question, 10% of the studentsdemonstrated less than satisfactory understanding of thequestion and 2% of the students demonstrated very littleunderstanding of the question. In the 11:30 section, 33% ofthe students demonstrated very complex understanding ofthe question, 24% of the students demonstrated betterthan satisfactory a understanding of the question, 33% ofthe students demonstrated satisfactory understanding ofthe question, 6% of the students demonstrated less thansatisfactory understanding of the question, and 1% of thestudents demonstrated much less than satisfactoryunderstanding of the question. Interestingly, the 8:30



Reflection (CLICK ON ? FOR INSTRUCTIONS): The courseembedded assessment worked well. It helped theinstructors understand clearly student outcomes in relationto the SLO. It also served as a learning opportunity forstudents, who were encouraged to reflect in a very directway on their learning experiences. The outcome wasmeasurable in a very clear way and it will be used again.This type of assessment could easily be adapted to othercourses and outcomes. Ideally, all students woulddemonstrate a very complex understanding of the learningoutcome? but we were very satisfied to see that almost allstudents had a satisfactory or above answer to ourmeasurement tool.

school/work/personal lives.Instructors remain committed toongoing commitment andimprovement. (02/14/2016)

section demonstrated greater variance from the mean.(06/04/2012)


HUMI 10:Global Religious Perspectives: Judaism, Christianity, and Islam


HUMI10_SLO_1 - Students synthesizetheir critical thinking, imaginative,cooperative, and empathetic abilitiesas whole persons in order tocontextualize knowledge, interpretand communicate meaning, andcultivate their capacity for personal,as well as social change.

SLO Status: Active

Target for Success: All studentsshould be able to demonstrate theircritical thinking, imaginative,cooperative, and empathetic abilitiesin the construction of personaltransformation and social change,utilizing an essay exam questionbased that synthesizes what theyhave learned in the course with theirown interests and desires at theheart.

Reflection (CLICK ON ? FOR INSTRUCTIONS): 78% ofstudents scored satisfactory or above, 22% scored less thansatisfactory, and none scored unsatisfactory. While theinstructor reported that this appeared typical to pastquarters, he and we remain open to and interested inimproving students' learning outcomes.

Program Review Reporting Year: 2019-2020Target : Target MetIn the Fall 2019 course of 18 students assessed for this SLO,39% scored at the highest level of success - mastery (4 on ascale of 0-4); 17% scored 3 (approaching mastery); 22%scored 2 (satisfactory); and 22% scored 1(less thansatisfactory); and 0% scored unsatisfactory. (01/31/2020)

Enhancement: Continue to offerearly assessment option.(12/21/2017)

Program Review Reporting Year: 2017-2018Target : Target MetThe total number of students assessed through a courseembedded assessment this quarter was 23. Of those 23,47% of students demonstrated very complex abilities, 21%of the students demonstrated better than satisfactoryabilities,21% of the students demonstrated satisfactoryabilities, 7% of the students demonstrated less thansatisfactory abilities and 4% of the students demonstratedvery little ability.

A number of students wrote something similar to this:• "Judaism, Christianity, and Islam all have theconcept of divine unconditional grace/generosity and havethe same theme of 'do justice, love kindness, and walkhumbly with God.' Therefore the expressionJudeao/Christian/Islamic Heritage would be moreaccurate."

• "Each religion has its own cultural color and wayof identifying itself that is unique."

• "Islam . . . allows a lot of inquisitively and open-mindedness. It allows its followers to freely think, which

Exam - Course Test/Quiz - Courseembedded assessment in the formof an essay on an exam.



Reflection (CLICK ON ? FOR INSTRUCTIONS): This was oneof the best performing classes this instructor has had. Hegave credit for "showing improvement" on the threeexams; this seemed to be an effective motivator. The paperthe students submit just before the first exam gave him avery good idea of each student's level of comprehension,language skills, and critical thinking ability. Students whowere concerned about getting less than a C grade couldsubmit an extra credit paper related to something in one oftheir textbooks. Two students took advantage of thisoption.

can reduce the presence of ignorance."

• "To accommodate a changing world, there mustbe acceptance of worshipper's choices."

• "No religion is any more reasonable than itsfollowers interpret it to be." (12/21/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Not what Iexpected since students could prepare their response inadvance. Only 15 students had the text where thisinformation came from. The question really challenged thegenerally held perspective of most students Believe Ididn?t go over one aspect of the question enough in class.Many not have provided enough time for students to reallyaddress the question even though they could prepare inadvance? There was a lot of material on the exam.

Enhancement: Have mentionedand illustrated required textseveral times during the quarter.Designated a whole class period tofocus on the aspect that is crucialto this question. Will use severalexamples before the final. Changeby reducing the amount ofmaterial covered on the finalexam. Next year, supplementalmaterial will be a part of the textfor the course. (06/04/2012)

Program Review Reporting Year: 2009-2010Target : Target Not Met50 students responded to the SLO question worth 194points. There was one perfect score. 7 students score 150? 193. 7 students scored 100 ? 149. 7 students scored 50 ?99. 28 students scored 0 ? 49. (06/04/2012)

HUMI10_SLO_2 - Students willfacilitate understanding betweenpersons of various religioustraditions.SLO Status: Active Target for Success: All students

should be able to demonstrate an

Program Review Reporting Year: 2019-2020Target : Target MetIn the Fall 2019 course of 18 students assessed for this SLO,39% scored at the highest level of success - mastery (4 on ascale of 0-4); 17% scored 3 (approaching mastery); 22%scored 2 (satisfactory); and 22% scored 1(less than

Other - Course embeddedassessment in the form of adiscussion following a film or otherpresentation.



understanding of religiousdifferences with critical thought andempathy.

Reflection (CLICK ON ? FOR INSTRUCTIONS): 78% ofstudents scored satisfactory or above, 22% scored less thansatisfactory, and none scored unsatisfactory. While theinstructor reported that this appeared typical to pastquarters, he and we remain open to and interested inimproving students' learning outcomes.

satisfactory); and 0% scored unsatisfactory. (01/31/2020)

Reflection (CLICK ON ? FOR INSTRUCTIONS): This was oneof the best performing classes this instructor has had. He

Enhancement: Continue to offerearly assessments. (12/21/2017)


A number of students wrote something similar to this:• "Judaism, Christianity, and Islam all have theconcept of divine unconditional grace/generosity and havethe same theme of 'do justice, love kindness, and walkhumbly with God.' Therefore the expressionJudeao/Christian/Islamic Heritage would be moreaccurate."

• "Each religion has its own cultural color and wayof identifying itself that is unique."

• "Islam . . . allows a lot of inquisitively and open-mindedness. It allows its followers to freely think, whichcan reduce the presence of ignorance."

• "To accommodate a changing world, there mustbe acceptance of worshipper's choices."

• "No religion is any more reasonable than itsfollowers interpret it to be." (12/21/2017)



gave credit for "showing improvement" on the threeexams; this seemed to be an effective motivator. The paperthe students submit just before the first exam gave him avery good idea of each student's level of comprehension,language skills, and critical thinking ability. Students whowere concerned about getting less than a C grade couldsubmit an extra credit paper related to something in one oftheir textbooks. Two students took advantage of thisoption.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I wassurprised by the outcome, since I put together the groupsbased on religious differences. What surprised me themost were those who stated ?somewhat? since theirexplanations for this perspective demonstrated that theywere avoiding the exercise, in some instances. And, withothers of this perspective, I was surprised that because theyhad the same conclusion or perspective they concludedthat the exercise was somewhat useful as compared touseful.

Enhancement: 1. Share resultswith students; 2. Discussculture/religion and opinionversus religious beliefs; 3. Discussthe fear of controversy in relationto obstacles to Critical Thinkingand 4. Model an acceptableapproach. (06/04/2012)

Program Review Reporting Year: 2009-2010Target : Target MetAfter showing a video, students of different religiousperspectives came together to share and discuss theirviews. Out of 85 students, 32 said this was instrumental intheir understanding of other religious beliefs; 15 said notuseful; 38 said somewhat useful. Of the 38 somewhatuseful: 16 were really saying yes; 14 said somewhat becausethey shared the same view; 8 said no. (06/04/2012)

HUMI10_SLO_3 - Students willcritique the complexities within eachreligious tradition in order to engageothers in meaningful dialogueregarding their own and others'values and controversies.SLO Status: Active

Target for Success: All studentsshould be able to demonstrate theirability to critique the complexitieswithin religious traditions and toengage others in meaningfuldialogue on these issues. Reflection (CLICK ON ? FOR INSTRUCTIONS): 78% of

students scored satisfactory or above, 22% scored less thansatisfactory, and none scored unsatisfactory. While theinstructor reported that this appeared typical to past

Program Review Reporting Year: 2019-2020Target : Target MetIn the Fall 2019 course of 18 students assessed for this SLO,39% scored at the highest level of success - mastery (4 on ascale of 0-4); 17% scored 3 (approaching mastery); 22%scored 2 (satisfactory); and 22% scored 1(less thansatisfactory); and 0% scored unsatisfactory. (01/31/2020)

Exam - Course Test/Quiz -Embedded



quarters, he and we remain open to and interested inimproving students' learning outcomes.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This was oneof the best performing classes this instructor has had. Hegave credit for "showing improvement" on the threeexams; this seemed to be an effective motivator. The paperthe students submit just before the first exam gave him avery good idea of each student's level of comprehension,language skills, and critical thinking ability. Students who

Enhancement: Continue to offerearly assessments. (12/21/2017)


A number of students wrote something similar to this:• "Judaism, Christianity, and Islam all have the concept ofdivine unconditional grace/generosity and have the sametheme of 'do justice, love kindness, and walk humbly withGod.' Therefore the expression Judeao/Christian/IslamicHeritage would be more accurate."

• "Each religion has its own cultural color and way ofidentifying itself that is unique."

• "Islam . . . allows a lot of inquisitively and open-mindedness. It allows its followers to freely think, whichcan reduce the presence of ignorance."

• "To accommodate a changing world, there must beacceptance of worshipper's choices."

• "No religion is any more reasonable than its followersinterpret it to be." (12/21/2017)



were concerned about getting less than a C grade couldsubmit an extra credit paper related to something in one oftheir textbooks. Two students took advantage of thisoption.


HUMI 15:Discussion on the Arts


HUMI15_SLO_1 - Students synthesizetheir critical thinking, imaginative,cooperative, and empathetic abilitiesas whole persons in order tocontextualize knowledge and practiceactive agency.SLO Status: Active

Reflection (CLICK ON ? FOR INSTRUCTIONS): 100% ofstudents achieved mastery or near mastery of this StudentLearning Outcome. While these results are quite positive,we remain open to and interested in continualimprovement of student learning outcomes.


In the Summer 2019 course of 36 students assessed for thisSLO, 72% scored at the highest level of success - mastery (4on a scale of 0-4); 28% scored 3 (approaching mastery); 0%scored 2 (satisfactory); 0% scored 1(less than satisfactory);and 0% scored 0 (unsatisfactory). (01/31/2020)



Reflection (CLICK ON ? FOR INSTRUCTIONS): 100% ofstudents achieved mastery or near mastery of this StudentLearning Outcome. While these results are quite positive,we remain open to and interested in continualimprovement of student learning outcomes.

Program Review Reporting Year: 2019-2020Target : Target MetIn the Summer 2019 course of 36 students assessed for thisSLO, 72% scored at the highest level of success - mastery (4on a scale of 0-4); 28% scored 3 (approaching mastery); 0%scored 2 (satisfactory); 0% scored 1(less than satisfactory);and 0% scored 0 (unsatisfactory). (01/31/2020)

Exam - Course Test/Quiz - Courseembedded assessment through theuse of specific questions orapplications, on or near the finalexam.


HUMI 16:Arts, Ideas and Values



Target for Success: 1. Inorder to measure success, 80% ofstudents will earn a cumulative scoreof 85% or better on the writtendiscussion forum.

Reflection (CLICK ON ? FOR INSTRUCTIONS): In general,students who complete course materials also progresssatisfactorily in achieving the goals of the course.Unsuccessful students tend to have time managementchallenges that impact their achievement in class. Studentengagement with course materials remains a strongmeasure of student success – indicating that when learnersunderstand and connect with class content on a personallevel, they are excited to participate.

Enhancement: In an effort tosupport students who strugglefinancially and often work manyhours – which takes away fromstudy time – I am implementing ano-cost textbook resource nextquarter. I would like to find a wayto encourage students to bettermeet regularly scheduleddeadlines. Based on the logsavailable in Canvas, students whostruggle in class also typicallyparticipate less, and log fewerhours in the online classroom.Finding a way to create deeperengagement may help them to bemore successful. (12/18/2019)

Program Review Reporting Year: 2018-2019Target : Target MetOutcome #1 – students successfully met target throughcompletion of written assignment. In this outcome, I had agoal of 80% of students earning a score of 85% or higher.Results exceeded expectations with approximately 87% ofthe class successfully achieving the goal target of 85% orhigher. (12/18/2019)

Discussion - Student success will beevaluated through performance in awritten discussion forum.

HUMI16_SLO_2 - Students willanalyze the dynamic relationshipbetween contemporary culture,artistic expression, and individualassumptions, beliefs and values.SLO Status: Active

Target for Success: In order tomeasure success, 90% of studentswill complete a written profile of atwentieth century artist whoinfluenced public perception andartistic expression with a minimumof 85% of points possible.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Overall,students who completed the class achieved success inlearning the course materials. This course has a small rateof attrition, in part because it meets transfer requirementsand is often a necessity for graduation and transfer.Students complete most assignments with enthusiasmbecause they build on personal preferences about art andculture, applying new principles from the curriculum as weprogress through the course. Student comments aboutcourse material expectations supports my impression of abalanced work-load after having taught the subject mattermany times.

Enhancement: One thing thatsurprised me is that not allstudents felt they had reallymastered the ability to recognizeconnections between popularculture and artisticrepresentations. While studentsconsistently displayed evidence ofunderstanding the idea and beingable to provide examples, perhapsthey don’t feel confident outsideof the classroom to apply theseideas in the real world. Thisencourages me to develop someadditional curriculum thatscaffolds these ideas and betterdefines our ideas of popularculture in order to make that apossibility. Additionally I would

Program Review Reporting Year: 2016-2017Target : Target MetIn this outcome, I had a goal of 90% of students completinga written assignment with a minimum of 85% of the pointspossible. Since this is a culminating essay/paper, I was notsurprised to see a 92% completion rate and a nearly 91%average score for the assessment. (03/06/2017)

Project - Student success will beevaluated through completion of awritten essay/paper.



Student engagement with course materials continues to bethe strongest measure of student success. When learnersare intrigued with the subject, interested in exploringcontent and completing exercises, the learning process issmooth and exciting. In this sense, continuing to developactivities and exercises that impart the desired contentwhile appealing to student learning preferences isimportant to me.

like to explore adding a self-reflexive element so students maybetter demonstrate how this hasinfluenced their perceptionsand/or attitudes about theintersection of art and culture.(03/06/2017)Follow-Up: Assessment methodswere accurate indicators ofstudent learning. Courseassignments and activities aredesigned to work with the coursematerials so that students havethe ability to process informationand apply it. There are alwayschanges, modifications, andimprovements to be made but nomajor flaws in the course designwere revealed by this process. Imay consider the creation ofadditional specific guided projectsin order to delve deeper intosubject areas in place of some ofthe more general assignmentsand activities. (03/06/2017)

Target for Success: In order tomeasure success, 80% of studentswill earn a cumulative score of 85%or better on the written discussionforum.

Reflection (CLICK ON ? FOR INSTRUCTIONS): In general,students who complete course materials also progresssatisfactorily in achieving the goals of the course.Unsuccessful students tend to have time managementchallenges that impact their achievement in class. Student

Enhancement: In an effort tosupport students who strugglefinancially and often work manyhours – which takes away fromstudy time – I am implementing ano-cost textbook resource nextquarter. I would like to find a wayto encourage students to bettermeet regularly scheduleddeadlines. Based on the logsavailable in Canvas, students whostruggle in class also typicallyparticipate less, and log fewerhours in the online classroom.

Program Review Reporting Year: 2018-2019Target : Target MetOutcome #2 – students successfully met target throughcompletion of written assignment. In this outcome, I had agoal of 80% of students completing a written assignmentwith a minimum of 85% of the points possible. Resultsexceeded expectations with approximately 87% of the classsuccessfully achieving the goal target of 85% or higher.(12/18/2019)

Discussion - Student success will beevaluated through performance in awritten discussion forum.



engagement with course materials remains a strongmeasure of student success – indicating that when learnersunderstand and connect with class content on a personallevel, they are excited to participate.

Finding a way to create deeperengagement may help them to bemore successful. (12/18/2019)


HUMI 18:History as Mystery: Western Perspectives in Global Contexts



Target for Success: Benchmark of70% to 80 %.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Fourteen outof fourteen students responded affirmatively to the abovestudent learning outcome which was phrased as a question.Here are a sample of some of the responses: “By viewingeverything from different angles, this course made mecritically think better”."Being aware that my lens, in the way that I see things, isnot the same as the person’s next to me. This class mademe aware that on a spectrum, I am only one part, andsurrounding me are millions of different views and livedexperiences”.“Group discussion, bouncing opinions and ideas and lived-experiences off my classmates in this class was enlighteningand personally inspiring”.“I learned that in order to be a critical thinker, I need to bemore open-minded and listen to all views as opposed toonly my own, so that I may gain a better grasp of the topicat hand. I also learned that my ideas might not be correctideas and that sometimes I must accept that I am wrong”. “I listened to others and tried to find common ground withthem. When you stop seeing others as foreign or differentfrom you and you start to find commonalities that is whengroups and communities can come together. I don’t thinkthis is the beginning of social change, but it taught me thatsocial change is possible when enough people can put asidetheir egos and work together for a common goal and for acommon purpose”.

Enhancement: The next time Iteach this class, I will emphasizethe critical thinking component orthe critiquing nature of this class.For the students that saw thisclass through to the end, it endedup being an amazing class forthem. The objective, however, isto try to get more students tofinish. So, I think it is necessary tostress that critique is a validexercise within the academicarena continuously throughoutthe quarter in order to perhapsencourage more comfort amongstudents. (10/26/2017)

Program Review Reporting Year: 2015-2016Target : Target Met100% of students answered this question in the affirmative.(10/26/2017)

Survey - Used the above studentlearning outcome as one of thequestions for students to respond toas a part of a survey that was givenat the end of the quarter.

HUMI18_SLO_2 - Students willrecognize and facilitate theunderstanding that the telling ofhistory is both a dynamic and asubjective process.SLO Status: Active Target for Success: 70% to 80%

Reflection (CLICK ON ? FOR INSTRUCTIONS): I thought thetext did a great job of addressing this student learningoutcome, which is why I chose the text: The Lies My

Enhancement: The next time Iteach this class, I will emphasizethe critical thinking component orthe critiquing nature of this class.For the students that saw this

Program Review Reporting Year: 2015-2016Target : Target Met100% of students answered in the affirmative. (10/26/2017)




Teachers Told Me. Here are some examples of whatstudents wrote:“From the way the books and the publishers censor anddelete some information about history”.“I understand that what I see is not necessarily the reality”.“That the victors write history, yes. And that I will see orfocus on things that are of interest to me”. “The telling of history is both a dynamic and subjectiveprocess because no matter how hard we try, we will alwaysbe biased in some way when telling a story. No matter howhard we try to convey a story, some information will be leftout (either intentionally or unintentionally) which can skewour perceptions about history”.“If I write an essay about how the earth is a terrible placewith idiots running the government, and a thousand yearslater, a future generation reads my document, and mydocument is the only readable and intact document fromthis era, the future society would assume that the people ofthis era were very stupid . . . until they find another articlethat says otherwise”.

class through to the end, it endedup being an amazing class forthem. The objective, however, isto try to get more students tofinish. So, I think it is necessary tostress that critique is a validexercise within the academicarena continuously throughoutthe quarter in order to perhapsencourage more comfort amongstudents. (10/26/2017)(10/26/2017)

HUMI18_SLO_3 - Students willrecognize, assemble, and appraise theassumptions underlying Westernperspectives and values as a culturalbelief system.SLO Status: Active Target for Success: 70% to 80% of

students

Reflection (CLICK ON ? FOR INSTRUCTIONS): This was oneof the most difficult concepts for students to grasp.However, they did and here are examples of what theysaid:“People in western society generally believe they aresuperior to other countries, so they teach their kids to besuperior too by using blind patriotism”.“I understand that how most history books teach history ina manner that maintains the social hierarchy”.“Before this class, I never questioned what was written inmy textbooks. After reading the text for this class I will askquestions of every text”.“Through acknowledging that America tries to instill itscitizens with patriotism and interpreting history as such aswell as remembering that most history is written from the

Enhancement: The next time Iteach this class, I will emphasizethe critical thinking component orthe critiquing nature of this class.For the students that saw thisclass through to the end, it endedup being an amazing class forthem. The objective, however, isto try to get more students tofinish. So, I think it is necessary tostress that critique is a validexercise within the academicarena continuously throughoutthe quarter in order to perhapsencourage more comfort amongstudents. (10/26/2017)

Program Review Reporting Year: 2015-2016Target : Target Met100% of students answered affirmatively. (10/26/2017)




point of view of the victors, and also interpreting history assuch”.“I understand that the western perspective is very heroicand does not like to touch the dirt and blood that coversour society”.


HUMI 2:But is it Art? Questions and Criticism


HUMI2_SLO_1 - Students synthesizetheir critical thinking, imaginative,cooperative, and empathetic abilitiesas whole persons in order tocontextualize knowledge and practiceactive agency.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): This is simplyto note that this course has not been offered, or has beenoffered but then canceled, for several years in a row now.We will assess this course as soon as we are able to.

Program Review Reporting Year: 2019-2020Target : Target Not MetN/A (01/31/2020)

Exam - Course Test/Quiz - Courseembedded assessment through theuse of specific questions orapplications, on or near the finalexam.


HUMI 20:The Greek Achievement



Target for Success: The goal was tomeasure student contextualizationand analysis of the contemporarycultural texts in order to interprettheir Ancient Greek origins through acourse embedded assessment ? aproject that required critical thinkingas well as objective analysis.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Results wereas expected, indicating that the assessment worked well.The exercise provided a measurable assessment and wouldbe used again in the future.

Enhancement: It did become clearthat more time needs to be spenthelping the students tounderstand the purpose of theproject. Many did not choosepieces that were engaging for theirown interests. When theassignment is given, a discussionon the reasoning behind theexercise could be given to give thestudents a better understanding ofhow they should approach it.(06/04/2012)

Program Review Reporting Year: 2009-2010Target : Target MetFor this project, 65% of the students demonstrated complexabilities and understanding, 30% demonstrated abovesatisfactory abilities and understanding, and 5%demonstrated satisfactory abilities and understanding. Nostudents demonstrated below satisfactory abilities andunderstanding or very little ability and understanding.(06/04/2012)

Portfolio Review - Courseembedded assessment in the formof a collection of analyses ofcontemporary film, architecture, andart. The project was completed bystudents in the form of a ?portfolio?of cultural pieces, objective analysisand brief research for future use.The ?portfolio? was turned in to theinstructor for assessment.

HUMI20_SLO_2 - Evaluate the impactof other cultures on Greek society.SLO Status: Active

Target for Success: The goal was tomeasure student interpretation andevaluation of the impact of othercultures on Greek society. Studentswere required to think criticallyabout topics such as xenophobia,slavery, and importation of ?foreign?religious figures and to demonstrate



Enhancement: More time needsto be spent helping the studentsunderstand the importance of thecritical thinking component of theassignment. It could be moreeffective to have a weeklydiscussion of the blog responses atthe beginning and end of each

Program Review Reporting Year: 2009-2010Target : Target MetFor this project, 40% of the students demonstrated complexabilities and understanding, 24% of the studentsdemonstrated above satisfactory abilities andunderstanding, 5% of the students demonstratedsatisfactory abilities and understanding, 16% of thestudents demonstrated below satisfactory abilities andunderstanding, and 15% of the students demonstrated very

Other - Course embeddedassessment in the form of weeklyblog posts. The project wascomplete by students in the form ofcritical thinking responses to articlesposted on the course website. Theblog comment entries were assessedby the instructor on a weekly basis.



how Greek culture was influenced byoutside influences through a courseembedded assessment ? a weeklyblog post that required outsideresearch and critical thinking whichwas posted on the course blog.

Reflection (CLICK ON ? FOR INSTRUCTIONS): While resultswere less than expected, the assessment worked well. Itserved to reinforce critical thinking skills outside ofinstructor lead classroom discussion. It also helped theinstructor to understand which outcomes needed morefocus before the next assessment. The exercise provided ameasureable assessment and would be used again in thefuture.

week. (06/04/2012)little ability and understanding. (06/04/2012)

HUMI20_SLO_3 - Demonstrate howGreek culture has influenced theworld.SLO Status: Active

Target for Success: The goal was tomeasure student interpretation andcommunication of the correlationsbetween Ancient Greek society andculture and current day society andculture by demonstrating how Greekculture has influenced the worldthrough a course embeddedassessment ? a final project thatrequired critical thinking and thatwas to be presented in a creativeand engaging manner



Reflection (CLICK ON ? FOR INSTRUCTIONS): Results wereas expected, indicating that the assessment worked well. Itnot only served as a learning opportunity, but a teachingopportunity for the students. The exercise provided ameasurable assessment and would be used again in thefuture.

Enhancement: It did become clearthat more emphasis needs to bespent helping the students tounderstand the initial phase of theproject. Many did not thinkcarefully before choosing whichmodern day pieces to analyze.When the assignment is given adiscussion on the reasoningbehind the exercise could be givento give the students a betterunderstanding of how they shouldapproach it. (06/04/2012)

Program Review Reporting Year: 2009-2010Target : Target MetFor this project, 47% of the students demonstrated complexabilities and understanding, 35% of the studentsdemonstrated above satisfactory abilities andunderstanding, 18% of the students demonstratedsatisfactory abilities and understanding. No studentsdemonstrated below satisfactory abilities andunderstanding or very little ability and understanding.(06/04/2012)

Presentation/Performance - Courseembedded assessment in the formof a final presentation. The projectwas completed by students in theform of a creative presentation andindividual essay. The presentationwas assessed in class and the essaywas turned in to the instructor forassessment.


HUMI 5:Storytelling in American Culture



Target for Success: Benchmarkassessment.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Reflection andAnalysis: Granted, this was an extremely powerfulassignment for those who were able to complete it. Thetwo students who did not do a satisfactory job did not havea strong command of the English language, but all studentscommented on the length of the assignment. Theassignment was too involved since it called for students topay close attention to their emotions in ways they were nottypically used to, so in that way it took a lot out of them –they were exhausted.

Enhancement: Simplify or changethe assignment. (12/01/2016)

Program Review Reporting Year: 2015-2016Target : Target MetAssessment Data Summary: Thirteen of the fifteen studentswho turned this assignment in found it: “life changing,”“eye-opening,” made them aware of how much they hadbought into the “negative stereotypes,” and also increasedtheir awareness for the necessity of remaining “open todifferences”. These realizations made the effort to do thisassignment worthwhile—the assignment was lengthy. Twoof the fifteen were unable to articulate empathy to asatisfactory level. (12/01/2016)

Other - Reflective Journal and Essay:Part A--asked students to empathizewith a “racialized-other” for theentire quarter, and Part B--asked thestudent to consider what they havelearned personally from thisexperience.

HUMI5_SLO_2 - Students willidentify, facilitate, and communicatethe various components ofstorytelling among the differentethnic groups within the UnitedStates during the 20th and 21stcenturies.SLO Status: Active

Target for Success: Benchmark.Reflection (CLICK ON ? FOR INSTRUCTIONS): Allowing forthe openness can be extremely challenging, but studentsfelt empowered since they were able to choose theirspecific focus. Even though there was 100% affirmation, Ihave been thinking about what could take this question tothe next level.

Enhancement: I think adding anadditional compare and contrastsegment to this question would beparticularly insightful.(12/01/2016)

Program Review Reporting Year: 2015-2016Target : Target MetAll seventeen students found this question extremelyuseful. Students were able to focus on what was of interestto them, which made it engaging for them. (12/01/2016)

Demonstration - A reading reviewand film review question that askedstudents what they learned aboutthe storytelling components amongthe different ethnic groupspresented in this course.


