discipline goal / program competency...

Discipline Goal / Program Competency Assessment

Feedback Report Spring 2007

Prepared by

Tulsa Community College Office of Institutional Research and Assessment

Executive Summary

• A total of 187 faculty members contributed 199 records to the course-embedded assessment of discipline goals and/or program competencies. The number of contributors represents 16.7% participation by full and part-time faculty (29.1% of full-time and 12.4% of adjunct).

• The records submitted reflect that a total of 4,520 students were assessed. Of those students, 80.8% successfully

demonstrated the goal or competency assessed. • Of the 199 assessment records submitted, 21.1% indicated specific changes to pedagogy in an effort to improve the potential

for student learning. More than two-thirds (78.9%) indicated that no changes were necessary based on assessment results.

• Requests for institutional intervention are prioritized as follows:

1. Professional Development ................................... 12.1%2. Computer Technology / Software ......................... 6.0%3. Guest Speakers / Field Trips ................................ 3.0%4. Instructional Equipment ........................................ 3.0%5. Academic Support Labs ....................................... 2.5%6. LRC / Library Resources & Services .................... 2.5%7. Media Resources ................................................. 2.5%8. Prerequisites / Curriculum .................................... 2.0%9. Class Size ............................................................ 1.5%10. Improved Communication .................................... 1.5%11. Student Advisement / Placement ......................... 1.5%12. Other .................................................................... 3.5%

Table of Contents

(Click on a link below to navigate to that point in the report.)

Quantitative Results Faculty Participants Accounting Associate Art Biology Biotechnology Business Chemistry Child Development Computer Information Systems Dental Hygiene Developmental Studies in Communication Drafting and Design Engineering Technology Economics Electronics Technology Engineering English Fire and Emergency Services Technology Geography

Geology History Humanities International Languages Interpreter Education Journalism and Mass Communications Marketing / E-business Mathematics Music Nursing Occupational Therapy Assistant Physical Education Physics / Physical Science Political Science Psychology Religious Studies Sociology Speech Veterinary Technology

Spring 2007 Assessment Quantitative Results Students Assessed and Successful by Campus. (Click on a campus to view the division breakdown.)Campus # Assessed # Successful % Successful

Metro 890 692 77.8%

Division # Assessed # Successful % Successful

ALLH 27 27 100.0%

BUSN 109 94 86.2%

COMM 129 118 91.5%

LIBA 208 178 85.6%

NURS 126 125 99.2%

SCMA 291 150 51.5%

Northeast 433 377 87.1%


BUSN 13 10 76.9%

LIBA 245 206 84.1%

SCMA 175 161 92.0%

Southeast 2421 1979 81.7%


BUSN 384 309 80.5%

COMM 635 553 87.1%

LIBA 624 516 82.7%

PACE 14 14 100.0%

SCMA 764 587 76.8%

West 776 605 78.0%


BUSN 63 45 71.4%

LIBA 412 355 86.2%

SCMA 301 205 68.1%

Totals: 4520 3653 80.8%

Spring 2007 Assessment Quantitative Results Students Assessed and Successful by Discipline/Program.Discipline/Program (# of Submissions) # Assessed # Successful % Successful

Accounting Associate (3) 65 57 87.7%

Art (2) 14 14 100.0%

Biology (23) 644 526 81.7%

Biotechnology (1) 4 4 100.0%

Business (2) 56 32 57.1%

Chemistry (3) 59 39 66.1%

Child Development (6) 103 91 88.3%

Computer Information Systems (6) 165 130 78.8%

Dental Hygiene (1) 13 13 100.0%

Developmental Studies in Communication (11) 163 150 92.0%

Drafting and Design Engineering Technology (1) 6 6 100.0%

Economics (5) 275 232 84.4%

Electronics Technology (1) 9 9 100.0%

Engineering (3) 44 40 90.9%

English (41) 781 655 83.9%

Fire and Emergency Services Technology (2) 51 45 88.2%

Geography (2) 35 35 100.0%

Geology (1) 33 30 90.9%

History (13) 262 207 79.0%

Humanities (12) 274 227 82.8%

International Languages (4) 32 32 100.0%

Interpreter Education (2) 22 22 100.0%

Journalism & Mass Communications (1) 20 20 100.0%

Marketing / E-business (1) 8 7 87.5%

Mathematics (16) 650 371 57.1%

Music (3) 14 14 100.0%

Nursing (2) 126 125 99.2%

Occupational Therapy Assistant (1) 14 14 100.0%

Physical Education (1) 10 10 100.0%

Physics / Physical Science (2) 44 40 90.9%

Discipline/Program (# of Submissions) # Assessed # Successful % Successful

Political Science (3) 78 76 97.4%

Psychology (13) 261 215 82.4%

Religious Studies (1) 21 15 71.4%

Sociology (3) 58 49 84.5%

Speech (5) 78 73 93.6%

Veterinary Technology (2) 28 28 100.0%

Totals: 4520 3653 80.8%

List of Faculty Participating in Spring 2007 Assessment

Campus Division Last Name First NameMetro ALLH Bates Cheryl Metro ALLH Campbell Jennifer Metro BUSN Babb Jerry Metro BUSN Hopkins Lisa Metro BUSN Mattson Pam Metro BUSN Wadley Jim Metro COMM Ballard Tiffany Metro COMM Baxter Rickie Metro COMM Froeb Jeanne Metro COMM Ohs Lynda Metro COMM Raynor Ernest Metro COMM Roberts Judy Metro COMM Stanley Shirley Metro COMM Stecher Sarah Metro COMM Stone Greg Metro COMM Sulilvan Françoise Metro LIBA Bellows Virginia Metro LIBA Bowdle John Metro LIBA Brown Martha Metro LIBA Cox Judi Metro LIBA Hughes Cherie Metro LIBA Inhofe Marilyn Metro LIBA Larson-Thorisch Alexa Metro LIBA Otey George

Campus Division Last Name First NameMetro LIBA Richards Charles Metro LIBA Spencer Nita Metro LIBA Thomas Marie-claudeMetro LIBA White Krena Metro LIBA Wood Kenneth Metro NURS Moaliitele Dorothy Metro NURS Montgomery Perri Metro SCMA Bolze Claude Metro SCMA Means Jennifer Metro SCMA Mims Sally Metro SCMA Nelson Tony Metro SCMA Vance Jay Metro SCMA Wallace Stewart Northeast BUSN Harvey R. Charles Northeast LIBA Alcorn Audrey Northeast LIBA Brown Craig Northeast LIBA Brown James Northeast LIBA Chew Pamela Northeast LIBA Claney Ken Northeast LIBA Goodwin Donna Northeast LIBA Goswick William Northeast LIBA Hastings Don Northeast LIBA Henslick Harry Northeast LIBA Limas Sharon

Campus Division Last Name First NameNortheast LIBA Meziere Chrystie Northeast LIBA Minor Dorothy Northeast LIBA Woodruff Julie Northeast SCMA Black Jana Northeast SCMA French Fran Northeast SCMA Garvin Derek Northeast SCMA Griffin Ivan Northeast SCMA Henderson Thomas Northeast SCMA Hendricks Ginger Northeast SCMA Juen Paul Northeast SCMA Kneafsey Jennifer Northeast SCMA Lange Eric Northeast SCMA Mathieson Don Northeast SCMA Mccann Pat Northeast SCMA Merrill William Northeast SCMA Wiegel Mark Southeast BUSN Economou Chris Southeast BUSN Hight James Southeast BUSN Hoggard Susan Southeast BUSN Holt Jeff Southeast BUSN Hudson Teresa Southeast BUSN Luscomb Julie Southeast BUSN Matson George Southeast BUSN Oconnor Tony Southeast COMM Airhart Janice Southeast COMM Black Nancy

Campus Division Last Name First NameSoutheast COMM Blackwood Jerrie Southeast COMM Cantrell Mary Southeast COMM Daily Kathy Southeast COMM Dickson Lesa Southeast COMM Dutke Linda Southeast COMM El Zahed Mona Southeast COMM Fillmore Deborah Southeast COMM Gallagher Rhonda Southeast COMM Giffhorn Matt Southeast COMM Gilman Rick Southeast COMM Hoeltzel Janet Southeast COMM Holder Carolyn Southeast COMM Hopkins Nora Southeast COMM Jones Kerry Southeast COMM Kannady Pam Southeast COMM Leal Andrea Southeast COMM Moore Lajuana Southeast COMM Polcha Diane Southeast COMM Reed Scott Southeast COMM Roe owen Kristi Southeast COMM Rowland Brent Southeast COMM Smith Jon Southeast COMM Varmecky Jane Southeast COMM Von holten Carol Southeast COMM Williams Judy Southeast COMM Wolfe Margaret

Campus Division Last Name First NameSoutheast LIBA Baker Phoebe Southeast LIBA Benarrous Judy Southeast LIBA Blunt Maribeth Southeast LIBA Carey Crystal Southeast LIBA Dutke Linda Southeast LIBA Engel Tiffany Southeast LIBA Finn Michael Southeast LIBA Furlong Cathy Southeast LIBA Gross Tom Southeast LIBA King Stacy Southeast LIBA Lindon Dana Southeast LIBA Malloy Ann Southeast LIBA Manley Jerry Southeast LIBA Marrs Fern Southeast LIBA Myers-Baker Chris Southeast LIBA Quinn Camille Southeast LIBA Sakelaris John Southeast LIBA Scruggs Joe Southeast LIBA Shilling Clark Southeast LIBA Swiney Paddy Southeast LIBA Washington Rose Southeast LIBA Williams Dewilda Southeast PACE Bradley Loretta kay Southeast PACE Hayes Sandra Southeast PACE Rad Katheryn Southeast SCMA Anderson Beverly

Campus Division Last Name First NameSoutheast SCMA Barnard Patricia Southeast SCMA Bolding Denise Southeast SCMA Brooks Peggy Southeast SCMA Edmonsond Rebecca Southeast SCMA Forrester Stephen Southeast SCMA Hall Anita Southeast SCMA Kent Lyn Southeast SCMA Lurz Ivan Southeast SCMA Moore Mike Southeast SCMA Phillips Mary Southeast SCMA Ramsey Paulette Southeast SCMA Sloan Dusti Southeast SCMA Speakman Kristin Southeast SCMA Spencer Diana Southeast SCMA Wright Clarence West BUSN Bradford Sheila West BUSN Dishman Brad West BUSN O'Mealey Jim West BUSN Reis Christina West LIBA Attalla Susan West LIBA Aycock Margee West LIBA Boyd Larue West LIBA Brese Melissa West LIBA Buss Carrie West LIBA Chaboya Nancy West LIBA Chiappetta Michele

Campus Division Last Name First NameWest LIBA Daniels Kymberly West LIBA Davis Carol West LIBA Deibert Deborah West LIBA Ebrahimi Carol West LIBA Finn Michael West LIBA Goble Carla West LIBA Henry Evelyn West LIBA Lafon Loretta West LIBA Mcfarland C. Jean West LIBA Mcgee Belinda West LIBA Mcintosh Schuller Linda West LIBA Muldrow Dorothy West LIBA Parton Dawn West LIBA Payne Joyelle West LIBA Resnick Nancy West LIBA Thomason Tammy West LIBA Thompson Carolyn West LIBA Urie Jeanne West LIBA Vazquez Irma

Campus Division Last Name First NameWest LIBA Wagner Sarah West LIBA Wingate Patricia West SCMA Beard Douglas West SCMA Carlson Rosemary West SCMA Coppedge Bryan West SCMA Davenport Roxann West SCMA Dunkerley Dr. Suzann West SCMA Gray Michael West SCMA Hall Latonya West SCMA Mayberry Lori West SCMA Mcdevitt Terry West SCMA Peabody Eckle West SCMA Simpson Sondra West SCMA Smith Patty West SCMA Thompson Theresa West SCMA Weaver Jan West SCMA Wilcox Rusty West SCMA Yoachum Marilyn

Spring 2007 Accounting Associate Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

AccountingAssociate

Complete thevarious steps inthe accountingcycle.

Ask Students toaccuratelydescribe thesteps of theaccounting cycleas it pertains topreparation ofannual financialstatements.

All steps need tobe included toachieve themaximumnumber of pointsavailable for thisexercise. Failureto recognize aminiumum of 7or the 10 stepswould be deemedan unsuccessfulattempt andremedial workwould be needed

32 30 No Change No additionalaction is deemednecessary as theactivity producedthe desiredresults. Thestudents that didnot achieve asatisfactory scoreseldom attendedclass

(1.) None: (2.) None: (3.) None:

AccountingAssociate

Computedepreciation ofplant andequipment usingvarious methodsof estimation,record exchangeand sale ofassets.

At the end of thedepreciation unit,studentsdiscussed wheneach of the threemethods studiedwould beappropriate. Thenext class, a quizpresenteddifferentscenarios andasked for thebest depreciationmethod in each.

Students weresuccessful if theyanswered 80% ofthe questionscorrectly.

20 17 No Change TCC couldprovide thetechnology to theMetro campusequivalent tothat at the otherthree campuses. It takes at least10 minutes ofclass time to takeeveryone to thecomputer lab towork problemsandspreadsheets. Time is wasted. This leaves mewith the choice ofnot covering allthe material Iwant to or nottraining them inthe currentaccountingcomputerprograms.

(1.) ProfessionalDevelopment -External:Conferences/seminars on changesin technology inaccounting(2.) ComputerTechnology /Software: Adedicatedaccountingclassroomequipped withcomputers (3.) None:

AccountingAssociate

Identify and workwith basicaccounting

On a closed bookexam, studentshad to prepare

Students whoscored 70% orhigher on the

13 10 No Change N/A (1.) None: (2.) None: (3.) None:

Discipline/Program

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DesignatedNeeds

concepts,principles, andsystems ofinternal controland ethics.

10 generaljournal entriesfor amanufacturer'scost accountingin a factory.

assignment wereassessed ashaving achievedthe goal.

Spring 2007 Art Assessment Report

Discipline/Program

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AssessmentActivity

PerformanceCriteria

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NumberSuccessful

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DesignatedNeeds

Art Ability to workwith the toolsand techniques.

Students willfollow a paintingdemonstration ...painting aportrait from aphoto anddemonstrate thatthey understandthe process ofdrawing andpaint applicationand the use oftheir brushes andpaint.

My class is verysmall and I amable to do one onone teaching toguide studentsthrough theprocess. Idemonstrate firstand observe mystudents as theywork step bystep to follow. Iam looking forhow they areapplying theirpaint ( thick orthin ) , how theyare holding theirbruses, positionto the canvasand their pallets,the order inwhich they areapplying theircolors. They aregraded on theirability to followdirections inthese areas.

10 10 No Change no change...continue

(1.) None: (2.) None: (3.) None:

Art Demonstratecomputerproficiency as itpertains tosubject

Design atypographicself-portrait thatdemonstrates theadvanced use ofthe characterpalette and othercomplex toolswithin Illustratorand Indesign.

This particularassignment testsstudents abilityto seetypographicforms as shapesanddemonstrateshow thejuxtaposition ofthose shapesthrough type cancreate arecognizableform within a

4 4 I will continue topush students inunique andcreative ways toincrease softwareand hardwareuse andproficiency.

