AA – GENERAL STUDIES CONCENTRATION

PROGRAM ASSESSMENT REPORT: AY 2012-2013

Program Rationale/Purpose Statement:
The Associate of Arts in General Studies offers a high quality, two-year, online degree program that guides students to success by providing unparalleled mentoring and academic support and direct access to first-rate, four-year institutions. As society continues to place greater emphasis on post secondary education as a prerequisite to employment, there is a need for opportunities to be afforded to the widest possible swath of the population of the United States. Further, as the cost of higher education keeps rising, alternatives to the traditional four- year residency on a campus need to be made available. The on-line, asynchronous format used with the Associate of Arts in General Studies allows students a means to lower the costs of a four-year degree while allowing them to continue with their other responsibilities (work, caring for children, etc.) while completing their first two -years of a baccalaureate degree.
Marketing / Recruitment Target Statement:
Many of the students in this program will be those interested in pursuing a four-year degree in a field of their choosing but who are constrained financially or otherwise from going the traditional route. Many of the enrolled students live in remote areas and do not have access to a local Community College. There are also enrolled students who have physical disabilities, which make commuting to a college campus somewhat difficult. There is also a segment of students who are young mothers and need the flexibility of online education to care for their young children while working towards a college degree. Lastly, there are some adult learners who are working adults and parents who need the flexibility of on-line education.
Program Learning Outcomes:
TU AAGS Intended Outcomes
Outcome / Mapping
Intended Outcomes 1: (D – Career Readiness / Program Specific)
Students will demonstrate comprehensive knowledge of general studies including history, philosophy, culture, art and music in a capstone course. / SCANS - Competencies (1989):F1. Reading, F2. Writing, F3. Arithmetic, F4. Mathematics,
USA- Lumina Degree Qualifications Profile for ASSOCIATE DEGREE LEVEL:Describes diverse positions, Engaging diverse perspectives, Examines a range of perspectiv..., Illustrates core concepts
Intended Outcomes 2: (D – Writing Abilities / D – Career Readiness / Program Specific)
Students will write with clarity and precision in the humanities area. / SCANS - Competencies (1989):F1. Reading, F2. Writing,
USA- Lumina Degree Qualifications Profile for ASSOCIATE DEGREE LEVEL:Communication fluency, Generates student artifacts
Intended Outcomes 3
Students in the Associate’s degree programs will be measured following the College’s general education outcomes assessment plan #3 through #8. / SCANS - Competencies (1989):F1. Reading, F17. Integrity and Honesty, F2. Writing, F3. Arithmetic, F4. Mathematics, F5. Listening, F6. Speaking,
USA- Lumina Degree Qualifications Profile for ASSOCIATE DEGREE LEVEL:Applies recognized methods in ..., Communication fluency, Generates student artifacts, Illustrates contemporary termi..., Quantitative Fluency
Intended Outcomes 4: (D – Writing Abilities)
All students will meet the writing across the curriculum requirements. / SCANS - Competencies (1989):C13. Interprets and Communicat..., F2. Writing, F7. Creative Thinking,
USA- Lumina Degree Qualifications Profile for ASSOCIATE DEGREE LEVEL:Communication fluency, Generates student artifacts, Written case study
Goals of the Program/Corresponding Classes:
General Studies Knowledge / ENG294
Humanities Knowledge / HIS112 or 212
General Education / As defined by the GEC outcomes assessment plan
Writing across the curriculum / ENG 142
Program Executive Summary:
For the Academic Year 2012-2013, the Associates Degree in Arts – General Studies (AAGS) experienced a broad range of success on multiple academic fronts. Successes include the detailed instruction in the ENG courses necessary for students to improve writing skills. Also, the Directed Self Placement (DSP) as a strategy to increase course success through accurate and consistent placement. In terms of improvements, AAGS courses (e.g., MAT 174, POL 101, etc.) have specific areas, based on results of assessment data analysis where student could improve knowledge and skill within the discipline, including areas such as Mathematical Errors and Constitutional Law. However, more granular outcome criteria must be established before further investigation can occur.
Section One: Describe all department activities with respect to improving student learning in the major. This may include new faculty hires, course revisions, assignment creation, rubric revisions, goal evaluations, etc.
Section Two: Describe which program goal(s) in the Major Program Plan was assessed during the academic year.
Section Three: Describe analysis of assessment data and action plans for upcoming academic year.
Intended Outcomes/Assessment Criteria:
Intended Outcome 1:(D – Career Readiness / Program Specific) Students will demonstrate comprehensive knowledge of general studies including history, philosophy, culture, art and music in a capstone course.
Assessment Criteria:A comprehensive final writing assignment will be assessed for general study majors in ENG294.
Section One - Activity Statement:
This assessment was not completed because ENG 294 (capstone) was not offered.
Section Two - Results of Outcomes Activity:
2012-2013
No Results / Met/Not Met / Data Details
Section Three - Analysis and Action Plans:
Not applicable.
Intended Outcome 2: (D – Writing Abilities / D – Career Readiness / Program Specific) Students will write with clarity and precision in the humanities area.
Assessment Criteria:All assessments will follow the appropriate testing and/or rubrics.
Section One - Activity Statement:
All (100% of) assessments were implemented consistently at the course level for the AAGS core courses, including Discussions, Assignments, and Projects due in each course. This was achieved through selective assignment of qualified adjuncts, regular reminders from leadership regarding the importance of consistent approaches to leadership, and the provision of the proper instruments in the Learning Management System.
Section Two - Results of Outcomes Activity:
2012-2013
Consistent Use of Assessments / Met/Not Met
Met / Data Details
Periodic and systemic review of courses illustrated that faculty were administering and students were submitting universally consistent assignments which were assessed by faculty using consistent instruments (i.e., rubrics).