HUMI 6:Popular Culture



Target for Success: The goal is tomeasure student demonstration ofcritical thinking, imaginative,cooperative, and empathetic abilitiesin the construction of personaltransformation and social changethrough a course embeddedassessment in the form of a finalproject, presentation, and/or paperOR in the form of an essay questionon the final exam that synthesizeswhat they have learned in the coursewith their own interests and desiresfor change. Ideally all studentswould demonstrate complex abilityto contextual knowledge, interpretand communicate meaning, andparticipate in personal, as well associal change.


Enhancement: The primarystrategies that will be utilized topromote student success will berefined clarity of expectations andrubrics when the project isassigned or when reviewing forthe final exam, improved use ofsamples of success, moreconsistent reinforcement andemphasis on the learning outcomegoals during the course, andincreased focus and dialog on theintersections of personal andsocial change within a classroomenvironment that cultivates astrong sense of pride and respect.(01/21/2019)

Program Review Reporting Year: 2018-2019Target : Target MetThe course embedded assessment was used in 3 sections ofHumi 6 taught by 3 instructors, with an enrollment total of77 students. 59% of the students demonstrated verycomplex abilities and 29% of the students demonstratedcomplex abilities, which totals to a 88% success rate.Students were affirmative in their sense of personal andintellectual empowerment within an experiential learningcontext. (01/21/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The courseembedded assessment worked well. It helped theinstructor understand clearly student outcomes in relationto the SLO. It also served as a learning opportunity forstudents, who were encouraged to reflect in a very directway on their learning experiences. The outcome wasmeasurable in a very clear way and it will be used again.

Enhancement: The primarystrategy that will be utilized toimprove student success will be amore efficient emphasis to thestudents on the importance of theproject in the demonstration oftheir success in the course. Moretime needs to be taken when theassignment is made to emphasizethe social change component ofthe assignment and to offerstudents the chance to collectivelystrategize. (06/04/2012)

Program Review Reporting Year: 2009-2010Target : Target MetThe course embedded assessment was used in the onlysection of Humi 6, with an enrollment of 45 students. 38students demonstrated very complex abilities, 4 studentsdemonstrated better than satisfactory abilities, 1 studentdemonstrated satisfactory abilities, and 1 student did notcomplete the project. (06/04/2012)


Other - Course embeddedassessment in the form of a finalproject, presentation, and/or papercompleted during the final weeks ofthe quarter OR in the form of anessay question on the final exam.The project is completed by student,submitted online, presented in classwith collaborative discussion, andfinally reviewed online by theinstructor.

HUMI6_SLO_2 - Students willinterpret the value and meaning ofthe "texts" of popular culture in order

Enhancement: The primarystrategies that will be utilized topromote student success will be

Program Review Reporting Year: 2018-2019Target : Target MetThe course embedded assessment was used in 3 sections of

Other - Course embeddedassessment in the form of a finalproject, presentation, and/or paper



to characterize the functions of popculture media as not onlyentertainment but political and socialcommentary and artifacts of historicalcontext.SLO Status: Active

Target for Success: The goal is tomeasure student ability to interpretthe value and meaning of the "texts"of popular culture in order tocharacterize the functions of popculture media as not onlyentertainment but political andsocial commentary and artifacts ofhistorical context through a courseembedded assessment in the formof a final project, presentation,and/or paper completed duringweek 11 of the quarter OR in theform of an essay question on thefinal exam. Ideally, all studentswould demonstrate a complex andcomplete understanding of thedefinition of popular culture andexplain how they can be an activeparticipant in it.


refined clarity of expectations andrubrics when the project isassigned or when reviewing forthe final exam, improved use ofsamples of success, moreconsistent reinforcement andemphasis on the learning outcomegoals during the course, andincreased focus and collaborativedialog about the functions of popculture media within the contactsof entertainment, political andsocial commentary, and artifactsof historical context in preparationfor assessment. (01/21/2019)

Humi 6 taught by 3 instructors, with an enrollment total of77 students. 75% of the students demonstrated verycomplex abilities and 12% of the students demonstratedcomplex abilities, which totals to a 87% success rate.Students were affirmative in their sense of personal andintellectual empowerment within an experiential learningcontext. (01/21/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The courseembedded assessment worked well. It helped theinstructor understand clearly student outcomes in relationto the SLO. It also served as a learning opportunity forstudents, who were encouraged to reflect in a very directway on their learning experiences. The outcome wasmeasurable in a very clear way and it will be used again.This type of assessment could easily be adapted to othercourses/outcomes. Ideally all students would demonstratea very complex understanding of the learning outcome? butwe were very satisfied to see that almost all students hadsatisfactory or above answers to our measurement tool.

Enhancement: Three strategieswill be utilized to enhance studentsuccess. 1. The SLO will be clearlyexplained to students at thebeginning of the quarter and willbe revisited throughout thequarter. 2. CATs (ClassroomAssessment Techniques) will beused periodically throughout thequarter to measure studentprogress. 3. Students will preparefor their assessment by doing inclass writing and discussion.(06/04/2012)

Program Review Reporting Year: 2009-2010Target : Target MetThe course embedded assessment was used in the onlysection of Humi 6, with an enrollment of 45 students. 13students demonstrated very complex understanding of thequestion, 17 students demonstrated better thansatisfactory understanding of the question, 7 studentsdemonstrated satisfactory understanding of the question,and 3 students demonstrated very little understanding ofthe question. (06/04/2012)


completed during week 11 of thequarter OR in the form of an essayquestion on the final exam. Theproject is completed by student,submitted online, presented in classwith collaborative discussion, andfinally reviewed online by theinstructor.


HUMI 7:The Arts and the Human Spirit



Target for Success: Ideally, allstudents will demonstrate theoutcomes described by SLO #1. Atthe least, a majority of students willachieve the outcomes.

Reflection (CLICK ON ? FOR INSTRUCTIONS): All studentsdid not achieve mastery of the student learning outcomes,but a majority did. 90% achieved satisfactory mastery orbetter, and 86% achieved substantial mastery or better.There is always room for improvement, but these statisticsdemonstrate a high level of student success.

Enhancement: Instructor couldreach out to students who arestruggling in their assignments andclasswork earlier in the quarter tosee what additional support theymight need. (11/12/2017)

Program Review Reporting Year: 2016-2017Target : Target MetOut of 31 students, 22 (71%) achieved full mastery of theSLO#1 outcomes; 5 students (16%) achieved substantialmastery; 1 (3%) achieved satisfactory mastery; 2 (7%)approached but did not reach mastery; and 1 (3%) did notapproach mastery. (11/12/2017)

Other - Course embeddedassessment in the form of a finalpaper completed by last week of thequarter, and assessed by instructorin relation to student learningoutcome #1.

HUMI7_SLO_2 - Students willinterpret and communicate thecorrelations between creativity,spirituality and artistic expression.SLO Status: Active

Target for Success: Ideally, allstudents will meet the learningoutcomes described in SLO #2. Atthe least, a majority of students willmeet the outcomes.

Reflection (CLICK ON ? FOR INSTRUCTIONS): All studentsdid not achieve mastery of the student learning outcomes,but a majority did. 90% achieved satisfactory mastery orbetter, and 86% achieved substantial mastery or better.There is always room for improvement, but these statisticsdemonstrate a high level of student success.



Other - Course embeddedassessment in the form of a finalpaper completed by last week of thequarter, and assessed by instructorin relation to student learningoutcome #1. (Active)


HUMI 9:Introduction to Comparative Religion



Target for Success: Ideally, allstudents will achieve mastery of thisstudent learning outcome. At theleast, a majority of students willachieve mastery.

Reflection (CLICK ON ? FOR INSTRUCTIONS): All studentsdid not achieve mastery of the student learning outcomes,but a majority did. 86% achieved substantial mastery orbetter. There is always room for improvement, but thesestatistics demonstrate a high level of student success.

Enhancement: Instructor couldreach out to students who arestruggling in their assignments andclasswork earlier in the quarter tosee what additional support theymight need (11/12/2017)


Project - Course embeddedassessment in the form of a finalpaper completed by last week of thequarter, and assessed by instructorin relation to student learningoutcome #1.

HUMI9_SLO_2 - Students willfacilitate understanding betweenpersons of various religioustraditions.SLO Status: Active

Target for Success: Ideally, allstudents will achieve mastery of thisstudent learning outcome. At theleast, a majority of students willachieve mastery.

Reflection (CLICK ON ? FOR INSTRUCTIONS): All studentsdid not achieve mastery of the student learning outcomes,but a majority did. 86% achieved substantial mastery orbetter. There is always room for improvement, but thesestatistics demonstrate a high level of student success.




HUMI9_SLO_3 - Students will critiquethe complexities within each religioustradition in order to engage others inmeaningful dialogue regarding valuesand controversies.SLO Status: Active

Target for Success: Ideally allstudents will achieve mastery of thisstudent learning outcome. At least, amajority of students will achievemastery.

Reflection (CLICK ON ? FOR INSTRUCTIONS): All studentsdid not achieve mastery of the student learning outcomes,



Out of 38 students, 29 (76%) achieved full mastery of theSLO#1 outcomes; 6 students (16%) achieved substantialmastery; 0 (0%) achieved satisfactory mastery; 1 (3%)approached but did not reach mastery; and 2 (5%) did notapproach mastery. (11/12/2017)




but a majority did. 86% achieved substantial mastery orbetter. There is always room for improvement, but thesestatistics demonstrate a high level of student success.


Dept - (SSH) Paralegal Studies


PARA 64 (X-Z):Paralegal Internship


PARA64_SLO_1 - Explain theorganization, function, and tasks ofan agency that utilizes paralegals.SLO Status: Active

Target for Success: 70% Reflection (CLICK ON ? FOR INSTRUCTIONS): none

Program Review Reporting Year: 2012-2013Target : Target Met7 students completed their internship6 students got a C grade or better86% success (06/26/2013)

Field Placement/Internship -Students are required byperformance to show anunderstanding of the tasks of theiragency


PARA 65(W-Z):Current Paralegal Topics


PARA65_SLO_1 - Demonstrate anunderstanding of Currentdevelopments in substantiveprocedural law.SLO Status: Active_Pending_RevisionOutcome Creation Date: 02/11/2018


PARA 67:Law Office Management for Paralegals


PARA67_SLO_1 - Demonstrate theability to understand the legalindustry and various players within it.SLO Status: ActiveOutcome Creation Date: 08/24/2015

PARA67_SLO_2 - Learn the specificduties paralegals have within the LawOffice environment.SLO Status: ActiveOutcome Creation Date: 08/24/2015


PARA 69:Paralegal Field Trips


SLO1 - Compare and contrast theworking environments along with theusage of paralegals in public andprivate organizations


SLO Status: Active



Reflection (CLICK ON ? FOR INSTRUCTIONS): Since 26students successfully submitted reports and the 2 that didnot simply stopped coming to class it seems that nochanges need to be made.

Enhancement: None required(01/14/2014)

Program Review Reporting Year: 2013-2014Target : Target MetOut of 28 Students 26 Students successfully submitted allreports (12/02/2013)

Exit Interview - Students are to writea report after each visitation


PARA 75:Principles and Procedures of the Justice System


PARA75_SLO_1 - Describe thedevelopment of the criminal justicesystem within the framework of theU.S. and State Constitutions.SLO Status: ActiveOutcome Creation Date: 08/24/2015

PARA75_SLO_2 - Identify thecomponents of the criminal justicesystem and discuss how each isfundamental to the justice process.SLO Status: ActiveOutcome Creation Date: 08/24/2015


PARA 84:Trial Preparation


PARA84_SLO_1 - Demonstrateknowledge of both criminal and civildiscovery practices and procedures.SLO Status: Active

PARA84_SLO_2 - Define the rules ofevidence regarding admissibility attrial.SLO Status: Active

PARA84_SLO_3 - Outline anddemonstrate the various roles aparalegal can take in the trial process.SLO Status: Active


PARA 85:Intellectual Property Law


PARA85_SLO_1 - Demonstrate anunderstanding of the various types ofIntellectual Property, including thegeneral legal principles of each.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): none

Program Review Reporting Year: 2013-2014Target : Target Met41 Students took exam33 students got answer totally correct=80% (10/15/2013)

Exam - Course Test/Quiz - Thetrademark John Deere wasregistered for plows and lawnmowers withe the USPTO in 1913.How long will the protection for thismark last? Explain

PARA85_SLO_2 - Outline theappropriate procedures required foreach form of Intellectual Property.SLO Status: Active

PARA85_SLO_3 - Identify and use theappropriate governing laws.SLO Status: Active


PARA 86:Legal Analysis


PARA86_SLO_1 - Demostrate abilityto locate and outline case law.SLO Status: Active

PARA86_SLO_2 - Apply correctsources of law to hypothetical factscenerios.SLO Status: Active

Target for Success: 70% of classobtains "C" grade or better onmidterm exam

Reflection (CLICK ON ? FOR INSTRUCTIONS): This class didvery well testing their skills showed that doing more in classreading of statutes, civil cases, along with plannedexercises, class discussion, and small group work helpedsolidify skill that enabled them to meet the teachingobjective so well.

Enhancement: Continue to usemethods of teaching foundeffective in this course. Expandedsimilar exercises with all materialin class. (06/05/2014)

Program Review Reporting Year: 2013-2014Target : Target MetOn this exam 90% of the class obtained "C" or better(06/03/2014)

Exam - Course Test/Quiz - Studentsasked to:1. Analyze sources of law, cases,statutes2. Analyze issues and essential andsignificant facts3. Compare to factual problems4. Develop legal arguments

PARA86_SLO_3 - Develop properlegal writing skills and formats.SLO Status: Active


PARA 87:Personal Injury and Tort Litigation


PARA87_SLO_1 - Demonstrate anunderstanding of the applicable areasof law for personal injury and tortlaw.SLO Status: Active

PARA87_SLO_2 - Identify and prepareappropriate documents for variousstages of personal injury and tortlitigation.SLO Status: Active

PARA87_SLO_3 - Evalute the role ofthe paralegal in the context ofpersonal injury/tort litigation.SLO Status: Active


PARA 88:The Paralegal and Professional Responsibility


PARA88_SLO_1 - Analyze factpatterns to identify the ethicalproblems contained therein anddetermine the applicable actionsrequired to resolve the issues.SLO Status: Active



Program Review Reporting Year: 2013-2014Target : Target Met32 Students took the examQuestion 98 none wrong-Ethical violations by lawyers aregenerally investigated by __Question 100 12 wrong-California Paralegals are regulatedby __100% correctly answered one question62% correctly answered both questiond (01/06/2014)

Exam - Course Test/Quiz - Questionson final exam

PARA88_SLO_2 - Identify anddescribe the applicable governingprofessional responsibility rules andidentify where they are located.SLO Status: Active


PARA 89:Landlord Tenant Law


PARA89_SLO_1 - Analyze the rightsand obligations of landlords andtenants in California.SLO Status: Active

PARA89_SLO_2 - Outline theprocedures for prosecuting anUnlawful Detainer action in California.SLO Status: Active

Target for Success: 70% of studentsto submit an acceptable project

Reflection (CLICK ON ? FOR INSTRUCTIONS): While onlyone student failed to meet the target only 6 studentsachieved a perfect level of performance. Major cause ofproblems is a lack of attention to detail.

Enhancement: We will place moreemphasis on the need to pay veryclose attention to detail andreview their work prior tosubmission (06/12/2014)

Program Review Reporting Year: 2011-2012Target : Target MetTwenty-five students completed the project and of thatnumber only one submitted a project that was below thetarget number (08/09/2012)

Project - Students were given afactual scenario project where theywere then to prepare the paperwork for and unlawful detainer legalaction from start to finish.


PARA 91A:California Family Law


PARA91A_SLO_1 - Demonstrate anunderstanding of how Californiafamily law id applied both in the stateand the world wide.SLO Status: Active

PARA91A_SLO_2 - Compare andcontrast the various legal avenuesavailable for the formation anddissolving of marriages in California.SLO Status: Active

Target for Success: 70% of studentsto choose the proper process andsuccessfully prepare the paperwork

Reflection (CLICK ON ? FOR INSTRUCTIONS): The paperwork prepared by the students lacked the proper attentionto detail

Enhancement: More emphasis willbe placed on the need to pay veryclose attention to detail andreview work before submission.(06/12/2014)

Program Review Reporting Year: 2012-2013Target : Target MetTwenty-one students completed the project and all twenty-one achieved the target. (08/07/2013)

Project - Students were providedwith a factual situation and requiredto choose the proper dissolution ofmarriage process and to there afterprepare the paperwork for signatureof a client.

PARA91A_SLO_3 - Analyze thecurrent role of the paralegal in thefamily law court process.SLO Status: Active


PARA 92A:Partnerships and Corporations


PARA92A_SLO_1 - Compare andcontrast the different types ofCalifornia business organizations.SLO Status: Active

PARA92A_SLO_2 - Outline theprocesses for formation anddissolution of each type of Californiabusiness organization.SLO Status: Active

PARA92A_SLO_3 - Recommend thecorrect course of action based onhypothetical fact scenerios regardingbusiness formation.SLO Status: Active

Target for Success: 70% of studentsare to successfully prepare all paperwork for corporation fomation

Reflection (CLICK ON ? FOR INSTRUCTIONS): Majorproblems seen involved lack of attention to detail andfailure to follow directions

Enhancement: Attention to detailand admonishment to followdirections is always stressed priorto assigning project. I willestablish set times for students tocome in and obtain review of theirwork prior to completion andsubmission. (06/12/2014)

Program Review Reporting Year: 2013-2014Target : Target Not MetForty-one students turned in the project. Of the projectssubmitted only eighteen met the target. (03/20/2014)

Project - Students were providedwith a factual situation and requiredto prepare all required paper workfor the creation of a Corporation inCalifornia


PARA 92B:Corporate Securities Regulations


PARA92B_SLO_1 - Differentiatebetween the Federal and Statesecurity regulations andrequirements.SLO Status: Active

PARA92B_SLO_2 - Demonstrate anunderstanding of the history ofsecurities regulations and its impacton today's law.SLO Status: Active

PARA92B_SLO_3 - Describe themethods and phases of distribution ofsecurities.SLO Status: Active


PARA 93:Bankruptcy Law


PARA93_SLO_1 - Compare andcontrast the various the various typesof Bankruptcy actions.SLO Status: Active

PARA93_SLO_2 - Demonstrate anunderstanding of the property rightsand liabilities of both debtors andcreditors in a bankruptcy proceeding.SLO Status: Active

PARA93_SLO_3 - Analyze the currentrole of the paralegal in thebankruptcy process.SLO Status: Active


PARA 94:Introduction to California Law


PARA94_SLO_1 - Demonstrateknowledge of the different legalsystems at work in the state ofCalifornia.SLO Status: Active

Target for Success: 70% rightanswers on this question. Eighty-fivepercent of students answered thisquestion correctly.

Exam - Course Test/Quiz - Testquestion asking students to list aCalifornia court of originaljurisdiction and a federal court oforiginal jurisdiction.

PARA94_SLO_2 - Outline the hierachyand court procedures of the courtswith jurisdiction in California.SLO Status: Active

Target for Success: 80%. Ninety percent of the students supplied anappropriate answer to the question.

Exam - Course Test/Quiz - Testquestion: "Today almost all casescome to the United States SupremeCourt by appeal from state courtsand federal courts. List one reasonwhy the Supreme Court might electto hear a case appealed to it."

PARA94_SLO_3 - Differenitatebetween the various substantativeareas of law applicable in California.SLO Status: Active

Target for Success: 70%. On theassignment 36% scored at least 70%success; 27% of the students scoredat least 80% success; 36% of thestudents scored at least 90%success. No student scored less than70% success.


Program Review Reporting Year: 2013-2014Target : Target Met28 out of 35 students whotook the midterm exam answeredquestion 29 correctly (12/26/2013)

Project - Students given a projectwherein they were given factualsituations suggesting Californiastatutes of substantive areas of law.They were then required to find theprecise statute that covered thesituation.


PARA 95:Overview of American Law


PARA95_SLO_1 - Demonstrateknowledge of the American judicialsystem and process, utilizingappropriate legal terminology.SLO Status: Active



Program Review Reporting Year: 2013-2014Target : Target Not Met31 students turned in assignment21 students picked out at least 7 of the 10 violations68% of class got C or better (11/05/2013)

Project - Students were presentedwith a legal scenario involving acriminal procedure of a fictionalindividual. Students were asked tofind any and all violations ofconstitutional rights. There were tenmajor violations to be seen.

PARA95_SLO_2 - Demonstrate theability to read case law and statutorylaw.SLO Status: Active

PARA95_SLO_3 - Analyze factualsituations in relationship to conceptsof the major areas of substantive lawin America.SLO Status: Active


PARA 96A:Introduction to Legal Research and Writing


PARA96A_SLO_1 - Demonstrate anunderstanding of the organizationand heirarchy of published legalmaterials.SLO Status: Active

PARA96A_SLO_2 - Demonstrate theability to locate and analyze varioussubstantative and procedural laws.SLO Status: Active

Target for Success: 80% find correctcode section to at least 6 of the 7questions80% give the correct answer to atleast 6 of the 7 questions

Reflection (CLICK ON ? FOR INSTRUCTIONS): The numberof students successfully completing the research andachieving the student learning objective is probably higherthan statistics reflect. Some students found and gave thecorrect answer but failed to provide the code section andothers found the correct code section but failed to answerthe question.On the whole, students in the paralegal program aremature and motivated. Their success reflects this.

Enhancement: The method ofinstruction is successful and doesnot need change. (06/12/2014)

Program Review Reporting Year: 2013-2014Target : Target Met24 Students submitted the assignment4 students failed to give the correct code section to onequestion (or omitted to give the code section); 5 studentsfailed or omitted to give the correct code section to 2questions. No one missed more the 2.6 students gave the incorrect or no answer to 1 of thequestions2 students gave the incorrect or no answer to 2 questions.No one gave more than 2 incorrect answers (06/06/2014)

Project - Students were given thefollowing research assignment to becompleted either in the De AnzaLibrary or online using Westlaw.This was done as a homeworkassignment.You will find the answers to all of theassignments in the De Anza Library.However, you are not restricted tothis. You may use Westlaw. I highlyrecommend that you start theresearch in the secondary sources inthe Library.Directions:A. Answer the question askedB. Give reference to the Californiacode section or rule of court whereyou found the answer

PARA96A_SLO_3 - Prepare andcritique various analytical legalmemorandums.SLO Status: Active


PARA 96B:Advanced Legal Research and Writing


PARA96B_SLO_1 - Demonstrate theability to indentfy and locate legalsources using electronic research.SLO Status: Active

Target for Success: 75 % Passagerate Reflection (CLICK ON ? FOR INSTRUCTIONS): 12 out of 15

students achieved the correct answer- this is 80%

Enhancement: Continue with inclass exercises and research frostatute of limitations on otherareas like breach of contract,negligence etc.Student should be able to locatefraud SOL based on in classresearch practice. (03/19/2014)

Program Review Reporting Year: 2013-2014Target : Target MetTest question-What code section sets forth the statute oflimitation for filing a complaint based onfraud/misrepresentation? (03/19/2014)

Exam - Course Test/Quiz - Testquestion asking students tofind/research a point of law for aparticular purpose

PARA96B_SLO_2 - Analyze complexhypothetical facts and appropriatelyindentify the appropriate facts,disputes and legal issues.SLO Status: Active

PARA96B_SLO_3 - Analyzehypothetical case factsin order toconduct applicable legal research,and prepare approproiate legalmemorandum.SLO Status: Active


PARA 96C:Computer Assisted Legal Research and Investigation


PARA96C_SLO_1 - Establishknowledge and skills of a basicunderstanding of legal research andinvestigation on the Internet.SLO Status: Active

Target for Success: 80% of studentscorrectly answer at least 2 questionsComments/Notes: Question 6 Whichcase feature is not generallyavailable on free Internet Web sites?Question 10 The online legal citationguide (based on the Bluebook andALWD) is found on which free Website?Question 13 Which of the followingis NOT a free legal portal?

Exam - Course Test/Quiz - Questionsfrom Final Examination

PARA96C_SLO_2 - Identify and locatevarious free sources for legalinformation on the internet.


SLO Status: ActiveTarget for Success: 80% of studentscorrectly answer at least 2 questions


Enhancement: none (05/21/2014)Program Review Reporting Year: 2013-2014Target : Target MetQuestion 6 5 students gave incorrect answersQuestion 10 3 students gave incorrect answersQuestion 13 4 students gave incorrect answers8 missed only one question, 2 missed 2 questions, and 0missed all three

37 out of 38 correctly answered 2 questions (04/07/2014)

Comments/Notes: Question 6 Whichcase feature is not generallyavailable on free Internet Web sites?Question 10 The online legal citationguide (based on the Bluebook andALWD) is found on which free Website?Question 13 Which of the followingis NOT a free legal portal?


Target for Success: 80% of studentscorrectly answer at least 2 questionsComments/Notes: Question 6 Whichcase feature is not generallyavailable on free Internet Web sites?Question 10 The online legal citationguide (based on the Bluebook andALWD) is found on which free Web




site?Question 13 Which of the followingis NOT a free legal portal?

PARA96C_SLO_3 - Demonstrate anunderstanding of where and how toconduct legal research on fee-basedsources.SLO Status: Active

Target for Success: 80% of studentscorrectly answer at least 2 questionsComments/Notes: Question 6 Whichcase feature is not generallyavailable on free Internet Web sites?Question 10 The online legal citationguide (based on the Bluebook andALWD) is found on which free Website?Question 13 Which of the followingis NOT a free legal portal?



PARA 97A:Civil Litigation Procedures


PARA97A_SLO_1 - Demonstrateknowledge of both pre- and post-commencement of litigationprocedures and rules.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): I wasimpressed by the students performance. Fact pattern wasdifficult, and the majority of students scored very will

Enhancement: The exam was thestudents' first exposure to a longfact pattern. I predict greatersuccess in the future with a"practice" run. (06/12/2014)

Program Review Reporting Year: 2013-2014Target : Target Met75% of the Students scored 80% or better.Results were consistent with target (06/12/2014)

Exam - Course Test/Quiz - Factpatterns on midterm Exam

PARA97A_SLO_2 - Demonstrateknowledge and location of theappropriate rules and proceduresgoverning litigation pleadings.SLO Status: Active



Program Review Reporting Year: 2013-2014Target : Target MetTotal taking exam-26Question 83-73% correct- 7 missedQuestion 84-96% correct- 1 missedQuestion 85-100% correct- 0 missed (01/06/2014)

Exam - Course Test/Quiz - Questionson final examQuestion 83 Jones has a pendinglawsuit in Santa Clara CountySuperior Court. He plans on filing amotion for summary judgment.Where would he find an explanationof the motion and the timerequirements for notice?Question 84 Which of the followingis not a primary source of lawrelated to civil litigation?Question 85 Which Web site is theofficial site for the California courtsand contains the California Rules ofCourt?

PARA97A_SLO_3 - Outline anddemonstrate the various roles aparalegal can take in civil litigation.SLO Status: Active


PARA 97B:Advanced Civil Litigation Procedures


PARA97B_SLO_1 - Demonstrateknowledge of civil discovery rules,procedures and motions.SLO Status: Active

Target for Success: 70% correctlyanswered both questions80% correctly answered at least onequestion


Enhancement: none (05/21/2014)Program Review Reporting Year: 2013-2014Target : Target MetQuestion 1 The title of the request for admission shouldreflect___.Question 2 In a document request, which of the followingforms of ESI are not discoverable (04/07/2014)

Exam - Course Test/Quiz - FinalExamination

Target for Success: 90% of class willachieve a C or better.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thisassignment is very difficult. This motion is given to thestudents in small chunks. The project is submitted,feedback is given, and then students resubmit. Attendanceis absolutely vital.

Enhancement: Instead ofhypothetical scenariobut studentsmust make a statement of fact.How full to make the scenario andhow many facts to leave in thestudents' hands. (10/03/2019)

Program Review Reporting Year: 2018-2019Target : Target MetThree students completely failed the motion with two ofthese students rarely attending class. All other studentspassed the assignment. (10/03/2019)

Project - Project that includesComplaint Interrogatory, andMotion.

PARA97B_SLO_2 - Outline the stepsnecessary to prepare for trial.SLO Status: Active Target for Success: 90% of students

will achieve C or better.

Exam - Course Test/Quiz - Finalexam question(s).