I would like tosee theavailability ofmore 1 credithour designsoftware coursesofferedthroughout thesemester.Courses like:Photoshop,Illustrator,InDesign, Flash,Dreamweaver,AfterEffects,

(1.) None: (2.) None: (3.) None:

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DesignatedNeeds

unified whole.The use of theseforms requiresthe application ofadvancedtechniques withthe typographicpalette and othertools within theillustrator/Indesign toolbar. Thestudents aregraded on use oftypographicvariety as seen inhierarchy of size,texture, rotatedbaselines,kerning, leading,overlappingelements,boolean functionswith thepathfinder tooland finally typeconverted tosymbols andused via thevarious states ofthe spray nozzletool. Compositionof designelements andapplication ofdesign theorycoupled inaccordance withthedemonstrationand use of designsoftwareproficiency is allevaluated.

Lightwave, andso on. By havingmore of thesetype of classesoffered multipletimes in shortamounts of timethroughout agiven semesterhelps to exposestudents to moredesign tools inless amount oftime. Furthermore, theoffering of suchshort coursesreduces astudentsconceptualapproach anxietyand increasessoftware skills forthe preparationof courses likeTypography andGraphic Design.Outside of Typography 1and GraphicDesign 1, Iencourage allstudents to enrollin all designsoftware relatedcourses at thecollege toincrease andadvance theirexisting skill-set.It would also benice too seemore of thesetype of classesoffered at nightand on weekendsas many of mystudents haveexpressedinterest, butwork during thedaytime hoursoffered.

Spring 2007 Biology Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

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NumberSuccessful

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InstitutionalAction

DesignatedNeeds

Biology Students willdemonstrate anunderstanding ofthe scientificprocess in thebiological worldas it isimplemented bythe ScientificMethod. Thestudent willfurtherunderstand theneed forcontinuedbiologicalresearch in adynamicenvironment.

I use thisexperiment witheach course as itdoes a great jobexplaining/studying the scientificmethod. That'swhy I havechosen to use itas anassessmentactivity again.

BeginningStatisticalInquiries into theScientificMethod:Jelly-Side-Down Taken fromhttp://www.accessexcellence.org/AE/AEC/AEF/1996/brekke_method.html By Gary Brekke

Backgroundinformation:

This activitydescribes howscientists use thescientific methodto answerquestions aboutthe world aroundthem. Allows youto explore thescientific methodin an open-endedfashion. As in“real science”,there is no “rightway” to solve the

MaterialsNeeded:

Several slices ofplain white breadfor each group asassigned byinstructor. Jelly Spoon Measuring stick Newspaper

Procedure

It is a busyMonday morning.Your toast justpopped out ofthe toaster. Youare putting grapejelly on it. Then ithappens. As youare picking upthe toast up, itslides off thetable and landsjelly side downon the floor!!%!#@#$Another typicalMonday. Whydoes toastalways seem toland jelly sidedown? Or does itland jelly sidedown? How couldyou find out?

Posing: Asscientistsobserve thenatural worldthey see things

16 16 No Change No additionalaction is neededat this time.Thank you!

(1.) None: (2.) None: (3.) None:

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problem. Beready foranything. Youwill need to becooperative andopen to the ideathat not all ideasmight work. Buteven anunworkable ideaserves a purposein scienceinquiry.

Scientists areinterested inexplaining howthe natural worldworks. Theyobserve things inthe world thatthey do notunderstand andthey askquestions.Scientists designexperiments tofind answers totheir questions.Scientists provideresults of theexperiments toother scientistsby writingreports, calledpapers, whichare put intosciencemagazines,called journals.Other scientists,and the generalpublic, read thepapers anddecide if thescientist’sexperimentalwork andconclusions werecorrectlyinterpreted. Overthe yearsscientists have

that they do notunderstand. Theypose questionsabout theobservationsthey make.Posing questionsis the first step ofthe scientificmethod. Write aquestionconcerning thefollowingobservation:

Observation:When toast slidesoff a table italways lands jellyside down.

Question:_________________________________________________________

The question(s)posed above arereworded intowhat scientistscall a hypothesis,which is astatement that isa possibleanswer to thequestion. Fromthe hypothesis, aprediction can beformed. Aprediction isbased on thehypothesis, andstates in advancethe result that isexpected to beobtained fromtesting thehypothesis.Predictions areusually written asan “if and then”

Discipline/Program

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come up with astandardprocedure, calledthe scientificmethod, fordesigningexperiments.

The ScientificMethod is a setof scientificprocesses thatscientists use tosolve problemsobserved in theworld aroundthem. Eachproblem uses adifferent set ofprocesses, oruses theprocesses in adifferent order,to solve theproblem. It is thejob of a scientistto assemble aplan using theprocesses tosolve a problem.Scientistsgenerally poseproblems, predictanswers to theproblem, probethe problem byexperiments and“persuade”(inform) othersby writing papersdescribing theresults of theexperiment.

“BeginningStatisticalInquiries into theScientificMethod” or“Jelly-Side-Down” is the firstlaboratoryexperience of the

statement. Writea hypothesis forthe jellied toastobservation.Change yourhypothesisconcerning thejellied toast intoan if/thenprediction.

Hypothesis:________________________________________________________

Prediction:_________________________________________________________

The third step ofthe scientificmethod isprobing, whichinvolvesdesigning acontrolledexperiment totest thepredictionconcerning thehypothesis.Experiments maybe simple orcontain manyparts andprocessesdepending on thenature of theprediction to beanalyzed.

Controlledexperiments arebased on thecomparison of acontrol groupwith an

Discipline/Program

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AssessmentActivity

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InstructorAction

InstitutionalAction

DesignatedNeeds

semester andreinforcestextbookconcepts of whatthe scientificmethod is andhow it is used byscientists. In thisactivity, youdescribe whathappens when apiece of jelliedtoast is droppedoff a table. Fromtheseobservations,you pose aquestionconcerning whichside of the jelliedtoast will land onthe floor. Aprediction isformulated thatmight answer thequestion. Youthen designexperiments toprobe theprediction. Theexperiments arecompleted, datacollected andconclusionsdrawn. Finally,you report to therest of the classthe validity ofyourexperimentalconclusions.

experimentalgroup. Thecontrol groupand theexperimentalgroup areidentical exceptfor the one factorbeing tested forin theexperiment. Thisfactor is calledthe “independentvariable”. Theindependentvariable is thefactor in anexperiment thatthe scientistchanges ormanipulates. Thedependentvariable is thefactor thatchanges as aresult of whatthe scientist doesto theindependentvariable.Controlledexperimentsusually changeonly one variableat a time so thescientist knowswhat is beingchanged andwhat is beingtested.Information,called data, iscollected as theexperiment iscompleted. Aftercompleting anexperiment thescientist analyzesthe data.Conclusionsabout the posedquestion are thendrawn from the

Discipline/Program

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PerformanceCriteria

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InstitutionalAction

DesignatedNeeds

analyzed data.Ideas: examinethe effects oftable height,change the speedwith which thebread is slid offthe table, etc.

Design acontrolledexperimenttesting yourjellied toasthypothesis. Writethe outline of thisexperiment inthe space below:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________

Have theinstructor checkthe aboveexperimentalplan. Conduct

Discipline/Program

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InstitutionalAction

DesignatedNeeds

the experimentand record thedata below: _____________________________________________________________________________________ _ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

To persuade(inform) otherscientists thattheirexperimentalconclusions arecorrect, scientistswrite papersexplaining theresults of theirexperiments.These papers arepublished insciencemagazines orjournals. Otherscientists readthe papers andmake commentson theexperiment andresults. If they

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

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InstructorAction

InstitutionalAction

DesignatedNeeds

disagree with theway theexperiment wasdesigned or theresults they cando theexperimentthemselves andwrite up theirown paper,trying topersuade othersthat they arecorrect. In thisway, scientistscheck on eachother’s workmaking sure thatall results andconclusions areaccurate.

When calledupon by theinstructor, giveyour results andconclusions.

Biology Students willdemonstrate anunderstanding ofthe basic lifeprocesses, suchas cell structure,obtaining andusing of energy,and theprocesses ofreproduction,heredity andevolution.

Studentsassembled amodel of thetypical animalcell, then werequizzed over thenames,functions, andappearance ofthe cellstructures.

Students weregraded on thetraditionalpercentage scale,with 70% andhigher beingacceptablegrades.

18 18 No Change I will continue tomake use of the3-dimensionalmodels,animatedinternet tutorialsand otherinteractive toolsto teach thisconcept prior toassessmentsover thismaterial.

(1.) None: (2.) None: (3.) None:

Biology Students in ourlaboratoryclasses willdemonstrateproficiency inmeasurementand in usingvarioustechniques andequipment(including their

The students arepresented with ascenario of beingstranded on anisland for tenyears and theycan only bringone food withthem. They areto choose themost nutrient

The students areassessed by theirchoice of foodand theirexplanation ofwhy they chosethat food. Thisencompassestheir entireknowlege ofNutrition

20 18 No Change None (1.) None: (2.) None: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

strengths andweaknesses) asthey apply tosolving problemsin the biologicalsciences.

dense food andexplain why theychose thatparticular food.

beacause theyhave to considerall nutrients andtheir function. Other things theyhave to considerare propogation,ease and varietyof preparationand digestability. This is a criticalthinkingexcercise andinvolves manydifferentprocesses fromplanning tocooking.


Students will usethe steps of thescientific methodto determine theeffects oftemperature onthe heart rate oian liveearthworm.Students willrecord the heartrate(pulsesthrough thedorsal bloodvessel) of anearthworm asthey aresubjected tovarioustemperatures(35,25, 15, and 5degrees C)

students willformula ahypothesis---identifyindependant anddependantvariables---runtheexperiment----record data----graph thedata---and drawconclusions.

36 32 No Change at this time i feelthat we (biologyfor majorsinstructors) aredoing a good jobat meeting thisgoal. write upsare regularlyassignd for thelabs.

(1.) None: (2.) None: (3.) None:

Biology Students willdemonstrateknowledge of thediversity,complexity andinter-relatednessof life.

Each student willprepare a topicrelated tonutrition andassigned by theinstructor. It isto be prepared asa power pointpresentation andpresented orally.

Organization (25pts): Appropriate andorderlyprogression, freeof typograpicalerrors,easy-to-readfont, and not too"wordy." Style(25 pts):

26 26 No Change Emphasize MLAin Englishcourses and ANYcourse thatrequires writing. This was thebiggest areawhere studentslost points.

(1.) None: (2.) None: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Professionaldress (no jeans),appropriategrammar, notjust "read" toclass, 8-10 min.in length. Information (30pts): clear,provides handoutto classmate with5 importantfacts, providespaper copy ofpower point toinstructor. References (20pts): 3 - 5resources, MLAformat on lastslide, onereference mustbe peer-reviewarticle, onereference mustbe organizationwebsite found inbook, providespage number intextbook wherewebsite is found.


Lab manuel,exercise #3,Heart RateRecovery. Onemeasure of hearthealth is thelength of timerequired for theheart rate toreturn to normalafter exercise. In this lab,studentsformulatedhypothesesabout whatfactors influenceheart health, andtested thesehypothesis bymeasuring the

Students weredeemed to besuccessful incompleting thisexercise if theyproperlyidentifiedwhether or notthe datasupported theirhypothesis. Theywere alsoconsidered to besuccessful if theyrecognized theneed for furthertesting, orrecognized thatthe results wereinconclusive.

8 8 No Change None needed. (1.) None: (2.) None: (3.) None:

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DesignatedNeeds

heart recoveryrate of the testsubjects. Allsubjects weretested but eachstudent groupedthe resultsaccording to herselection criteria. She theninterpreted theresults, andstated whethershe rejected herhypothesis orfailed to rejecther hypothesisbased on herdata.


SeveralAssessmentshave beenutilized todemonstrate thestudent'sunderstanding ofthe complexity ofthe human bodyand theinterrelatednessof the humanbody systems.

Lecture examsconsisting ofmultiple choicequestions - manyof which arehigherlevel/criticalthinkingquestions. Students areexpected todemonstrateunderstanding bysuccessfullyansweringquestionsregarding theinterrelatednessof human bodysystems,specificially theconnectionbetween thecirculatory,nervous,digestive, andrespiratorysystems. Questions in acritical thinkingquiz were usedto assess theunderstanding of

31 19 I would say thatmore informationregarding theinterrelatednessof these systemsneeds to be tiedinto lectures. This coupled withmore activitiesand possibleprojects toassess thisunderstandingneed to beresearched.

n/a (1.) None: (2.) None: (3.) None:

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suchconnections. thequiz consisted of24 questions. Success orpassage of theassessment wasset at 65%correct.

Biology Students in ourlaboratoryclasses willdemonstrateproficiency inmeasurementand in usingvarioustechniques andequipment(including theirstrengths andweaknesses) asthey apply tosolving problemsin the biologicalsciences.

studentsparticipated in avariety of labactivities whichtaught them touse themicroscope,access theinternet forinformation,becomeproficient withslides, coverslips,calipers, DNAextractiontechniques, useof sensorytestingequipment, andpreparation oflab reports

students wererequired to bepresent and beobserved by theinstructor, and tocomplete andturn in labreports form theaccompanyinglab manual

40 40 No Change all in place atpresent--accessto lab, assistancein setting uplabs, and accessby students tolab manual

(1.) None: (2.) None: (3.) None:


#2: Studentswill demonstratean understandingof the basic lifeprocesses, suchas cell structure,obtaining andusing energy,and theprocesses ofreproduction,heredity andevolution.

Each of thesetopics wasdiscussed in theclassroomportion of thecourse, and eachhad a laboratoryperiod dedicatedto it. Furthermore,each had aformal (written)report, either inthe classroom orlaboratory,assigned on thetopic.

82 75 While I have hadsimilar projectsin the past, Ihave notassigned reportsor had labactivities on thetopic ofevolution. Studentsresponded to itvery favorably. Idid not "push"the concept ofevolution, butallowed studentsto explore andexpand theirconcepts of thetopic from anystandpoint they

computersoftware/libraryholdings

(1.) None: (2.) None: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

wished. Theresults werewidely varying,though I think itdid give manystudents theopportunity andthe challenge toat least look at aconcept theyhave notconsidered in thepast or perhapshave had a veryslanted view of inthe past.


Field Experiencesin ConservationBiology -Students are todocument plantand animaldiversity and tosurvey the localCrosstimbers, aunique, ancient,pristineecoregion ofOklahoma. Furthermore,students are toprovide specificadaptationsvarious plantsand animals havefor their habitats,such as grazingand burrowing.

The fieldexperiences inconservationbiology arevalued at 10points each. Thetotal vaule of thefield experiencesis 30 points. This assignmentis graded oncritical thinkingcriteria(adaptations)and the use ofbiologicalterminology.

28 22 No Change Many students inthe majorsbiology (BIO1224) are notadequatelypreparedacademically forcollege courses. Many of thesestudents do nothave the basicwriting andmathematicalskills.