Section Three - Analysis and Action Plans:
For 2013-2014, there is an initiative planned to broadly and consistently implement TurnItIn. The pace and outcome of the implementation will depend on what is learned through a piloting phase in Spring and Summer 2013.
Opportunities to develop specialized rubrics used to assess content knowledge and skill, as well as language aligned to learning outcomes, are in consideration; however, significant instructional design resources are current not available.
All indications are to continue universally consistent application of assessment instruments in AA courses.
Intended Outcome 3:
Students in the Associate’s degree programs will be measured following the College’s general education outcomes assessment plan #3 through #8.
Assessment Criteria:Various Assignments and Final Projects in core courses.
Section One - Activity Statement:
Student submissions and results were analyzed in MAT 174, POL 101, as well as course pass rates.
Section Two - Results of Outcomes Activity:
2012-2013
MAT 174
POL 101
Course Pass Rates / Met/Not Met
Met
Met
Not Met / Data Details
Summary of Findings: Summer 2012, Term 2: Mathematics Concepts and Explanations were the two lowest mean ratings (2.64 and 2.36 out of 4.0 respectively); therefore, are below Acceptable levels. Mathematical Errors, Writing and Grammar, as well as Completion were above Acceptable. Combined: With the exception of Explanations (Spring 13) and Mathematical Errors (Summer 2012, Spring 2013) there exists a bimodal relationship with Level 4 and 0. See attached: AAGS: MAT 174 - Combined Data Table Summer 12 through Spring 13.
Summary of Findings: Students as a whole struggled with all quiz Weeks and Categories. More divisible data are to analyze strength and weakness according to learning outcomes.
Summary of Findings: Pass Rate Data of General Education Courses: On the attached report compiled by the Dean, the color red means the pass rate is below 50%, orange means 51-74%, and green means 75% or higher. These ranges may be unconventional; however, some trends can be identified as result. For example, courses most consistently with a pass rate below 50% include: CIS 101, 111; ENG 100; FIN 101; MAT 100; MGT 121.
Section Three - Analysis and Action Plans:
MAT 174: Recommendations: Summer 2012, Term 2: Ensure collection of complete sample size (e.g., roster). Further study of deficiencies in Mathematics Concepts and Explanations. Monitor for trends as administrations and sample sizes increase. Combined Terms: Further investigate the nature of the bimodal relationship and its origin. Determine the influence of faculty training or instrument flaws.
POL 101: Recommendations: Tag quiz questions with Program, Major, and General Education Learning Outcomes. In 2013-2014, quiz settings will be adjusted to reflect more student-centered approaches to online quiz administration.
Pass Rate: Recommendations: Investigate specific assignments, techniques, and other phenomenon that are contributing the lowest pass rates (CIS 101, 111; ENG 100; FIN 101; MAT 100; MGT 121). Establish curricular and instructional revision plans.
Intended Outcome 4:(D – Writing Abilities)All students will meet the writing across the curriculum requirements.
Assessment Criteria: This assessment is the Week 7 Assignment in ENG 142.
Section One - Activity Statement:
The Final Paper for ENG 142 is administered via the Learning Management System. Results are exported and analyzed for content knowledge and skill as well as achievement of course and program outcomes. This outcome is considered met according to the established criteria. This was achieved through selective assignment of qualified adjuncts, regular reminders from leadership regarding the importance of consistent approaches to leadership, and the provision of the proper instruments in the Learning Management System.
Section Two - Results of Outcomes Activity:
2012-2013
ENG 142 / Met/Not Met
Met / Data Details
Summary of Findings: Summer 2012, Terms 1 and 2: Citations and Punctuation were the two lowest mean ratings (2.87 and 2.95 out of 5.0 respectively); therefore, are below Acceptable levels. Structure, Format and Language, and Grammar were at or above Acceptable. Fall 2012, Terms 1 and 2: No rubric criteria were below Acceptable levels. No rubric criteria were above Target. Combined Terms: No bimodal relationships. Predominately scored at Level 4 across terms. Distribution consistent across terms: Level 4 most frequent, Levels 5 and 0 (zero) least frequent. Level 0 highest in Spring 2013. This appears to reflect variation in assessment criteria. Recommend clear training.
Summary of Findings: Given the included data set, the following conclusions can be made. Overall, the frequency of No Effort rating is directly tied to course completion or extended absence, but not incomplete grades or lacking of effort. In other words, No Effort is awarded when a student is no longer making anan effort to complete work, and is directly tied to those earning an AF for extended absence. As a strength, students have performed consistently at the Satisfactory (or higher) level in Punctuation and Capitalization, Grammar, and Formal and Professional Language. Insufficient and Below Average ratings did not exceed 10%. As an area for improvement, Citations exceeded the 20% threshold for Insufficient and Below Average (21%); therefore, this is an instance deserving of specific attention and discovery.
Section Three - Analysis and Action Plans:
Recommendations : Summer 2012, Terms 1 and 2: Further study of deficiencies in Citations and Punctuation. Monitor for trends with categories near Acceptable as administrations and sample sizes increase. Fall 2012, Terms 1 and 2: Data are indicative of Acceptable student performance. Monitor trends to ensure more needy areas gain priority. Combined Terms: Determine the nature of the increases Level 0 scores in Spring 2013. For 2013-2014, provide opportunities to train faculty and calibrate use of specific assessment instruments. Monitor all rubric criteria for changes in performance by instructor, section, or cohort. Engage Library and Faculty in discussions regarding citations and instruction to improve this aspect of student performance. Also, make recommendations to IT teams to properly identify absent students in data set to accurately determine those who are absent versus delinquent submissions.