PARA97B_SLO_3 - Demonstrateknowledge of appellate rules,procedures and pleadings.SLO Status: Active

Target for Success: 90% of studentswill achieve a C or better.

Exam - Course Test/Quiz - Finalexam question(s)


PARA 98:Drafting Wills and Trusts


PARA98_SLO_1 - Demonstrate anunderstanding of the substantativelegal principles controlling wills andtrusts in the state of California.SLO Status: Active



Program Review Reporting Year: 2013-2014Target : Target Met26 Wills were returned20 students received a grade of C (70%) or better77% were successful (11/21/2013)

Project - Students were given afactual situation and asked to draftan appropriate will

PARA98_SLO_2 - Demonstrate anability to identify and prepare theappropriate documents requiredbased various fact scenerios.SLO Status: Active

PARA98_SLO_3 - Analyze the currentrole of the paralegal in the estatesand trusts legal practice.SLO Status: Active


PARA 99:California Probate Law and Procedures


PARA99_SLO_1 - Demonstrate anunderstanding of the substantativelegal principles regulating CaliforniaProbate Proceedings.SLO Status: ActiveOutcome Creation Date: 08/24/2015 Target for Success: 80% Reflection (CLICK ON ? FOR INSTRUCTIONS): Goal was met.

Important points of law can be taught by lecture and thenpractical application of law to completion of statutoryforms for Probate Porcess

Enhancement: Continue tolecture-provide students keyinformation on essential points oflaw related to the Probate Process(06/12/2014)

Program Review Reporting Year: 2013-2014Target : Target Met32 out of 38 students provided the correct answer to amultiple choice question 84% successfully answered(08/07/2013)

Exam - Course Test/Quiz - FinalexamMultiple choice question aboutvenue on where to file ProbatePetition

PARA99_SLO_2 - Analyze specificlegal problems relating to Californiaprobate law and procedures.SLO Status: ActiveOutcome Creation Date: 08/24/2015

PARA99_SLO_3 - Correlate Californiaprobate proceedings and relevantprobate forms.SLO Status: ActiveOutcome Creation Date: 08/24/2015


Dept - (SSH) Philosophy


PHIL 1:Knowledge and Reality


PHIL1_SLO_1 - Identify and articulatephilosophical problems pertaining tothe nature of knowledge and reality.SLO Status: Active

Target for Success: 85% correctanswers for the relevant questions

Reflection (CLICK ON ? FOR INSTRUCTIONS): I tryeverything to help students do well on assessments - inclass reading, discussions, videos, reviews. repetition.varied learning modalities, collaborative learning . Moreoften than not It's really up to them to have someintellectual curiosity and put more time into studying andreading. The material is not that difficult. I am not surewhat I can do anymore to entice them to drink from the cupof philosophia.

Program Review Reporting Year: 2017-2018Target : Target Not MetI am satisfied with the assessment results on the averagescore for a quiz on the classical arguments for theism.Though they did not reach the target of 85%, they did reachan average of 79%, which is a pretty good average.(06/26/2018)

Exam - Course Test/Quiz - In orderto determine the extent to whichstudents are familiar with basicthemes/problems in metaphysicsand epistemology, a few questionson at least one exam exam willreflect a fundamental awareness ofat least two key theories covered inthe course. Examples might include:Hard determinism, idealisticmonism, rationalism, the mind-brainidentity theory, etc. (Active)

PHIL1_SLO_2 - Comapare approachesand attempted solutions to theseproblems from a variety ofphilosophical traditions.SLO Status: Active Reflection (CLICK ON ? FOR INSTRUCTIONS): When

compared to the midterm essay, students' final essaysdemonstrated considerable improvement with respect toaccurately capturing the essential features of philosophicaltexts. We are pleased with this result.

Enhancement: No enhancementseems needed at this time withrespect to this SLO, though we willof course monitor any changes infuture assessments. (01/14/2014)

Program Review Reporting Year: 2013-2014Target : Target MetOf 43 essays sampled, the median average score for thiscriterion was 3.6 (01/14/2014)

Other - To examine this SLO, anassessment was embedded intopaper assignments for the course.Among the various criteria on therubric for these assignments was arequirement for "substantiveaccuracy"--students were expectedto both accurately articulate the keycomponents of moral theories andaccurately apply them to a particular



Target for Success: A medianaverage of 3.25/4

philosophical problem. Performanceis assessed according to a rubricdistributed to students in advance,on a scale of 1-4 (with 4 representingexcellent performance).

Target for Success: An average scoreof 75% on the assignment

Other - In a graded format (either viaexams or a written submission),students will demonstrate afamiliarity with the key details of atleast two standard positions on acentral issue in metaphysics orepistemology.

PHIL1_SLO_3 - Defend an originalposition on at least one philosophicalissue.SLO Status: Active

Target for Success: A medianaverage of 3.25/4

Reflection (CLICK ON ? FOR INSTRUCTIONS): Whilestudents seem very capable in the arena of developingoriginal arguments, our data suggest that they struggle tomake these arguments coherent, and fare poorly inanticipating objections from opposing points of view.

Enhancement: In future iterationsof the course, a greater emphasiswill be placed on explicitlyanticipating objections toindividual opinions andarguments. This can easily beachieved during in-classdiscussions, where the instructorcan model the process ofanticipating objections.(01/14/2014)

Program Review Reporting Year: 2013-2014Target : Target Not Met43 essays were sampled. Of these, median scores for thethree criteria of original arguments were as follows:

Originality: 3.7/4Coherence: 3.14/4Anticipated Objection: 2.5/4 (01/14/2014)

Other - To examine this SLO, anassessment was embedded intopaper assignments for the course.Among the various criteria on therubric for these assignments was arequirement for an "originalargument"--students were expectedto construct a critical response to aphilosophical problem that would beassessed on the basis of originality,coherence, and the anticipation ofcritical objections.

Target for Success: The majority ofstudents will develop original,

Demonstration - In a graded format(either via in-class presentation or awritten submission), students willtake a position on a central issue inmetaphysics or epistemology, andwill defend this position with anoriginal argument.



cogent and persuasive arguments.

PHIL1_SLO_4 - Describe the relevanceof epistemological and metaphysicalproblems to contemporary popularconcerns.SLO Status: Active

Target for Success: A majority ofstudents should be able to articulateat least one one application of thecourse materials to ordinarydecisionmaking.

Reflection (CLICK ON ? FOR INSTRUCTIONS): While thetarget for this assessment was met, it remains our mostdifficult SLO to authentically assess. We feel that it is animportant learning outcome, but are not certain that it canbe effectively assessed in the manner of the other SLOs forthis course.

Enhancement: We will continue tosurvey students, in the hopes thathelpful suggestions for furtherenhancing this learning outcomewill emerge. (01/14/2014)

Program Review Reporting Year: 2013-2014Target : Target MetNarrative responses varied, but the majority of students(over 80%) explicitly articulated one point of relevancebetween the course materials and their own livedexperiences. (01/14/2014)

Survey - Students completed asurvey at the end of the course, inwhich they were asked about therelevance of course concepts andmaterials to ordinary decisionmaking situations.

Target for Success: To bedetermined by instructor

Survey - In a formal or informalsurvey, students will show that theycan identify at least one clearapplication of course concepts to anissue affecting their own lives


PHIL 14A:Indian Philosophy


PHIL14A_SLO_1 - Identify and assessthe central figures, questions andthemes of philosophy in Indiantraditions.


PHIL14A_SLO_2 - Assess and analyzearguments and approaches tophilosophical problems as found inIndian philosophical texts.


PHIL14A_SLO_3 - Articulate anddefend one's own stance on at leastone philosophical problem, figure ortheory from Indian traditions.


PHIL14A_SLO_4 - Exhibit anapplication of the concepts learned inthis class to one’s own existence inthe world.

Outcome Inactive Date: 04/07/2014SLO Status: Archived SLO Statement

PHIL14_SLO_5 - Identify at least onepoint of relevance betweentraditional Indian philosophy andone's own views/decisions in thecontemporary world.SLO Status: Active_Pending_Revision


PHIL 14B:Chinese Philosophy


PHIL14B_SLO_1 - Identify and assessthe central figures, questions andthemes of philosophy in Chinesetraditions.SLO Status: Archived SLO Statement

Target for Success: 75% satisfactoryresponses or higher.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I had a strongsense that most students accomplished this learningobjective. I think that this type of essay assignment isuseful in assessing this student learning outcome.

Enhancement: I think that in lightof this learning objective Iemphasized certain learningstrategies that I may not haveotherwise encouraged as strongly.For example, I reviewed conceptsmore frequently andcomprehensively. I emphasizedcomparative techniques andencouraged students to interrelatethe various figures and themesthat we studied.

I believe that this student learningoutcome is very important. I willthink of ways to boost myperformance in respect to thisobjective. (04/14/2014)

Program Review Reporting Year: 2011-2012Target : Target MetWhile the quality of the essays varied, I would have to saythat 95% of the students accomplished this objective.(04/14/2014)

Other - In order to assessstudents'understanding of classicalfigures and issues within Chinesephilosophy I closely scrutinized aparticular paper assignment in whichI asked students to provide adetailed explication of a theory fromChinese philosophy and to compareit to three other theories withinClassical Chinese philosophy.Students were scored primarily onaccuracy of explication,comprehension of concepts, writingability, and subtlety of comparison.

PHIL14B_SLO_2 - Assess and analyzearguments and approaches tophilosophical problems as found inChinese philosophical texts.SLO Status: Archived SLO Statement

Target for Success: 75% averageexam score or higher.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This outcomemight be enhanced by a different assessment tool.

Enhancement: I am consideringmaking this a paper topic ratherthan an essay question. By doingso I might be able to assess astudent more comprehensively.(04/14/2014)

Program Review Reporting Year: 2011-2012Target : Target MetAgain, the quality of the results varied, but on the whole Iwould have to say that at least 90 percent of the studentsdemonstrated success in regards to this outcome.(04/14/2014)

Exam - Course Test/Quiz - For thisstudent learning outcome I pickedone of the quintessential problemsfrom ancient Chinese philosophy,namely: How to become a virtuousperson (like the "Sage Kings")?Embedded in an essay test format, Ihad students answer this questionform the point of view of severalancient Chinese philosophers.

PHIL14B_SLO_3 - Articulate anddefend one's own stance on at leastone philosophical problem, figure ortheory from Chinese traditions.SLO Status: Archived SLO Statement

Enhancement: I was happy withthis SLO. No recommendations atthis time. (04/14/2014)

Program Review Reporting Year: 2011-2012Target : Target MetI would have to say that at least 96 percent of the studentssucceeded and nearly 85 percent exceeded myexpectations. (04/14/2014)

Other - Within the context of apaper assignment I asked studentsto adumbrate the fundamentaltenants of Yangism as described bytraditional scholars and as described



Target for Success: 75% or higheraverage paper grade.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I believe thatthis was one of the most successful student learningoutcomes in my class.

by Professor Baiamonte. I askedstudents to defend an interpretationof Yangism using textual evidence.Many students argued thatProfessor Baiamonte's untraditionalview was more in sink with textualevidence while other studentsargued that Professor Baiamonteoverlooked or deemphasized certainkey passages. Yet still, otherstudents proffered an interpretationthat was either different fromBaiamonte and the tradition orreconciled the seeming tensionsbetween them.

PHIL14B_SLO_4 - Exhibit anapplication of the concepts learned inthis class to one’s own existence inthe world.SLO Status: Archived SLO Statement

Reflection (CLICK ON ? FOR INSTRUCTIONS): I would likeour department to rethink this SLO.

Enhancement: In accordance withother philosophy departmentSLOs, the faculty agreed to alterthis as follows: "Demonstrate theability to apply the conceptslearned in this class to one's ownexistence in the world."(04/14/2014)

Program Review Reporting Year: 2011-2012Target : Target Not MetI don't think this SLO is assessable. (04/14/2014)

Other - I am not sure if I had a goodassessment tool for this learningoutcome. I am not sure what thisoutcome means. If I am tounderstand it as an assessment ofhow students used concepts fromclassical Chinese philosophy in theireveryday life, then I think this is notassessable and that the SLO needs tobe rewritten. If it means that I am toassess how students used a conceptfrom Chinese philosophy in regardsto their personal life, then this isassessable (but perhaps none of mybusiness). I feel uncomfortable withthis SLO.


PHIL 14C:Japanese Philosophy


PHIL14C_SLO_1 - Identify and assessthe central figures, questions andthemes of philosophy in Japanesetraditions.


PHIL14C_SLO_2 - Assess and analyzearguments and approaches tophilosophical problems as found inJapanese philosophical texts.


PHIL14C_SLO_3 - Articulate anddefend one's own stance on at leastone philosophical problem, figure ortheory from Japanese traditions.


PHIL14C_SLO_4 - Exhibit anapplication of the concepts learned inthis class to one’s own existence inthe world.


PHIL14V_SLO_5 - Identify at least onepoint of relevance betweentraditional Japanese philosophy andone's own views / decisions in thecontemporary world.

SLO Status: Archived SLO StatementOutcome Creation Date: 02/10/2018


PHIL 2:Social and Political Philosophy


PHIL2_SLO_1 - Identify and analyzethe philosophical problems pertainingto social and political philosophy.SLO Status: Active

Target for Success: 75% of studentsshould correctly answer thesequestions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I was satisfiedthat all the students were had a satisfactory understandingof all the ethical terms I asked them to explain. For thosewho did not perform satisfactorily on the quiz I had themretake it until they succeeded. The next time I teachPhilosophy 2 I will spend more time breaking the studentsup into small groups and going over the questions togetherand then having each of them do a brief oral presentationto the class on two of the concepts I want them to learn. Ithink this will yield better results.

Program Review Reporting Year: 2017-2018Target : Target MetI gave a quiz asking the students to briefly explain the fourmain branches of ethics: descriptive ethics,,,,,,,, metaethicsnormative ethics and applied ethics and to give an exampleof each. The second question was to explain the meaningsof virtue ethics deontological ethical ethics consequentialistethics and divine command theory ethics and give anexample of each. The third question was to explain thefollowing terms and give an example of each: moralrelativism and moral absolutism. (07/04/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The target forsuccess was not achieved for this particular quiz. I will haveto determine if my lectures were sufficient in preparingstudents for the quiz, if the quiz was too difficult, or simplyif the students were not paying close attention to mylectures.

Program Review Reporting Year: 2017-2018Target : Target Not MetA quiz consisting of 10 questions was used to assess thedata. Target for success: if at least 75% of students passedthis quiz with a score of 70% or higher. Out of 41 students,28 students (67% of total students) met the target forsuccess. Therefore, the target of success was not achieved.(06/01/2018)

Enhancement: The next iterationof this course (especially the next

Program Review Reporting Year: 2012-2013Target : Target Not Met

Exam - Course Test/Quiz - Specificexam questions will be selected thatshow students recognize basicconcepts in social/politicalphilsophy.



Reflection (CLICK ON ? FOR INSTRUCTIONS): The sectionsampled for assessment differs slightly from ordinarysections, in that it is part of De Anza's First Year Experienceprogram. Students in this program, on the whole, tend toface obstacles to academic achievement that are greaterthan found in the student population at large. This mayaffect the data we collected. Still, we were disappointed tosee that our target for the section was not met.

FYE iteration) will feature agreater emphasis on identifyingkey concepts from coursereadings. We may also change thepace of the reading schedule toallow students an opportunity toengage with readings more slowly.(01/15/2014)

71% of students correctly answered the selected questions(up from 65% correct responses for relevantly similarquestions from the midterm exam) (01/15/2014)

PHIL2_SLO_2 - Analyze and assesssolutions to these problems frommultiple philosophical positions.


SLO Status: Active

Outcome Creation Date: 04/27/2012Target for Success: An average scoreof 75% for the assignment

Reflection (CLICK ON ? FOR INSTRUCTIONS): I was satisfiedwith the overall results. About 80 percent succeeded onpassing the written assignment on the first try; theremaining 20 percent succeeded in passing the assignmenton the second try. The next time I teach Philosophy 2 I willbreak the students up into small groups so they can go overthese questions together. I think that will help them tolearn the material better.

Program Review Reporting Year: 2017-2018Target : Target MetI had the students explain various positions on whatconstitutes a just society. The positions I had them explainwere: utilitarianism, libertarianism, communitarianism,Rawls' view of justice as fairness, Shaw's view of socialism,and communism, and, finally, a Kantian view on justice. Iwanted to see if the students had a good grasp of thesedifferent views on justice. (07/04/2018)

Enhancement: This assessmentshows that even though the targetwas met, the average percentageshows that the quality of writtenexpression to "show that they arefamiliar with the details ofstandard positions pertaining to atleast one central issue in politicalor social philosophy" can beimproved. One such method is tospend more time in the classroom

Program Review Reporting Year: 2017-2018Target : Target MetTerm paper grades are used to assess students ability to"show that they are familiar with the details of standardpositions pertaining to at least one central issue in politicalor social philosophy." Success will be determined if theaverage term paper score is 75% or higher.

Data SummaryTotal students turning in term paper: 41Average percent of term papers: 80%

Other - In a graded format (either viaan exam or written submission),students will show that they arefamiliar with the details of standardpositions pertaining to at least onecentral issue in political or socialphilosophy.



Reflection (CLICK ON ? FOR INSTRUCTIONS): An averageterm paper percentage of 80% among 41 students showsthat students "are familiar with the details of standardpositions pertaining to at least one central issue in politicalor social philosophy". One of the grading criteria was toadequately present the author's position on the topic.

to discuss ways for students toachieve this in addition toproviding exercises or assignmentsto hone student's skills.(04/23/2018)

(04/23/2018)

PHIL2_SLO_3 - Articulate and defendyour own position on at least oneissue in social and politicalphilosophy.SLO Status: Active

Target for Success: The majority ofstudents will construct coherent,original and persuasive arguments Reflection (CLICK ON ? FOR INSTRUCTIONS): Most of the

students (over 80 percent) answered the question to mysatisfaction. The ones didn't rewrote their essay and metthe required standard. The next time I give this assignmentI will break the students up into small groups so they cantalk about the questions before actually writing their essay.I will also have them deliver an oral presentation to theclass. Overall, I was happy with the results.

Program Review Reporting Year: 2017-2018Target : Target MetStudents were asked to take a position (in a short essay) oneither 1) Is torture every justified? or 2) Is affirmative actionfair?--and to defend their position using one of the fourfollowing approaches: 1) libertarianism , 2) utilitarianism,3) virtue ethics, or 4) Kantian deontological ethics.(07/08/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The majorityof students were able to meet the target goal of at least a

Program Review Reporting Year: 2017-2018Target : Target MetA term paper of at least 3-pages in length was assigned aspart of the course requirements, which required a personalthesis, research of at least 1 book and 1 journal article, andto be written in standard term paper format using MLA orAPA style. Grading was partially based on the presentationof a personal thesis and arguments in favor or against thethesis.

39/41 students turned in a term paper95% of students received a passing grade of 70% or higherAverage term paper percentage was 80% (or B-)(05/07/2018)

Other - Via an in class presentationor essay assignment, students willasked to take a position on an issuein social/political philosophy anddefend this position with an originalargument



70% on their term paper. As the result of my term paperguidelines including writing a term paper proposal and alsotwo follow up meetings with students to discuss theprogress of their term paper, the average student score wasB-.

PHIL2_SLO_4 - Demonstrate anapplication of these tools to one’sown actions and decisions.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Most of thestudents wrote essays that demonstrated that they had agood grasp of Freud's notion of illusion and they were ableto show this by applying it to something they wereinterested in their own life. The next time I teach thecourse I will break the class up into small groups so they candiscuss these issues among themselves before writing theiressay and I will also have them give a short oralpresentation to the class on their own particular topic.Overall, I was satisfied with the results.

Program Review Reporting Year: 2017-2018Target : Target MetThe assignment was to apply some idea from Freud's TheFuture of an Illusion to an issue which concerns them intheir own lives. The issue was to be related to eitherreligion, science, art, sexual relations, or politics--all ofwhich, Freud says, are vulnerable to some form of illusion.The assignment was to take the form of an 3-4 page essay.(07/08/2018)

Program Review Reporting Year: 2017-2018Target : Target MetDuring a discussion of ethics in "Social and PoliticalPhilosophy", two ethical dilemmas asked to each studentare:1. What would you do if you found $10,000 and it was froma bank robbery?2. What would you do if you found a missing wallet with$500, credits cards, and the driver's license if the owner?

The majority of students responded that they would keepthe $10,000 because most students felt that the banks donot deserve this money back due to their greed or that theyare covered by insurance.

Demonstration - Via a formal orinformal survey, students willidentify at least once clearapplication of course concepts to anissue directly affecting their ownlives



Reflection (CLICK ON ? FOR INSTRUCTIONS): Thesequestions were opinion based to apply course concepts intotheir daily lives. Therefore, as long as a response wasreceived, then the target was met.

The majority of students responded that they would notkeep the wallet and its contents because they felt that theycan relate to the owner of the missing wallet. (05/09/2018)


PHIL 20A:History of Western Philosophy: Ancient Greece


PHIL20A_SLO_1 - Identify and assessthe central figures, questions andthemes of ancient philosophy in thewestern tradition.SLO Status: Active

Target for Success: An average quizscore of B- or higher

Reflection (CLICK ON ? FOR INSTRUCTIONS): This data tellsme that students are achieving success in regards to thisoutcome.

Program Review Reporting Year: 2017-2018Target : Target MetStudents were able to correctly identify key figures withinGreek philosophy with an accuracy of 95%. (03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Somestudents had some difficulty keeping track of thephilosophers and their theses. Overall I would say that thisoutcome was achieve but that improvement is in order.

Enhancement: To enhancestudent understanding of ancientfigures and theories, it may be agood idea to spend more timelooking at applications of thesetheories to modern issues (whenapplicable). Applications alreadyare a major feature of the course,but I suspect that discussionscould more explicitly address therole that these theories play incontemporary society.(04/13/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThe average was a solid B for the quiz component of thecourse. (04/13/2014)

Exam - Course Test/Quiz - In orderto determine the extent to whichstudents were familiar with basicfigures, questions, themes/problemsin Ancient philosophy, I gave aboutfour quizzes throughout the quarter.Such quizzes involved identificationof the central theses and argumentsof philosophers such as Thales,Plato, Aristotle, Epicurus, andEpictetus.

PHIL20A_SLO_2 - Assess and analyzearguments and approaches tophilosophical problems as found inancient philosophical texts.SLO Status: Active

Target for Success: An average essayscore of B- or higher.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students weresuccessful in regards to this outcome.

Program Review Reporting Year: 2017-2018Target : Target MetStudents wrote papers analyzing several figures fromancient philosophy, and some positions from more recentwork. Success was 95% (03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): I think thatstudents had an easy time relating to the issue and applyingconcepts and theories involving censorship to their lives.

I deem this exercise quite effective and the results very

Enhancement: I think that smallgroup discussions could be veryuseful as so many students comefrom such diverse backgrounds.(04/13/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThe scores for this outcome were quite good. The averagepaper score was B+. (04/13/2014)

Other - To examine this SLO, I askedthe students to read a book by AzarNafisi called Reading Lolita inTehran. Students were asked tocompare Nafisi’s analysis ofcontemporary Tehran with that ofPlato’s ideal society. Nafisi makesmany explicit comparisons betweenPlato’s censorship program andTehran’s censorship by religiousauthorities.



encouraging.

PHIL20A_SLO_3 - Articulate anddefend one's own stance on at leastone ancient philosophical problem,figure or theory.SLO Status: Active

Target for Success: An averagerubric score of 3.5 or higher.


Program Review Reporting Year: 2017-2018Target : Target MetStudents analyzed a figure or problem from ancientphilosophy with a rate of 95% success. Very few studentsreceived a grade lower than a C. (03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): I believe thatextensive comments given to students on their papers is avaluble too that will lead to a positive improvement in thestatistics.

Enhancement: The Kind ofextensive comments needed tobring about these kinds ofimprovements requires a greatdeal of the instructor’s time andfocus. Large sections (in this case,60+ students) make this extremelytaxing. (04/13/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThe scores for this criterion were tracked independently ofthe paper grades themselves, yielding good results: In thefirst paper, the average score was 3.5/5, which improved to4/5 by the end of the course. (04/13/2014)

Other - To examine this SLO, anassessment was embedded intopaper assignments for the course.Among the various criteria on therubric for these assignments was arequirement for an ‘originalargument’—students were expectedto construct a critical response to aphilosophical problem that would beassessed on the basis of originality,coherence, and the anticipation ofcritical objections.

PHIL20A_SLO_4 - Exhibit anapplication of the concepts learned inthis class to one’s own existence inthe world.SLO Status: Active

Target for Success: I hope to seethat student responses, on thewhole, are thoughtful and pertinentto the aims of the assignment


Program Review Reporting Year: 2017-2018Target : Target MetStudents exhibited an application of the concepts to one'sown existence in 99% of the cases. (03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): None at thistime.

Enhancement: None at this time.(04/13/2014)

Program Review Reporting Year: 2013-2014Target : Target MetWhile this portion of the SLO was not strictly graded orscored, the answers given were very thoughtful andencouraging. (04/13/2014)

Other - To meet this SLO, Iembedded a question into a paperassignment that was designed to seeif the ideas of the key figures studiedin class had any impact upon theirpersonal views of happiness and thegood life. They could have talkedabout, for example, the role ofvirtue, wisdom, tolerance, justice,anxiety, love, community, orfriendship in the good life.


PHIL 20B:History of Western Philosophy: 1400 - 1800


PHIL20B_SLO_1 - Identify and assessthe central figures, questions andthemes of early modern philosophy inthe western tradition.SLO Status: Active Target for Success: 80%

Reflection (CLICK ON ? FOR INSTRUCTIONS): This goal waseasily met by this class.

Program Review Reporting Year: 2017-2018Target : Target MetStudents wrote essays on Jean-Jacques Rousseau, ThomasHobbes, David Hume, Mary Wollstonecraft, and ImmanuelKant. 100% of the submitted met the minimum goal. Manywere exceptional. (01/31/2019)

Exam - Course Test/Quiz - In-classessay exam involving the analysisand assessment of the arguments ofa central early modern philosopher.

PHIL20B_SLO_2 - Assess and analyzearguments and approaches tophilosophical problems as found inearly modern philosophical texts.SLO Status: Active Target for Success: 80%

Reflection (CLICK ON ? FOR INSTRUCTIONS): This goal wasmet successfully. The students all demonstrated theirunderstanding of the problems and arguments that werestudied. The only thing to work on for this class isincreasing enrollment.



PHIL20B_SLO_3 - Articulate anddefend one's own stance on at leastone early modern philosophicalproblem, figure or theory.SLO Status: Active Target for Success: 80%

Reflection (CLICK ON ? FOR INSTRUCTIONS): This was anexcellent class, and all of the assignments demonstratedthe students who took it met the SLO. The object to workon in the future is increasing enrollment in the class.



PHIL20B_SLO_4 - Exhibit anapplication of the concepts learned inthis class to one’s own existence inthe world.SLO Status: Active

Reflection (CLICK ON ? FOR INSTRUCTIONS): While this

Program Review Reporting Year: 2017-2018Target : Target Met90 % of students showed that they understood a centralconcept, and were able to apply it to their lives.(01/31/2019)

Presentation/Performance -In-class discussion of how theconcepts of an early modernphilosopher apply to the existence ofpersons in the world today.



Target for Success: 80% target was met successfully, we should still aim to improvethe quality of participation and also to find ways togenerate more participation from quieter students.


PHIL 20C:History of Western Philosophy: 1800 - the Present


PHIL20C_SLO_1 - Identify and assessthe central figures, questions andthemes of 19th and 20th centuryphilosophy in the western tradition.


Reflection (CLICK ON ? FOR INSTRUCTIONS): 90% ofstudents were able to complete the assignmentsuccessfully. I was impressed with the quality and richnessof the majority of the essays I received. The only problemfaced with this class was a high attrition rate, which meantthat the number of students completing the assignmentwas fewer than is ideal.

Enhancement: More attentionshould be paid to students whoseattendance and participation arepoor. This may help to increasethe number of studentscompleting the assignment.(12/13/2018)

Program Review Reporting Year: 2016-2017Target : Target MetStudents completed an in-class essay requiring them toexplain and evaluate a central argument in the work ofphilosophers studied during the term. (12/13/2018)


PHIL20C_SLO_2 - Assess and analyzearguments and approaches tophilosophical problems as found in19th and 20th century philosophicaltexts.