(1.) ProfessionalDevelopment -External: (2.) StudentAdvisement /Placement: (3.) GuestSpeakers / FieldTrips:


One-Day DietDiary whichincludes anexercise plan. Thisdemonstrates theamount ofenergy requiredto meet a certainprofile. Example: Male,height, weight,exercise

Students were toplan their foodintake (energy)for one dayaccording to theMyDiet Analysisprogram profile. The plan was tobe nutritious andfoods they wouldactually eat thatcarried thespecific energy

12 5 This particularclass of Studentswere lazy! Theirwork was sloppyand they areokay with this. I'm going toexpect alot moreout of them. Organizationalskills will bedemanded. Ifthe notebook is

Re-Evaluate theMyDiet Analysis. It's better than itused to be butcould definitelyuse someupdates for foodsthat peopleactually eat. Ibelieve this ischanging toonline

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frequency andintensity. Theplan will producecalories (energy)to input into thebody andexercise toexpend energytherefore provingthe EnergyBalanceEquation.

from the macroandmicronutrientsthat they learnedabout in class. The plan included3 meals and 2snacks pluswater intake andONE of the threemeals was to befrom a Fast FoodRestaurant;nutritious choicesof course. The 3meals and snackshelp to keep themetabolismreved in order tolose weight ifnecessary and tojust be morenutritious.Specificdirections wereon blackboardand talked aboutin classNUMEROUStimes. Theirgrade reflectedhow wellconstructed theplan was andhow close theycame to the totalcalorierecommendationof their profile inMyDiet Analysis. The plan was tobe adequate,moderate,balanced andvaried as learnedin class. Theplan was toinclude a realisticplan of exerciseto expend energyproperly and leadthem into a newhealthy lifestyle.

not preciselywhat I asked forin the writteninstructions, theirgrade will reflectthat. I willincorporate moreprojects wherethey have tofollow specificdirections andhopefully get itthrough theirthick skulls thatsliding by is notwhat the realworld expectsand just becauseit's a "nutrition"class, it's not ablow-off class. Iwill spend alotmore time in theMyDiet Analysisprogram,however, I'm notfond of it at all. As a food coach,it's too manycalories foranyone to eat. The program isnot very realisticand if people atethat much food,they would neverbe fit.

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The instructionswere plainlywritten anddiscussed and allcriteria was to bein "note'book"form, typed anddivided intoproper sectionsof 1. Their actualfood plan, theProfile fromMyDiet Analysis,The printout ofresults from theMyDiet program,a copy of theFast Food Menuand nutritioninformation fromwhich they chosetheir nutritiousmeal, and finally,their exerciseprogram.


Our courseincludes severallaboratoryexperimentswhere studentsmust use andapply scientificinquiry.

Studentsgenerated ahypothesis,developedmaterials andprocedures,obtained results,used EXCEL togenerate tablesand results anddiscussed results. Using the Guideto Writingstudents followedAPA or CSEformal scientificwriting protocoland format.


Biology Students willdemonstrate anunderstanding ofthe basic lifeprocesses, suchas cell structure,obtaining and

Students wereasked to discusscell structure andfunction in lightof the cell theoryin-class quizzesand exam.

Students wrote aformal lab reportof the "CellularRespiration"laboratoryexercise. Theygenerated a


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using of energy,and theprocesses ofreproduction,heredity andevolution.

Studentsperformed the "CellularRespiration"laboratoryexercise todemonstratescientific inquiryand knowledge ofcellularprocesses-cellularrespiration. Inaddition,studentsdemonstratedknowledge ofphotosynthesisusing an on-linelaboratoryinteractiveexercise. Mendelian andmoleculargenetics wasdiscussed andassessed in classexam.

hypothesis,materials andmethods, resultsand discussion.Theydemonstratedknowledge ofcellularrespiration in theintroduction,resuls anddiscusssionsections of theformal lab report. Students werealso assessed invarious in-classquizzes andexam.


In the lab. welearned how touse ourmicroscopes,then did an in-depth study ofcells (potato,cheek, Elodea,onion). Thestudents had toprepare theseslides and viewliving protoplasmand then theystained some ofthem to seecertainorganelles(starch grains,nuclei, nucleoli,cell walls,cytoplasm,mitochondria,and cytoplasmic

The next time inlab. they took atest over this lab.There weremultiple choicequestions anddrawings theyhad to make andcolor andquestionsreferring to thecells drawingsthat they had toanswer.

10 10 No Change I might try somedifferent slidesnext time oreven have themgo on theinternet and lookat more cells

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streaming). Thestudents thenhad to look atseveral preparedslides of differenttissues and see ifthey could findsome of thosesame organelles.We looked atthey three typesof muscletissues, humanblood andcompared it tofrog blood andnoted thedifferences, somealge, someprotozoans(Amoeba, andParamecian).


Students in abiology formajors classsubmitted theirfourth and finalformal laboratorywrite-up. This isa formal paperthat is writtenafter an in-labinvestigation hasbeen performedand data hasbeen collectedand analyzed. The paper mustfollow the formatof apeer-reviewedjournal having anabstract,introduction,methods, results,conclusions andbibliographysection. At leastthree outsidesources ofinformation mustbe cited in the

At this point thestudent shouldbe able toconstruct a solidreport that hasall thecomponentsasked for andincludes theappropriatematerials in eachsection of thereport. Thestudent must beable to correctlyquote and citeoutsideinformation. Thestudent must beable to constructand embed agraph based ontheir individualdata. Thestudetn must beable to formulatea hypothesis inthe introductionand be able toreject or fail to

27 21 No Change Students are stillnot properlyciting outsideinformation. They like to listsources in abibliography butare lazy aboutacknowledgingothers in thebody of thereport. Institution mustbe sure allclasses areadamant aboutpenalties forplagiarism.

(1.) AcademicSupport Labs: (2.) None: (3.) None:

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introduction andlisted in thebibliography. Data collectedmust beaddressed bothin written andgraphic form.

reject thathypothesis in theconclusion byproperinterpretation oftheir data. Itwas hoped that90% of thestudents (22 of27) could score a90% (36 orbetter out of 40)grade on thisassignment.


Students areasked todemonstrate anunderstanding ofthe cooperativityof the processesof photosynthesisand respiration.

1. Knowing thebalancedequations for theprocesses ofphotosynthesisand respiration2. Comparingthe similaritiesand differencesbetween the twoprocesses3. Using adiagram, put thesteps of eachprocess in thecorrect sequence4. Compare andcontrast bothprocesses in aformal essayformat as part ofa unitassessment

38 29 No Change The institutionwill monitorstudent progress

(1.) None: (2.) None: (3.) None:

Biology Students willdemonstrate anunderstanding ofthe scientificprocess in thebiological worldas it isimplemented bythe ScientificMethod. Thestudent willfurtherunderstand theneed for

The ScientificMethod wasintroduced duringlecture andlaboratory. Theassessmentactivity consistedof a laboratoryprocedure thatreinforced theprocess of thescientific method. Once studentsfinished the

The formallaboratory reportwas worth 50points andconsisted of andintroductionsection, materialand methodssection, resultssection includinggraphs, and aconclusionssection thatrequired critical

22 16 I had anunusually highnumber ofstudents thatsimply did notsubmit a reportfor the labactivity. I willcontinue tointroduce thescientific methodduring lecture,and continue toassign laboratory

The institutionalready providessufficient supportfor theassessment ofthis goal.

(1.) None: (2.) None: (3.) None:

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continuedbiologicalresearch in adynamicenvironment.

experiment, theywere required tosubmit a formallaboratoryreport.

thinking in orderto summarizeand interpret theresults of theexperiment.

assignments thatreinforce thistopic.


You are exiled toan isolated islandin the middle ofthe ocean for thenext ten years. You will not beable to leave theisland or receiveanything fromthe outsideworld. You canonly bring onetype of food withyou. What foodwould you bring? Explain why interms ofnutritional valueand density youchose thatparticular food. You will, ofcourse, unlimitedsupply of freshdrinking water. There is noelectricity on theisland. So, norefrigerators tokeep foods coldor fresh, ormicrowaves tocook with - justfire. You areunable to eatanything on theisland other thanwhat you bring. This is due to thenuclear testingthat hascontaminated theplants, soil, andwildlife.

Having alreadycovered themicronutrientsandmacronutrients inclass, I expectedthe students toconsider all thepossibledeficiencydiseases andtheir causes. They were tochoose a foodwhich would bestprevent as manyas possible of thediseases. Also tobe taken intoconsiderationwas thelikelihood of thechosen food ofspoiling. Nomilitary MealsReady to Eat areallowed.

45 24 No Change I looked for: 1. howwell thedirections hadbeen followed 2. howmany deficiencydiseases wereprevented bytheir choices 3. thespoilage factor 4. howwell theydefended theirchoice 5. theoriginality oftheir choice

(1.) None: (2.) None: (3.) None:

Biology Students willdemonstrate an

1. Discussion ofthe steps in the

1. Do studentsunderstand the

24 20 No Change Continueteaching and

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understanding ofthe scientificprocess in thebiological worldas it isimplemented bythe ScientificMethod. Thestudent willfurtherunderstand theneed forcontinuedbiologicalresearch in adynamicenvironment.

Scientific Methodand how to usethese steps invaryingsituations.2. Studentgroups willdesign anexperiment orsurvey to betested using theScientificMethod.3. Each groupwill conduct theirresearch in thelab, compile theirdata andinterpret it.4. Discussioh ofeach activity tosee what andwhere thingsmay have beeninfluenced andhow valid theresults are.

steps of theScientificMethod?2. Are studentsable to form ahypothesis anddesign anexperiment? 3. Do studentsfollow theacceptedScientific Methodsteps?4. Are studentsable to getresults that canbe used todetermine thevalidity of theirhypothesis?5. Can thestudentsunderstand howthe variables canaffect theirresults?

emphasizing theScientificMethod.

(3.) None:


Students were toinvestigate theScientific Methodin their 1st Labexercise.

Students were toexplain the stepsin the ScientificMethod as itapplied to theirexperiment andthe subsequentdata on factorsaffecting heartrate.

16 11 No Change No institutionalaction is requiredor suggested.

(1.) None: (2.) None: (3.) None:

Biology Students willdemonstrate anunderstanding ofthe scientificprocess in the

Identification ofUnknownMicroorganism

Each student isresponsible formakingobservations andrunning tests on

23 21 No Change No institutionaction isrequired.

(1.) LRC / LibraryResources &Services: moreBergey's manuals(2.) None:

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biological worldas it isimplemented bythe ScientificMethod. Thestudent willfurtherunderstand theneed forcontinuedbiologicalresearch in adynamicenvironment.

an unknownbacteria. Severalmethods areused to analyzethe results andcome to thecorrectconclusions. Weare attempting torelate thisexercise to thecritical thinkingprocess usingBloom'staxomomy andscientific method.

(3.) None:


Exams The course is setup to exemplifythe evolution ofanimals. All thecourse lecturesthat I havedesigned are setup to explore thecomplexity ofdifferent animalphylums. Thecourse is set upexamining onecelled animalsand graduallymoves intomulticelledanimals, sostarting simpleand thenexploring morecomplex animals. Lectures alsoexplore the greatdiversity withinthe animalphylumsincluding whythey are groupedtogether the waythey are. Lastlymy lectures tiethe differentanimal phylumstogether. This isdemonstrated by

13 13 No Change none (1.) None: (2.) None: (3.) None:

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showing howsome animalshave similarstructuralcharacteristicsthusinter-relatedness

Biology Students in ourlaboratoryclasses willdemonstrateproficiency inmeasurementand in usingvarioustechniques andequipment(including theirstrengths andweaknesses) asthey apply tosolving problemsin the biologicalsciences.

Writing ascientific paper.

Review ofscientific papersand writing acritic of 2 to 3papers reviewed.Usingappropriate citesin their writing.Use ofappropriatescientificterminologyCritical thinkingprocess in reviewof articles

40 20 No Change Should haveselected articlesor journals toreview forstudents tomaintain bettercontrol of theparameters forsubjects used intheir writing.

(1.) None: (2.) None: (3.) None:

Spring 2007 Biotechnology Assessment Report

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Biotechnology Students enrolledin thebiotechnologyprogram at theSoutheastCampus will beable to accessnumerousInternetmaterials andbioinformaticstools.

Students weregivenbackground inusing BLASTn, abioinformaticstool for searchingnucleotidesequences in thegovernmentNCBI databank. They were alsogivenbackgroundinstruction indownloadingsequences intoBioEdit, afreewarealignment tool. Previously, theyhad, by hand,analyzed proteinsequences andconstructedevolutionarytrees based uponthe sequenceanalysis. THEACTIVITY was totake a proteinsequence,analyze it usingBLASTp andcompare theorigin of thesequences to theconstructedevolutionarytree. ALSO, thestudentsanalyzed a fulltext, peerreviewed articlefound sequencesdescribed in the

The studentswere allowed todiscuss togetherto arrive at theresults. Successof assessmentcriteria wassimply based onaccessing theproper databanksand softwareprograms whilemovingnucleotidesequencesbetween the twoprograms. Success was alsobased onwhether ananalysis of thehand constructedevolutionary treeand the BLASTpprogram showedthe obvioussimilarities.

4 4 No Change Continue with thelesson.

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paper, onlineusing theGenBankAccessionNumber, andBioEdit todetermine if theprimer listed inthe article wouldanneal to theDNA sequence.

Spring 2007 Business Assessment Report

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Business Demonstrate anability tocommunicateeffectivelythrough writtencommunicationmethods.

Case StudyDiscussion

Students willsupport theirresponses to thecase studyquestions withvalid resources.

22 4 Be more specificin instructions.Explain therequirement thatopinions must besupported byvalid research.

None (1.) None: (2.) None: (3.) None:

Business Understandimplications ofsocial, political,legal, economic,competitive andtechnicalenvironmentalvariables onbusiness.

Discussion of thelaw as aconstantlychangingcomplex adaptivesystem, withemphasis on theinteraction of avariety of agentswithin the legalsystem(lawmakers,attorneys,judges,administrators,paralegals, andexecutives).

Quiz over thediscussion.

34 28 I found that asignificantnumber did notunderstand thewords I wasusing (it was onlythe 2nd lecture).Next time, I willspend time onthe definitionsand not assumethat the studentsare familiar withthe words.


Spring 2007 Chemistry Assessment Report

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Chemistry Demonstrateunderstanding ofthe scientificmethod and itsapplication inresearch andproblem solvingstrategies

Students wereasked to create ascenario and usethe steps of thescientific methodto describe howthey mightresearch/testtheir hypothesis.

Students wererequired to use 5steps in thescientific methodand to describeeach in completesentences.


Chemistry Demonstratemastery of theunique languageof chemistry

Approximately20% of thepoints on everyexam are basedon definitions ofchemistryvocabularywords.

Of the studentsin this class whotook all threeexams, theaverage numberof correctvocabulary wordsfor all threeexams wasrecorded. A tallywas made of thestudents whosucceeded ingetting at least16 out 20vocabulary wordsright on anexam. For thisassessment, 14of the studentsout of 17 whotook all threechapter exams,got an average of16 or more ofwords correct.

This is alower-level typeof learning. Ingeneral, moststudents havelittle problemwith this type ofexam question.

