Program Assessment Annual Report 2012-13page 1

PROGRAM ASSESSMENT ANNUAL REPORT 2012-13

DIRECTIONS

Information from departments should be submitted as a Word Document in electronic form to both their College Dean’s Office and to Claudia Pinter-Lucke () no later than May 31, 2013.

The Academic Program Assessment Committee will review the reports in the fall 2013 quarter and return the reports with comments to the departments at the end of the fall quarter.

This report should be completed by the department assessment committee, department assessment coordinator, and/or the department chair in consultation with department faculty. Enter information for each undergraduate and graduate program on separate forms.

1. College
Department Report / College of Creativity
2. Department
Department Report / Vessel Construction Technology
3. State the type of degree (BA, BS, et.) and program name in full with acronyms in parentheses as appropriate.
Department Report / B.S. in Basket Weaving (with options in Aquatics and Granary)
Committee Comments
4. Cite all locations where SLOs are published (URL, ECO’s, Syllabi, etc.) URL link should take the user directly to the outcomes, either to a separate page or to the location on a more general page.
Department Report /
Included in all the major and option Kinesiology expanded course outlines.
Included in all the course syllabi above 200 level as it pertains to each course objective.
Committee Comments
5. Cite all locations where curriculum matrices are published. URL link should take the user directly to the outcomes, either to a separate page or to the location on a more general page
Department Report /
See last page for good example of curriculum matrix.
Committee Comments
6. List all tools, strategies, and methods to collect DIRECT data/evidence used to determine students’ progress to meetlearning outcomes.
Department Report / Portfolios completed in capstone course (LG 480)
Formal Presentations in capstone (LG 480)
Oral assessments in 200- and 300- level courses (including brief oral reports, brief progress reports on projects, brief presentations) are collected and assessed informally
Committee Comments
7. List all tools, strategies, and methods to collect INDIRECT data/evidence used to determine students’ progress to meetlearning outcomes.
Department Report / Capstone Exit interviews & informal student surveys in 300-level courses
Committee Comments
8. Provide at least one example from the last two years of a learning outcome that has been evaluated, the evaluation method used, and the data/evidence collected. Give a short description of the process used to collect and interpret the evidence.
Department Report / Outcome A: Communicate orally in Language X in real-life situations at an advanced high proficiency level.
Oral communication was assessed in the Capstone course (LG 480), in which each student was asked to give a presentation. The presentation was scored according to a rubric developed by the Assessment Committee, based on national oral assessment criteria. Results of scored presentation were included in the student’s portfolio for the course.
Committee Comments
9. Provide at least one example from the last two years of a finding that resulted from evaluation of an outcome and how the finding was used to revise the program and/or assessment plan. Give a short description of the analysis and the revision.
Department Report / OUTCOME A:
2009-2011 assessment of oral outcomes indicated that students had weaknesses in their oral production, particularly in extended discourse such as presentations, at a professional academic level.
To improve students’ speaking ability in 2011-2012 the faculty (a) required more oral presentations in 200, 300 & 400-level courses, (b) encouraged students to participate in international programs in countries that speak Language X, (c) provided good models of oral presentation for students to follow (i.e., guest speakers in LG 350, LG 354 & LG 480) during the current academic year.
Committee Comments
10. Description of program assessment activities to be undertaken in the next year. Be reasonable, but be active!
Department Report / Expand embedded formative assessment to oral presentations in designated 200 –level courses and relate to progression of learning provided in curriculum matrix.
Committee Comments

Program Assessment Annual Report 2012-13page 1

Curriculum Matrix / Undergraduate Program-Level Student Learning Outcomes
Required ABC Core Courses and Required Support Courses
KEY:
I = Introduce
R = Reinforce
E = Emphasize / Characteristics of Service – Create favorable customer experiences by using professional service management techniques in a business environment / Technological Literacy – Apply current and relevant technologies in a manner designed to enhance organizational performance in a business environment / Analytical Thinking – Make clear and logical decisions by organizing, analyzing, and interpreting information and formulating rational solutions in a business environment / Teamwork – Contribute to positive team performance in a business environment by appraising and managing one’s own team - related competencies, in particular, the knowledge, skills and attitudes considered transportable from one team to another / Leadership – Model the behaviors of effective, ethical leaders by demonstrating the fundamental principles of leadership in a business environment
ABC 101 / I / I / I / I
A
DE 201 / I
FGH 207/A / I
ABC 225 / I
ABC 240 / I
A / I / I
ABC 276 / R / R
A / I
ABC 281/L / R / R / I
IJK 301 / R / R
LMN 301 / I, R
ABC 302 / R / R / R / R / R
ABC 338 / R
ABC 341 / R / R
ABC 350 / R
A
ABC 374 / R / R
ABC 382 / R / R / R / R
A / R
ABC 383L / R, E
A / E / E / R, E / R
ABC 410 / E
A / E / E
A
ABC 474 / E
ABC 476 / E / E
A / E / E