Target for Success: 80%Reflection (CLICK ON ? FOR INSTRUCTIONS): Theperformance of the students in the class was excellent.However, the class had a very small enrollment. The aim inthe future is to continue this level of success with morestudents.

Program Review Reporting Year: 2016-2017Target : Target MetStudents wrote essays on Hegel, Schopenhauer,Kierkegaard or Edith Stein. 90% of the essays received apassing grade. Many grades were higher. (01/31/2019)


PHIL20C_SLO_3 - Articulate anddefend one's own stance on at leastone 19th and 20th centuryphilosophical problem, figure ortheory.


Reflection (CLICK ON ? FOR INSTRUCTIONS): Theperformance of the students in the class was excellent.However, the class had a very small enrollment. The aim inthe future is to continue this level of success with morestudents.

Program Review Reporting Year: 2016-2017Target : Target Met90% of students received a B or higher on the exam.(01/31/2019)


PHIL20C_SLO_4 - Exhibit anapplication of the concepts learned inthis class to one’s own existence inthe world.

Program Review Reporting Year: 2016-2017Target : Target Met85% of students were able to articulate the relevance of anidea studied in one of the course texts to their experience

Exam - Course Test/Quiz - In-classdiscussion of how the concepts of anearly modern philosopher apply tothe existence of persons in the world




Reflection (CLICK ON ? FOR INSTRUCTIONS): Most studentsproved able to do this. More work needs to be done todevelop methods that encourage quieter students toparticipate in discussions more actively.

of the world. These applications took various forms, andshowed serious engagement with the ideas studied.(01/31/2019)

today.


PHIL 24:Philosophy of Religion


PHIL24_SLO_1 - Identify and analyzethe philosophical problems pertainingto religion.


Target for Success: An average examscore of 75%

Reflection (CLICK ON ? FOR INSTRUCTIONS): On average,students who came to office hours seemed to do muchbetter than those who did not.

Program Review Reporting Year: 2016-2017Target : Target MetEssay exam questions resulted in an average score of 82%.(06/26/2018)

Exam - Course Test/Quiz - Via aformal or informal examination,students will demonstrate afamiliarity with at least three centralissues in the philosophy of religion.

PHIL24_SLO_2 - Analyze and assesssolutions to these problems from avariety of religious and philosophicaltraditions.


Target for Success: An average scoreof 75%

Reflection (CLICK ON ? FOR INSTRUCTIONS): On average,students who attended office hours scored better thanthose who did not.

Program Review Reporting Year: 2016-2017Target : Target MetStudents scored an average of 77%. (06/26/2018)

Other - In a graded format (either viawritten submissions or an in-classexams), students will assessstandard argumentative positionswith respect to at least one centralissue in the philosophy of religion.

PHIL24_SLO_3 - Articulate anddefend your own position on at leastone issue related to the philosophy ofreligion.


Target for Success: An average scoreof 75%

Reflection (CLICK ON ? FOR INSTRUCTIONS): On average,students who attended office hours scored better thanstudents who did not.

Program Review Reporting Year: 2016-2017Target : Target MetStudents scored an average of 84%. (06/26/2018)

Other - In a graded format (either viaan in-class presentation, discussion,or written submission), students willdevelop an original argument infavor of a position on a central issuein the philosophy of religion.

PHIL24_SLO_4 - Exhibit an applicationof the concepts learned in this classto one’s own existence in the world.


Target for Success: As determinedby the instructor

Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentsprovided unique and interesting perspectives on thissubjective question. Most were thoughtful.

Program Review Reporting Year: 2016-2017Target : Target MetStudents scored an average of 85% (06/26/2018)

Other - Via an informal or formalsurvey, students will successfullyidentify at least one application ofcourse concepts in their own lives.


PHIL 3:Critical Thinking and Writing


PHIL3_SLO_1 - Identify and analyze avariety of rhetorical andargumentative techniques.SLO Status: Active

Target for Success: An average scoreof 3/5 or higher


Program Review Reporting Year: 2017-2018Target : Target MetBy the end of the term 90% of the students could identifyrhetorical and argumentative techniques with a great dealof accuracy. (03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The outcomeseems to reflect my initial intuitions—namely that studentshave an easier time recognizing patterns of rhetoric thanmore complex patterns within the argument of a text.Overall, the data collected suggests that the SLO was metfor the section—though there is absolutely room forimprovement.

Enhancement: To enhancestudent understanding ofargumentative techniques andrhetorical structures within thetext, I will spend more time inclass going over the parts ofarguments and the ways in whichpremises support (or fail tosupport) a conclusion. In so doing,my hope is that a morecomprehensive understanding ofthe techniques will arise.(04/13/2014)

Program Review Reporting Year: 2012-2013Target : Target MetThe average score on the first essay was 4 of 5. The averagescore on the second question was 3.5 of 5. I aimed for atarget of 3 or higher. Thus, the SLO seems to have beenaccomplished. (04/13/2014)

Exam - Course Test/Quiz - In orderto determine the extent to whichstudents were familiar withrhetorical and argumentativetechniques, I examined various shortanswers / essays from an exam.Students were asked to identifypatterns of rhetoric and types ofargumentative techniques.

PHIL3_SLO_2 - Analyze and assess avariety of rhetorical andargumentative texts.SLO Status: Active

Target for Success: An average scoreof 3/5 or higher.


Program Review Reporting Year: 2017-2018Target : Target MetStudents were successful at least 86% of the time.(03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Somestudents had trouble following long and complexarguments, or arguments on abstract topics/concepts.Others had trouble following arguments that used unusualtechniques. Most notably, some students who had notrouble identifying techniques and patterns in exercises

Enhancement: Substantialimprovement could be obtainedby studying more examples andmoving through the material moreslowly. In the future I will workstowards building students’ skill setand knowledge of arguments asthey occur in texts. I will worktowards integrating analysis in

Program Review Reporting Year: 2012-2013Target : Target MetThe overall quality of the papers was good. I would suggestan average of 3 of 5. (04/13/2014)

Other - In order to determine theextent to which students werefamiliar with rhetorical andargumentative techniques in texts, Iexamined two student papers. Thefirst paper involved an analysis ofarguments related to whether or nothuman nature is good or evil by wayof looking closely at the primary textof two authors. In the second paper Ihad students identify rhetoricalmaterial contained in the writing ofthree authors.



struggled to do so within the context of a text. While thedata suggests that the SLO was within target, I believe thatsubstantial improvement is possible.

examples to analysis in texts.(04/13/2014)Enhancement: Substantialimprovement could be obtainedby studying more examples andmoving through the material moreslowly. In the future I will workstowards building students’ skill setand knowledge of arguments asthey occur in texts. I will worktowards integrating analysis inexamples to analysis in texts.(04/13/2014)

PHIL3_SLO_3 - Develop your owncomplex arguments.SLO Status: Active Target for Success: An average score

of 3/5 or higher.Reflection (CLICK ON ? FOR INSTRUCTIONS): Students weresuccessful in regards to this outcome, but improvement isneeded.

Program Review Reporting Year: 2017-2018Target : Target MetStudents formulated their own positions in papers. Successwas roughly 80%. (03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): This was quiteencouraging as almost all students demonstrate the abilityto put forward a thesis and defend it with evidence (orpremises). The scores were very high for this SLO. The goalwas reached and my confidence in students learning how toput forward arguments was quite positive.

Enhancement: Informal studentsurveys suggest that the extensivecomments given on their paperswas the most significant factorcontributing to their developmentin analyzing arguments. I intend tocontinue with this practice infuture sections. (04/13/2014)

Program Review Reporting Year: 2012-2013Target : Target MetI would suggest 4.5 / 5 on this SLO. (04/13/2014)

Other - To examine this SLO, I lookedat each student’s final paper.

PHIL3_SLO_4 - Demonstrate anapplication of these tools to one’sown actions and decisions.SLO Status: Active

Target for Success: An average scoreof 3/5 or higher.


Program Review Reporting Year: 2017-2018Target : Target MetIn their final papers, students developed their own thesisand engaged in personal reflection. Success was 92%(03/30/2018)

Enhancement: Not Sure. IProgram Review Reporting Year: 2012-2013

Other - I examined the finalargumentative paper in whichstudents developed their own thesisand arguments about personalreflection and avoiding evil



Reflection (CLICK ON ? FOR INSTRUCTIONS): I am confusedas to the meaning of this SLO in this context. This SLO isvery difficult to assess. I would suggest removing it fromthis set of SLO’s. However, if the SLO means that thestudent made an argument that pertains to human living,or one’s personal behavior, beliefs, or conventions, then itcould possibly be assessed.

recommend dropping this SLO orrewording it. (04/13/2014)

Target : Target MetI would suggest that 4.5/5 was the average studentsachievement for this goal (04/13/2014)


PHIL 30:Introduction to Existentialism


PHIL30 SLO 1 - Identify and assess thecentral figures, questions and themesof existential philosophy


SLO Status: Active


Target for Success: An average gradeof B- or higher.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This tells methat students met the target for this outcome.

Program Review Reporting Year: 2015-2016Target : Target MetStudents wrote papers on figures like Sartre, Camus,Schopenhauer, etc. Students achieved success 90% of thetime. Most papers were excellent. (03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): I was not onlyhappy with the performance of my students on this paper, Iwas thrilled. The statics may be unusually high for thisparticular section of PHIL 30 as the class contained my beststudents, honors students, and very serious adult learns /life-long learners.

Enhancement: I am not sure howthis outcome could have beenenhanced, as I was overjoyed,excited, and very pleased with thisSLO outcome. I think that in thefuture, as I teach more sections ofthis class I will discover a broaderrange of success and, thus,exploring enhancements will benecessary. (04/14/2014)

Program Review Reporting Year: 2011-2012Target : Target MetThe average was a solid A- for the papers. (04/14/2014)

In order to determine the extent towhich students were familiar withbasic figures, questions,themes/problems in existentialism, Icomposed a paper assignment inwhich students were given theopportunity to explore a keyexistential theme, such as “anxiety,”“alienation,” “meaninglessness,”“absurdity,” and “despair.” Studentswere asked to identify the theses ofat least two authors on the subjectand to explicate each figure’s view.Lastly, students were asked toengage the philosophical question /theme / or topic underconsideration.

PHIL30 SLO 2 - Analyze and evaluateexistential concepts / questions /issues and themes from a variety oftraditions.


SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): This tells methat students met the target for this outcome.

Program Review Reporting Year: 2015-2016Target : Target MetStudents really enjoyed this assignment and wrote excellentpapers. Success was achieved 80% of the time.(03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Once again,the results were fantastic. It is not every day that aprofessor learns so much from reading a batch of studentpapers. I feel, however, that I learned from my studentsand that they learned how two very different cultures share

Enhancement: Perhaps in futurecourses I can find ways forstudents to engage in amultiplicity of cross-culturestudies. (04/14/2014)

Program Review Reporting Year: 2011-2012Target : Target MetI would give this assessment a 5/5 as every student thatturned in the assignment wrote a wonderful essay.(04/14/2014)

Other - To examine this SLO, a paperassignment was given that askedstudents to explore Japaneseexistentialism, particularly amasterwork by Akira Kurosawa,“Ikiru” (“To Live”). This film is aJapanese appropriation of LeoTolstoy’s novella The Death of IvanIlych. This assignment is veryimportant, in my opinion, because itallows a Western audience to seehow a Japanese existentialistexplored key issues involving“death,” “meaning,” “self-reflection,” and so forth. The paperassignment involved analyzing thedifferences between the two



Target for Success: An average gradeof B- or higher.

a core humanity and, thus, a core set of existentialquestions.

traditions and the causes or roots ofeach culture’s response to “the crisisof modernity.” Tolstoy turned to theChristian religion and what he called“irrational knowledge.” Kurosawahas the main character in his filmturn towards deep self-understanding, self-analysis, honor,culture, and creative self-expression.

PHIL30 SLO 3 - Articulate and defenda personal stance on at least one ofthese questions and/or traditions.


SLO Status: Active


Target for Success: I want to see thatthe majority of students cansuccessfully develop an originalposition in their papers. Reflection (CLICK ON ? FOR INSTRUCTIONS): This tells me

that I need to help students to identify their own positionsand articulate them with arguments.

Enhancement: For anenhancement, I propose to spendmore time on arguments anddiscussing the importance offorming one's own position. I willuse different techniques to helpstudents, such as thoughtexperiments that help themidentify their intuitions.(03/30/2018)

Program Review Reporting Year: 2015-2016Target : Target Not MetIn respect to developing a personal stance, about 60% ofthe students were able to do so. Many students repeatedclass notes, showing a lack of originality. Some studentswere able to defend a thesis using arguments that wentbeyond the ones stated in the text or in class. (03/30/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Norecommendations at this time.

Enhancement: Norecommendations at this time.(04/14/2014)

Program Review Reporting Year: 2011-2012Target : Target MetIt was very apparent to me that every student whocompleted the course (--only about 4 dropped ordisappeared--) was able to articulate and defend a personalposition. (04/14/2014)

Other - To examine this SLO, I lookedat the totality of writing assignmentsgiven to students in the course (4papers).

PHIL30 SLO 4 - Formulate anapplication of this discourse to one’sown personal decision making.


SLO Status: Active


Target for Success: I hope to seethoughtful responses to theassignment.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentsidentified and learned from the figures studied.

Program Review Reporting Year: 2015-2016Target : Target MetStudents identified with some philosophical concepts atleast 95% of the time. Papers showed (or seemed to show)that the class mattered to their lives. (03/30/2018)

Enhancement: NoProgram Review Reporting Year: 2011-2012

Other - To assess this SLO I askedstudents to submit an ungraded 1-2page analysis of how the classimpacted their personal life.



Reflection (CLICK ON ? FOR INSTRUCTIONS): All studentsthat submitted the ungraded assignment supplied veryinteresting answers about how the authors, novels, andfilms impacted their lives.

recommendations for this SLO.(04/14/2014)

Target : Target MetSome students professed an altered perspective onreligious faith. Others professed a new or alteredunderstanding of “Modernism,” and the challenges offinding meaning in a secular world. (04/14/2014)


PHIL 4:Critical Thinking


PHIL4_SLO_1 - Identify and analyze avariety of rhetorical andargumentative techniquesSLO Status: Active

Target for Success: An average scoreof 75% Reflection (CLICK ON ? FOR INSTRUCTIONS): These results

confirmed the instructor's suspicion that students had aworking understanding of persuasive techniques, but thattheir ability to describe the functions of these techniquescould improve significantly. Results indicate that the SLOwas met satisfactorily, but further improvement is certainlyappropriate here.

Enhancement: Future iterations ofthe course will focus morecarefully on identifying persuasivetechniques in lengthy media (newsreports, textual passages,speeches). The section assessedhere focused primarily on briefpersuasive passages, which maynot be as effective in cultivatingstudent understanding.

This course is taught morefrequently than any other in thedepartment, and is unfortunatelyoffered in classrooms featuringinconsistent technologicalcapabilities. Multimediaargumentative assessment is easyto facilitate in 'smart classrooms',but more difficult in lesser-equipped rooms (such as L28). Theinstructor continues to develop'work around' strategies to dealwith this, but installing a mediacabinet in L28 would helpsignificantly here. (03/09/2012)

Program Review Reporting Year: 2009-2010Target : Target MetSection 04.02 exhibited an average score of 11.4/15 on thisportion of the exam, while section 04.03 exhibited anaverage score of 12.7/15. These results confirmed theinstructor's suspicion that students had a workingunderstanding of persuasive techniques, but that theirability to describe the functions of these techniques couldimprove significantly. Results indicate that the SLO was metsatisfactorily, but further improvement is certainlyappropriate here. (05/14/2010)

Exam - Course Test/Quiz - At leastone course exam will feature asection in which students are askedto identify rhetorical devices, logicalfallacies, and deductive argumentswithin a written passage. Studentswill be evaluated according to theirability to both identify and explainthe function of persuasivetechniques.

PHIL4_SLO_2 - Analyze and assess avariety of rhetorical andargumentative textsSLO Status: Active

Reflection (CLICK ON ? FOR INSTRUCTIONS): These datasuggest that students were able to recognize rhetoric muchmore easily than they were able to recognize formalvalidity. Student performance can--and should--be

Enhancement: Formal reasoningwill be approached differently infuture sections of the course. Theinstructor suspects that this kindof reasoning differs considerablyfrom the kind of 'critical thinking'to which students are accustomed,and intends to experiment withdifferent methods of introducingvalidity.

Program Review Reporting Year: 2009-2010Target : Target MetFor the 'rhetoric' portion, students exhibited an averagescore of 21/25 across both sections. For the 'validity'portion, students exhibited an average score of 17.5/25across both sections (05/14/2010)

Exam - Course Test/Quiz - At leastone course exam will feature asection in which students are askedto distinguish cogent argumentsfrom those that are not. This mayinvolve recognizing arguments thatrest solely upon rhetoric (i.e.providing no truth-conducivereasons for belief), or deductivearguments that are formally invalid.



Target for Success: An average scoreof 75% improved for this second criterion in future sections of the

course. Overall, however, results were satisfactory here.

(03/09/2012)

PHIL4_SLO_3 - Develop your owncomplex argumentsSLO Status: Active

Target for Success: Cogentargumentative contribution to classdiscussion and/or writtenassignments from at least 80% ofsection participants.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thesemethods provided a general sense that students improvedin their ability to develop original arguments throughoutthe course.

Enhancement: Future sections ofthe course will alter the 'bottledwater' assignment to include adetailed rubric, according to whichstudent arguments will beassessed on the criteria oforiginality, coherence, andsusceptibility to critical objections.This will facilitate the collection ofdata to better measure the SLO.(03/09/2012)

Program Review Reporting Year: 2009-2010Target : Target MetUnfortunately, it was difficult to collect much in the way ofdata here. (05/14/2010)

Comments/Notes: Instructor maywish to further explain evaluativecriteria in assessment data summary.

Presentation/Performance -Students will defend a propositionalthesis either in a written assignmentor during in-class debate. These willbe evaluated according to

PHIL4_SLO_4 - Demonstrate anapplication of these tools to one'sown actions and decisionsSLO Status: Active

Target for Success: All students willbe able to successfully identify atleast one such point of relevance.

Reflection (CLICK ON ? FOR INSTRUCTIONS): It's a verypowerful and informative activity, and I enjoy assigning and

Program Review Reporting Year: 2017-2018Target : Target MetAmong the multiple assignments in my course that addressand prepare students for the practical application of cogentreasoning to everyday life circumstances, one consists ofstudents identifying a relatively meaningful andconsequential life decision they are either preparing tomake or have made. They are then to first, put theargument/decision into standard form (i.e., identifypremises and conclusion); second, evaluate theargument/decision by applying the criteria for cogentreasoning; and, finally, discuss what they learned in theprocess and how they acted and felt as a result of it.It is a required assignment, and invariably students claimthat they benefited greatly from the exercise andexperience, it either altered what they would haveotherwise done, or fortified their commitment to what theyhad initially intended. (06/21/2018)

Survey - Via a section survey (eitherformal or informal), students will beasked to specifically identify therelevance of a course concept to apersonal decision or course ofaction.



assessing it. As an instructor, it's nice to observe studentsconcretely applying and benefiting from the coursematerial, material with which they were unfamiliar andhence would not otherwise utilize.


PHIL 49:Women and Philosophy


PHIL49_SLO_1 - Identify and analyzeissues relating to women andphilosophy.


Target for Success: 80% Reflection (CLICK ON ? FOR INSTRUCTIONS): Manystudents did well, though work should be done to improvestudent performance. Perhaps more small, preparatoryassignments to get them ready for the exam would behelpful.

Program Review Reporting Year: 2017-2018Target : Target Met80% of students successfully shows that they were able toanalyze and assess a central text in feminist philosophy.(01/31/2019)

Exam - Course Test/Quiz - In-classessay exam involving the analysisand assessment of texts discussingissues relevant to women andphilosophy.

PHIL49_SLO_2 - Analyze and assesstexts relevant to women andphilosophy.


Target for Success: 80%Reflection (CLICK ON ? FOR INSTRUCTIONS): Manystudents did well, though work should be done to improvestudent performance. Perhaps more small, preparatoryassignments to get them ready for the exam would behelpful.

Program Review Reporting Year: 2017-2018Target : Target Met80 % of students performed successfully on the exam.(01/31/2019)

Exam - Course Test/Quiz - In-classessay exam involving the analysisand assessment of texts discussingissues relevant to women andphilosophy.

PHIL49_SLO_3 - Analyze and defendone's own position on an issuerelevant to women and philosophy.


Reflection (CLICK ON ? FOR INSTRUCTIONS): Manystudents did well, though work should be done to improvestudent performance. More work should be done to helpstudents prepare to read each text before being asked toengage with the ideas and arguments made in the text.Some of the material is technical, and students needassistance grasping and working with technical terms.


80% of students were able to show that they grasped anissue studied in the class. in class discussions, and were ableto articulate their own position on it. (01/31/2019)


PHIL49_SLO_4 - Exhibit an applicationof the concepts learned in this classto one’s own existence in the world.SLO Status: Active_Pending_Revision

Program Review Reporting Year: 2017-2018Target : Target MetObservation of student discussion over several classes.Students were asked how concepts studied in the texts

Presentation/Performance - In-classdiscussion of how the conceptsdiscussed in the course apply toone’s own life.



Outcome Inactive Date: 04/07/2014 Target for Success: 80%

Reflection (CLICK ON ? FOR INSTRUCTIONS): The majorityof students were able to apply the concepts to their liveseffectively. The discussions could have been a bit morefocused, and also there could have been more room forquieter students to participate more fully. Theenhancement addresses these issues.

applied to their own experience. 90% of studentsdemonstrated the ability to apply ideas from the class in asatisfactory manner. (12/13/2018)


PHIL 7:Deductive Logic


PHIL7_SLO_1 - Identify andunderstand the translation oflinguistic statements into symbolicnotation.

Planned Assessment Quarters: 2010-11 2-Fall, 2011-12 2-Fall

SLO Status: Active


Target for Success: Average score of75% on relevant quizzes/exams.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The dataseem to show that students improved their understandingof translation over the course of the quarter, but thenexhibited a decline on the final exam. This could be due tothe additional stress many students feel when taking finals,or to the fact that the material was 'fresher' in their mindsat the time of the second quiz. I'll continue to track scoreson these assessments for the next quarter, and see ifthere's any evidence of a trend here.Related Documents:quiz 1.3.docQuiz 3.1-2.doc

Enhancement: Scores will trackedfor another cycle or two in thecoming year, to see if this isindicative of a broader pattern inthe course. If so, we will discusspossible explanations for theapparent difficulty students faceon the final exam. (05/23/2017)

Program Review Reporting Year: 2016-2017Target : Target MetTranslation is first assessed in the third quiz of the quarter,when students are asked to translate English-languagesentences into the language of propositional logic. In thissection, 59.4% of students earned a passing score on thisquiz. Their facility with propositional translation seemed toimprove by the time of the midterm exam, when 78% ofstudents earned passing scores on the corresponding examsection.

Translation is revisited later in the quarter when we look atpredicate logic--a decidedly more complex language.Students seemed to do well on this quiz, with 81% earning apassing score. But on the corresponding section of the finalexam, only 56% passed. (05/23/2017)

Enhancement: Discussions withmy colleagues about this suggestthat it may be a good idea to scaleback the scope of student work inpredicate translations. Because ofthe accelerated pace of thequarter system, it may beappropriate to focus exclusively onsingle-place predicate translations,

Program Review Reporting Year: 2009-2010Target : Target MetPropositional logic: The initial quiz showed an averagescore of 89%, which improved slightly to 91% by the time ofthe midterm exam.

Predicate logic: Initial quiz scores yielded an average of53.3%, which improved to about 78% for the final exam.(10/05/2012)

Exam - Course Test/Quiz - Unlikeother philosophy courses, it seemedappropriate to rely heavily upon thequantitative data obtained throughquiz and test results in this course.The quizzes and exams weredesigned to highlight specificcapabilities relevant to deductivelogic. In this case, I focused on twoquizzes that contained severalnatural language sentences.Students were required to translatethese into the languages ofpropositional and predicate logic.The scores on these quizzes werecompared against the scores on therelevant sections of the midterm andfinal exams, in an effort to detect ifimprovement/learning took place.


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Reflection (CLICK ON ? FOR INSTRUCTIONS): Students didvery well with the translation of sentences intopropositional logic. The initial quiz showed an average scoreof 89%, which improved slightly to 91% by the time of themidterm exam. I take this to indicate that the majority ofstudents had a firm grasp on this aspect of translation.

It appears that students had much more difficulty withpredicate logic. Initial quiz scores yielded an average of53.3%, which improved to about 78% for the final exam.While this does indicate considerable improvement, thefinal exam average still strikes me as low enough to raiseconcerns.

Related Documents:quiz 1.3.docQuiz 3.2 w answers.doc

as multi-place predicates seemedto cause most of the problemshere. I plan to follow thisrecommendation in the nextsection of PHIL07 that I teach, andwill introduce multi-placetranslations only in the event thatstudents exhibit mastery oversingle-place predicates.(03/09/2012)

Reflection (CLICK ON ? FOR INSTRUCTIONS): It appearsthat scaling back the scope of coverage on predicatetranslation is appropriate for this course, and seems toresult in better student learning with respect to this SLO.Related Documents:Quiz 3.1-3.2.secondversion.doc

Enhancement: We will keep thismodel of predicate-translationinstruction for now, and use thetime that it 'frees up' in thequarter to focus on more rigorousdeductive proofs. (06/01/2012)

Program Review Reporting Year: 2011-2012Target : Target MetQuiz results for predicate translation yielded an averagescore of 85%--a significant improvement from the previousassessment cycle. (06/01/2012)

PHIL7_SLO_2 - Demonstrate anunderstanding of the proofdifferences between valid and invalidargument forms.SLO Status: Active Reflection (CLICK ON ? FOR INSTRUCTIONS): While

students seem to be achieving a reasonable level ofproficiency with respect to this SLO, I remain interested inlooking for ways to improve their understanding evenfurther.

Program Review Reporting Year: 2017-2018Target : Target MetStudents earned an average score of 85% on this section ofthe exam. (03/22/2018)


Exam - Course Test/Quiz - Unlikeother philosophy courses, it seemedappropriate to rely heavily upon thequantitative data obtained throughquiz and test results in this course.The quizzes and exams weredesigned to highlight specificcapabilities relevant to deductivelogic. In this case, I focused on aseries of quizzes that focused on


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Target for Success: Average scoresof 80% on the relevant quiz/exam

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since the lastassessment cycle, I've restructured the syllabus to focus ontruth tables prior to introducing the natural deductionsystem. I had thought this might raise overall scores, butthis seems not to have happened. While the target wasmet again this time around, scores did not improve.

I have, however, offered a re-take opportunity for studentswho do poorly on the midterm exam. The offer, whichallows students to retake specific sections of the exam(different problems, same concepts) during office hoursafter meeting to review and enhance their understanding,was not widely exploited by students. The few who didtake the offer, however, uniformly demonstrated animprovement in their learning. I'll continue this practicemoving forward.

Target : Target MetThe average score for the initial truth table quiz was 79.5%.The average score for the relevant section of the midtermexam was 81.7% (05/31/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students didwell in this area. While this does leave some room forfurther improvement, it suggests that the SLO is beingeffectively met in the current version of the course.

Enhancement: I introduced truthtables after introducing the rulesof formal proof, and believe thatscores may further improve if Ireverse this order. I plan to tryintroducing truth tables first, in aneffort to see if students betterunderstand both truth tables andformal proofs. (03/09/2012)

Program Review Reporting Year: 2009-2010Target : Target MetQuizzes yielded an average score of 80%, which improved to85% on the relevant section of the final exam. (10/07/2010)

truth tables. Students used these totest sequents for validity. In theevent that a particular sequent wasidentified as valid, studentsconstructed a proof for the sequent.The scores on these quizzes werecompared against the scores on therelevant sections of the midterm andfinal exams, in an effort to detect ifimprovement/learning took place.