17 14 No Change None required. (1.) None: (2.) None: (3.) None:

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Chemistry TCC chemistrygraduates will beable todemonstrateability to applylogical andmathematicalstrategies tosolve chemicalproblems

I give the ACSStandardizedExam (FirstSemesterGeneral ChemForm 2005- grayor yellow forms)to my class asthe final exam.This is a veryrigorous examcovering all theconceptsnormally taughtin a Chem Icourse, althoughwe do not alwayshave time tocover all thematerial.

For disciplinegoal # 2, I willlook at theassortment ofproblems on theACS Gen Chem Ifinal (Form 2005)and judge howmany studentswere able tocomplete 56% ofthe mathproblemscorrectly or 70%of the mathproblemscorrectly. I will choose thefollowingproblems fromthe two forms ofthe exam:

Gray formYellow FormProb Description17 20A. # atomspresent in aspl(G17/Y20)18 16B. g prod -limitingreactant(G18/Y16)19 22C. mass tocompletelyreact(G19/Y22)20 15D. excessreactantremaining(G20/Y15)21 17E. percentyield(G21/Y17)22 19F. masspercent(G22/Y19)27 28G. conc of

19 2 No Change The Collegeshould continueto support theefforts ofinstructors to beinnovative indevelopingstudents' abilityto problem-solve.

Many studentsare still able toenroll in Chem Iwithout goodalgebra skills.They may havetaken and"passed" CollegeAlgebra with a Cor a D but theyare unable torearrange simpleequations tosolve for aparticularvariable. There isno pre-requisiteto have taken anintroductorychemistry coursein high school orPrinciples ofChemistry, butthe ability ofstudents to learnthe material atthe levelexpected forGeneralChemistry wouldbe greatlyenhanced byhaving such apre-requisite inplace.

More class-timecould be spenton interactivework with lesstime lost toexams and

(1.) TestingCenter Support:See institutionalaction plan(2.) AcademicSupport Labs:See institutionalaction plan (3.) Prerequisites/ Curriculum:See institutionalaction plan

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ions(G27/Y28)28 31H.dilution(G28/Y31)29 27I. g solute in xmolarsoln(G29/Y27)30 30J. eq pttitration(G30/Y30)31 29K. ppt rxncalc(G31/Y29)32 36L. ideal gas law(G32/Y36)34 35M. gas molarvolume(G34/Y35)35 32N Charles's law(G35/Y32)36 34O.Generate H2redox (G36/Y34)40 38P. Hess'slaw(G40/Y38)41 37Q. Spec ht(G41/Y37)44 47R. Energy ofphoton(G44/Y47)

Of 19 studentcompleting theexam of 4/30/07,none met thebenchmark of70% or bettercorrect of these18 problems (13problemscorrect). Nostudents scored12 or 13 out of these 18

quizzes ifcomprehensivetesting centerswere available onevery campus.Continue toincrease theavailability ofwell-trainedtutors who knowenoughchemistry to beof help tostudents in ChemI (and Chem II); allowprofessionaldevelopmenttime during thework-day forcross-trainingmath tutors toalso be able tohelp studentswith chemistryproblems.

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problems. Only 2students scored10 or better outof these 18problems.

The currentnational mean forthe 2005 form ofthe ACS exam is38.92 correct outof 70 questions

on this form ofthe exam or55.6%. Ouroverall averagefor the 16students was 28out of 70.

There were 5questions out of70 on the examthat coveredmaterial we didnot have time tocover.

The benchmarkof 10 questionsout of 18corresponds to55.6% of the 18calculationquestions.

Using the ACSexam to assesshow well

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students do incalculationproblems is afairly rigorousmeasure sincethis exam isgiven across thecountry.

A betterassessment ofthe overall abilityof students to doproblem-solvingwould probablyfall somewherebetween therigor of the ACSexam, and thecompilation ofhomework data.

Problem-solvingwill continue tobe a focus of thiscourse. I believethe immediatefeedback thatstudents getwhen they usethe onlineEduspace systemfor homeworkhelps them toprogress in theirproblem-solvingabilities. There isstill much roomfor improvement

Spring 2007 Child Development Assessment Report

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ChildDevelopment

Recognize theimportance ofand possess thetools forself-evaluationand reflectivepractice as itrelates toprofessionaldevelopment andgrowth.

Weekly journalentries reflectiveof various topicsrelated toteaching andworking withchildren withspecial needs.

Ability to analyzean individualscurrent abilitiesand seek outresources toenhance theirlevel ofknowledge.Ability to submitentries that werethoughtprovoking andreflective ofpersonal andprofessionalgrowth.Ability to applytopic questionsto practical andpersonalexperiences.

17 15 No Change A consistenteffort of alldisciplines toengage studentsin reflectiveactivities topromote personaland professionaldevelopment.

(1.) None: (2.) None: (3.) None:

ChildDevelopment


Each studentconducts anindepth analysisof his/her lifeincluding theidentification andanalysis of thesignificant lifeevents that haveimpacted his/herlife at eachdevelopmentalstage. The lifereview includesidentification ofthe student's lifegoals, whether ornot these goalshave beenachieved andwhy or why not.The student isasked to project

An evaluationoutline andscoring rubric areused to assesseach student'slife reviewassignment.Student isconsideredsuccessful ifhe/she receivesat least 70 pointsof the 100possible points.

24 17 Refine theassignmentdirections andcontinue to refinethe scoringrubric.


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into the futureand clarify theirfuture goals andwhat he/sheneeds to do toreach these goalsand their fulldevelopmentalpotential.

ChildDevelopment


The studentscomplete aself-evaluation oftheir abilities toplan and useappropriateguidancestrategies. Theyare to evaluatetheir owncompetence andconfidence tomanage a varietyof situations. Studentscomplete thisself-assessmentat the beginningof the semesterand then again atthe end of thesemester.

Students mustcomplete theentire survey andsubmit thesurvey by thedue date.

29 26 No Change The instructorwill use the initialself-assessmentsto plan forlessons. Theassessments willbe used toillustrateimprovement andincreasedknowledge in thearea of guidanceand discipline.

(1.) None: (2.) None: (3.) None:

ChildDevelopment

Work withchildren withspecial needsand their familiesby demonstratingthe ability toidentifycharacteristics ofspecificconditions,appropriateenvironments,and resources.

To provideexperience withAppropriateEnvironments--Students wereprovided 15different siteswhere childrenwith specialneeds could beobserved andwere encouragedto interact asappropriate withthem and/or theteachers/supervisory persons.They then wrotea report aboutthis community

Making the visit(documentationrequired)--40pointsA two-pagewritten report ofthe visit--50points Report toinclude: 1.Description ofsetting 2.Disability(ies)present 3. Whatstudents learnedfrom experience 4. Two ideasthey couldimplement later 5. What


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experience. interaction theyhad with thechildren and/orquestions askedthe teachers togain betterunderstanding ofthe program

ChildDevelopment


COURSEPORTFOLIO.Throughout thesemester,students willcompile amultiple-itemrecord of theircumulativeachievements inthe TulsaCommunityCollege childdevelopmentprogram. Thisportfolio willhouse examplesof the student’shighest qualitywork (and overallevidence ofgrowth) in thefive standards forstudentsprepared inassociate degreeprograms asoutlined byNAEYC. Thosefive standardsare: (1)Promoting ChildDevelopment andLearning, (2)Building Familyand CommunityRelationships, (3)Observing,Documenting,and Assessing toSupport YoungChildren andFamilies, (4)Teaching and

The assignmentis worth 6.25%of the student'stotal grade.Assignments aregraded forcompleteness,spelling,grammar, andpunctuation. Inorder to avoidpotential issueswith studentsocial desirabilityresponse error,instructor clearlyexplains thatstudents are notpenalized forfailing to meetthe standards.The point of theassignment is toidentify bothareas of strengthas well as areasthat could beimproved. It isemphasized thatall teachers haveareas for growth.Student answersare also used asa discussionpoint when theinstructorobserves studentteachingbehaviors duringpracticum sitevisits; in otherwords, if thestudent believesthemselves to be

6 6 No Change No actionrequired.

(1.) None: (2.) None: (3.) None:

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Learning, and (5)Becoming aProfessional. Thestudent entry forStandard Five isselected for thisreport.Specifically,Standard Five is"Studentsprepared inassociate degreeprograms identifyand conductthemselves asmembers of theearly childhoodprofession. Theyknow and useethical guidelinesand otherprofessionalstandards relatedto earlychildhoodpractice. Theyare continuous,collaborativelearners whodemonstrateknowledgeable,reflective andcriticalperspectives ontheir work,making informeddecisions thatintegrateknowledge froma variety ofsources. Theyare informedadvocates forsoundeducationalpractices andpolicies." Aself-assessmentchecklistprovided by theinstructor is theonly acceptedportfolio entry for

doing a good jobin an area ofpractice and theinstructor doesnot see this atthe site visits,this is discussedthrough anotherassessmentfeature of thecourse.

The followinggrading scale isused: 50 Exceptional45 Excellent40 AboveAverage35 Average30 BelowAverage25Unsatisfactory/”F”0 Not Attempted

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this standard.The providedforms are from"MeasuringPerformance:The EarlyChildhoodEducator inPractice."Students answerself-assessmentquestions inthree sections -(a) knowledge,interaction, andcommunication,(b) curriculum,and (c) preparingthe physicalenvironment. Asample questionis "Encouragesconversation byusingopen-endedquestions andencouragingself-expression"to which thestudent cananswerfrequently, oftenor seldom.Students mustfully completethe checklist,which containsmore than 500self-assessmentquestions. Thestudent mustwrite a briefaction plancomment on thechecklist forquestions thatthe studentanswersnegatively (suchas when he orshe does notfulfill a particularexpectation).

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When thechecklist iscompleted, thestudent writes a2-3 pagesummary of hisor her findings;this summarymust include aspecific plan forimproving theirperformanceaccording to theexpectedstandards.

ChildDevelopment


Self Assessmentof LaboratoryExperience

Students wrote aone to one andone-half pagepaper addressingtheir skills inprofessionalism,interacting withchildren,observations anddocumentationand theinteractions withthe mentor andother CDCfaculty.The paper wasgraded onappearance,grammar andspelling, andrequired areasbeing addressed.

16 16 will revise theself assessmentactivity to betterreflect thelearning thattook place at theCDC.

none needed atthis time

(1.) ProfessionalDevelopment -TCC Programs: (2.) None: (3.) None:

Spring 2007 Computer Information Systems Assessment Report

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ComputerInformationSystems

Accomplish thefollowingadvancedspreadsheettechniques:customize aworksheet,change printerpage setup,examine thedatabasefunctions, createa graphical chart,utilize shortcuttools, utilizelockup tables,develop macros,and examineadvancedmathematicalfunctions.

Design aworkbookincluding aspreadsheet andchart

1. Usemultiplicationand subtractionformulas2. Use the IFand PMTfunctions3. Format aworksheet in aprofessional style4. Include achart with arelationshipbetween twofactors



Exhibit a solidfoundation incomputertechnology,computernomenclature,and the use ofmicrocomputersas productivitytools includingaccess to theWorld Wide Web.

PowerPointPresentation onpurchasingcomputerproducts:Desktop,Notebook, Video,or Digitalcamera. Studentsummarizedinformation fromthe textbook andresearched theinternet for thebest equipmentfor a student topurchase. StudentpresentedPowerPoint to theclass and turnedin a hard copy tothe instructor.

Grading rubricwas given withthe instructionsfor thePowerPointPresentation. Student wasassessed onrequiredinformation,correct use ofbullets, clip art,number of slides,slide transitions,internetresearch,presentation(using theequipment,overheadprojector, etc).

25 25 No Change Maintain theclassroomprinters for classassignments. Continue toupdate to thenewest MSSoftware, ie MSVista and MSOffice 2007 asthis is what thestudent iscurrentlypurchasing onnew computers.

(1.) None: (2.) None: (3.) None:

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Process digitalimages obtainedfrom a variety ofsources byperforming orusing colorcorrection,compression, useof composites,filters, masks,layers, paths,channels, andother specialeffects for printand web useusing AdobePhotoshop.

The purpose forthe project wasfor student todevelop amontage usingimages thatbrought intoclass that werealready digitizedor they scannedon campus. Students were todemonstratethrough themontage how toset up adocument, usebrushes,selection tools,filter, layerstyles,adjustmentlayers, masks,and designing adecorativeborder.

Students weregiven writtendirections and anexample of theinstructor'sexpectationsalong with paststudentexamples thatmet therequirement.



Exhibit a solidfoundation incomputertechnology,computernomenclature,and the use ofmicrocomputersas productivitytools includingaccess to theWorld Wide Web.

Specific testquestions fromfour tests.

Successfulcompletion wasdetermined bycorrectlycompleting thequestions.



Create, update,and query adatabase andgenerate reports.

Students createda database usingeight queries,three forms andone reportanalyzing threetables.

Files are gradedupon correct datain the queriesincluding thecalculations forhigh wages withbonuses. Thethree 3 forms arein differentformats and thereport includesdata extractedfrom a sub form.

13 6 Students maybenefit from anadditionalexercise inqueries prior tomoving on toreports andforms.


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Demonstrate anunderstanding ofthe process ofdigital imagesincluding colorcorrection,compression, useof composites,filters, masks,layers, paths,channels, andother specialeffects ordemonstrate anunderstanding ofthe processing ofdigital imagesincluding imageacquisition,editing andmanipulation,color models,color balanceadjustment, andspecial effects.

Each student wasgiven a list of 40independentprojects andasked to select 4for completion. Completion ofthese 4 projectsdemonstratedthe studentsability to meetthe selecteddiscipline goal.

Each student wasrequired togather theappropriatesource materialsandindependentlydesignindustry-standard graphicelements basedupon priorlearningexperiences inthe classroom. Arubric evaluationof each projectby the instructorwas used todetermine if thediscipline goalhad been met bythe student. Note that the 10students who didnot meet thegoal received agrade of audit,administrativewithdrawl, orfailing for lack ofactivity in thecourse; the 29students meetingthe goalsuccessfullycompleted thecourse.

39 29 No Change Continueadvising studentson the need towithdraw from acourse in whichthey do notintend toparticipate.

(1.) StudentAdvisement /Placement:Continueadvising studentson the need towithdraw from acourse in whichthey do notintend toparticipate.(2.) Prerequisites/ Curriculum:Continueadvising studentson the need tocompleteprerequisites. (3.) None:

Spring 2007 Dental Hygiene Assessment Report

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Dental Hygiene Provide dentalhygiene care forthe child,adoescent, adult,geriatric,medicallycompromisedandphysically/mentally disabledpatient

Students neededto schedule andcomplete dentalhygiene care fora variety of 14patients by theend of thesemester.

Students neededto completedental hygienecare with a 75%or greater for 14patients.

13 13 No Change No action isneeded at thistime

(1.) None: (2.) None: (3.) None:

Spring 2007 Developmental Studies in Communication Assessment Report

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DevelopmentalStudies inCommunication

Critical reading:Comprehendreadings forcommunityand/or globalcontexts.