PHIL7_SLO_3 - Exhibit analytical skillsby demonstrating ability to performmulti-step deductive proofs.SLO Status: Active

Reflection (CLICK ON ? FOR INSTRUCTIONS): Since the lastassessment cycle, I've restructured the syllabus to focus ontruth tables prior to introducing the natural deduction

Enhancement: We will employ in-class proof quizzes rather thantake-home quizzes for the nextassessment cycle, and see if thisyields any change in results.(05/31/2017)

Program Review Reporting Year: 2016-2017Target : Target MetThe average score for the first (propositional proofs) quizwas 72.5%. The average score for the second (predicateproofs) quiz was 79.3%. The average score for the proofssection of the final exam was 85%. (05/31/2017)

Exam - Course Test/Quiz - Unlikeother philosophy courses, it seemedappropriate to rely heavily upon thequantitative data obtained throughquiz and test results in this course.The quizzes and exams weredesigned to highlight specificcapabilities relevant to deductivelogic. In this case, I focused on



Target for Success: Average scoresof 80% on relevant quiz/exams

system. I had thought this might raise overall scores, butthis seems not to have happened. While the target wasmet again this time around, scores did not improve.

I also plan to move away from the 'take-home' format ofthe proofs quizzes that I've been using up to this point. Isuspect that many students who have not learned thesystem earn artificially high scores because of group work.By switching to an in-class quiz format, I hope to identifystudents who are struggling earlier on, which may help toincrease understanding (and final exam scores) by the endof the quarter.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I wassurprised to find that scores on predicate proofs werehigher than those for propositional proofs, given theincreased difficulty of the former. I attribute this to the factthat the propositional system was introduced first, and thatby the time predicate proofs were introduced, students hadbetter mastered fundamental rules for propositionaloperators.

Enhancement: I would like scoresto be higher on the exams withrespect to proofs. As indicated inmy enhancement for SLO#2, Ibelieve that by introducing truthtables before introducing theproof rules for the operators,understanding of the latter willimprove the next time I teach thecourse. (03/09/2012)

Program Review Reporting Year: 2009-2010Target : Target MetInitial quiz scores for propositional proofs yielded anaverage of 62%, which improved to 80% on the relevantsection of the midterm exam. Initial quiz scores forpredicate proofs yielded an average of 73.5%, whichimproved to 80.2% on the relevant section of the finalexam. (10/07/2010)

quizzes that required students toconstruct formal proofs for validsequents. The scores on thesequizzes were compared against thescores on the relevant sections ofthe midterm and final exams, in aneffort to detect ifimprovement/learning took place.

PHIL7_SLO_4 - Demonstrate theability to distinguish the deductiveinferential function from theinductive inferential function inscientific methods.SLO Status: Active

Reflection (CLICK ON ? FOR INSTRUCTIONS): The dataseem to indicate that the majority of students are proficientin distinguishing deductive and inductive forms ofreasoning. After some deliberation, however, it seemsappropriate to remove this SLO. The inductive/deductive

Enhancement: After furtherreflection, the department hasconcluded that this SLO points to aflaw in the current Course Outlineof Record. Given that this isexclusively designed as a course inDeductive Logic, it seemsunnecessary to focus on the'Inductive inferential function inscientific methods'. A revisedcourse outline will be submitted to

Program Review Reporting Year: 2016-2017Target : Target Met43 students took the initial quiz, with an average score of81.7%. Scores on the relevant section of the midterm examyielded similar result, with an average score of 83.2%(05/31/2017)

Exam - Course Test/Quiz - Unlikeother philosophy courses, it seemedappropriate to rely heavily upon thequantitative data obtained throughquiz and test results in this course.The quizzes and exams weredesigned to highlight specificcapabilities relevant to deductivelogic. In this case, I focused on a quizthat contained examples of bothdeductive and inductive arguments.



Target for Success: Average scoresof 75% on relevant exams/quizzes

distinction, while relevant to the course, is not one of itsprimary learning objectives. This SLO will beretired/archived, and may be replaced by another in thefuture.

the curriculum committee in thecoming year, which (among otherthings) will remove this SLO--alongwith its corresponding objectivesand methods of assessment.(05/15/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): I believe that Ispent less time addressing this SLO than the others becauseof a belief that it would be more readily achieved. Myresults indicate that this is not the case, and that it will be agood idea to spend a few extra days reviewing examples ofinductive arguments. I suspect that this will improvestudent performance considerably.

Enhancement: I believe that Ispent less time addressing this SLOthan the others because of a beliefthat it would be more readilyachieved. My results indicate thatthis is not the case, and that it willbe a good idea to spend a fewextra days reviewing examples ofinductive arguments. I suspectthat this will improve studentperformance considerably.(03/09/2012)

Program Review Reporting Year: 2009-2010Target : Target MetScores on the initial quiz yielded an average of 77.2%, whichimproved to 81% on the midterm exam. (10/07/2010)

Students were asked to distinguishthem according to these twocategories.. The scores on this quizwere compared against the scoreson the relevant sections of themidterm exam, in an effort to detectif improvement/learning took place.


PHIL 8:Ethics


PHIL8_SLO_1 - Identify and analyzecentral questions about right actionand/or the good life.SLO Status: Active

Target for Success: An average scoreof 75% on these exams

Reflection (CLICK ON ? FOR INSTRUCTIONS): Severalstudents complained about the perceived difficulty ofexams throughout the quarter. Conversations with many ofthese students suggest that the majority who struggle donot complete the majority of assigned readings. Thissuggests a few possibilities, including: (1) Readings areeither too numerous or too difficult for many students tocomplete; (2) Readings are appropriate in number andlevel, but students have other reasons for not completingthem; (3) Exam format could be the problem, and changedto allow for other opportunities for students todemonstrate their mastery of course materials in otherways

Enhancement: I've developed theoption for an optional cumulativeexam at the end of the quarter, tobe offered in a difference (freeresponse) format from theregular-term exams. Studentswho opt for the free responseexam will have the opportunity todemonstrate their learning in adifferent format, and to revisitmaterial that may not have beenwell understood at first so as toenhance their learning. I'll becurious to see (1) how manystudents take the offer and (2) ofthese how many demonstrateimproved learning. (04/12/2018)

Program Review Reporting Year: 2017-2018Target : Target Not MetSection average score for the exams selected: 75.88%(04/12/2018)

Exam - Course Test/Quiz - Gradedexams will be given to ensure thatstudents are proficient in thevocabulary and content of at leastthree central issues in moralphilosophy

PHIL8_SLO_2 - Analyze and assessarguments and approaches to thesequestions from a variety of traditions.SLO Status: Active

Target for Success: An average'accuracy' score of 8/10

Reflection (CLICK ON ? FOR INSTRUCTIONS): It's all good,it's all bad.

Program Review Reporting Year: 2016-2017Target : Target Not MetStudents earned an average score of 82% on the relevantsection of the exam (06/01/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): I'm generallysatisfied with student learning with respect to thisoutcome. While I did not see a significant improvementbetween the two essays, the initial score leads me tobelieve that students learned effectively throughout thequarter.

Program Review Reporting Year: 2016-2017Target : Target MetStudents earned nearly identical scores on the 'accuracy'portions of both essays. The average score for the firstessay was 85.7%, and the average score for the secondessay was 86% (05/31/2017)

To examine this SLO, an assessmentwas embedded into paperassignments for the course. Amongthe various criteria on the rubric forthese assignments was arequirement for "substantiveaccuracy"--students were expectedto both accurately articulate the keycomponents of moral theories andaccurately apply them to a particularmoral problem.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Facultydiscussion seemed to approve of the authenticity of thisassessement. It is of course difficult to develop 'hard data'for an outcome like this, but the data gathered here didseem to reflect something in the way of students' abilitiesto analyze moral theories. The data suggests someimprovement in this ability over the course of the academicterm, which seems to further suggest learning with respectto this SLO. Overall, I'm very happy with the result here.

Enhancement: Informal studentsurveys suggest that the extensivecomments given on their paperswas the most significant factorcontributing to their developmentas analysts of philosophicalconcepts. I intend to continue withthis practice in future sections.

The kind of extensive commentsneeded to bring about theserequires a great deal of theinstructor's time and focus. Largesections (in this case, 50 students)make this extremely taxing. It hasbeen documented in severalinformal student surveys, thatthese comments far exceed therigor and detail of comments givenin English/Language Arts courses.Given that those courses typicallyhold a much lower maximumenrollment--and that this lowerenrollment is attributed in largepart to the additional effort thatEnglish instructors purportedlymust put into the grading ofwritten assignments--it seems thatour paper-centered courses(including PHIL08) would benefittremendously from lowerenrollments. It is recognized thatthe institution strives toaccommodate as many studentsas possible. In a case like this,however, high enrollment limitsdeeply compromise thepedagogical soundness of thecourses themselves. (03/09/2012)

Program Review Reporting Year: 2009-2010Target : Target Methe scores for this criterion were tracked independently ofthe paper grades themselves, yielding the following results:In the first paper, the average 'accuracy' score was 7.9/10,which improved to 9.2/10 by the end of the course.(05/14/2010)



PHIL8_SLO_3 - Articulate and defenda personal stance on at least one ofthese questions and/or traditions.SLO Status: Active

Target for Success: Average 'originalargument' score of 8/10

Reflection (CLICK ON ? FOR INSTRUCTIONS): While thetarget is considered 'met', I do have some concern aboutthe difficulty many students exhibit in conveying theirarguments coherently. This is perhaps something thatcould be remedied via more extensive exercises earlier inthe quarter.

Program Review Reporting Year: 2016-2017Target : Target MetThe average score for this assignment was 85.5%. Thelowest scoring component of the exercise was thecoherence of student arguments (79.4), and the highest wasoriginality (96.25%) (05/31/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Facultydiscussion seemed to approve of the authenticity of thisassessement. It is of course difficult to develop 'hard data'for an outcome like this, but the data gathered here didseem to reflect something in the way of students' abilitiesto analyze moral theories. The data suggests someimprovement in this ability over the course of the academicterm, which seems to further suggest learning with respectto this SLO.

Informal student surveys suggest that the extensivecomments given on their papers was the most significantfactor contributing to their development as analysts ofphilosophical concepts. I intend to continue with thispractice in future sections. While some improvement wasobserved, the improvement was less dramatic than theimprovement for SLO #2. There are several possibleexplanations for this. One pertains the difficulty ofconstructing original arguments--this may simply turn outto be more difficult than analyzing the arguments offeredby other thinkers. If this is the case, then it would seem that

Enhancement: The kind ofextensive comments needed tobring about these requires a greatdeal of the instructor's time andfocus. Large sections (in this case,50 students) make this extremelytaxing. It has been documented inseveral informal student surveys,that these comments far exceedthe rigor and detail of commentsgiven in English/Language Artscourses. Given that those coursestypically hold a much lowermaximum enrollment--and thatthis lower enrollment is attributedin large part to the additionaleffort that English instructorspurportedly must put into thegrading of written assignments--itseems that our paper-centeredcourses (including PHIL08) wouldbenefit tremendously from lowerenrollments. It is recognized thatthe institution strives toaccommodate as many studentsas possible. In a case like this,however, high enrollment limitsdeeply compromise the

Program Review Reporting Year: 2009-2010Target : Target MetThe scores for this criterion were tracked independently ofthe paper grades themselves, yielding the following results:In the first paper, the average 'argument' score was81.8/100, which improved to 85/100 by the end of thecourse. (05/14/2010)

Other - To examine this SLO, anassessment was embedded intopaper assignments for the course.Among the various criteria on therubric for these assignments was arequirement for an "originalargument"--students were expectedto construct a critical response to aphilosophical problem that would beassessed on the basis of originality,coherence, and the anticipation ofcritical objections.



student learning would benefit from at least one moreargument-centered writing assignment in the course. Asexplained in the next column, however, current enrollmentlimits make this logistically impossible.

pedagogical soundness of thecourses themselves. (03/09/2012)

PHIL8_SLO_4 - Formulate anapplication of this discourse to one’sown personal decision making.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): This SLO isdifficult to assess in a quantitative way, and as such hasbecome something of a matter of contention within thedepartment. Nevertheless, student feedback does stronglysuggest that the structure and content of this course--atleast of the section assessed--does allow them to readilyidentify clear points of relevance between philosophicalmethods/topics and their own lives.

Program Review Reporting Year: 2017-2018Target : Target MetStudents were asked to complete an end-of-term surveyanonymously at the end of the term. One of the questionsasked was, "How have your beliefs changed as a result ofyour work in this course?" Of 40 responses, 33 explicitlyreferred to a specific application of course discussions, textsor assignments to their own lived experience. (04/12/2018)

Survey - In a formal or informalsurvey, students will clearly identifyat least one application of coursematerials to an issue that directlyaffects their lives.


Dept - (SSH) Political Science


POLI 1:American Government and Politics


POLI1_SLO_1 - Students will evaluatehow political decisions are shaped byinstitutions and processes.


SLO Status: Active

Target for Success: Ideally, allstudents should answer thisquestion correctly. At a minimum, atleast a majority should do so.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Of the 29students who completed the final, 28 indicated the correctresponse. Hence, 96.55% students answered it correctly.

Enhancement: The next step willbe to even more deliberately buildthe SLOs into assignments andactivities. (12/18/2017)

Program Review Reporting Year: 2017-2018Target : Target MetStudents were asked to identify the correct possible answerto the question incorporating all the SLOs. (12/18/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The largerclass showed a smaller percentage of students respondingcorrectly to the question. Nevertheless, the resultsdemonstrate a relatively high percentage of studentscompleting the class with an understanding of politics.

Enhancement: We'll try toimprove these percentages:greater attention to individualstudents; follow-up, communitybuilding, equity strategies;diversifying curriculum;diversifying modes of assessmentand evaluation; diversifyinglearning/teaching styles.(02/21/2017)Follow-Up: do another round ofassessments in 2017-2018.(06/30/2018)Follow-Up: In winter 2017, thesame question was asked of mypoli 01-5S section on the finalexam, and 67 out of 72 students(93%) got it correct. (04/01/2017)

Program Review Reporting Year: 2016-2017Target : Target MetBoth Poli 01-05S and Poli 1-08S sections were asked asummary question on the final incorporating all of the SLOs.In -05S, 67 of 73 (91.78%) got the answer correct; in -08S,39 of 41 (95.12%) got it correct. (02/21/2017)

Enhancement: The goal here willProgram Review Reporting Year: 2011-2012

Exam - Course Test/Quiz - The lastquestion on the multiple choiceportion of the final exam includes allthe SLOs for the class. Students arerequired to choose the best possibleanswer, which is d, "all of theabove."



Reflection (CLICK ON ? FOR INSTRUCTIONS): While it wouldhave been better if all students were able to respondcorrectly to this question (and thereby demonstrate theirunderstanding of this SLO), the fact that 91% were able todo so indicates that a large percentage were able to do so.

be to increase the percentage ofstudents who can evaluate howpolitical decisions are shaped byinstitutions and processes.(08/01/2012)

Target : Target Met92% of students answered this question correctly.(08/01/2012)

Target for Success: A majority(ideally more) will respond in a waythat demonstrates the SLO wasadvanced/achieved.

Reflection (CLICK ON ? FOR INSTRUCTIONS): On the pre-course survey, 16 students identified "Tuesday" as thecorrect option; 2 chose "Monday," and 29 chose "No Idea."On the post-course survey, 21 students chose the correctresponse, "Tuesday"; 2 chose "Monday" again; 1 chose"Thursday"; and 20 chose "No Idea."

Enhancement: We might considerasking a range of questionspertaining to the institutions andprocesses of political decision-making. (04/17/2016)

Program Review Reporting Year: 2015-2016Target : Target Not MetStudents were asked: On what day are federal, state, andlocal elections held? and were provided with the seven daysof the week as options (Monday-Sunday), along with "NoIdea." (04/17/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): On the pre-course survey, 5 students identified "Tuesday" as thecorrect option; 1 chose "Monday," 2 chose "Thursday," and15 chose "No Idea." On the post-course survey, 9 studentschose the correct response, "Tuesday"; 2 chose "Monday"again; and 12 chose "No Idea."

Enhancement: We might considerasking a range of questionspertaining to the institutions andprocesses of political decision-making. (04/17/2016)

Program Review Reporting Year: 2015-2016Target : Target Not MetStudents were asked: On what day are federal, state, andlocal elections held? and were provided with the seven daysof the week as options (Monday-Sunday), along with "NoIdea." (04/17/2016)

Survey - A pre- and post-coursesurvey that includes questionspertaining to the student learningoutcomes.

Target for Success: All studentswould agree that the courseadvanced the SLOs.Related Documents:poli 1 slo assessment fall 2018.docx

Reflection (CLICK ON ? FOR INSTRUCTIONS): The survey(related below) asks four T/F questions pertaining to thecourse SLOs. 35 students answered/circled "True" to allfour questions: This class increased my understanding of (1)

Enhancement: I think the surveyinstrument could be refined (witha sliding scale) and it could beadministered via scantron, whichwould enable us to re-use thesurveys and evaluate the resultsmore easily. (12/17/2018)

Program Review Reporting Year: 2018-2019Target : Target Not MetOf 40 surveys completed, 35 were returned with all "Trues,"5 had one "False." (12/17/2018)

Survey - A brief 4-question surveyadministered at the end of thequarter.


https://deanza.tracdat.com:443/tracdat/viewDocument?y=DLNBztqaN7E3


American Politics, (2) how institutions and processes shapepolitical decisions, (3) how political decisions create winnersand losers, and (4) how to participate in the politicalprocess. Four students added additional commentary. Onquestion 1, one student added 3 !!!'s to "True"; anotherstudent wrote, "As we say in the Bay: Hella!" On question 3,one student wrote, "very true." Finally, on question 4, onestudent wrote: !!YES, literally knew nothing about this."

Let's now look at the responses by the 5 students whodidn't have "Trues" on all 4 questions. One student did notcircle "True" or "False" on question two, and wrote:"Reconfirmed my knowledge how institutions andprocesses shaped political decision." Three students circled"False" on question 3. Two students circled "False" onquestion 4. Of the five, only one had more than one "False,"and that student had two of them (questions 3 and 4).

I would submit that while the vast majority of studentsconfirmed that the class did in fact advance the SLOs, thesurvey suggests that I could do a better job of advancingSLO 2 and SLO 3.

POLI1_SLO_2 - Students will assessthe impact of political decisions onindividuals and groups.SLO Status: Active





Reflection (CLICK ON ? FOR INSTRUCTIONS): The largerclass showed a smaller percentage of students respondingcorrectly to the question. Nevertheless, the results

Enhancement: We'll try toimprove these percentages:greater attention to individualstudents; follow-up, communitybuilding, equity strategies;diversifying curriculum;diversifying modes of assessmentand evaluation; diversifyinglearning/teaching styles.





demonstrate a relatively high percentage of studentscompleting the class with an understanding of politics.

(02/21/2017)Follow-Up: do another round ofassessments in 2017-2018.(06/30/2018)Follow-Up: In winter 2017, thesame question was asked of mypoli 01-5S section on the finalexam, and 67 out of 72 students(93%) got it correct. (04/01/2017)


Enhancement: The goal here willbe to increase the percentage ofstudents who can assess theimpact of political decisions onindividuals and groups.(08/01/2012)

Program Review Reporting Year: 2011-2012Target : Target Met92% of students answered this question correctly.(08/01/2012)

Target for Success: A majority(ideally more) will respond in a waythat demonstrates the SLO wasadvanced/achieved. Reflection (CLICK ON ? FOR INSTRUCTIONS): In the pre-

course survey, the responses were: 12 (Strongly Agree), 13(Agree), 17 (Neutral), 4 (Disagree), 1 (Strongly Disagree). Inthe post-course survey, the responses were: 18 (StronglyAgree), 17 (Agree), 7 (Neutral), 2 (Disagree), 0 (StronglyDisagree). The course increased the number of studentsrecognizing that political decisions have differential impactson individuals and groups., and thus provides evidence theclass advanced the SLO.

Enhancement: We shouldconsider asking a question thatdirectly addresses the differentialimpact of political decisions infuture pre- and post-surveys.(04/17/2016)

Program Review Reporting Year: 2015-2016Target : Target MetStudents were asked: Are some people rich because somegovernment policies or practices tilted the scales in theirfavor? Students were given the following options: StronglyAgree; Agree; Neutral; Disagree; Strongly Disagree.(04/17/2016)

Enhancement: We shouldconsider asking a question thatdirectly addresses the differentialimpact of political decisions infuture pre- and post-surveys.

Program Review Reporting Year: 2015-2016Target : Target MetStudents were asked: Are some people rich because somegovernment policies or practices tilted the scales in theirfavor? Students were given the following options: Strongly

Survey - A pre- and post-coursesurvey that includes questionspertaining to the student learningoutcomes.



Reflection (CLICK ON ? FOR INSTRUCTIONS): In the pre-course survey, the responses were: 6 (Strongly Agree), 4(Agree), 10 (Neutral), 3 (Disagree), 0 (Strongly Disagree). Inthe post-course survey, the responses were: 12 (StronglyAgree), 6 (Agree), 5 (Neutral), 0 (Disagree), 0 (StronglyDisagree). The course increased the number of studentsrecognizing that political decisions have differential impactson individuals and groups., and thus provides evidence theclass advanced the SLO.

(04/17/2016)Agree; Agree; Neutral; Disagree; Strongly Disagree.(04/17/2016)


Reflection (CLICK ON ? FOR INSTRUCTIONS): The survey(related below) asks four T/F questions pertaining to thecourse SLOs. 35 students answered/circled "True" to allfour questions: This class increased my understanding of (1)American Politics, (2) how institutions and processes shapepolitical decisions, (3) how political decisions create winnersand losers, and (4) how to participate in the politicalprocess. Four students added additional commentary. Onquestion 1, one student added 3 !!!'s to "True"; anotherstudent wrote, "As we say in the Bay: Hella!" On question 3,one student wrote, "very true." Finally, on question 4, onestudent wrote: !!YES, literally knew nothing about this."


I would submit that while the vast majority of studentsconfirmed that the class did in fact advance the SLOs, the







survey suggests that I could do a better job of advancingSLO 2 and SLO 3.

POLI1_SLO_3 - Students willdemonstrate the capacity toeffectively participate in the politicalprocess.SLO Status: Active





Reflection (CLICK ON ? FOR INSTRUCTIONS): The largerclass showed a smaller percentage of students respondingcorrectly to the question. Nevertheless, the resultsdemonstrate a relatively high percentage of studentscompleting the class with an understanding of politics.

Enhancement: The larger classshowed a smaller percentage ofstudents responding correctly tothe question. Nevertheless, theresults demonstrate a relativelyhigh percentage of studentscompleting the class with anunderstanding of politics.(02/21/2017)Follow-Up: do another round ofassessments in 2017-2018.(06/30/2018 ) (06/30/2018)Follow-Up: In winter 2017, thesame question was asked of mypoli 01-5S section on the finalexam, and 67 out of 72 students(93%) got it correct. (04/01/2017)



Enhancement: The goal here willbe to increase the percentage ofstudents who can demonstratethe capacity to effectivelyparticipate in the political process.(08/01/2012)

Program Review Reporting Year: 2011-2012Target : Target Met92% of students answered this question correctly.(08/01/2012)


Enhancement: We might considerasking an even more direct


Survey - A pre- and post-coursesurvey that includes questionspertaining to the student learning



Target for Success: A majority(ideally more) will respond in a waythat demonstrates the SLO wasadvanced/achieved. Reflection (CLICK ON ? FOR INSTRUCTIONS): In the pre-

class survey, the responses were as follows: 8 (StronglyAgree), 16 (Agree), 19 (Neutral), 4 (Disagree), and 1(Strongly Disagree). In the post-class survey, the responseswere: 13 (Strongly Agree), 25 (Agree), 6 (Neutral), 0(Disagree), and 0 (Strongly Disagree). The course increasedthe students' sense of efficacy.

question regarding politicalefficacy. (04/17/2016)

Students were asked to reflect on the question: I know howto be part of something bigger than myself to bring aboutchange. Possible responses included: Strongly Agree, Agree,Neutral, Disagree, and Strongly Disagree. (04/17/2016)

Reflection (CLICK ON ? FOR INSTRUCTIONS): In the pre-class survey, the responses were as follows: 8 (StronglyAgree), 7 (Agree), 8 (Neutral), 0 (Disagree), and 0 (StronglyDisagree). In the post-class survey, the responses were: 10(Strongly Agree), 12 (Agree), 2 (Neutral), 0 (Disagree), and 0(Strongly Disagree). The course increased the students'sense of efficacy.

Enhancement: We might considerasking an even more directquestion regarding politicalefficacy. (04/17/2016)

Program Review Reporting Year: 2015-2016Target : Target MetStudents were asked to reflect on the question: I know howto be part of something bigger than myself to bring aboutchange. Possible responses included: Strongly Agree, Agree,Neutral, Disagree, and Strongly Disagree. (04/17/2016)

outcomes.


Reflection (CLICK ON ? FOR INSTRUCTIONS): The survey(related below) asks four T/F questions pertaining to thecourse SLOs. 35 students answered/circled "True" to allfour questions: This class increased my understanding of (1)American Politics, (2) how institutions and processes shapepolitical decisions, (3) how political decisions create winnersand losers, and (4) how to participate in the politicalprocess. Four students added additional commentary. Onquestion 1, one student added 3 !!!'s to "True"; anotherstudent wrote, "As we say in the Bay: Hella!" On question 3,one student wrote, "very true." Finally, on question 4, onestudent wrote: !!YES, literally







knew nothing about this."


I would submit that while the vast majority of studentsconfirmed that the class did in fact advance the SLOs, thesurvey suggests that I could do a better job of advancingSLO 2 and SLO 3.


POLI 15:Grassroots Democracy: Race, Politics and the American Promise


Poli15_SLO_1 - Students will identifykey events and experiences in themigration histories of AfricanAmericans, European Americans,Mexican Americans and AsianAmericans.SLO Status: Active

Target for Success: 70% of studentspass project with a grade of B orhigher.

Reflection (CLICK ON ? FOR INSTRUCTIONS): A moredetailed description of my expectations for the writingcomponent.

An opportunity to hear from a panel of communityadvocates who conduct community based research.

Review of reports and data in class and on our blog bycommunity based researchers.

Enhancement: Begin working onoutreach and add in reflectionitems to curriculum (06/05/2014)

Program Review Reporting Year: 2012-2013Target : Target Met95% passed the project.

75% of my students passed with a B or higher. (04/23/2014)

Project - Campus/Community BasedResearch Project: The purpose ofthis assignment is to a)teachstudents how to do introductorylevel research on a political or socialissue that is relevant to theirindividual lives while also b) attemptto connect the application ofcommunity and campus-basedresearch as a tool for politicalparticipation and community collegeeducation. For this project, studentshad 2-3 weeks to prepare for andcomplete the project. Sample topicsinclude: "how will state budget cutsinfluence student opportunities forgraduating on time?"

Poli15_SLO_2 - Students will identifyand critically evaluate majorconceptual issues regarding migrationto and within the United States.SLO Status: Active




Enhancement: Work on bothoutreach efforts and building inenhancements based onreflection. (06/06/2014)



Project - Campus/Community BasedResearch Project: The purpose ofthis assignment is to a)teachstudents how to do introductorylevel research on a political or socialissue that is relevant to theirindividual lives while also b) attemptto connect the application ofcommunity and campus-basedresearch as a tool for politicalparticipation and community collegeeducation. For this project, studentshad 2-3 weeks to prepare for andcomplete the project. Sample topicsinclude: "how will state budget cutsinfluence student opportunities for



Target for Success: 70% of studentspass with a grade of B or higher.

graduating on time?"

Poli15_SLO_3 - Students will identify,critically evaluate, and comparecontemporary legacy of migrationhistories.SLO Status: Active

Target for Success: 70% of studentspass assignment with a grade of B orhigher.




Enhancement: Build in reflectionfindings to curriculum andimprove outreach efforts.(06/06/2014)



Project - Campus/Community BasedResearch Project: The purpose ofthis assignment is to a)teachstudents how to do introductorylevel research on a political or socialissue that is relevant to theirindividual lives while also b) attemptto connect the application ofcommunity and campus-basedresearch as a tool for politicalparticipation and community collegeeducation. For this project, studentshad 2-3 weeks to prepare for andcomplete the project. Sample topicsinclude: "how will state budget cutsinfluence student opportunities forgraduating on time?"


POLI 16:Grassroots Democracy: Social Movements Since the 1960s


Poli16_SLO_1 - Students willinvestigate and identify key eventsand experiences of major socialprotest movements since the 1960's.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Initialrecruitment and then retention of students is clearly theprimary issue we are facing with this class. If students stayin the class, they seem to meet the learning goals just fine. Ifound many students were not putting in even 4 hours aweek on preparation for the class with the almostinevitable consequence that towards the end of thequarter, they simply were not prepared to succeed.