The studentstook a Midtermexam of 48questions thattested thefollowing criteria:literal andinferentialcomprehension,drawingconclutions, topicand main idea,vocabulary incontext andstructure (suchas roots andprefixes),patterns oforganization(listing, causeand effect,specific togeneral),author's tone andpoint of view,and relationships(compare/contrast, explanations,cause and effect,and addition). The purpose ofthis test was toassess whetherthe studentswerecomprehendingwhat they readand to evaluatethe areas ofstrengths andweaknesses intheir reading.

The item analysisbelow shows thecriteria asked onthe test and thepercent ofstudents whoanswered eachquestion percriteria correctly. Most criteriontypes, such asliteralcomprehensionor main idea,were asked in upto five questions(of the 48 totalon the test), sothe data below isper criterion, notper individualquestion. Theseare the results: prefix (100%),vocabulary incontext (87%),relationship-addition (50%),pattern oforganization-listing (100%),literalcomprehension(92%),inferential(72%), drawingconclusions(87%), title ortopic (76%),main idea (84%),author's tone(53%), author'spurpose (60%),author's point ofview (100%),

5 5 As an instructor,I can use thesefindings toimprove myteaching. I willbe able to spendmore time on thecriteria that gavethe studentsmore difficulty. Specifically, thisentails: author'stone, and therelationshipcategories(addition,explain, contrast,fact and opinion,specific togeneral andcause andeffect).

On theinstitutionallevel, I hope thatReading Istudents will berequired to takeReading II, evenif they makepassing grades inthe course. There are somany readingskills to bemastered, and Ibelieve that bothcourses areessential toachieving thatgoal.

(1.) None: (2.) None: (3.) None:

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relationship-context (20%),relationship-factand opinion(60%),relationship-explains (20%),relationship-cause and effect(100%), andpattern oforganization-specific to general(40%).

The criterionareas of strengthwere: vocabulary incontext, literaland inferentialcomprehension,drawingconclusions,topic, main idea,author's point ofview, and patternof organizationcause and effect. The weak areaswere author'stone, andrelationshipcategories of: addition, explain,contrast, fact andopinion, specificto general andcause and effect.

On the basis of a70% score, twostudents madebelow that, onewith a 68% andone with a 66%. No on actuallyfailed the testalthough thesetwo studentswere slightly low. They arethereby counted

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in the "NumberSuccessful"category belowwith the notationthat they areslightly belowwhat would bepreferred.



SummaryAnalysisResponse papersprepared on aregular basis. Readings areselected from thetext as well asoutside sources:databases,internet,magazines,books.

Summarizeassigned article. Analyze: mainideas, supportingdetails/proofs,author's purpose,target audience,language, bias.Then they mustreflect/respond -providing theirown assessmentof the article,and comparingtheir own viewswith those of theauthor.

7 7 No Change None at thistime.

(1.) None: (2.) None: (3.) None:


Informeddiscussion:Articulate anunderstanding ofa variety ofmaterials.

In a study offigurativelanguage andpoetry, studentsidentifiedmetaphors andsimiles inselected poetryof Robert Frostand LangstonHughes. Afterreading andanalyzing someof these poemsindividually, theymet in groups ofthree or four anddiscussed themeanings of thepoems and theirmetaphors,similes, andextendedmetaphors. Theydiscussed theirunderstandings

All the studentsparticipated inthe small groupdiscussions, sincethe small groupswere notintimidating. They alldemonstrated anability to identifyand analyzefigurativelanguage. Eachof themexplained apersonalexperience theycould relate to atleast one poem. All the studentsmade at leastone contributionto the classdiscussion.

60 60 No Change The Writing Labhas limitedsoftware tosupport thestudy of poetry. Funds should bemade availableto purchase moreand bettersoftware.

(1.) None: (2.) None: (3.) None:

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of the poems andtheir reactions tothem. Eachgroup analyzedfour poemstogether andselected onemember of theirgroup to explaintheirunderstanding ofthe poem andthe quality of thepoem that theycould appreciate. All the studentsthen had anopportunity torespond. Thefour poems theyanalyzed were"The Road NotTaken" and"Nothing GoldCan Stay" byRobert Frost and"Mother to Son"and "To a DeadFriend" byLangstonHughes.



Students were tocollectnewspaper orjournal articlesfrom our LRCweb site. Thesearticles were todeal with a socialissue of concernto the students. At the next classmeeting thestudentsdiscussed each oftheir articles. Ithen placed thestudents intogroups similiar toeach topic. Thenew formedgroups were then

Attendance wasessential for thisproject. Thestudents wereassest on thecorrect researchmethods andtheir ability topresent theirsocial issue withreliable sources.

20 20 No Change Additional CEC'srooms would behelpful.

(1.) ComputerTechnology /Software: (2.) Class Size: (3.) None:

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to select one ofthe issuespresented intheir groups. The following twoclass periods ourclass met in theCEC and thestudents furtherresearched theirtopics. Thegroups thenpresented to theclass what theirsocial issueswere and offereddiscussion.



Reading IIstudents readChapter 8,"ReadingCritically," intheir OpeningDoors textbook. In class theycompleted aportion of theinstructor-constructed studyguide fromlecture anddiscussioninformation. Critical readingskills coveredincludeddetermining theauthor's purpose,intendedaudience, pointof view, tone,and intendedmeaning. Independentlythey used thecritical readingskills learned toread threeselections,dealing withspeechcommunication

The study guidehad 108questions, andstudents wererequired to have76 (70%-Caverage) or moreansweredcorrectly in orderto be consideredsuccessful on thisassignment.


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and literature,and answer therest of the studyguide questions.



Students willread chapter 7and complete theTownsendpressonline Masterytests coveringCritical ReadingSkill, after theyhave completedthe test they willhave a classdiscuss overthese online test.

If the studentsachieves A or Con the MasteryTests they havesuccessfuldemonstratedknowledge ofCritical ReadingSkills.If the studentsachieves D or Fon the MasteryTest they did notsuccessfuldemonstratedknowledge ofCritical ReadingSkill

6 5 No Change Add additonalonline programsto teach CriticalReading Skills.

(1.) None: (2.) None: (3.) None:



Students willread a chapter 7and complete theTownsendpressonline Masterytests coveringCritical ReadingSkill, after theyhave completedthe test they willhave a classdiscuss over theonline tests.

A- Cdemonstratesunderstanding ofCritical ReadingSkillsD-F does notdemonstrateunderstanding ofCritical ReadingSkills

13 11 No Change Add additionalonline programsto teach CriticalReading Skills.

(1.) None: (2.) None: (3.) None:



Students weregiven an in-classReadingassignment todetermine factfrom opinion.

Students wereasked to readtwo passagesone from atextbook and theother one from areference book.Then, identifyeach of the eight(8) listedexcerpts fromthe passages aseither fact {F},opinion {O}, orfact and opinion{F+O}.

9 5 Increasedinstructor-guided activitiesto help studentssort fact fromopinion, so thatthey can properlyunderstand andevaluate theinformation theyare reading.

Continue toencourageattendance atprofessionalseminars

(1.) Other:ImprovedCommunication(2.) None: (3.) None:

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Effective writing:Use appropriatetechniques tocommunicateideas in a unifiedand coherentmanner.

The studentswere asked towrite a fiveparagraphpersuasive essayas a final project. They wereallowed tochoose from avariety ofcommunity-current topics. Alively in-classdisucssion washeld to discussthe pros andcons of eachtopic. Thestudents werestartled to realizethe depth anddiversity ofseeminglyordinary topics.

The assessmentcriteria coveredsix distinct areasincluding theevaluation of therelevance andcoherentpresentation ofthe thesisstatement withinthe Ideas &Content sectionof the matrix. Organization(coherence andparallelism),Vocabulary (wordchoice andusage), SentenceStructure(fluency withvariety),Mechanics(spelling,paragraphing,and capitalizing),and Voice(writing to beread) were theremainingcriteria.

7 7 No Change Classroomsconducive to allages and bodytypes would beappreciated bystudents. Computerequippedclassroomsavailable on aconsistent basiswould also behelpful.

(1.) InstructionalEquipment: (2.) ComputerTechnology /Software: (3.) Other:classroomconfiguration



Studentscompleted anexercise on factand opinion andwere required todistinguishwhetherindividualstatements andstatementswithin thecontext ofparagraphs werefact, opinion, ora mixture of factand opinion.

StudentsAssessmentcriteria requiredstudents to earna score of 70%or above on theoverall exercise.

10 9 No Change No action needsto be taken. Students weresuccessful inachieving thiscritical readinggoal.

(1.) None: (2.) None: (3.) None:


Informeddiscussion:Articulate anunderstanding of

After assignmentof reading Ch.11"Health" in text,assigned a three

Students wereassessed basedon (1)completion of

19 16 No Change Increasedavailability ofaccess to acomputer

(1.) AcademicSupport Labs:Additional tutorsin Writing Center

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a variety ofmaterials.

day, four part,groupbrainstorming,critical thinking,research, andgrouppresentationexercise onhealth issuesencountered bycollege students.Divided class intosmall groups andgave eachstudent anassignmentworksheet.Groups firstbrainstormed forcharacteristics ofgood health,narrowing the listto 10 mostimportantcharacteristics.Secondly groupsbrainstormed forstudent healthissues thatinterfere withthese healthcharacteristicsand what effectsthese healthissues can haveon a student'slife and successin achievementof educationaland career goalsfor the future.Groups metoutside of theclassroom eitheroutdoors or inthe StudentUnion and weregiven 45 minutesto complete thebrainstormingexercises. Thesecond day,groups met in

brainstorminglists onworksheets (withat least 10 healthcharacteristics,10 relevant issues, and 10relevant effects),(2) effectiveresearch ofhealth issues andcitation ofrelevant sources,(3) leadershipand participationin 3rd dayinformed classdiscussion, and(4) completion ofa self-evaluationof group work,effectiveresearch, andindividualparticipation.

classroom for useof developmentalclasses andcollege skillsclasses forresearch andcomposition.Increasedavailability oftutoring supportfrom the WritingCenter fordevelopmentalstudies andcollege skillsstudents.(Southeast campusWriting Centerhas only 1 1/2tutors available.)

Continuedsupport fromStudent Activitiesand the FitnessCenter offeringworkshops andprofessionalpresentationsthat deal withhealth relatedissues that affectcollege students.In the last fewsemesters,presentationshave beenoffered on druguse, date rape,nutrition, healthand fitness, andother relevanthealth relatedissues. It isimportant thatthis supportcontinues to beoffered. Studentswho take eveningand summerclasses often donot have thebenefit of these

to support grouppresentationswith tutoringsessions.(2.) ComputerTechnology /Software:Computerclassroom moreavailable to beused fordevelopmentalstudies andcollege skillscourses forresearch andcomposition. (3.) GuestSpeakers / FieldTrips: StudentActivitiesprofessional presentations forday, evening andsummerstudents.

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the ComputerClassroom toresearch thehealth issuesthey had chosenand the effects ofthese issues, andto preparepresentations forthe followingclass session. Inthe third classsession, eachgroup gave a10-15 minutepresentation inwhich theypresented theirlists and led andparticipated in abrief classdiscussion of theimpact,prevention, andtreatment ofthese healthissues.

programs. If thecollege couldprovide more ofthese importantand relevantprograms forevening andsummerprograms, andcould continue tooffer theseprograms for daystudents, thiswould betterenhance thechances ofstudent successtowards theability to beinformed and usecritical thinkingskills to discussthese issues.These programsalso provide upto date, relevantand valuableinformation forfacultyinstruction.

Spring 2007 Drafting and Design Engineering Technology Assessment Report

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Drafting andDesignEngineeringTechnology

To secure neededdata fromreferencematerials such asMachinery’sHandbook,AmericanInstitute for SteelConstruction(AISC) manual,ASAWS, etc.

Understand theoverall structureandinterrelatednessof the buildingand safety,mechanical, fire,electrical andzoning codes.Understand howto apply them tosituationsthrough detailsand research.

Study a concisebutcomprehensivetext on thesubject.Complete severaldetails and turnin varioushomeworkassignmentsrelated to thecontent.

6 6 No Change furtherdevelpment ofrelated softwareofferings.

(1.) None: (2.) None: (3.) None:

Spring 2007 Economics Assessment Report

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Economics Illustrate on agraph how a freemarket arrives atequilibrium priceand quantity.

Students areassigned aproblem todetermine theequilibrium priceand quantityfrom a graph in aficticious marketfor wine in theUSA during theyear 2005.

Students mustprovide thecorrectequilibrium priceand equilibriumquantity from thegraph.

27 25 No Change No changes arenecessary inassessing thisgoal due to thehigh successrate.

(1.) None: (2.) None: (3.) None:


Students weregiven anassignmentwhich requiredthem to analyzea supply -demand marketsituation anddetermine theequilibrium in themarket and theequlibriumquantiy.

If the studentscould performthe necearrymathematicalcalculation todetermineequilibrium priceand quantirty,they wereconsideredsuccessful.



Question 48. ontest 1 forMacroeconomics

48. On thegraph below,illustrate theeffect that anincrease in thenumber ofbuyers wouldhave on marketprice andquantity.

If the studentcould properlydemonstrate thechanges thatshould take placeon the gragh, Iassumed theyhave anunderstanding ofequilibrium andfree marketeconomics.

70 41 Perhaps more"in-class" quizzesto reinforce theseconcepts. Spring2007 studentsseemed to havelower attentionspans and lessmotivation thenduring Fall 2006?

Perhaps studentscould be requiredto take a"Success inCollege" coursebefore theyattempt anyseriouscoursework?

(1.) None: (2.) None: (3.) None:


Students arerequired tocompletehomeworkproblems that

Students mustunderstand thata supplydisruption causesa supply shift to

7 7 No Change The institutionshould consideradditional toolsfor theclassromm to aid

(1.) None: (2.) None: (3.) None:

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demonstrateproficiency withsupply anddemand graphs.Students arerequired todiscuss howeconomic eventscould causeshifts in supplyand demand anddemonstrate onthe classroomwhite board howsuch shifts causea newequilibrium priceand quantity.Students alsodemonstrateexamples of priceceilings andfloors, drawthem on thegraph andexplain theirrelationship tothe equilibriumpoint.

the left and acorrespondingincrease in priceand a decrease inquantity. Theymustdemonstrate anunderstandingthat an increasein supply causesa decrease inprice and anincrease inquantity. Theymustdemonstratecauses ofdemand shiftsand understandthat a decreasein demandcauses adecrease in priceand quantity.Also an increasein demandcauses anincrease in priceand quantity.They mustdemonstrate anunderstanding ofprice floors andceilings and howthey set anartificial priceand quantitiy andhow they tend tocteate shortagesand surpluses.

the instructor indemonstratingeconomicprinciples.


I gave mystudents a quizrequiring thestudents tograph a demandcurve and asupply curve andthen indicateequilibrium priceand quantity.

Students whowere able toillustrate on agraph how a freemarket arrives atequilibrium priceand quantitywould be able tocorrectly graph ademand curveand a supplycurve and then

148 136 No Change No additionalresources areneeded at thistime.

(1.) None: (2.) None: (3.) None:

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indicateequilibrium priceand quantity.