Enhancement: Greaterrecruitment efforts prior to thebeginning of the term would helpcreate an overall stronger pool ofstudents at the start of the course.We plan to engage in a series ofactivities to make the class betterknown to students including:distributing flyers, outreachthrough counselors, creating amore predictable schedule for theclass so that students can plan forthe coming year, outreach inlower level Political Sciencecourses, and perhaps changing thetitle of the course to make thecontent more attractive and clearto students. In addition, I plan toengage in earlier intervention withstudents who are not performingwell, documenting in writing amore clear path to success forthem. (06/30/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThis was a small class of 15 students to begin with. Only 8 ofthem actually completed the class. So, immediately one cansee that the class was not successful in meeting the learninggoals for these students. Of the remaining students theaverage on the final exam score (one of the key measures ofSLOs 1 and 2) was 84%. The median score was 90%. This isprobably more representative than the average one as onestudent did exceptionally poorly, pulling the average for thewhole group down dramatically. The average score on thefinal field practicum for these students was 94%. Themedian score was 100% (04/22/2014)

Exam - Course Test/Quiz - Finalexam and weekly quizzes

Poli16_SLO_2 - Students will identify,appraise, and compare factorsleading to the development of socialprotest consciousness in socialprotest movements since the 1960'swith specific attention to issues ofethnicity, race, class and gender.SLO Status: Active


Enhancement: Greaterrecruitment efforts prior to thebeginning of the term would helpcreate an overall stronger pool ofstudents at the start of the course.We plan to engage in a series ofactivities to make the class betterknown to students including:distributing flyers, outreachthrough counselors, creating amore predictable schedule for theclass so that students can plan forthe coming year, outreach in

Program Review Reporting Year: 2013-2014Target : Target MetThis was a small class of 15 students to begin with. Only 8 ofthem actually completed the class. So, immediately one cansee that the class was not successful in meeting the learninggoals for these students. Of the remaining students theaverage on the final exam score (one of the key measures ofSLOs 1 and 2) was 84%. The median score was 90%. This isprobably more representative than the average one as onestudent did exceptionally poorly, pulling the average for thewhole group down dramatically. The average score on thefinal field practicum for these students was 94%. Themedian score was 100%

Exam - Course Test/Quiz - Finalexam and weekly quizzes




lower level Political Sciencecourses, and perhaps changing thetitle of the course to make thecontent more attractive and clearto students. In addition, I plan toengage in earlier intervention withstudents who are not performingwell, documenting in writing amore clear path to success forthem. (05/30/2014)

(04/22/2014)

Poli16_SLO_3 - Students willdemonstrate the capacity toparticipate effectively in politicalprocesses and techniques common tosocial movements.SLO Status: Active



Enhancement: Greaterrecruitment efforts prior to thebeginning of the term would helpcreate an overall stronger pool ofstudents at the start of the course.We plan to engage in a series ofactivities to make the class betterknown to students including:distributing flyers, outreachthrough counselors, creating amore predictable schedule for theclass so that students can plan forthe coming year, outreach inlower level Political Sciencecourses, and perhaps changing thetitle of the course to make thecontent more attractive and clearto students. In addition, I plan toengage in earlier intervention withstudents who are not performingwell, documenting in writing amore clear path to success forthem. (05/30/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThis was a small class of 15 students to begin with. Only 8 ofthem actually completed the class. So, immediately one cansee that the class was not successful in meeting the learninggoals for these students. Of the remaining students theaverage on the final exam score (one of the key measures ofSLOs 1 and 2) was 84%. The median score was 90%. This isprobably more representative than the average one as onestudent did exceptionally poorly, pulling the average for thewhole group down dramatically. The average score on thefinal field practicum for these students was 94%. Themedian score was 100% (04/22/2014)

Demonstration - final fieldpracticum


Enhancement: Greaterrecruitment efforts prior to thebeginning of the term would helpcreate an overall stronger pool ofstudents at the start of the course.

Program Review Reporting Year: 2013-2014Target : Target MetThis was a small class of 15 students to begin with. Only 8 ofthem actually completed the class. So, immediately one cansee that the class was not successful in meeting the learning

Laboratory Project - final fieldpracticum




We plan to engage in a series ofactivities to make the class betterknown to students including:distributing flyers, outreachthrough counselors, creating amore predictable schedule for theclass so that students can plan forthe coming year, outreach inlower level Political Sciencecourses, and perhaps changing thetitle of the course to make thecontent more attractive and clearto students. In addition, I plan toengage in earlier intervention withstudents who are not performingwell, documenting in writing amore clear path to success forthem. (05/30/2014)

goals for these students. Of the remaining students theaverage on the final exam score (one of the key measures ofSLOs 1 and 2) was 84%. The median score was 90%. This isprobably more representative than the average one as onestudent did exceptionally poorly, pulling the average for thewhole group down dramatically. The average score on thefinal field practicum for these students was 94%. Themedian score was 100% (04/22/2014)


POLI 17:Grassroots Democracy: Leadership and Power


Poli17_SLO_1 - Students will developmodels for understanding andevaluating effective leadership incontemporary and historicaldemocratic social movements,including but not limited tocommunity organizing, electoralcampaigns, non-profit and socialservice organizations, and non-governmental organizations.SLO Status: Active

Target for Success: 80% respondingthat they "strongly agree" that theoutcome indicated was met.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The personalleadership piece is the strongest outcome of the class. Thisclass focused much more on leadership skills than it did onan understanding of social movements broadly, although itdid address those issues.

Enhancement: I would like to talkto the department about adjustingthe outcomes to better reflect thestrengths of the particular class.(05/30/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThese are the averages of the 15 responses:1. To what extent has this class helped you understand thelarge scale political dynamics in which grassroots organizersoperate? (4.0)2. To what extent has this class helped you understand themicro or interpersonal scale political dynamics in whichgrassroots organizers operate? (4.2)3. To what extent has this class helped you to develop yourleadership skills? (4.5)4. To what extent do you feel able to evaluate goodleadership in contemporary and historical socialmovements? (not limited to community organizing,electoral campaigns, non-profit and social serviceorganizations, and non-governmental organizations)? (4.1)(04/02/2014)

Survey - Students were asked to fillout an on-line survey that askedthem how well the class met thestudent learning outcomes.

Poli17_SLO_2 - Students will compareand appraise the contemporary andhistorical micro and macro socialdynamics in which democraticgrassroots leaders have usuallyoperated.SLO Status: Active

Target for Success: 80% responsethat they "strongly agree" thatoutcomes were met.

Enhancement: I would like to talkwith the department aboutadjusting the outcomes to betterreflect the strengths of theparticular class. (04/22/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThese are the averages of the 15 responses:1. To what extent has this class helped you understand thelarge scale political dynamics in which grassroots organizersoperate? (4.0)2. To what extent has this class helped you understand themicro or interpersonal scale political dynamics in whichgrassroots organizers operate? (4.2)3. To what extent has this class helped you to develop yourleadership skills? (4.5)4. To what extent do you feel able to evaluate goodleadership in contemporary and historical socialmovements? (not limited to community organizing,

Survey - Students were asked to fillout an online survey that askedthem how well the class met thestudent learning outcomes.




electoral campaigns, non-profit and social serviceorganizations, and non-governmental organizations)? (4.1) (04/02/2014)

Poli17_SLO_3 - Students willdemonstrate the capacity toparticipate in political processes andleadership techniques common in theeffective exercise of democratic socialmovements.SLO Status: Active

Target for Success: 80% ofrespondents state that they"strongly agree" that the learningoutcomes were met.


Enhancement: I would like to talkwith the department aboutadjusting the outcomes to betterreflect the strengths of theparticular class. (05/30/2014)

Program Review Reporting Year: 2013-2014Target : Target MetThese are the averages of the 15 responses:1. To what extent has this class helped you understand thelarge scale political dynamics in which grassroots organizersoperate? (4.0)2. To what extent has this class helped you understand themicro or interpersonal scale political dynamics in whichgrassroots organizers operate? (4.2)3. To what extent has this class helped you to develop yourleadership skills? (4.5)4. To what extent do you feel able to evaluate goodleadership in contemporary and historical socialmovements? (not limited to community organizing,electoral campaigns, non-profit and social serviceorganizations, and non-governmental organizations)? (4.1) (04/02/2014)

Survey - Students were asked to fillout an online survey that askedthem how well the course met theintended student learning outcomes.


POLI 2:Comparative Politics


POLI2_SLO_1 - Students will compareand evaluate how political decisionsare shaped by institutions andprocesses in various political systems.


SLO Status: Active


Target for Success: A majority ofstudents should understand howpolitical decisions are shaped byinstitutions and processes in variouspolitical systems.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The resultsdemonstrate a relatively high percentage of studentscompleting the class with an understanding of comparativepolitics.

Enhancement: We'll try toimprove these percentages:greater attention to individualstudents; follow-up, communitybuilding, equity strategies;diversifying curriculum;diversifying modes of assessmentand evaluation; diversifyinglearning/teaching styles.(06/03/2018)Follow-Up: Do another round ofassessments in 2017-2018.(06/30/2018)Follow-Up: In winter 2017, thesame question was asked on thefinal exam, and all 39 studentsanswered it correctly, for aperfect score (100%!).(04/01/2017)

Program Review Reporting Year: 2016-2017Target : Target MetStudents were asked a summary question on the finalincorporating all of the SLOs. 40 of 42 (95.24%) got theanswer correct. (02/21/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): All 45students asked this question responded "True" to (a). Thisprovides some evidence the course advanced this SLO.

Enhancement: We shouldconsider evaluating this SLO on apre- and post-course basis.(04/17/2016)

Program Review Reporting Year: 2015-2016Target : Target MetOn the final exam, students were asked to respond to thefollowing question: (a) Political decisions are shaped by awide range of institutions and processes in various politicalsystems; (b) these decisions have widely diverse impacts onindividuals and groups; and (c) individuals and groupsparticipate in politics in a range of ways in various politicalsystems.True or False(a) ___________(b) ___________(c) ___________ (04/17/2016)

Exam - Course Test/Quiz - A multiplechoice question on the final will beused to assess this SLO.



Reflection (CLICK ON ? FOR INSTRUCTIONS): While thisresult demonstrates that students mastered the SLO for theclass, there is definitely room for improvement. Ideally, all45 students should have been able to answer this questioncorrectly.Related Documents:SLOAC for POlI 2

Enhancement: In future poli 2classes, I intend to utilize abroader range of assessmenttechniques in addition to examquestions. Comparative Politicsstudents engage in a variety ofwriting assignments and anextensive research paper, inaddition to exams. Revising thecontent of lectures andassignments to more fullyincorporate SLOs will enable themto be used to assess SLOs as well.In addition, more examquestions, perhaps looking at eachSLO separately, would be a usefulexercise in evaluating the validityof the assessment. (10/09/2013)Follow-Up: Consider assessingother aspects of the class.(10/17/2013)

Program Review Reporting Year: 2009-2010Target : Target Met45 students took the final exam. 42 of the 45 answered thisquestion correctly, which is 93.33%. Of the 22 questions onthe final exam, this was the question with the least numberof incorrect responses (n=3). (10/09/2013)

POLI2_SLO_2 - Students will compareand assess the impact of politicaldecisions on individuals and groups invarious political systems.


SLO Status: Active


Target for Success: A majority ofstudents should be able to compareand assess the impact of politicaldecisions on individuals and groupsin various political systems.


Enhancement: We'll try toimprove these percentages:greater attention to individualstudents; follow-up, communitybuilding, equity strategies;diversifying curriculum;diversifying modes of assessmentand evaluation; diversifyinglearning/teaching styles.(06/30/2018)Follow-Up: Do another round ofassessments in 2017-2018.(06/30/2018)Follow-Up: In winter 2017, thesame question was asked on thefinal exam, and all 39 studentsanswered it correctly, for a




https://deanza.tracdat.com:443/tracdat/viewDocument?y=HVP97JVCjKlv


perfect score (100%!).(04/01/2017)

Reflection (CLICK ON ? FOR INSTRUCTIONS): All 45students who took the final answered "True" on (b). Thisprovides some support for the claim the course advancedthe SLO.




Enhancement: In future poli 2classes, I intend to utilize abroader range of assessmenttechniques in addition to examquestions. Comparative Politicsstudents engage in a variety ofwriting assignments and anextensive research paper, inaddition to exams. Revising thecontent of lectures andassignments to more fullyincorporate SLOs will enable themto be used to assess SLOs as well.In addition, more examquestions, perhaps looking at eachSLO separately, would be a usefulexercise in evaluating the validityof the assessment. (10/09/2013)Follow-Up: Considering assessingother aspects of the class.





(10/17/2013)

POLI2_SLO_3 - Students will appraisehow participation in the politicalprocess varies across politicalsystems.


SLO Status: Active


Target for Success: A majority ofstudents should be able to appraisehow participation in the politicalprocess varies across politicalsystems.


Enhancement: We'll try toimprove these percentages:greater attention to individualstudents; follow-up, communitybuilding, equity strategies;diversifying curriculum;diversifying modes of assessmentand evaluation; diversifyinglearning/teaching styles.(02/21/2017)Follow-Up: Do another round ofassessments in 2017-2018.(06/30/2018)Follow-Up: In winter 2017, thesame question was asked on thefinal exam, and all 39 studentsanswered it correctly, for aperfect score (100%!).(04/01/2017)


Reflection (CLICK ON ? FOR INSTRUCTIONS): Of the 45students who took the final, 44 answered with the correctresponse, "True" to (c). This lends some support to theclaim the course advanced this SLO.







Enhancement: In future poli 2classes, I intend to utilize abroader range of assessmenttechniques in addition to examquestions. Comparative Politicsstudents engage in a variety ofwriting assignments and anextensive research paper, inaddition to exams. Revising thecontent of lectures andassignments to more fullyincorporate SLOs will enable themto be used to assess SLOs as well.In addition, more examquestions, perhaps looking at eachSLO separately, would be a usefulexercise in evaluating the validityof the assessment. (10/09/2013)Follow-Up: Consider assessingother aspects of the class.(10/17/2013)




POLI 3:International Relations


POLI3_SLO_1 - Students will evaluatehow political decisions are shaped byinstitutions and processes in theinternational system.SLO Status: Active

Target for Success: The hope is thatall students (100%) will answer thisquestion correctly (and choose d).

Related Documents:final.doc

Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentperformance on this exam (and this question) suggests thatthe instructor needs to do more to promote understandingof the key goals for the class. Moreover, there is a need tobreak out responses on this question (and others) todetermine which response(s) was considered correct bythose students who has incorrect responses. Finally, itwould be beneficial to include a broader range ofassessment methods to more carefully evaluate studentmastery of the SLOs for the class (e.g., writing assignments,essay questions, research papers, etc.).

Enhancement: Studentperformance on this exam (andthis question) suggests that theinstructor needs to do more topromote understanding of the keygoals for the class. Moreover,there is a need to break outresponses on this question (andothers) to determine whichresponse(s) was consideredcorrect by those students who hasincorrect responses. Finally, itwould be beneficial to include abroader range of assessmentmethods to more carefullyevaluate student mastery of theSLOs for the class (e.g., writingassignments, essay questions,research papers, etc.).(06/15/2012)Follow-Up: It would be good toassess this in winter 2018.(12/18/2017)

Program Review Reporting Year: 2011-2012Target : Target Not MetAfter analyzing the results, it turned out that 82% of thestudents answered this question correctly. (06/15/2012)

Comments/Notes: After analyzingthe results, it turned out that 82% ofthe students answered this questioncorrectly. This suggests that whilemost students were able todemonstrate their knowledge of theSLOs for the course, there issignificant room for improvement.

Exam - Course Test/Quiz - To assessthis SLO, students were asked thefollowing question on the final exam:Which of the following is true:a. political decisions in world politicsare shaped by institutions andprocesses at various levels ofanalysis (individual, state, system).b. the impact of institutions andprocesses differs across individualsand states.c. individuals can effectivelyparticipate in international politics.d. all of the above.e. none of the above.

Target for Success: This course wasassessed in the last assessmentcycle. Ideally, 80% or more of

Reflection (CLICK ON ? FOR INSTRUCTIONS): The fact that42 of 45 respondents answered in the affirmative providesevidence that the course met this SLO. That said, 3 studentsindicated that it didn't, which reveals there is room forimprovement.

Enhancement: In future classes,the instructor will focus moreexplicitly on the relationshipbetween political decisions andinstitutions/processes.(06/25/2019)Follow-Up: The course will beassessed again soon.(06/25/2019)

Program Review Reporting Year: 2018-2019Target : Target Met93% of the students answered in the affirmative.(06/25/2019)

Survey - Students were asked if thecourse helped them to betterunderstand how political decisionsare shaped by institutions andprocesses in the internationalsystem.


https://deanza.tracdat.com:443/tracdat/viewDocument?y=Bo2WFzONMGkE


students respond in the affirmative.

POLI3_SLO_2 - Students will assessthe impact of political decisions onstates, groups, and individuals in theinternational system.SLO Status: Active







Target for Success: This course wasassessed in the last assessmentcycle. Ideally, 80% or more ofstudents respond in the affirmative.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The fact that42 of 45 respondents answered in the affirmative providesevidence that the course met this SLO. That said, 3 studentsindicated that it didn't, which reveals there is room forimprovement.

Enhancement: In future, theinstructor will focus moreexplicitly on the impact of politicaldecisions. (06/25/2019)Follow-Up: The course will beassessed again soon.(06/25/2019)

Program Review Reporting Year: 2018-2019Target : Target Met93% of the students responded in the affirmative.(06/25/2019)

Survey - Students were asked if thecourse helped them to betterunderstand how political decisionsimpact states, groups, andindividuals in the internationalsystem.



POLI3_SLO_3 - Students willdemonstrate the capacity toeffectively participate in internationalpolitics.SLO Status: Active







Target for Success: This course wasassessed in the last assessmentcycle. Ideally, 80% or more ofstudents respond in the affirmative.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The fact that36 of 45 respondents answered in the affirmative providesevidence that the course met this SLO. That said, 9 studentsindicated that it didn't, which reveals there is significantroom for improvement.

Enhancement: In future, theinstructor will focus much more ofstrategies and tactics forsuccessful participation ininternational politics.(06/25/2019)Follow-Up: This (06/25/2019)

Follow-Up: The course will beassessed again soon.(06/25/2019)

Program Review Reporting Year: 2018-2019Target : Target Met80% of the students responded in the affirmative.(06/25/2019)

Survey - Students were asked if thecourse helped them to betterunderstand how to effectivelyparticipate in the political process.


POLI 5:Introduction to Political Thought and Theory


POLI5_SLO_1 - Students will evaluatethe major paradigms of politicalthought filtered through views onhuman nature and the good society.


SLO Status: Active

Outcome Creation Date: 10/30/2009Target for Success: All studentsshould be able to evaluate the majorparadigms of political thoughtfiltered through views on humannature and the good society.Related Documents:SLOAC for POLI 5

Reflection (CLICK ON ? FOR INSTRUCTIONS): Given thesignificant variation in terms of outcomes, I learned itwould be worthwhile to spend additional time emphasizingthe fact that each major ideological belief system has a verydifferent view of human nature and the good society. Thus,I will incorporate this dimension into lectures, discussions,writing assignments and exams.Related Documents:SLOAC for POLI 5

Enhancement: It would beworthwhile to examine more fullythe SLOs for the course as adepartment to see if they meetour expectations for Poli 5 andfully support our program leveloutcomes. (10/09/2013)

Program Review Reporting Year: 2010-2011Target : Target MetDespite a range of scores from D to A+ on the first writingassignment, the overall average was a B+. Most studentsdemonstrated the capacity to analyze and evaluate originalwritings. Likewise on the midterm, all but one studentpassed the exam, and the average score was a B. On thesecond writing assignment, only one student earned a non-passing grade because their assignment was late. Theoverallaverage for the class was a B+. The final exam produced anoutcome similar to the midterm. Two students failed theexam, but the overall average was considerablyhigher than the midterm, an A-. (10/09/2013)

Exam - Course Test/Quiz - The mainassessment tools used for the classwere writing assignments (2) andexams (2, a midterm and final),consisting of multiple choice andessay questions.

Target for Success: Ideally, allstudents will circle "True" inresponse to all questions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Looking firston the positive, most students indicated that the classadvanced the SLOs. Fully 88% circled "True" for all the

Enhancement: These resultssuggest the instructor needs tofocus more on how politicalideologies (paradigms of politicalthought) have particularconceptions of human nature,which condition how the politicalideology functions, and do abetter job connecting these tocontemporary issues.

It might be worthwhile to revisitthe course SLOs. The relateddocuments (and its questions)

Program Review Reporting Year: 2018-2019Target : Target Not MetWith of total of 43 surveys completed, 38 students circled"True" for all of the questions; 5 circled "False" (or did notindicate) on one of the questions. One student circled"False" on question 1; one student did not indicate aresponse to question 2 (having to do with understandingvarious views of human nature), another indicated "False"on question 2; and two students indicated "False" onquestion 4 (having to do with the ability to apply politicaltheory to contemporary issues). (12/18/2018)

Survey - A 4-question surveyadministered at the end of the classasking students whether or not (Trueor False) the course contributed totheir ability to: (1) evaluate themajor paradigms of political thought;(2) better understand various viewsof human nature; (3) criticallyanalyze political theory; and (4)apply political theory tocontemporary issues.


https://deanza.tracdat.com:443/tracdat/viewDocument?y=92wazJ4HSFpJ



Related Documents:poli 5 slo assessment fall 2018.docx

questions. Therefore, it is safe to say, that the course didadvance the SLOs for a large majority of students in theclass.

Looking closely at the five students who felt that class didnot advance the SLOs, it is noteworthy that each of the fivecircled only one "False" response. In other words, nostudent indicated "False" for all four questions; and nostudent who indicated "False" on any one questionindicated "False" on more than one question.

Of the students who felt that the course failed to advance aparticular SLO, one student indicated the course did notcontribute to their ability to evaluate the major paradigmsof political thought; two indicated the course did notcontribute to their ability to better understand variousviews of human nature; and two indicated the course didnot contribute to their ability to apply theory tocontemporary issues. This suggests that more work needsto be done by the instructor in these areas.Related Documents:poli 5 slo assessment fall 2018.docx

suggest a model for their re-articulation.

In addition, the assessment mightbe changed: it could include asliding scale rather thanTrue/False; it could also be doneby scantron, which would simplifyanalysis of the results.(12/18/2018)

POLI5_SLO_2 - Students willdemonstrate the capacity to analyzecritically and apply political theory tocontemporary issues.


SLO Status: Active

Outcome Creation Date: 10/30/2009Target for Success: Students willdemonstrate the capacity to criticallyanalyze and apply political theory tocontemporary issues.Related Documents:SLOAC for POLI 5

Reflection (CLICK ON ? FOR INSTRUCTIONS): Given thesignificant variation in terms of outcomes, I learned itwould be worthwhile to spend additional time emphasizing

Enhancement: It would beworthwhile to examine more fullythe SLOs for the course as adepartment to see if they meetour expectations for Poli 5 andfully support our program leveloutcomes. (10/09/2013)

Program Review Reporting Year: 2010-2011Target : Target MetDespite a range of scores from D to A+ on the first writingassignment, the overall average was a B+. Most studentsdemonstrated the capacity to analyze and evaluate originalwritings. Likewise on the midterm, all but one studentpassed the exam, and the average score was a B. On thesecond writing assignment, only one student earned a non-passing grade because their assignment was late. Theoverall average for the class was a B+. The final examproduced an outcome similar to the midterm. Two studentsfailed the exam, but the overall average was considerablyhigher than the midterm, an A-. (10/09/2013)

Exam - Course Test/Quiz - The mainassessment tools used for the classwere writing assignments (2) andexams (2, a midterm and final),consisting of multiple choice andessay questions.


https://deanza.tracdat.com:443/tracdat/viewDocument?y=WMVemk1b7fi8




the fact that each major ideological belief system has a verydifferent view of human nature and the good society. Thus,I will incorporate this dimension into lectures, discussions,writing assignments and exams.Related Documents:SLOAC for POLI 5

Target for Success: Ideally, allstudents will circle "True" inresponse to all questions.Related Documents:poli 5 slo assessment fall 2018.docx

Reflection (CLICK ON ? FOR INSTRUCTIONS): Looking firston the positive, most students indicated that the classadvanced the SLOs. Fully 88% circled "True" for all thequestions. Therefore, it is safe to say, that the course didadvance the SLOs for a large majority of students in theclass.

Looking closely at the five students who felt that class didnot advance the SLOs, it is noteworthy that each of the fivecircled only one "False" response. In other words, nostudent indicated "False" for all four questions; and nostudent who indicated "False" on any one questionindicated "False" on more than one question.

Of the students who felt that the course failed to advance aparticular SLO, one student indicated the course did notcontribute to their ability to evaluate the major paradigmsof political thought; two indicated the course did notcontribute to their ability to better understand variousviews of human nature; and two indicated the course didnot contribute to their ability to apply theory tocontemporary issues. This suggests that more work needsto be done by the instructor in these areas.

Enhancement: These resultssuggest the instructor needs tofocus more on how politicalideologies (paradigms of politicalthought) have particularconceptions of human nature,which condition how the politicalideology functions, and do abetter job connecting these tocontemporary issues.

It might be worthwhile to revisitthe course SLOs. The relateddocuments (and its questions)suggest a model for their re-articulation.

In addition, the assessment mightbe changed: it could include asliding scale rather thanTrue/False; it could also be doneby scantron, which would simplifyanalysis of the results.(12/18/2018)

Program Review Reporting Year: 2018-2019Target : Target Not MetWith of total of 43 surveys completed, 38 students circled"True" for all of the questions; 5 circled "False" (or did notindicate) on one of the questions. One student circled"False" on question 1; one student did not indicate aresponse to question 2 (having to do with understandingvarious views of human nature), another indicated "False"on question 2; and two students indicated "False" onquestion 4 (having to do with the ability to apply politicaltheory to contemporary issues). (12/18/2018)

Survey - A 4-question surveyadministered at the end of the classasking students whether or not (Trueor False) the course contributed totheir ability to: (1) evaluate themajor paradigms of political thought;(2) better understand various viewsof human nature; (3) criticallyanalyze political theory; and (4)apply political theory tocontemporary issues.





Related Documents:poli 5 slo assessment fall 2018.docx



POLI 56:Introduction to Community Organizing


POLI56_SLO_1 - Students willevaluate community organizingprocesses and outcomes.SLO Status: ActiveOutcome Creation Date: 08/24/2015

POLI56_SLO_2 - Students will assesshow individuals and groups can affectcommunity organizing processes andoutcomes.SLO Status: ActiveOutcome Creation Date: 08/24/2015

POLI56_SLO_3 - Students willdemonstrate the capacity toparticipate effectively in communityorganizing.SLO Status: ActiveOutcome Creation Date: 08/24/2015


POLI 64 X-Z:Political Science Internship


POLI64X-Z_SLO_1 - Assess role ofoffice, agency, or organization inpolitical process and howindividuals/groups work through it toachieve their political goalsSLO Status: ActiveOutcome Creation Date: 08/24/2015

Target for Success: Each studentshould be able to assess how theiroffice, agency, and/or organizationengages in the political process toadvance their goals.

Reflection (CLICK ON ? FOR INSTRUCTIONS): 1 student didnot follow through on securing an internship.

Enhancement: I will even morecarefully screen and drop studentsnot able to fulfill the requirementsof Poli 64. (12/18/2017)Follow-Up: Will do evaluationagain in winter 2018.(12/18/2017)

Program Review Reporting Year: 2017-2018Target : Target Not MetOf the four students placed in internships in fall 2017, 3demonstrated the ability to assess how their providerengages in the political process to achieve its goals.(12/18/2017)

Field Placement/Internship -Reflective essay and internshipprovider evaluation.

POLI64X-Z_SLO_2 - Examine how theoffice, agency, or organization's workimpacts constituents, clients, and/orsupporters and how its values impactits activitiesSLO Status: ActiveOutcome Creation Date: 08/24/2015

Target for Success: Each studentshould be able to examine how theiroffice, agency, and/or organization'swork impacts individuals and groupsand how their values impact whatthey do.

Reflection (CLICK ON ? FOR INSTRUCTIONS): 1 student didnot follow through on securing an internship.

Enhancement: I will even morecarefully screen and drop studentsnot able to fulfill the requirementsof Poli 64. (12/18/2017)Follow-Up: Will do evaluationagain in winter 2018.(12/18/2017)

Program Review Reporting Year: 2017-2018Target : Target Not MetOf the four students placed in internships in fall 2017, 3demonstrated the ability to assess how their provider worksto achieve its goals. (12/18/2017)

Field Placement/Internship -Reflective essay and internshipprovider evaluation.


Dept - (SSH) Psychology


PSYC 1:General Psychology


PSYC1_SLO_1 - Describe the ways inwhich psychology is grounded in thescientific method.


SLO Status: ActiveTarget for Success: 80% of studentswould answer these questionscorrectly

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students weregiven the homework assignment to design an experiment ingroups in the Psych. 1 class.The group work started with the lecture on hypotheses andformation of groups and the design of an experimentto test the hypothesis chosen by each group. A rough draftof the experiment was submitted and corrected andthen the final draft was collected several days later. Therate of success for the groups was near 79%. Grading wasdesign inclusion of the independent variable, dependentvariable, control and experimental groups anduse of blind and double blind.

Enhancement: Students weregiven feedback on theexperimental design homeworkand also told to make correctionsandturn the homework back in forparticipation credit. The responsewas very good on the returnassignment with an additional 7-8% completing the assignmentcorrectly. (10/29/2018)Enhancement: For the first part ofthis assessment, to increase thepercentage to 80%, moreemphasis on experiments isneeded. Perhaps more homeworkor in-class work is needed.(07/12/2012)Enhancement: Clarification of thedifferent types of researchmethods; perhaps an additionalassignment that focuses on thedifferent types of methods isneeded. (11/16/2011)

Program Review Reporting Year: 2018-2019Target : Target Met75% of students answered the final questions correctly and83% of students answered the design a study writtenassignment correctly. (11/16/2011)

Exam - Course Test/Quiz - Researchmethods questions on the final examand written assignment to design astudy

Exam - Course Test/Quiz - multiplechoice test and essay home work



Target for Success: 80% of studentswill correctly answer these questions

assignment

PSYC1_SLO_2 - Will demonstrate byreference to supporting research,findings that underlie everydayknowledge and beliefs as they relateto psychology.SLO Status: Archived SLO Statement

Target for Success: 90% of studentswill successfully find a relevantarticle and successfully apply coursecontent.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thisassessment goal was met. No changes needed.

Program Review Reporting Year: 2011-2012Target : Target Met90% of students successfully applied course content to arelevant article. (07/12/2012)

Other - Homework assignment inwhich students are required to find acurrent, relevant article and applycourse material.

PSYC1_SLO_3 - Recognize real lifeexamples that show how psychologyis present in every day life.SLO Status: Active

Target for Success: 100% of studentswill be able to provide and describetwo examples of psychologicaltheory applied to their own lives.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentparticipation for the assignment was determined to be 72%complete.

Program Review Reporting Year: 2015-2016Target : Target Met72% success rate for this SLO was achived for Psych 1(12/12/2016)

Other - Students will describe atleast two different examples inwhich they have observedpsychological concepts/theories intheir own lives. This can bemeasured by means of an essayexam, homework assignment orgroup work.

PSYC1_SLO_4 - Contrast the 5 mainmodels (cognitive, behavioral,psychodynamic, biological, social-cultural) used to explain humanbehavior.SLO Status: Active

Target for Success: 75% of studentswill successfully contrast the mainmodels to explain psychopathologyand treatment.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Items on thethree in class MC exams reflect 74% success rate on the

Enhancement: The structuring ofthe class material around themajor schools of the thought inPsychology is a very helpfulmethod for continuing to reinforcethe major concept differencebetween cognitive, behavioral,social, biological and psycho-dynamic perspectives(11/03/2018)

Program Review Reporting Year: 2017-2018Target : Target MetTarget items on the three exams for Psych 1 demonstrated74% success rate on the information tested on theitems related to the main Psychology schools of thought.Items on the exam 1 identify theorists that would approacha problem from the biological, and behavioral perspective.This testing per select items continues onExam 2 and finalizes the process with a focus on clinicalapproaches from the humanistic, cognitive-behavioral andpsycho-dynamic perspectives. Target was met andperformance was 74% (11/03/2018)

Other - Students will demonstratetheir understanding of thedifferences of the 5 main modelsthrough group collaboration on aclass assignment (in class or takehome).



target items they detail this SLO


PSYC 12:Psychology of Gender


SLO1 - Understand the historicalcontributions of women topsychology and understand how thefield of psychology has changed to amore gender balanced field.SLO Status: Archived SLO Statement

Target for Success: 75% of studentswill be able to answer the questions

Exam - Course Test/Quiz - Multiple-choice questions & short answerquestions on exam

SLO2 - Understand the specificresearch methods used in the field ofpsychology to study genderdifferences.SLO Status: Archived SLO Statement

Target for Success: 75% of studentswill be able to successfully apply theresearch methods used in genderstudies

Demonstration - Class assignmentand/or multiple-choice questions

PSYC12_SLO_1 - Identify historical,mythological, societal, familial, ethnicand cultural influences that shapegenderSLO Status: ActiveOutcome Creation Date: 02/21/2018

Target for Success: 70% of studentswill get these questions correct.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Will continueassessment using multiple choice tests.

Program Review Reporting Year: 2017-2018Target : Target MetStudents took multiple choice test with over 70%successfully answered multiple choice answers correctly.(12/28/2018)

Exam - Course Test/Quiz - Multiple-choice or essay questions

PSYC12_SLO_2 - Explain the biologicaland psychological basis of genderbehavior throughout the life cycleSLO Status: ActiveOutcome Creation Date: 02/21/2018

Target for Success: 70% of studentswill answer these questions correct.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The multiplechoice exam proved to be a good assessment tool for theslo. I am continuing to update exam.

Enhancement: Even though targetmet and was a little higher thantarget, I am looking at having aclass assignment that will be donein lab groups focusing on the slo.(01/08/2019)

Program Review Reporting Year: 2017-2018Target : Target Met80 percent of students met the target for success(01/08/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Whileachieving a reasonable level of proficiency with theparticular SLO, I continue to look for ways to improve.

Program Review Reporting Year: 2017-2018Target : Target MetStudents assessed through multiple choice exam and inclass role plays. Since it was easier to assess throughmultiple choice exam we targeted 70% of the affected SLO.(12/05/2018)

Exam - Course Test/Quiz - Multiple-choice or essay questions.


PSYC 14:Developmental Aspects of Psychology


PSYC14_SLO_1 - Students will analyzeand apply the major developmentaltheories in psychology includingFreud, Erikson and Piaget.SLO Status: Active

Target for Success: 70% of studentswill answer these questionscorrectly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): A majority ofstudents were able to both analyze & apply developmentaltheories.

Enhancement: Since the targetwas met, the current method ofteaching this content seems to besufficient. Perhaps including essayquestions in the future as well canbe helpful. (12/27/2018)

Program Review Reporting Year: 2018-2019Target : Target Met83% of students answered the multiple-choice questionscorrectly. (12/27/2018)

Exam - Course Test/Quiz - Multiplechoice questions or essay questionson an exam.

PSYC14_SLO_3 - Students will be ableto discuss how theoretical processesand models are applied to their ownlives.SLO Status: Archived SLO Statement

PSYC14_SLO_2 - Students will identifythe cognitive, psychosocial andbiological development across thelifespan.SLO Status: Active

Target for Success: 90% of studentswill successfully address thesequestions Reflection (CLICK ON ? FOR INSTRUCTIONS): The target

was 90% and this was not met. Perhaps the target was settoo high. Students did better on the written portion.

Enhancement: This material couldbe emphasized more and moretime spent on application.(12/27/2018)

Program Review Reporting Year: 2018-2019Target : Target Not MetFor the written portion (essay), there was a 77% successrate and for the multiple-choice portion there was a 71%success rate. (12/27/2018)

Project - Writing assignment (such asa journal) and/or multiple choicequestions on exam

PSYC14_SLO_4 - Recognize andexplain how issues of gender, classand race are direct influences ondevelopment.SLO Status: Archived SLO Statement


PSYC 15:Basic Statistics and Research Methods in Social and Behavioral Sciences


PSYC15_SLO_1 - Demonstrate andexplain the fundamental concepts ofdescriptive and inferential statistics aswell as the major assumptions andmethods of scientific analysis.SLO Status: Active

Target for Success: 80% of studentswill answer theses questionscorrectly.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This is too lowfor my liking; I should emphasize these points as a separate,defined unit early in the course.

Program Review Reporting Year: 2018-2019Target : Target MetSuccess in this was achieved by 44/53 students.(12/28/2018)

Exam - Course Test/Quiz - Essayand/or multiple-choice questions onan exam.

PSYC15_SLO_2 - Describe anddemonstrate various measurementconcepts appropriate to differenttypes of research data.SLO Status: Archived SLO Statement


Exam - Course Test/Quiz - Multiple-choice questions on an exam.

PSYC15_SLO_3 - Graph and interpretbasic frequencydistributions,calculate and explainmeasures of central tendency andSLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): I think anassessment closer to the time of learning the materialwould've resulted in stronger results, but perhaps these arestrong because the material was taught six weeks prior tothe assessment.

Enhancement: I will be revising myfacilitation of this key unit bydoing more in-class analysis, andattempting to bridge an informalsurvey data collection with theseexercises. Also, there are likelymany new online tools I canresearch and use to emphasizethis material. (12/04/2018)

Program Review Reporting Year: 2018-2019Target : Target Met82% of students scored 100% on a spontaneous assessmentof this SLO. This was framed as a pop quiz, counting towardthe class participation part of the overall grade.(12/04/2018)

Exam - Course Test/Quiz - Multiple-choice or essay questions on anexam.

PSYC15_SLO_4 - Describe the basicproperties of the normal curve andstandard scores.SLO Status: Archived SLO Statement Target for Success: 80% of students

will get these questions correct.

Exam - Course Test/Quiz - Multiple-choice and essay questions on anexam.

PSYC15_SLO_5 - Calculate and applylinear regression, correlation, randomsampling and probability analysis.SLO Status: Archived SLO Statement


Exam - Course Test/Quiz - Multiple-choice questions on an exam.



PSYC15_SLO_6 - Describe andcalculate various methods ofhypothesis testing from the basicstudent's T-test to analysis ofvariance.SLO Status: Archived SLO Statement


Exam - Course Test/Quiz - Multiple-choice and essay questions on anexam.


PSYC 2:Psychology as a Behavioral Science and Profession


PSYC2_SLO_1 - Explain the basicelements of scientific design andmethodology applied to problems inpsychology.

SLO Status: Active

Target for Success: 70%Reflection (CLICK ON ? FOR INSTRUCTIONS): comparisonwas made between old model APA projects and the writeups at the back of the Cozby book and themodel demonstrated in class and in the text. Students wereable to discuss the key APA project requirements andcompare them to the text sample.

Program Review Reporting Year: 2016-2017Target : Target Met81% of students completed this assignment (03/03/2017)

Comments/Notes: The APA finalresearch project is a group projectwhich assesses the slo as a designproject in the laboratory, executionin the laboratory setting and finalpresentation and completed paperdemonstrates level of projectcompetence.

Laboratory Project - APA projectdesign editing and completion

Target for Success: 70%Comments/Notes: Successdetermined from exam score onessay and MC

Exam - Course Test/Quiz - Takehome design essay and MC test

Target for Success: 70%Exam - Standardized - Mc test

PSYC2_SLO_2 - Demonstrate a basicunderstanding of learning, classicaland operant conditioning andbehavior modification applied toselected problems in education andpsychology.

SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Student essaywork was completed at 82% opn essay exams

Program Review Reporting Year: 2016-2017Target : Target Met82% (03/03/2017)

Exam - Course Test/Quiz -completion of the goal behavior ofthe laboratory animal as well asdemonstrated knowledge of thelearning paradigms on essay exams.


Project - project for behaviormodification

PSYC2_SLO_3 - Describe the majorfields and career areas of psychologywith special attention given toacademic preparation and

Program Review Reporting Year: 2016-2017Target : Target MetStudents completed there APA presentations and all met orexceeded the basic requirement. They were quite a bit

Presentation/Performance -Students select an area of appliedpsychology occupationally to studyand interview a current actively



occupational potential.


Target for Success: Studentcompletes interview and classpresentation during the quarter.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentscompleted there APA presentations and all met orexceeded the basic requirement. They were quite a bitbetter with this third presentation in comparison to the firstpresentation done in early February. I kept track of eachstudent group and the history of their three presentationsover the quarter. Each group ( 3 students) presentedportions of the APA article andused visual aids power-point and doc projections

better with this third presentation in comparison to the firstpresentation done in early February. (03/24/2017)

employed individual. The interviewis presented in class.

Target for Success: adequatecompletion

Interview - Conduct interview andpresentation

PSYC2_SLO_4 - Demonstrate theability to conduct an experimentalproject in learning and to write theexperiment up in APA format.



Exam - Course Test/Quiz - Essayexam and APA project completionand presentation in class by APAgroup.


Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentgroups are given passing laboratory marks regarding thegroup presentation, several groups worked together onexperiments (eg. contingency vs. contiguity control of FR-10operant schedule). The learning experience was quiteimpressive for these students and their performance on thelast presentation was much better that the first journalarticle presentations.

Program Review Reporting Year: 2016-2017Target : Target MetFinal presentation was completed by all groups on theirfinal APA experiments (03/24/2017)

Laboratory Project - Final in classpresentation


PSYC 24:Introduction to Psychobiology


PSYC24_SLO_1 - Recognize thespecific research methods used inpsychobiological research and theirapplications.

SLO Status: Active

Target for Success: 80% of studentswill correctly answer thesequestions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): There is someslight confusion in the application of recording and imagingtechniques, but a majority of students understand thedifferent applications.

Enhancement: No enhancement isrequired since the target was met.I will however continue to think ofnew ways to apply thisinformation in hopes of increasedstudent understanding.(04/22/2018)

Program Review Reporting Year: 2017-2018Target : Target Met92% of students answered questions on exams related tothis SLO correctly. (04/22/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The resultssuggest that my current teaching methods on this sectionare successful overall.

Enhancement: The results suggestthat my current teaching methodson this section are successfuloverall. (04/14/2012)

Program Review Reporting Year: 2010-2011Target : Target MetApproximately 90% of students got the essay and multiple-choice questions correct. I noticed that the students thatgot these questions wrong confused recording techniqueswith imaging techniques. Students did very well on thesequestions, much better than I predicted. (04/14/2011)

Exam - Course Test/Quiz - Essayquestion and/or multiple-choicequestions on exam.

PSYC24_SLO_2 - Describe thedifferent processes that form thebiological basis of behavior.



Reflection (CLICK ON ? FOR INSTRUCTIONS): Thosestudents that could not effectively explain this appeared tobe reading too much into the questions, i.e., not looking atthe big picture.

Enhancement: Since a majority ofstudents were able to meet thisrequirement, no enhancementsare needed at this time, but I willcontinue to develop morequestions related to testing.(04/22/2018)

Program Review Reporting Year: 2017-2018Target : Target MetMost students (98%) got the multiple-choice questionsrelated to this SLO correct. (04/22/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): I think I mayneed to be more specific in the SLO statement.

Enhancement: I think I may needto be more specific in the SLOstatement. (04/27/2012)

Program Review Reporting Year: 2010-2011Target : Target MetAll students were able to address some parts but not allaspects. (03/10/2011)

Exam - Course Test/Quiz - Multiple-choice questions on an exam, alongwith short answer answer questions.

PSYC24_SLO_3 - Demonstrateunderstanding of the major

Enhancement: No enhancementsrequired, but continued funding


Directly related to Student LearningOutcome (SLO)



structures and functions of theCentral Nervous System andAutonomic Nervous System.

SLO Status: Active

for sheep brains is necessary.Having the hands on approach tostudying the brain proves to bemost beneficial. (04/25/2018)

Reflection (CLICK ON ? FOR INSTRUCTIONS): All studentsunderstood what the CNS consists of and the basicfunctions. Where they are having trouble is understandingall of the brain structures/functions covered in class and onthe sheep brain.

100% of students understood the major structures of theCNS and their basic functions on exams. 85% understoodthe various structures/functions of the brain on exams.(04/25/2018)

Directly related to Student LearningOutcome (SLO)


Reflection (CLICK ON ? FOR INSTRUCTIONS): The resultssuggest that overall a majority of the students met thisgoal, however to make sure more students are meeting thisgoal, additional homework assignments will be assigned.

Enhancement: The results suggestthat overall a majority of thestudents met this goal, however tomake sure more students aremeeting this goal, additionalhomework assignments will beassigned.

Using sheep brains fordemonstration purposes helpsstudents learn in a hands-on way,instead of simply studyingpictures; continued funding for thepurchase of sheep brains isessential for this SLO.(04/14/2011)

Program Review Reporting Year: 2009-2010Target : Target Met100% of the students, as expected were able to identify the2 major divisions of the CNS. However, the average brainstructure identification exam score was a 14/20. During in-class demonstrations, 85% of the students were able toidentify the major structures. (04/14/2011)

Laboratory Project - Multiple-choicequestions on an exam addressed thisoutcome, along with demonstrationson a sheep brain and identifyingstructures on a brain diagram on thefinal.


PSYC 3:Human Experimental Psychology (An Introduction to Cognitive Science)


PSYC3_SLO_1 - Explain the basicelements of scientific design andmethodology applied to problems incognitive psychology.

SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): Essay scoresreflected an average score of 80% on the essay questioninvolving the experimental design plus students furtherdemonstrate design completion when they submit the APAproject rough draft and finalAPA group project.

Program Review Reporting Year: 2017-2018Target : Target MetEssay results indicated 80% passing average since thestudents are now able to respond and get correctionson method errors and complete the exam after thefeedback. (11/03/2018)

Laboratory Project - complete inclass laboratory project and alsopass basic design exam 1 question.

Target for Success: 70% studentssuccess is expected.

Exam - Course Test/Quiz - Essayexam first Midterm

PSYC3_SLO_2 - Describe the majorphilosophical and historical influencesthat have shaped humanexperimental psychology.


Target for Success: 70% on Essayexam 1

Reflection (CLICK ON ? FOR INSTRUCTIONS): Students weregenerally good at following the instructions on the originaltake home essay. Some students leftout some of the historical eras or specific theorists (eg.Greeks, Gestalt, British associationists). The opportunityto redo the essay within one week has been very helpful forstudents. Also the suggestion that they bring in thetake home essay prior to test date for instructor review andcomment has been helpful.

Enhancement: The opportunity tostudy the take home essay afterinstructor comment has been agreat guide for studentson how to write and essay and tobecome competent on the formatand the chronology of thePsychology history (11/03/2018)

Program Review Reporting Year: 2017-2018Target : Target MetStudents completed the take home essay assignments at arate of 76% but were also able to redo the essay if somemissing sections were noted by the instructor. Finalperformance at 81% (11/03/2018)

Exam - Course Test/Quiz - Essayexam take home exam which isusually 6 pages typed and brought inwith the in class essay. Worth 25pts


Exam - Course Test/Quiz - Essayexam first midterm



PSYC3_SLO_3 - Demonstrate theability to conduct an experimentalproject in cognition using humansubjects and write the experiment upin APA format.

SLO Status: ActiveTarget for Success: 70%Comments/Notes: Student groupsmay combine groups to complete aproject if the area of research is verysimilar or in fact the same. (eg. facialrecognition)

Presentation/Performance - Thecourse long APA project involvescomplete experimental design andexecution of a cognitive researchproject and group presentation ofresults and APA design write up aspart of final grade. This is a groupproject that is not only conducted asan experiment but is presented tothe class as a final APA projectpresentation


Reflection (CLICK ON ? FOR INSTRUCTIONS): Thepresentations were overall quite creative, most were donein power point format and the subdivision of the APAsections was generally balanced over the entire group ofstudents presenting. The final APA papersscored in the range of 34- 48 points with the max availablepoints being 50. This in class presentation experienceis very helpful to the students in terms of knowing themethodology and feeling confident about the project andfinal outcome.

Enhancement: The determinationof the final score for laboratorycompetence has been tied to thisproject presentation andfinal APA paper completion. Wehave dealt with some issuesrelated to social loafing on theprojects as the groupeffort cannot be entirely equalizedwithin the groups. (11/03/2018)

Program Review Reporting Year: 2017-2018Target : Target MetStudents in all groups completed at least an in class APApresentation the total was 12 groups of 4 and 2 groupspresentations were delayed due to the data analysis notbeing complete. The completion of the APA presentationwas done by having these groups present during the Finalexam time slot (11/03/2018)

Laboratory Project - Cog. Laboratoryproject

PSYC3_SLO_4 - Describe and contrastinformation processing, artificialintelligence and neural networkmodels applied to problems in Target for Success: 70%

Enhancement: In the comingSpring 19 course I will try toprovide students with studytemplate outside of the class that

Program Review Reporting Year: 2017-2018Target : Target MetThe performance on the in class essays was quite goodoverall, with a performance average of 83% this of course

Exam - Course Test/Quiz - Essayexams 1-3 assess all areas listed inthis SLO.



attention, sensation, patternrecognition and human learning,cognition and memory.


Reflection (CLICK ON ? FOR INSTRUCTIONS): I am quitepleased with the performance of the this Psych 3 class.They were quite a competent group, many of them wereprepared by our other courses ( Psych 1, 4, 6, 15, 24 and 14). These students are all looking to transfer to 4 yearprograms and have hope to complete graduate degrees.The students learn quite a bit about the process of writing agood essay with these three exams.

willhelp them organize their Essayexam answers to help them avoidleaving out important sections.Going over the material of coursehelps in class but the handout maymake this process more concrete.(11/03/2018)

incorporates the retakes available on Essay Exam 1 and alsoincludes EC options for added items done onessays done in class. The 3 main essays also include a 25point take home which students begin usually 2 weeksbefore the in class portion. (11/03/2018)

PSYC3_SLO_5 - Explain and describethe ethical guidelines,basic methodsand principles of research in the useof human subjects in experimentalpsychology and cognitive science.



Reflection (CLICK ON ? FOR INSTRUCTIONS): The TAs in thiscourse will read and report to me on the completion of theweekly assignments and I will readand score the weekly review questions and activityquestions that are due. We will make comments on howcomplete and accurate the answers are and give thestudents feedback.

Enhancement: I have been givingthe students EC points for Cozbyassignments that are done aboveand beyond the standardanswer that would be minimallynecessary to address the question.Very complete and thoroughhomeworkwill get 6 points truly exceptionaleffort will earn 7 points this hasencouraged students to really putout the effort for the completionof the homework assignments(11/03/2018)

Program Review Reporting Year: 2017-2018Target : Target MetThe average performance on the Cozby homeworkassignment was 16 low and 66 high. The 10 chapter takehome review questions have a value of 5 points each whenturned in on time each Tuesday throughout the quarter. Ido allow late work to be turned in for 4 points that week or3 then next week. I have encouraged students get caught upif they fall behind as the 50 point total for the assignment islike a take home exam in terms of overall points. Studentsare exceeding the target of 70% primarily because of theenhanced scoringvalues not allowed for the Cozby assignment. (11/03/2018)

Exam - Course Test/Quiz -Completion of the Cozby homeworkchapter on use and ethics ofresearch with human subjects. Alsothe sucessful demonstration in theAPA research project.


Project - Methods course homeworkby chapter for Cozby Methodscourse.


PSYC 4:Abnormal Psychology


PSYC4_SLO_1 - Explain the historicalroots of abnormality and contrastthem with current views.


Target for Success: 70% of studentswill pass these assessments

Reflection (CLICK ON ? FOR INSTRUCTIONS): The currentassessment method appears to be sufficient in measuringthis outcome.

Enhancement: No enhancementsnecessary. (04/25/2018)

Program Review Reporting Year: 2017-2018Target : Target Met78% of students were able to answer these questionscorrectly on a multiple-choice exam. (04/25/2018)

Comments/Notes: The combinationof assessment tools here will varybased on the instructor.

Exam - Course Test/Quiz - Mc examand essay


Exam - Standardized - multiplechoice test

PSYC4_SLO_2 - Explain the symptomsand causes of psychological disordersand compare and contrast them.

SLO Status: Active

Target for Success: 70% of studentswill succeed on the case study writeup.

Reflection (CLICK ON ? FOR INSTRUCTIONS): A majority ofstudents understood how to correctly diagnose the casestudies. The current way of teaching/testing seems to besufficient.

Enhancement: No enhancementsnecessary. Continued practice iskey. (04/25/2018)

Program Review Reporting Year: 2017-2018Target : Target Met85% of students were able to successfully diagnose andprovide a differential diagnosis and possible treatment forthe case studies. (04/25/2018)

Project - Case studies ofpsychopathology using differentialdiagnosis and the DSM V.

PSYC4_SLO_3 - Describe the differenttypes of therapy and be able to applythem to specific case studies.

SLO Status: Active

Target for Success: 70% of studentswill correctly answer thesequestions. Reflection (CLICK ON ? FOR INSTRUCTIONS): Most students

are understanding when certain therapies should beapplied. They're also understanding the differences amongthe therapies.

Enhancement: No enhancement isnecessary. Will continue toprovide more examples.(04/25/2018)

Program Review Reporting Year: 2017-2018Target : Target Met78% of students successfully applied different types oftherapy to various case studies via multiple-choicequestions and case studies. (04/25/2018)

Exam - Course Test/Quiz - Casestudy write ups and/or multiple-choice questions.


PSYC 5:Introduction to Theories of Personality


PSYC5_SLO_1 - Describe and applythe major personality theories tooneself.

SLO Status: Active

Target for Success: 80% of studentswill successfully address the majorpersonality theories.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I achieved mytarget success rate for the SLO but am still looking toimprove, especially around integration and use of theoriesfor self reflection and understanding.

Program Review Reporting Year: 2017-2018Target : Target MetThis SLO assessment was made through multiple choiceexam on 13 major personality theories as well as a paperutilizing three of these theories on self. I chose to use themultiple choice exam as an assessment using a 80% successrate as the target (12/05/2018)

Project - Writing assignment (such asa paper or journal) or essayquestions on exam.

PSYC5_SLO_2 - Recognize variousassessments of personality.

SLO Status: Active

Target for Success: 75% of studentswill successfully answer thesequestions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The studentsmet the slo measured by the final and midterm exams.

Enhancement: Even thought theslo target was met, i want to lookat applying the variousassessments of personality to thestudents' "self personality." Thiswill be an enhanced way ofmeeting the target. (01/08/2019)

Program Review Reporting Year: 2017-2018Target : Target Met83 percent of students successfully answered the questionson exam. (01/08/2019)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Will continueto look for more assessment tools to meet the SLO.

Program Review Reporting Year: 2017-2018Target : Target Metmore than 75% of students successfully answered thequestions related to the SLO (12/28/2018)

Exam - Course Test/Quiz - Multiple-choice &/or short answer questionson an exam.


PSYC 51:Psychology of Wellness


PSYC51_SLO_1 - Understand anddescribe the basis of positivepsychology.SLO Status: ActiveOutcome Creation Date: 09/25/2017

PSYC51_SLO_2 - Demonstrateunderstanding of holistic approachesto health and wellness.SLO Status: ActiveOutcome Creation Date: 09/25/2017

PSYC51_SLO_3 - Understand andapply models of health promotion tofacilitate behavioral change.SLO Status: ActiveOutcome Creation Date: 09/25/2017


PSYC 6:Introduction to Humanistic Psychology


PSYC6_SLO_1 - Explain majorconcepts, theories and methods ofhumanistic psychologySLO Status: Active

Target for Success: 70% studentsuccess is expected.

Reflection (CLICK ON ? FOR INSTRUCTIONS): I wasimpressed with students' responses; very thorough andaccurate, many of whom personalized their responses increative ways. Responses were a pleasure to read!The Third Force basic philosophyand background were detailed and a thorough discussion ofthe origin of the 3rd Force in Psychology.a MC terst was given on the basic material and the targetsuccess level was 78%

Enhancement: A completediscussion of the MC exam wasgiven plus individual analysis andreview of each question,additional points values could beachieved with retake option andmake up work. (12/03/2018)

Program Review Reporting Year: 2017-2018Target : Target MetProvided students with essay take home overview test oflecture material. 87% pass rate.The Third Force basicphilosophyand background were detailed and a thorough discussion ofthe origin of the 3rd Force in Psychology. (06/25/2018)

Exam - Course Test/Quiz - Essay orshort answer questions on exam.