Spring 2007 Electronics Technology Assessment Report

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ElectronicsTechnology

Assist withinstallation andacceptance testson newequipment.

Presentation -Poster session forFour designgroups. Groupswere to analyzeproblem, write areport, developea PPT and give aOralPresentation.

PPT to be 5 slidesor greater,Presentation tobe 2min to 5 minlong.

9 9 No Change Continue withPPT format, butinclude to othrstudents

(1.) InstructionalEquipment: (2.) GuestSpeakers / FieldTrips: (3.) None:

Spring 2007 Engineering Assessment Report

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Engineering CommunicateEngineeringConceptsEffectively

Students will begiven FBD (FreeBody Diagram)problems with nosolutions manualavailable.

Students mustcorrectly place,with amount anddirection, with75% accuracyeach reactionforce and coupleon the FBD.

20 16 No Change The studentswere successful. The next step isto provide aphysical modeland give thestudents thesame task.

(1.) None: (2.) None: (3.) None:


Groups of fourstudents wererequired toestimate a reallife constructionproject. To workin groups theyhad toeffectivellycommunicatewith each otherand had to beable to readengineeringdrawings.

Each group hadto complete theactivity and turnin the estimate.

13 13 No Change No action isrequired.

(1.) None: (2.) None: (3.) None:


Thestudent willdemonstrate theability to solve a2nd orderelectrical circuitproblem using calculusand differentialequationprinciples by thefollowing:1) Findingthe transientresponse of anRLC circuit2) Findingthe steady stateresponse of thesame RLC circuit3) Finding

Each student'scalculations (responses ) willbe compared to aknown solution. If the studentsolves (inwriting) 70% ormore of theproblemcorrectly, thestudent will havedemonstratedsatisfactoryproficiency of thetopic of theassessmentactivity.

11 11 No Change Based on theresults of thescoring of theaccuracy of eachstudent'sresponses on theassessmentactivity, andverifying that 11of the 11studentsassessed earned70% or higher onthe activity, nochange iswarranted at thistime. Currentinstructionalmethods relatedto this topic willbe continued.

(1.) Prerequisites/ Curriculum:Students areencouraged tohave successfullycompletedCalculus II andEngineeringPhysics II priorto enrolling inEGR2613(2.) None: (3.) None:

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the totalresponse of thesame RLC circuit

Spring 2007 English Assessment Report

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English Effective Writing:Use appropriatetechniques tocommunicateideas in a unifiedand coherentmanner.

HonorsComposition I –In-Class ReaderResponse

This activityrequires thestudent to read ashort story byJoseph Suina andanalyze andextrapolate theirown lifeexperience to theauthor's in acomparison-contrast essay or anexemplificationessay.

After readingJoseph Suina's“And Then IWent To School,”choose one ofthe topics belowand write areader-response.

Topic forComparison-ContrastReader-Response:

In his shortstory, “And ThenI Went toSchool,” JosephSuina compareshis life as aCochiti Indian tohis life after it

ExemplificationGrading Rubric –HonorsComposition I

Name_________________________________Score_______/150

______ (10points)Pre-writing work– some form oforganizationplanned

______ (15points) Thesisstatement statesthe three pointsof the claim, is the lastsentence of thefirst paragraph,is parallel, and does notbreak any of the‘tencommandments.’ ______ (15points) Thesecondparagraph beginswith a topicsentence and effectivelydevelops the firstpoint of thethesis statement

16 14 No Change No action isnecessary.

(1.) None: (2.) None: (3.) None:

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has beeninfluenced by thewhite man’sculture. Heconcludes, “Thedemands of bothworlds werethere. The whiteman’s wasflashy, lesspersonal, butcomfortable. TheIndian was bothattracted andpushed towardthese new waysthat he had littleto say about. There was nochoice left but tocompete with thewhite man on histerms forsurvival” (LR275). Compareand contrast yourlife at twodifferent points intime. Include inyour thesisstatement ananswer to thesequestions: Howdid your lifechange overtime? Whatinfluenced thechange? Was lifebetter or worseafter the change? Include threepoints ofcomparisonand/or contrastand include thesein the lastsentence of thefirst paragraph.

Topic forExemplificationReader-Response:

using effectiveexamples ______ (15points) Thethird paragraphbegins with atopic sentenceand effectivelydevelops thesecond point ofthe thesisstatement usingeffectiveexamples ______ (15points) Thefourth paragraphbegins with atopic sentenceand effectivelydevelops thethird point of thethesis statementusing effectiveexamples ______ (5points) Introductioneffectivelyintroduces thetopic and draws the reader in

_______(5points) Conclusioneffectively endsthe paper, istied to the introductionand restates thethesis

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In his shortstory, “And ThenI Went ToSchool,” JosephSuina reportsthat hisgrandmothershowered himwith praise andmade him feellike a“Superman.” However, oncehe enteredschool, theconstantscolding, dirtylooks, and rulerslaps eroded hisself-esteem. Write a responsethat exemplifieshow a personaffected yourview of yourself,either by praisingor by criticizingyou. Providethree dramaticexamples thatexemplify howthey affected youor provide onesingle, richlydetailed exampleto show how thisperson affectedyou in threeways. Be sure tomake anarguable thesisstatement at theend of your firstparagraph thatincludes yourthree points ofsupport.

______ (10points) Adequatetransitions areincluded to“stitch” the essaytogether

______ (10points) Grammar andPunctuation(minus one pointfor eachmistake)

Compare/Contrast Grading Rubric– HonorsComposition I

Name_________________________________Score__________/150

______(10points) Pre-writing work– some form oforganizationclear

______ (15points) Thesisstatement statesthe three pointsof the claim, is the lastsentence of thefirst paragraph,is parallel, and does notbreak any of the‘ten

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commandments.’

______ (45points) The bodyparagraphs (twoor threedepending upon whichmethod oforganization isused) effectively develop thethree points ofthe thesisstatement and each beginwith a thesisstatement

______ (5points) Introductioneffectivelyintroduces thetopic and draws the reader in

_______(5points) Conclusioneffectively endsthe paper, is tiedto the introduction,and restates thethesis

______ (10points) Adequatetransitions areincluded to“stitch” the essaytogether

______ (10

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points) Grammar andPunctuation(minus one pointfor eachmistake)


For the firstmajorassignment,students wereasked to write adescriptiveessay, choosingtheir topics froma long list ofoptions. Prior towriting theessay, theybecame familiarwith aspects ofdescriptivewriting, such asvivid sensorydetails anddominantimpressions. Also, they readthree sampleessays thatincluded theseaspects with thehope that theiressays wouldfollow a similarpattern. Thestudents wrote arough draft thatwaspeer-reviewedduring thefollowing classand turned in afinal draft oneweek later.

The criteria usedto assess thestudents includedareas such asmechanics,grammar,vocabulary,content,coherence, unity,sentencestructure, etc. The essay wasworth a total of100 points andeach area ofassessment wasworth 10 points.Success for thisassignmentmeant a score of70 or above.

18 16 No Change By the institutionplacing moreemphasis onwriting skills,students willenter a freshmancomp class witha betterunderstanding ofwhat is neededto be successful.

(1.) None: (2.) None: (3.) None:

English ScholarlyResearch: Topresentappropriateevidence from

Students were tocreate a workingbibliography of atleast ten sources,documented

To receive asatisfactory (C orbetter) grade,students neededto locate a

6 3 Even though thiswas an HonorsComposition II, Ishould not haveassumed

Students haddifficulties withthis assignmentbecause, unlikeessays, which

(1.) None: (2.) None: (3.) None:

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primary andsecondarysources.

according to MLAformat.

variety ofscholarly sources(at least onebook, at leastone journalarticle, nocommercialwebsites) and tofollow the basicformat for MLAcitations. Theyalso needed atleast ten sources.

studentsunderstood howto find andevaluate sourcesfor college-levelresources. I willspend more timereviewing skillsthat studentswere to havelearned inComposition I.

students cansometimes writequickly (althoughnot necessarilyeffectively),finding anddocumentinggood sources istime-consuming.Students neededto devote at leasteight hoursoutside of classto thisassignment. Theinstituion couldsupport theEnglish faculty byprovidingstudentsinstruction--workshops or arequiredclass--on timemanagment.


Students wrote apaper in whichthey did arhetoricalanalysis of amovie using theToulmin methodof analysis.

Students weregraded on theiressay-writingskills, and theirsuccess atinterpreting themovie's basicclaim andperforming theanalysis.Successful is a"C" or better onthe paper.

45 30 The next time Iuse thisassignment, I willnot use a moviesince studentsseemed tostruggle with thestretch betweeninterpreting themovie's claimand taking it tothe next step toperform theToulmin analysis.I would use afamous essay orspeech instead.

Don't allowstudents whodidn't make a "C"or better inComposition I toenroll inComposition II.

(1.) None: (2.) None: (3.) None:

English ScholarlyResearch: Topresentappropriateevidence fromprimary andsecondarysources.

Each student hasto complete a5-8 pageresearch paperutilizing bothprimary andsecondarysources. Inaddition, each

I evaluate eachstudent based onhis or her abilityto effectivelyquote,summarize,paraphrase, andsynthesizeinformation from

9 8 Before the largeresearch projectis due, eachstudent willcomplete amini-researchassignment,including areduced version

I have nosuggestions atthis time. Theresearch processis very difficultfor students atthis level, as theyoften find theworkload

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student has tocomplete anannotatedbibliography,utilizing andevaluating atleast eightsources.

all sources. Eachstudent is alsoheld accountablefor documentingall sources perthe MLAguidelines.

of the annotatedbibliography.This change willallow thestudents to fullydigest theprocess required,and thendemonstratetheirunderstandingbeforecompleting amorecomprehensiveproject.

daunting. Goingforward, I willwork to make theprocess moreuser-friendly andless intimidating.


Writing summaryand evaluation

Students were toread an assignedwork, write acogent summarywith evauationmeetingguidelines usedin Little Brown. They were tomaintain unityand coherencethroughout thestudent work. Also studentswere to examine coherencestrategies, any ofwhich were to befound and usedeffectively intheir works.

20 15 No Change Classes need tobe offered eachsemester forusing the cameraand computertechnologyavailable in mostEnglishclassrooms. Inaddition topowerpoint,instructionshould addresscapabilities of theequipment beingplaced intoclassroom. Alsolabs should beoffered forinstructors topractice whatthey havelearned. Someinstructors arenot familiar withthe technologicalresourcesavailable forclassroom use.

(1.) None: (2.) None: (3.) None:

English Critical Reading:Analyze andevaluateincreasinglycomplex readingswhile considering

The studentswere asked toread an essaydealing with acurrent issuesfacing Americans

The students hadto write essays inthe correct formfor an academicpaper. Thestudets had to

23 20 No Change TCC could offerworkshops oncurrent trends inteaching writingto collegestudents.

(1.) ProfessionalDevelopment -External: (2.) None: (3.) None:

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community andglobal contexts.

and then write anessay of at least500 wordsanalyzing thepoints made inthe essay.

use satisfactorysentencestructure,grammar, andspelling. Thecontent of theiressays had toreflect criticalthought andunderstanding ofthe points madeby the author ofthe essay theyread.


Persuasive essayrequiring onlineresearch asbackup forstudent's thesisstatement

Accurateinterpretation ofevidenceAcknowledgespro and con sidesof issueClearly andconvincinglymakes asuccessfulargument basedon clear thesisstatementDraws solidconclusionsJustifies claimswith appropriatebackup evidence

6 6 No Change Familiarizingstudents withonline resourcesis an essential forall writing classes

(1.) None: (2.) None: (3.) None:


Five essays, inranges from 500to 900 words, ina variety ofdevelopmentpatterns and ona variety oftopics wereassignedthroughout thesemester.

A grading rubricwas developed toassess eachessay foreffectiveness ofthe followingelements: Format, title,thesis statement,introduction,organization,content,conclusion, style,and mechanics.


English Effective Writing:Use appropriatetechniques tocommunicateideas in a unified

Students willplan, draft,outline and write3 1000-1400word essays

A superior paper(A-B) willdelineate aclearly statedthesis in a

15 13 No Change No additionalinstitution actionis required.

(1.) None: (2.) None: (3.) None:

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and coherentmanner.

during thesemester dealingwith informativeand persuasivewriting, includinga critique.

well-developeddiscussion withminimalmechanicalerrors. Anaverage paper(B-C) will offer astated topic withsome context fordiscussion, butlacking theclarity of thesuperior paper; itwill contain 3-10mechanicalerrors. Asubstandard tofailing paper(D-F) will lack aclearly definedtopic and littledevelopment andwill containexcessivemechanicalerrors.


In the beginningof the springsemestertwenty-onefreshmanstudents wereasked tocomplete awriting sample,to assess theirreadiness forEnglish 1213.They were giventhe followingassignment:

Read MarjorieAgosin’s poem,"English," (EA,page 757) anddiscuss how thispoem fulfills EA’sdefinition of anargument. Thenanalyze andinterpret at least

The followingcriteria wasassessed whengrading theessays toevaluate how tostructure the restof the semester -i.e., if moststudents did notunderstand howto use in-textcitationscorrectly, moretime would needto be spent onthat lesson.

The followingquestions wereaddressed:

*Did thestudentsunderstand howresponse essays

21 15 Based on theresults on thesample essay, Irealized thatstudents did notunderstand what"in-text" citationmeant, nor didthey understandthe use of thehistorical presentvoice. They alsodid not realizethat whenanswering aspecific essayquestion, NOTanswering it wasalmost as bad asanswering it withinadequatesupport.Although 15students receivedall pointspossible for

This is probablythe worstsuggestion ever -in order to helpthe vast majorityof students whoseem to havewriting issuesparticularlyrelating togrammar - Iwould suggestincreasingstudentawareness in thepossibility oftesting out ofwriting classes orentering honorscomp II. Thiswould removethe better writers(which as ateacher, I do notwant) but itwould also make

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one argumentthe poemdevelopsregardinglanguage. Besure to includequotations fromthe text andproper supportfor your position.When quotingfrom the poem,include therelevant pagenumber - followMLA rules forin-text citations;however, a workscited page is notnecessary. Referto LB, chapter 5,for suggestionson answeringessay questions.