PSYC6_SLO_2 - Apply basic constructsin humanistic, existential-phenomenological psychology toselected clinical and social problems.SLO Status: Active


Reflection (CLICK ON ? FOR INSTRUCTIONS): discuss andreview the phenomenological review process-using anevent such as anger to detail and practice the method.Discuss the experience and practice the method as well asdetailing your own account of the event.

Enhancement: Essay analysis isdone in pilot form first then thefinal draft is discussed withcomments and suggestions. Thefinal draft is then completed forassessment. (12/03/2018)Follow-Up: fial exam and paperanalysis is offered to students(06/21/2018)

Program Review Reporting Year: 2017-2018Target : Target MetDetailed essay plus demonstrative phenomenologicalanalysis method was used to explore not only thedetailed method of phenomenological analysis but to citethe current example in the students experience,25-30 page essay. (06/25/2018)

Project - Essay analysis and real lifeapplication process.

PSYC6_SLO_3 - Demonstrate theapplication of traditional areas ofcontemporary psychology to thehumanistic existential-phenomenological perspectives.SLO Status: Archived SLO Statement


Reflection (CLICK ON ? FOR INSTRUCTIONS): SLO iscomplete and not evaluated in this reporting period.

Enhancement: This SLO-3 wasmade inactive for this reportingperiod (12/03/2018)

Program Review Reporting Year: 2017-2018Target : Target MetData complied as part of normal course completion(12/20/2018)

Exam - Course Test/Quiz - Essayexam and short answer fill in theblack work sheets.



PSYC6_SLO_4 - Critically compare theproblems and implications of thecreative growth movement, Gestaltapproaches, with Eastern thoughtand humanistic psychology.SLO Status: Archived SLO Statement

Target for Success: 70% studentssuccess is expected. Reflection (CLICK ON ? FOR INSTRUCTIONS): SLO-4 inactive

for this reporting period

Enhancement: grade determinedby all essays, quizzes and classparticipation for this reportingperiod. SLO-4 inactive for thisreporting period. (12/20/2018)

Program Review Reporting Year: 2017-2018Target : Target MetFinal grade based on all quizzes and Mc exams and essays fothis reporting period (12/03/2018)

Exam - Course Test/Quiz - Essayquestion and final paper projectpresentation.


PSYC 60:Industrial Organizational Psychology


PSYC60_SLO_1 - Recognize thehistorical influence of psychology onthe hiring and training of workers in avariety of employment settings.


Target for Success: 80% of studentsshould correctly identify historicalinfluences

Exam - Course Test/Quiz - Multiplechoice exam questions

PSYC60_SLO_2 - Critically evaluateand explain the nature of scientificmethodology and theory used bypsychologists to study humanbehavior in the workplace and inother organized group settings.


Target for Success: 95% of studentsshould achieve proficiency in thisassessment.

Project - Group project - Designexperiment or quasi-experiment incollaboration with classmates.

PSYC60_SLO_3 - Analyze and explainthe inter-relationships among socialpsychological principles, individualdifferences, personality theory, andorganizational behavior as related toindividuals in organizations.

SLO Status: Course Not Currently

Target for Success: 80% of studentsshould achieve competence

Other - Analyze a work-related ororganizational problem. Presentsolution in 8-10 page paper



Taught

PSYC60_SLO_4 - Compare andcontrast major psychologicalapproaches to the improvement ofhiring and other personnel practicesin organizations.


Target for Success: 70% of studentsshould reach or exceed proficiency

Exam - Course Test/Quiz - At least10 multiple choice questions on firstexam

PSYC60_SLO_5 - Compare andcontrast major approaches to trainingindividuals and how these relate toestablished psychological research.


Target for Success: 70% of studentsshould reach or exceed proficiency

Exam - Course Test/Quiz - Multiplechoice questions and one shortessay.


PSYC 64:Psychology Internship


PSYC64_SLO_1 - Understand theimportance of the community agencyand the services the agency provides.SLO Status: Active

Target for Success: 80% of studentswill successfully address thisassignment

Reflection (CLICK ON ? FOR INSTRUCTIONS): Theassignment reflected growth by each student, and asalways, several expressed wonder that the agency is socomplicated and error-prone!

Enhancement: As with the other,related SLO, I think I shouldstructure the assignment (Paper#2) so that more specific details(e.g., source of agency's funding)are covered. (12/28/2018)

Program Review Reporting Year: 2018-2019Target : Target MetSix of Seven students expressed knowledge of the agency,its services, and implication for their growth asprofessionals. (12/28/2018)

Project - Writing assignment (such asmidterm paper).

PSYC64_SLO_2 - Relate activity /program to class curriculum.SLO Status: Archived SLO Statement Target for Success: 80% of students

will successfully complete thisassignment

Project - Writing assignment (such asa final paper).

PSYC64_SLO_3 - Evaluate personalexpectations and / or goals of theinternship and reflect on personalgoals for future occupation.SLO Status: Active

Target for Success: 80% of studentswill successfully address this in theirpaper Reflection (CLICK ON ? FOR INSTRUCTIONS): This paper

captures quite well the personal reactions and keyexperiences of student interns. They are not shy aboutexpressing their opinions, nor their anxiety about theirfuture.

Enhancement: As with the otherSLO, I should more specificallystructure this particularassignment. I should lengthen therequirement, but then add morespecific questions and guidelinesto the prompt. (12/04/2018)

Program Review Reporting Year: 2017-2018Target : Target Met5/6 students (83%) completed this via a reflection paper.(12/04/2018)

Project - Writing assignment (such asa final paper).


PSYC 64X:Psychology Internship


SLO1 - Understand the importance ofthe community agency and servicesof the agency.


SLO Status: ActiveTarget for Success: 80% of studentswill successfully address thisassignment Reflection (CLICK ON ? FOR INSTRUCTIONS): This is a

relatively straightforward assignment (Paper #2),completed once the student has been active in the agencyfor at least a few weeks. The one student who did notmaster this simply did not turn in the paper.

Enhancement: I think I will havestudent interns collect datarelated to the organization'smission and strategy (e.g., budgetnumbers, # of employees andcontractors, etc.) Perhaps I coulddeploy a questionnaire, with morespecific questions, as thebasis/instructions for the paper.(12/04/2018)

Program Review Reporting Year: 2018-2019Target : Target Met5/6, or 83% of students successfully completed thisassignment. (12/04/2018)

Project - Writing assignment (such asMidterm paper).


PSYC 64Y:Psychology Internship


SLO1 - Understand the importance ofthe community agency and servicesof the agency. Target for Success: 80% of students

will successfully address thisassignment

Project - Writing assignment (such asFinal paper).


PSYC 64Z:Psychology Internship


SLO1 - Understand the importance ofthe community agency and servicesof the agency.Planned Assessment Quarters: 2009-10 2-Fall

Target for Success: 80% of studentswill successfully address thisassignment

Project - Writing assignment (such asa Midterm paper).


PSYC 67:Introduction to Clinical Psychology


PSYC67_SLO_1 - Describe thehistorical and contemporaryfoundations of clinical psychology.


PSYC67_SLO_2 - Explain the currentcritical issues involved in thedefinition, classification and diagnosisof psychopathology.


PSYC67_SLO_3 - Describe the currentissues, educational preparation andresearch methods in clinicalpsychology.


PSYC67_SLO_4 - Describe and explainthe major methods of clinicalintervention including the models of



psychotherapy and other majorspecialties within clinical psychology.



PSYC 8:Introduction to Social Psychology


PSYC8_SLO_1 - Discuss the historicrevelance of social psychology as asub discipline of psychology as ascience.SLO Status: Archived SLO Statement


Exam - Course Test/Quiz - Essay andshort answer items on primarymidterm.

PSYC8_SLO_2 - Understand thescientific method as it applies tosocial psychology.SLO Status: Active Target for Success: 70% student

success is expected. Reflection (CLICK ON ? FOR INSTRUCTIONS): This is aconcept that is presented early in the quarter. Results arebased on four objective questions on the final exam. Thespecific result may reflect lower than expected studentretention/accuracy due to the delay in testing.

Enhancement: Repeat informationregarding the scientific methodlater in the quarter becauserepetition is key to recall.(12/15/2018)

Program Review Reporting Year: 2018-2019Target : Target MetCompleted via several objective final exam questions with70% student success. (12/12/2018)

Exam - Course Test/Quiz - Multiplechoice questions or essay questionson an exam or classroom activity.

PSYC8_SLO_3 - Apply knowledge ofsocial psychological concepts topersonal life.SLO Status: Active Target for Success: 70% student

success is expected.Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentswrote an autobiography and applied multiple socialpsychological concepts. Results indicate they are quitesuccessful in conveying their application of class concept viareflection paper assignments.

Enhancement: Being that thetarget was not only met butsignificantly exceeded in regard tostudent success levels, currentmethods seem sufficient. Oneenhancement would be toincrease the number of studentswho submit the assignment to100%. (12/15/2018)

Program Review Reporting Year: 2018-2019Target : Target Met95% of students who completed the assignment weresuccessful in applying social psychological concepts to theirpersonal life via a reflection paper. (12/12/2018)

Exam - Course Test/Quiz - Multiplechoice questions or essay questionson an exam or reflection paper.


PSYC 9:Psychology of Human Relationships and Normal Adjustment


PSYC9_SLO_1 - Apply principles ofpsychology to one's own experiencethrough evaluation of theory and selfexploration.



Exam - Course Test/Quiz - Essayexam and homework applicationassignment

PSYC9_SLO_2 - Demonstrateknowledge in core areas ofRelationships and Adjustment andtheir applications to everyday life.SLO Status: Active

Target for Success: 70% studentsuccess is expected.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Studentswrote three journals over the course of the quarter,covering three weeks of class content each. Students seemto be quite capable of applying Relationship andAdjustment concepts to their everyday life, especially intheir writing.

Enhancement: The target studentsuccess level was exceeded.Increasing the number of studentswho submit all three writingassignments would be an excellentenhancement. (12/15/2018)

Program Review Reporting Year: 2018-2019Target : Target MetOf students who completed the three writing assignments(journals), 92% were successful in applying multiple coreareas of Relationships and Adjustment to their everydaylife. (12/12/2018)

Exam - Course Test/Quiz - Examquestions, classroom activity orwriting assignment.

PSYC9_SLO_3 - Evaluatepsychological theory based oncultural and gender issues, identifyingthe inconsistencies in logic,development of theory, gender andcultural limitations.SLO Status: Archived SLO Statement


Exam - Course Test/Quiz - bothessay exam and MC exams to assesscompetence on this contentmaterial.


Dept - (SSH) Sociology


SOC 1:Introduction to Sociology


SOC1_SLO_1 - The student willdevelop a sociological imagination,which is the ability to evaluate theeffects of cultural, structural,historical, geographical, institutionaland stratification processes on groupsand individuals, including one's ownexperiences.SLO Status: Active

Target for Success: At least half ofthe students indicating attitudinalchange after taking SOC1

Reflection (CLICK ON ? FOR INSTRUCTIONS): What isinteresting is the persistence of students' individualism.Even though they can adopt the sociological perspective inspecific instances to analyze specific problems, they do nottend to internalize a more systemic, big-picture perspectivebut rather hang on to their individualistic understandings oftheir own behaviors. This is a finding we have seenrepeatedly in our SLO evaluations and perhaps aiming foran internalization of the sociological perspective is aimingtoo high.

Program Review Reporting Year: 2014-2015Target : Target Met43 students enrolled in two different sections of SOC1responded to an online survey. 88% strongly agreed that asa result of the class, they were more likely to analyze socialsystems and more likely to look under the surface forexplanations of social behavior. 81% strongly agreed thatpeople do not have control over many of the social factorsthat influence their lives, although on the other hand 63%still strongly agreed that *individuals* are largely in controlof their own lives. (04/08/2015)

Program Review Reporting Year: 2012-2013Target : Target Met78 students across multiple sections of SOC1 weresurveyed. Students are contradictory in the degree towhich they can apply the sociological imagination to theirown lives. While 67% of respondents agree or strongly

Survey - A survey measuringattitudinal changes in students atthe end of the quarter thatdemonstrate a sociologicalimagination



Reflection (CLICK ON ? FOR INSTRUCTIONS): We weregratified to see that students can recognize the influence ofa variety of social institutions on their choices, but puzzledby the apparently contradictory beliefs they hold in relationto the questions about controlling one's own destiny. Wethought it might be interesting to ask students about thiscontradiction directly as a point of discussion.

agree with the statement, "I largely control my owndestiny," 66% of respondents also agree or strongly agreewith the statement, "My choices are influenced by socialforces outside my own personal control." This hints at thedifficulty most students in the U.S. have with the coresociological idea that social systems influence individuals.However, when students are asked to rank order the factorsthat most influence them, they identify sociological factorsas having the greatest influence: the organizations theybelong to, the media system, religion, capitalism andgeographical region. They rank personal tastes and valueslowest of all items. This suggests that most students dodevelop a sociological imagination as a result of taking thecourse. (01/08/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): The surveyfindings suggest that students have adopted aspects of asociological imagination by the end of taking SOC1. Thepicture is somewhat complicated because when asked inother ways, this sociological imagination "comes and goes."

Enhancement: We would like toimplement pre- and post-testsurveys. This survey only askedstudents to reflect back at the endof the quarter. (01/07/2013)

Program Review Reporting Year: 2011-2012Target : Target MetThree sections of SOC1 were surveyed. Those sections hada central theme of food and the questions were designed tomeasure students' sociological imagination in relation tothat theme.

78% of students indicated that because of the class theyconsidered where their food comes from quite a bit ormuch more than they did before78% of students agreed that their own personal choices areinfluences by social forces outside their control.

(06/29/2012)



44% of students, when asked what is the MOSTIMPORTANT factor in shaping what they eat, indicated acultural, historical, structural, geographical, institutional orstratification factor. However, 52% still list individualfactors as most important. As we found with the last roundof SLO measurement, students seem more able torecognize a sociological perspective than internalize it. Itmay make sense to adjust the learning outcome torecognition of rather than development of a sociologicalimagination, although the sociology faculty continue to"dream big" that students will internalize the discipline'sperspective.

SOC1_SLO_2 - The student willdistinguish the sociologicalperspective from other sciences,including its methods, theories andempathetic standpoint.SLO Status: Active

Target for Success: 50% of thestudents develop a more empatheticstandpoint.

Reflection (CLICK ON ? FOR INSTRUCTIONS): Role-taking issomething that SOC courses do seem to succeed atencouraging students to do. In addition, while studentsmay not always internalize the sociological perspective,they do seem able to recognize it and distinguish it fromother approaches after they have completed the course.

Program Review Reporting Year: 2014-2015Target : Target Met43 students in two different sections of SOC1 weresurveyed. 94% strongly agreed that as a result of the coursethey learned how the sociological perspective differs fromother ways of seeing the world and 88% strongly agreedthat they were more likely to look under the surface tounderstand other people's behavior as a result of taking thecourse. (04/08/2015)

Program Review Reporting Year: 2012-2013Target : Target Met78 students across multiple sections of SOC1 weresurveyed. 75% of the respondents indicated that they weresomewhat more or much more empathetic towards otherpeople as a result of taking the sociology course. Thedepartment met its target that at least half of the studentswould develop a more empathetic standpoint. We alsoassessed whether students could identify the social sciencesmost similar to sociology in perspective and method. 87%of students were successful in doing this regardingsociological methods, indentifying anthropology and

Survey - A survey at the end of thequarter measuring attitudinalchange that reflects a sociologicalperspective.



Reflection (CLICK ON ? FOR INSTRUCTIONS): We discussedthis and were pleased that we have met the target. Wealso brainstormed ways to be more explicit in our classesabout how the social sciences converge and diverge.

psychology as the two disciplines most similar in researchmethods. Students were less successful in identifying thedisciplines most similar in perspective, as half identifiedpsychology as most similar even though its moreindividualistic approach mostly often contrasts withsociology. So we have improvement to make in withstudents in clarifying how sociology and psychology bothdiffer and overlap in perspective. (01/08/2014)

Reflection (CLICK ON ? FOR INSTRUCTIONS): Thisassessment focused primarily on the students'development of an empathetic standpoint, rather than onhow sociology's standpoint is different from other socialsciences. The findings show a large majority of studentsbecame more empathetic in relation to the central themeof these sociology sections.

Program Review Reporting Year: 2011-2012Target : Target MetThree sections of SOC1 were surveyed during Spring 2012.Those sections had a theme of food and survey questionswere designed to measure whether students developed amore empathetic standpoint by the end of the quarter inrelation to the central theme.

78% indicated that by the end of the quarter they werequite a bit or much more likely to consider the conditions ofthe animals they ate.82% indicated that by the end of the quarter they werequite a bit or much more likely to consider the conditions ofthe laborers involving in producing their food. (06/29/2012)


SOC 14:The Process of Social Research


SOC64_SLO_1 - The student willdistinguish the sociologicalperspective from other sciences,including its methods, theories andempathetic standpoint.SLO Status: ActiveOutcome Creation Date: 09/20/2014

Target for Success: 70% of thestudents would be able to analyzethe strengths and weaknesses ofsociological research methods incomparison to other approaches toknowledge.

Project - Students were asked tocompare and contrast sociologicalresearch methods in a written essaythat utilized different academicjournal articles.

SOC64_SLO_2 - The students willresponsibly and ethically apply thescientific method to the study ofsocial life.SLO Status: ActiveOutcome Creation Date: 09/20/2014


SOC 20:Social Problems



Target for Success: Half of thestudents will demonstrate attitudinalchange.

Reflection (CLICK ON ? FOR INSTRUCTIONS): While manystudents are uncomfortable agreeing outright with astatement that their own personal choices are largelyinfluenced by social forces outside their own control, theyare nonetheless able to identify specific social forces andsocial institutions that are important influencers of theirbehavior and choices.

Enhancement: We would like tomake more explicit the theme ofthe sociological imagination as athroughline throughout the entirequarter. (03/22/2018)

Program Review Reporting Year: 2016-2017Target : Target Met34 students were surveyed. 44% of students agreed orstrongly agreed with the statement "My choices areinfluenced by social forces outside my own personalcontrol." On the other hand, we can see that 54% ofstudents do develop a sociological imagination when theyare asked to rank order the factors that most influencethem. They rank the aspects of social location, the mediasystem, family, and religion. Overall, social institutions andsystems of varying sizes are viewed as more influential thanindividual factors, suggesting that students do develop asociological imagination as a result of taking the course.(03/22/2018)

Survey - A survey will beadministered in order to determinethe extent to which students havedeveloped a sociological imaginationas a result of the course.


Target for Success: Half of thestudents surveyed will demonstrateattitudinal change.

Reflection (CLICK ON ? FOR INSTRUCTIONS): We aregratified that we are helping students develop empathy,

Enhancement: We need to discussthe differences between the socialsciences more explicitly both inthe first couple of weeks and againin week 11 of the quarter.(03/22/2018)

Program Review Reporting Year: 2016-2017Target : Target Met34 students were surveyed. 79% of students indicated thatthey developed more empathy as a result of taking SOC20.The findings about the degree to which studentsdifferentiate sociology from other social sciences are morecomplicated. Students perceive sociology most similar interms of research methods to psychology (41%). Afterpsychology, they also see sociology as most similar in itsperspective to political science (18%) and anthropology(18%). In perspective, we would view psychology as mostdifferentiated from sociology as it tends to focus onindividuals rather than social systems as units of analysis.(03/30/2017)

Survey - A survey will beadministered in order to determinethe extent to which students havedeveloped a more empatheticstandpoint and the ability todistinguish sociology from othersocial sciences as a result of thecourse.



which squares with a number of the institutional corecompetencies. We will continue to work in our classroomson making more clear the ways in which sociology andpsychology may both overlap and diverge.


SOC 28:Sociology of Women and Men



Target for Success: At least half ofthe students indicating attitudinalchange after taking SOC28/WMST28


Target for Success: 50% of thestudents demonstrate thesociological imagination.

Reflection (CLICK ON ? FOR INSTRUCTIONS): We werefrustrated that in the gender class, even gender itself wasnot seen as one of the most important factors shapingbehavior.

Enhancement: We need to bemore explicit in addressing thetheme of the sociologicalimagination as a throughline fromweek one through week 11 of thequarter. (03/22/2018)

Program Review Reporting Year: 2016-2017Target : Target Not MetNine students completed the survey. 44% agreed with thestatement that their choices are shaped by social forcesoutside of their own control. (03/22/2018)

Project - Written assignment


Target for Success: Half of thestudents surveyed will demonstrateattitudinal change.

Survey - A survey will beadministered in order to determinethe extent to which students havedeveloped a more empatheticstandpoint as well as their ability todistinguish sociology from othersocial sciences as a result of thecourse.

Target for Success: 50% of thestudents demonstrate an ability todistinguish sociology from otherapproaches.

Reflection (CLICK ON ? FOR INSTRUCTIONS): We arepleased that students taking SOC28 find that it increases

Enhancement: We plan toemphasize more explicitly inweeks 1-2 and again in week 11how sociology differs from othersocial sciences, most especiallypsychology because of its systemicversus individualistic perspective.(03/22/2018)

Program Review Reporting Year: 2016-2017Target : Target MetOf the 9 students surveyed, 66% agreed that the class hadmade them more empathetic. 44% saw sociology as mostsimilar to psychology and 33% saw it as most similar tohistory. (03/22/2018)

Project - Written assignment



their empathy, which is related to several of ourinstitutional core competencies.


SOC 29:Sociology of Structural Racism in the United States


SOC29_SLO_1 - Explain processes ofsocial construction with regard torace and ethnicity.SLO Status: ActiveOutcome Creation Date: 09/25/2017

SOC29_SLO_2 - Apply sociologicaltheory to an analysis of majority-minority relations and/or migration.SLO Status: ActiveOutcome Creation Date: 09/25/2017

SOC29_SLO_3 - Describe the impactof racialized public policy oncontemporary structure of U.S.society.SLO Status: ActiveOutcome Creation Date: 09/25/2017


SOC 35:Marriage, Family, and Intimate Relationships




Reflection (CLICK ON ? FOR INSTRUCTIONS): This class isour most successful at meeting the target for this SLO. Wethink it is because the primary faculty member who teachesthis class emphasizes the sociological imagination as atheme both in course content and assignments.

Enhancement: The facultymember is going to continue tofocus on and emphasize thesociological imagination as acentral idea in this course.(03/22/2018)

Program Review Reporting Year: 2016-2017Target : Target Met29 students were surveyed. 52% of them agreed that theirown choices are influenced by social forces outside theirown control. (03/22/2018)




Reflection (CLICK ON ? FOR INSTRUCTIONS): The facultymember primarily responsible for teaching this class hasmade a deliberate effort to focus more on emotionalintelligence in the classroom. We believe this is responsiblefor the almost unanimous sentiment by students that theclass had increased their empathy.

Enhancement: We plan tocontinue to develop our emotionalintelligence skills in the classroom.(03/22/2018)

Program Review Reporting Year: 2016-2017Target : Target MetOf the 29 students surveyed, 89% indicated that the classhad made them more empathetic. (03/22/2018)

A survey will be administered inorder to determine the extent towhich students have developed amore empathetic standpoints as wellas the ability to distinguish sociologyfrom other social sciences as a resultof the course.


SOC 5:Sociology of Globalization and Social Change



Target for Success: A 25% increaseby the end of the quarter in thenumber of students who asksociological questions about thescenario.

Reflection (CLICK ON ? FOR INSTRUCTIONS): The contentof this class, which focuses on the effects of the globaleconomy and macro historical trends, really drives homethe keys ideas related to the sociological imagination.

Enhancement: This class is nolonger being offered due to theenrollment crisis. (03/22/2018)

Program Review Reporting Year: 2016-2017Target : Target Met8 students were surveyed and 75% of them agreed thattheir own personal choices were shaped by social forcesoutside of their own control. (03/22/2018)

Survey - A qualitative survey thatmeasured the kinds of questionsstudents asked about a scenario, andthe change from the beginning ofthe quarter to the end of thequarter.


Target for Success: A 25% increasefrom pre- to post-test in the numberof students asking empatheticquestions.

Reflection (CLICK ON ? FOR INSTRUCTIONS): This class doesa great job of increasing students' empathy. We alsoappreciated how many students saw history and sociologyas related disciplines. However, it is an ongoing area ofconcern that students continue to see psychology as theclosest discipline given that sociology takes a systemicrather than individualistic perspective.

Enhancement: This class is nolonger being offered due to theenrollment crisis. (03/30/2017)

Program Review Reporting Year: 2016-2017Target : Target Met8 students were surveyed and 88% of them agreed that theclass had made them more empathetic. When asked whichdisciplines were most similar to sociology, 38% of themchose history and 38% of them chose psychology.(03/22/2018)

Survey - A qualitative measurementin which students were presentedwith a scenario and were asked togenerate sociological questions tomake sense of that scenario.Questions were evaluated based onwhether they were empathetic orvictim blaming.


SOC 77 (X-Y):Special Projects in Sociology


SOC77X_SLO_1 - The student willdevelop a sociological imagination,which is the ability to evaluate theeffects of cultural, structural,historical, geographical andinstitutional and stratificationprocesses on groups and individuals,including one's own experiences.SLO Status: Active


SOC 97A:The Art of Protest


SOC97A_SLO_1 - The student willdistinguish a sociological approach tothe study of art and culture fromother more humanistic, aesthetic orliterary approaches.SLO Status: ActiveOutcome Creation Date: 09/13/2013


SOC 97B:Schooling and Inequality


SOC97B_SLO_1 - The student willapply a sociological perspective to thestudy of schooling.SLO Status: ActiveOutcome Creation Date: 09/13/2013 Target for Success: At least 50% of

the students will indicate that theyare more likely to adopt asociological perspective as a result oftaking the course.

Reflection (CLICK ON ? FOR INSTRUCTIONS): We havefound repeatedly that while students are willing to adopt asociological perspective to analyze certain dynamics, suchas schooling in this case, they tend not to internalize theperspective in terms of making sense of their own life. Wecan see this tension in the finding that students agree boththat social factors influence people in many ways AND thatindividuals are largely in control of their own lives. Perhapsadoption of the sociological perspective is the best we canhope for.

Program Review Reporting Year: 2014-2015Target : Target Met43 students enrolled in two different sections of SOC97Bresponded to an online survey. 88% strongly agreed that asa result of the class, they were more likely to analyze socialsystems and more likely to look under the surface forexplanations of social behavior. 81% strongly agreed thatpeople do not have control over many of the social factorsthat influence their lives, although on the other hand 63%still strongly agreed that *individuals* are largely in controlof their own lives. (04/08/2015)

Survey - Students will be surveyedabout their ability to thinksoicologically as a result of taking theclass.


Dept - (SSH) Social Science


SOSC 80, W-Z:Community Based Learning in Social Sciences


SOSC80_SLO_1 - Understand thesocial forces that impact theircommunities communities.SLO Status: ActiveOutcome Creation Date: 09/01/2012

SOSC80_SLO_2 - Be able to analyzecomplex real world situationsSLO Status: ActiveOutcome Creation Date: 09/01/2012

SOSC80_SLO_3 - Have the skills tomake a difference in theircommunities.SLO Status: ActiveOutcome Creation Date: 09/01/2012


SOSC 82 W-Z:Community Based Learning in Social Sciences - Intermediate


SOSC82_SLO_1 - Understand at anintermediate level the cultural andsocial forces that impact theircommunities.SLO Status: ActiveOutcome Creation Date: 09/13/2013

SOSC82_SLO_2 - Be able to analyze atan intermediate level real worldsituations that involve Social Sciences.


SOSC82_SLO_3 - Have the skills at anintermediate level to to make adifference in their communities.SLO Status: ActiveOutcome Creation Date: 09/13/2013


SOSC 83 W-Z:Community Based Learning in Social Sciences - Advanced


SOSC83_SLO_1 - Understand at anadvanced level the cultural and socialforces that impact their communities.SLO Status: ActiveOutcome Creation Date: 09/13/2013

SOSC83_SLO_2 - Be able to analyze atan advanced level real worldsituations that involve social sciences.SLO Status: ActiveOutcome Creation Date: 09/13/2013

SOSC83_SLO_3 - Have the skills at anadvanced level to make a differencein their communities.SLO Status: ActiveOutcome Creation Date: 09/13/2013