Although, we haddiscussed whatan argument waswe had not yetfully discussedthe finer pointsof definitionalarguments. Theassignment wasmade to see howwell studentscould respond toa specificquestion withtwo parts. Couldthey write anappropriatelynarrow thesisthat incorporatedanswers to twoquestions andsustain thestandardconventions ofEnglish for ashort responseessay of 300words? The

differ fromessays wherethey have thefreedom (withinlimits) to choosetheir own topic?*Did theyunderstand howto citeinformation?*Did they usequotationsappropriately? *Did theyrepsond with anadequate thesisand organize theessay in a logicalmanner that wasapparent to thereader?*Did they includeadequatesupportingevidence? *Did theyunderstand thefallacy ofauthorialintention? *Did theyunderstand whento write in thehistorical presenttense? *Did they followthe explicitformatdirections? *Did they haveless than fivemajor grammarerrors? *Did they usequotations in nomore than ¼ theessay?

answering to thebest of theirability, onlyseven wouldhave received a"C" grade orabove. Although,grammar is notto be taught incomposition II, Ifound it nearlyimpossible not togo over severalaspects ofgrammar in theclassroombecause so manystudents' graspof grammar wasso poor. Severalstudents werereferred to thewriting centerand offeredadditionalsupport. Moretime was spenton particularaspects of writing- especially thepurpose of athesis statment -and on the valueof revisionbecause of theaboveassessment.Techniques forstudyingeffectively,proofreading,and on using theLB reference textto find how to"fix" grammarissues were alsoinserted intolessons becauseonly TWO essaysin theassessmentlacked numeroushurried mistakes

it much easier toteach to thestudents whohave writingissues related togrammar.Grammar isintricately relatedto writing.Anothersuggestion(which I reallyhesitate to makebecause thewriting centerdoes a superbjob and offersmany, many,helpful classes) isto have certaintutuorsparticularlylinked tocomposition twoclasses that aregrammar andwriting mastersand that can(withoutrewritingstudent's papers)work with themto help studentsovercomespecificproblems. Ofcourse, then theproblem isenticing thestudent to usethese resources.Of the threesections I'vetaught, only twostudents haveused the writingcenter, althoughI suggest it tomany more.Perhaps, in mynext assessment,I will make itpart of one

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response wasalso used tomeasurestudent'sknowledge ofliterary termsand conventionsfor a laterassignment (theirthird majoressay), and tohelp themprepare for anin-class essaythat requiredthem to answer aspecific topicquestion. Theessay waswritten outsidethe classroom,on wordprocessors, andwas assigned ona Wednesdayand received ona Friday.Students whoadequately (totheir best ability)completed theassignment weregiven twentypoints.

that proofreadingshould havecaught - missingwords,misspelledwords, missingperiods,paragraphsstarting withoutindentions, etc.Unfortunately,the one studentwho did chooseto use the writingcenter had arealistic (butnegative)experience.Although thewriting centerdoes not (andshould not!)simply edit andfix students'mistakes, usingthe writingcenter had littleimpact onimproving thisstudent's essaysand he now nolonger chooses touse the writingcenter.

essay's grade forall students touse the writingcenter on at leastone paper.Maybe theysimply fear theunknown.


To effectivelywrite in a specificmode ofdevelopment tocommunicateideas andthoughts. Allstudents arerequired to writea five paragraphdefinition essay.

Student needs todemonstrateeffectivecommunication,complete ideasand thoughts,and write in thedefinition modeof development. A rubric wasused tosuccessfullyassess studentswork. This rubricwas on a scaleof one to four. Four is the best,one is the worst.


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A three or a fourwas acceptable. An one or a two,the student couldrevise until anacceptable gradewas made.

English InformedDiscussion:Articulate criticalresponses to avariety of works.

Students read anarticle on religionin the publicarena. They thenhad to critiquethe articles in adiscussion boardpost. Next theyhad to selectother studentposts andcritique them.This got thestudentsdebating not justwith the authorof the essay, butalso with eachother.

Students wereexpected to showa clear andargumentativethesis,understanding ofthe material theyread, and logicalsupport for theirpositions.

10 9 No Change All the toolsneeded tocomplete thisassessmentactivity areprovided byBlackboard. Noother resourcesare needed.

(1.) None: (2.) None: (3.) None:


1. Take astand on acontroversialissue and writean essay of 800 -1,000 words. Narrow yourtopic.2. Assertyour stand inyour thesisstatement.3. Uselogical, emotionaland ethicalappeals takenfrom at least fivereliable sources

Rubric evaluatingthree criterialisted in activity.

23 21 No Change We still needcomputer-equipped classroomwith projectioncapabilities. What a wonderfulaide to theteaching ofwriting.

(1.) None: (2.) None: (3.) None:


Gradeddiscussion fordrama Hamlet.

Understandthemes and textof drama andparticipate in anin-depthdiscussion.

15 13 No Change Request that LRCobtain a copy ofvideo of Hamletto assist in thelearning.

(1.) None: (2.) None: (3.) None:

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A student mustwrite a five-page,formal researchpaperincorporatingseven sources. Each source mustbe a publishedliterary critic thatanalyzes aliterary workchosen by thestudent. Through classdiscussions,PowerPointpresentations,libraryorientation tosecondarysources (printedand online), andonline exercises,the studentunderstands theresearch process. In addition tothe threeimportant areasof Development,Style, andMechanics,students mustdemonstrateproficiency inModernLanguageAssociation(MLA)documentationrules. Thisproficiencymanifests in thestudentdemonstratingcorrect MLAparentheticaldocumentationas well asconstructing aproper WorksCited.

Students mustdemonstrateproper essaystructure with anIntroductoryparagraph, Bodyparagraphs, andConcludingparagraph. Within theseparagraphs thestudent mustcorrectly statethe thesis of thecomposition andsupply a topicsentence foreach bodyparagraph, alongwith adequatesupport (quotes,names ofauthorities, ornumbers/statistics) fromsecondarysources ofscholarlyresearch in thelibrary or librarywebsite. Usingboth MLAparentheticaldocumentationand Works Cited,the student mustacknowledge thesource ofsupport. Propercitation of thesource under theMLA rules is thebasis forestablishingproficiency. Proficiency isdetermined byadherence to theMLA Handbook orThe Little, BrownHandbook(Chapter 47).

32 24 No Change I am alwayslooking for amore effectivemeans ofteachingFreshmanComposition.Based on theassessmentresults, I havecreated MicrosoftPowerPointpresentations foruse in theclassroom whichcover specificdiscussion topicsinvolving boththe researchprocess andformaldocumentation ofsources foundduring research. In addition, Ipost all myclassroomPowerPointpresentations toBlackboard’sCourseDocument,making themavailable forstudent review. To enhancestudent learning,I also assignspecific computeraided instructionmodules thatstrengthenstudent MLAdocumentationskills. Thestudentcompletes theseMLA modules onthe Little, Browncompanionwebsite(MyCompLab)and then

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completes amulti- questionproficiency examas the basis forimprovingresearch skillsand MLAdocumentation.


Students are putinto pairs. Eachtakes anopposing positionon acontroversialtopic. Eachstudent isrequired to findtwo primarysources and onesecondary sourcefrom a TCC database to supportthier positions. Each studentmakes an oralpresentatin tothe classpresenting theirargument andusing theirsources.

All classmembersevaulate thestrength of theargument andthe quality of thesources using arubric given bythe instructor.

13 13 No Change None needed (1.) None: (2.) None: (3.) None:


Frame an essaywith a clearthesis andthree-pointdevelopmentalplan.

Clear andproperlypunctuatedproposition withthree points ofdivision 10 pointsClear propositionwith three pointsbut with somepunctuationerrors 06 pointsClear andproperlypunctuatedpropositionwithout the threepoints of division03 pointsUnclearproposition with


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punctuationerrors 00 points

Competencyestablished whenstudent rates"clear andproperlypunctuatedproposition withthree points ofdivision 10 points


Using the coursetext Along TheseLines, studentswere asked tocompare orcontrast thepersons theywere two yearsago to thepersons they aretoday in a fourparagraph essay.

The essay mustcontain anintroduction witha clear thesisstatement, twobody paragraphs(each followingthe formatpreviouslyestablished), anda conclusionparagraph. Theremust be noincompletesentences and nospelling errors.

7 7 No Change The instructorlead the class ina discussion ofcomparativewriting using thechapters andexercises in thetextbook. Groupswere utilized inpracticing thesteps of thewriting process.

(1.) None: (2.) None: (3.) None:


Students were toselect anabstract word orconcept frominstructor'sworksheet,answer thequestions relatedto theirword/concept,search andannotate andincorporate atleast foursources on theirword, thencreate a fiveparagraphdefinition essaywithparentheticaldocumentation tosupport their

Students weregraded on thefollowing criteria:Mechanics,Content, WorksCited,Parentheticaldocumentation,Completedworksheet,Primary andsecondarysources,Annotatedsources, andOutline. Theresearcheddefinition essaywas worth 100points.

8 6 Since twostudents made"D" on theassignmentbecause of theincorrectdocumentationand works citedpage; I wouldspend anadditional classor library settingon exercisesrelated todocumentationand works citedformat or havethe class do agroupassignment andwork together onthe exercise.

I would stilldevote time forthe LRCorientation sinceI feel it isbeneficial to thestudents.

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personaldefinition. Theywere to include aWorks Cited pageand theirphotocopiedannotatedsources.Students were toincorporateeffective writingtechniques pluscorrectlyformatteddocumentationinto the essay.


The studentscreated anannotatedbibliography fortheir MLAdocumentedresearch paper. They had tolocate, read, andmake notes fromappropriatesources for threepoints ofargument. Thestudents thenformed an MLAdocumentedbibliography.

Sources had tobe current andviable to thepoint ofargument beingpresented. MLAfrom fordocumentationhad to beaccurate. Summaries andquestions raisedby the article(annotation) hadto reflectaccurate readingand thoughtfulevaluation of theartilcle.

15 15 No Change Adjunctprofessors needa place toconference withtheir students.

(1.) None: (2.) None: (3.) None:


ResearchParagraphAssignment

TOPIC: In ourHumanities andCompositionBlock Course, wehave examinedcultural values ofthe Greeks, theRomans, and ofour own culture. Choose a Romanvalue that you

4.Consistently doesall or almost allof the following:

Accuratelyinterpretsevidence,statements,graphics,questions, etc. Identifies thesalientarguments

4 3 No Change Three of the fourstudents failedthe assignmenton first try. Ihad to reteachthe unit andexplicate typicalerrors, prepare aredo assignmentsimilar to thefirst, andreevaluateresponses. Onthe secondattempt only onestudent failed to

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feel is also avalue incontemporaryAmerican culture.Be sure you limityour topic, so itmay be coveredin a singleparagraph. PARAGRAPH:Write aparagraph (9-12sentences) inwhich youdescribe thiscontemporaryvalue and/orexplicate itsimportance inour culture. Youmay connect it tothe Roman valueif you like, but acomparison isnot required forthe assignment.

Resources forSupportYou will need toinclude at leastone directquotation andone paraphrasein thisparagraph. Tryto balance theborrowedmaterial andyour own ideasso that no morethan 25% of theparagraph isborrowedmaterial.

Sources mayinclude (but arenot limited to)contemporarymagazines suchas “Time,”“Newsweek,”

(reasons andclaims) pro andcon. Thoughtfullyanalyzes andevaluates majoralternative pointsof view. Drawswarranted,judicious,non-fallaciousconclusions. Justifies keyresults andprocedures,explainsassumptions andreasons. Fair-mindedlyfollows whereevidence andreasons lead.

3. Doesmost or many ofthe following:

Accuratelyinterpretsevidence,statements,graphics,questions, etc. Identifiesrelevantarguments(reasons andclaims) pro andcon. Offers analysesand evaluationsof obviousalternative pointsof view.

meet theassignmentrequirements,demonstrating alack ofproficiency inhandling ofsecondarymaterials inresearch (MLAdocumentationstyle). Becauseof the troubleComposition Istudents havecomprehendingresearch skills, Iplan to add anadditionalone-weekteaching unit tothe already3-sessionteaching unit Iteach onresearch skills.

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“The AtlanticMonthly,” or “TheNew Yorker.” You may also usedatabasessuggested by thelibrarians in ourLRC. Scholarlypsychology andsociologyjournals may behelpful as well. Final AssignmentComponents

As youprepare the finalversion of yourResearch Project,please includethesecomponents inthis order:• Submityour researchparagraph on thefirst page (anduse the styleheading from theyellow sheet Idistributed to theclass). Be sureto title yourparagraph. • Includeat least oneparaphrase inyour paragraphand one directquotation. • Rightbehind yourparagraph,attach a copy ofthe originalmaterial used inyour secondarysource.(Highlight quotedor borrowedmaterial.) • The lastpage of your

Drawswarranted,non-fallaciousconclusions. Justifies someresults orprocedures,explains reasons. Fair-mindedlyfollows whereevidence andreasons lead.

2. Doesmost or many ofthe following:

Misinterpretsevidence,statements,graphics,questions, etc. Fails to identifystrong, relevantcounter-arguments. Ignores orsuperficiallyevaluatesobviousalternative pointsof view. Drawsunwarranted orfallaciousconclusions. Justifies fewresults orprocedures,seldom explainsreasons. Regardless of theevidence or

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assignment willbe the combinedworks cited pageyou create withyour group.

reasons,maintains ordefends views

basedon self-interestorpreconceptions.

1.Consistently doesall of almost allof the following:

Offers biasedinterpretations ofevidence,statements,graphics,

Questions,information, orthe points ofview of others. Fails to identifyor hastilydismisses strong,relevantcounter-arguments. Ignores orsuperficiallyevaluatesobviousalternative pointsof view. Argues usingfallacious orirrelevantreasons, andunwarrantedclaims. Does not justifyresults orprocedures, norexplain reasons.

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Regardless ofthe evidence orreasons,maintains ordefends views

basedon self-interestorpreconceptions. Exhibitsclose-mindedness or hostility toreason.

Studentsreceiving a "4" or"3" haveadequatelydemonstratedproficiency.


Students wererequired toaccuratelyinterpretevidence,statements,graphics,questions,;identify thereasons andclaims (pro andcon); analyzeand evaluatemajor alternativepoints of view;draw warranted,non-fallaciousconclusions.

Students wereevaluated on thelevel to whichthey correctlyutilized MLAdocumentationcriteria, used theproper number ofoutside sources,properlyintegratedborrow materialwith theirsythesizedcommentary. They had toproduce anargument thataddressed bothsides of an issueand support itwith scholarlyevidence.

84 70 No Change The college isconsideringaddinginstitutionalresearch to thecurriculum whichwill help reinforcescholaryresearch.All disciplinesneed to worktogether to teachscholarlyresearch.Students whosucceededfollowed theassignmentcompletely andconsulted theirhandbooks formodels. Thosewho didn'tsuccessfullycomplete theassignment were

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absent on lecturedays coveringthe material orcareless in theirwork.


Informeddiscussion wasrequired in this intwo forms: (1)in the form of 5written essays;(2) in the form of12 requiredDiscussion Boardentries. Thecourse is dividedinto three parts:the Romantics,the Victorians,and the 20thcentury. Twoessays on theRomantics wererequired; two onthe Victorians;and one on 20thcentury writings. TwelveDiscussion Boardentries wererequired: 4 onRomantics, 4 onVictorians, 4 ontwentieth centurywriters.

Three projectsare required forsuccessfulcompletion of thecourse: one onthe Romantics,one on theVictorians, andone on twentiethcentury writings. Each project isworth a possible100 points. Twoessays, eachworth 25 pointsof the 100-pointproject, wererequired on theRomantics, twoessays, eachworth a possible25 points of the100-pointsproject, on theVictorians, andone essay worth50 points of the100-pointproject, ontwentieth centurywriters. Theessays weregraded both oncontent - theinformeddiscussion - andon mechanics. Criteria forinformeddiscussion werethe knowledge ofthe writing orwritings thatwere the topic ofthe essays andthe carefulconsideration

16 15 No Change Reduced classsize for ENG1213 and ENG1113 would allowinstructors tospend more timewith individualstudents whoneed help indeveloping thecritical thinkingskills needed toparticipate ininformeddiscussion.

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and depth ofthoughtdisplayed in theessays.

The twelveDiscussion Boardtopics were eachworth a possible2.5 points - atotal of 10 pointsfor discussionson theRomantics, 10for discussionson the Victorians,10 fordiscussions onthe twentiethcentury readings. The points wereawarded if theDiscussion Boardentries revealedthat the materialunder discussionhad in fact beenread, and thatthe writer hadthen madeinformed,thoughtful judgments aboutthe material. (A4th DiscussionBoard, anIntroductionsForum, was alsoprovided.) Board


The assignmentis to read threeessays thatcenter aroundone controversialissue; then, towrite a summary,analyze, andresponse to eachessay. This assignment

The assignmentis valued at 100points. Eachaspect of thewriting hasdistinctiveexpectations.Summary: 3sentencesummaryincluding theclaim, an

14 13 No Change I appreciatehaving thecomputer labs touse with thestudents inwriting theirpapers. However, onceagain, I wouldencourage the"CourseEvaluators" to

(1.) ProfessionalDevelopment -External: 1 hourwriting lab forComp 1113(2.) None: (3.) None:

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is a culminationof learning tosummarize,analyze theproofs used bythe author, andthen develop aresponse basedon this analysis.

integratedquotation, andconclusion of theessay's author. Analyzis: ananalysiis of thethesis,evidence/proof,organization, andapproach to thetopicResponse: Basedon the evaluationof the essay, apersonalresponse to thearticle and theissue

In addition, themechanics ofwriting are alsoincluded in theevaluation of theassignment

assess the valueof having a onehour computerlab attached tothe Comp 1113class. It wouldimprove theirdocumentationskills, allow formore individualinstructor help,and improve theword processingskills muchneeded by somestudents. Ibelieve the 1hour lab woulldbe beneficial!


Students wrote afive page positionpaper, usingresearch andMLAdocumentation,concerning acontemporarytopic.

Students wereassessedaccording tosentencestructure,grammar,mechanics, MLAdocumentation,content,organization andcoherence.

8 8 No Change A continuation ofthe currentinstitutionalaction issuggested.

(1.) None: (2.) None: (3.) None:


WRITING EXAM#3: POSITIONPAPER

Taking A Stand

Pick acontroversialsubject in popculture that is ofinterest to youand write a policyposition paper.

This essay will be

Standards ofEvaluation

Content (0-30pts.)

Excellent 30 pts.Little to

no improvementnecessary.

Very Good 29-28pts.Writer’s own

29 19 I will give moreexamples of anacceptable essayin order to have100% success. Additionally, Iwill allow more inclass time towork on theactivity so that Iwill be availableto assist themduring theproject.

I believe thetraining availablenow is fine. Iwould like moretechnologyavailable in orderto have theopportunity towork with thestudents duringthis activity.

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your opinionregarding theissue, youropinion fortifiedwith support,i.e., logos, ethos,and pathos(preferably muchless of thelatter). One wayto begin is tostart with aquestion. Forinstance, howshould we treatjuvenileoffenders? Should stem-cellresearch bebroadened? What shouldcitizens do fortheircommunities?Notice in eachquestions is the“should” or“ought” factor. Your claim isyour statementof policy.

Review logicalfallacies. Theseare easy to fallinto as they arepart of oureverydayconversation. Politicians wieldthem constantly,but when youwrite for athoughtful,educatedaudience, youmust assiduouslyavoid falling intosweepinggeneralizations,either/orfallacies, redherrings, and the

truth, originalperception; focussufficientlynarrow;developmentspecific,concrete, andsubstantive,appropriate toaudience/purpose; thorough,relevant,reasonable andcreative.

Good 27-25 pts.Has

manycharacteristics oftruth/perception/appropriateness;developmentrelevant andspecific, but lacksthoroughness,freshness,creativity.

Average 24-20pts.Some perceptionof subject;limiteddevelopment;mostly relevantto subject butlacks specificdetail; ideas lackcompletenessand insight;superficial/obvious content. Minimal failure tocomply withassignmentrequirements,and the effort tomeetrequirements isobvious.

Fair – Poor 19-12pts.

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like. Qualifyyour statements: Most, many,some, a few,often,sometimes. Words like thesehelp to createethos, i.e. youhave consideredyour audience.

Opinions.Your opinionshould be aneducatedopinion. Thereare people whobelieve the worldis flat, theHolocaust neveroccurred, and thewalk on themoon was donewith smoke andmirrors. This istheir opinion. Your opinion, tobe worthy ofseriousconsideration,must begrounded insome kind ofproof thatreasonablepeople candebate anddiscuss.

Write yourintroduction andconclusion usingone of thestrategiesdiscussed in yourhandbook. Remember:transitionalparagraphs areexcellent devices. Review thissection of your

Limitedperception of thesubject;developmentordinary, spare,and poorlyconsidered, oftenwandering or offfocus. Substantialfailure to complywith assignmentrequirementsappearsthroughout thework.

Very Poor 11-10pts.Little perceptionof the subject orthe assignment;non-substantive;irrelevantdevelopment,spare, vague,and repetitive.

Unacceptable 9pts. Little, if any,evidence ofgenuine thought,effort, orattention toassignmentrequirements Organization(0-15 pts.)


no improvementnecessary

Very Good 14-13pts.Introduction andconclusionappropriate for

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handbook formore details.

REFUTATION: One of your bodyparagraphs mustanticipate andrespond toobjections toyour position, i.e.you mustconsider theother side. Inorder to besuccessful besure to refer tothe referencepage list and thehelps, hints, andhandouts. Thereis a specifichandout onrefutations anddevelopingclaims,subclaims, andtransition forunity andcoherence. Youwill not besuccessful if youfail to use theresources.

BASICASSIGNMENTREQUIREMENTSPlease note therequirementsbelow are basiccompetencies. Afailure to complywith theserequirementsmay very wellresult in a gradeof D or lower. Review theGradeDescriptions inyour syllabus.

Above average

subject; thesisand topicsentences clearand engaging;supportparagraphsmostly unifiedand coherent; avariety ofstrategies tosupport anddevelop ideas;clarity enhancedwith keywords,key phrases, andtransitionalexpressions.

Good 12-10 pts.

Introduction andconclusionsomewhatpredictable;thesis and topicsentences clearthoughsomewhatmechanical;supportparagraphsgenerally unifiedand coherent;attempt to use avariety ofstrategies tosupport anddevelop ideas;some use of keywords, keyphrases, andtransitionalexpressions.

Fair 9-8 pts.

Introduction andconclusionpredictable anddull; thesis andtopic sentencesmuddled;support

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writing, at A or Blevels, embodies,along with thesebasiccompetencies, afluidity of style,diction, andfigurativelanguage inconcert withexceptionalinsight andcogency. Formore informationon gradingstandards, pleaserefer to yourclass notes andyour syllabus.

WRITINGREQUIREMENTSBe sure to do thefollowing:? Use theMLA researchpaper formatwithout title page(but with a title)? Provideexplicit thesisand topicsentences? Thesis isthe last sentencein theintroduction? Usethird person (nofirst or secondperson)? Nofewer than fivesources. Sourcesmust come fromeither the TCCdatabase or fromPerspectives. Afive-point penaltyfor each sourcethat does notmeet thisrequirement will

paragraphs lackunity andcoherence;support anddevelopmentstrategiesminimal;structuralcues—keywords,key phrases, andtransitionalexpressions—misused or minimal.

Poor 7-5 pts.

Ideasconfused/rambling; no thesis/topic sentences;no unity orcoherence; lackof information;no insight

Very Poor 4-0pts.Doesn’tcommunicate; noorganization; toolittle to evaluate

Voice, Tone,Diction (0-10pts.)


no improvementnecessary

Very Good 9 pts.Mostly

sophisticatedvocabulary;precise wordchoice/usage;appropriate tone;figurativelanguageattempted; noslang, wordiness,clichés, artificial

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accrue.? Includea Works Citedpage? Aminimum ofthree full pages,one-inchmargins, in12-point TimesNew RomanNOTE: This doesnot include theWorks Cited.

Notes on WritingExam #3

In theseassignments, youare not analyzingtext. While youwill be usingsource material(to establishethos), theauthors we haveread take a backto seat to yourthinking, yourideas. You areanalyzing youropinion on atopic of nationalconcern. You willneed to narrowto a moremanageablefocus. You canuse any of thesources inPerspectives. Make sure thatthe outsidesources you useare all in the TCCdatabase. Penalties accruefor sources that

or sexistlanguage

Good 8-7 pts.

Adequatevocabulary;some movementtowardsophistication;word choicesometimesvague/unclear;tone generallyappropriate; fewerrors in wordchoice/use; someslang, wordiness,clichés, artificialor sexistlanguage. Rare,thoughinappropriate useof second andfirst person

Fair 6-5 pts.

Vocabulary thin,ordinary; wordrepetition; manymistakes in wordchoice;inappropriatetone in places;many instancesof slang,wordiness,clichés, artificialor sexistlanguage. Frequentinappropriate useof second andfirst person

Poor 4-3 pts.

Vocabularyimmature; wordrepetition;numerous errorsin word choice;

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are not from thisresource.

As with yourtextual analysis,you will have tohave your claim(thesis), yoursubclaims, and aline ofreasoning-- somejustification forwhy you areputting theinformation inthe order youhave chosen. The line ofreasoning is notmerely a list ofreasons for doingsomething. Theline of reasoningthinks throughwhat theaudience needsto understandthe importanceand thesignificance ofthe claim. Asolid line ofreasoningconsiders thequestions anaudience mayhave andattempts torespond to thosequestions in anorderly manner.

Below is a brieflist of cautions. Pay attention tothis informationas you write yourpaper.

? Do notuse first personunless you areproviding a

inappropriatetone; slang,clichés,wordinessthroughout theessay

Very Poor 2-0pts.

Meaningconfused orobscured;inappropriate useof language;proliferation oferrors in voice,tone, and diction.

MLADocumentation(0-10 pts.)

Excellent 10 pts.No

format ordocumentationerrors in thepaper or theWorks Citedpage.

Very Good 9-8pts.Only minorpunctuationmistakes insource entries onthe Works Citedpage; no majormistakes indocumentingquotes,summaries, orparaphrases. Appropriatelength and use ofall directquotations.

Good 7-6 pts.Several

mistakes in

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personalanecdote, astrategy that isgood inintroductions orconclusions. Your personalexperience in anyof these subjectareas is notsufficient supportfor a subclaim.? Do notuse secondperson.? Do notemploy the termsof textualanalysis in yourpaper: logos,ethos, pathos. Do not makeannouncementsabout your line ofreasoning or yoursource’s line ofreasoning. Writers do notmakeannouncementsabout what theyare doing: theyeither do it orthey don’t. Saying you will,doesn’t make itso.? Do notuse a quotationas a topicsentence.? Do notoveruse yoursource. Makesure you includeMLAdocumentation.? Youmust include arefutation. Review Robert E.Litan’s essay onpage 620. His

Works Citedformat and/orsource entries; afew majormistakes indocumentingquotes,summaries, andparaphrases. One quotationtoo long,inappropriatelyused, orinaccuratelyquoted. Missingone sourcerequirement.

Fair 5-4 pts.

Multiple mistakesin Works Citedformat and/orsource entries;many majormistakes,especially indocumentingquotes,summaries, andparaphrases;possibleunintendedplagiarism. Twoto threequotations toolong,inappropriatelyused, orinaccuratelyquoted. Missingtwo sourcerequirements.

Poor 3-0pts.

Documentationerrors on theWorks Cited pageand in the paperindicate carelesswork and anegregious

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work offers astrong analysis ofthe opposition.? Read allof your workaloud severaltimes, slowly.? Topicsentences shouldbe developedspecifically, usingthree or fourstrategies on theWritingTemplate. Youshould be able topoint toexamples, astrategy ofcontrast orconsequence oranalogy, amongothers.

inattention todetail. Missingthree or moresourcerequirements. Quotations toolong,inappropriatelyused, orinaccuratelyquoted.

MLAdocumentation isa core concept ofcomposition. Therefore,instructors havethe option ofdeducting anadditional tenpoints if thepaper ispervasivelyplagiarized.

SentenceStructure (0-15pts.)

Excellent 15 pts.

Little to noimprovementnecessary

Very Good 14pts. Mostlystylisticallyvaried andsophisticatedsentences;compound andcomplexstructures;effective use ofparallelism; nomore than onemajor sentenceerrors.

Good 13 pts.Compound/compl

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ex structuresattempted, oftencorrectly; stylegenerallyconsistent andeffective; a fewerrors inparallelism;occasional lack orclarity; no morethan two majorsentence errors.

Average 12-10pts.Inordinatenumber of simplesentences;sentences lackvariety; clarity isuneven and oftenmuddled; wordy,redundantstructures;parallelismfrequentlyignored; no morethan three majorsentence errors. Fair 9-7 pts.Sentences lackclarity and createconfusion;structures areprimarily wordy,redundant,repetitive, flat,elementary, andsimple; no morethan three majorsentence errors.

Poor 5-6 pts.Marked lack ofunity/clarity;writer failed tocarefullyproofread;numerous simpleor garbledsentences;numerous major

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sentence errors.

Very Poor 0-4pts.Communicationseriouslyimpeded by lackof unity/clarity.

Major SentenceErrors:Fragments,comma splices,fused, or run-on,sentences.

Punctuation (0-5pts.) Onepoint deductionfor each error

Usage/Mechanics (0-10pts.) Onepoint deductionfor each error

Spelling (0-5pts.) Onepoint deductionfor each error

Writer’s Name:________________________________________________________________________Instructions:Below, eachcategory hasbeen given arating. Yourscore in eachcategory hasbeen written inthe blank. Tounderstand howyou received therating for each

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category, see theStandards ofEvaluation sheet.

Content ____________________________________________________________ (0-30) = ______________pts.

Organization_________________________________________________________ (0-15) =______________ pts.

Voice, Tone,Diction __________________________________________________ (0-10) =______________pts.

MLADocumentation__________________________________________________ (0-10) =______________pts.

SentenceStructure_____________________________________________________(0-15)=_______________pts.

Punctuation

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__________________________________________________________ (0-5) =_______________pts.

Usage/Mechanics_____________________________________________________ (0-10) =______________pts.

Spelling/Readability__________________________________________________ (0-5)=_______________pts.

Total Score:__________________AutomaticPenalties: Failure to followformatrequirements

10pointsThese penaltiesapply to WC andMLA page layout.No Works Citedpage 10pointsAssigment short

1-4points

Assignment shortby ½ page

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5 pointsAssignment shortby ¾ to 1 fullpage 10 pointsSource materialmissing orincorrectly done

5 pointsMLA errorsresulting inpervasiveplagiarism 10points

Total Deductions:_____________


Writing Exam#3: Taking aStand

Students were tocompose a 5page paper usingone of 4 topicswhich had beenpreviouslydiscussed inclass. Thesepapers werepolicy based, andthe studentswere asked toargue a positionand implement apolicy. Theywere to researchwhat others inthe field had saidbefore theybegan and usethis informationas support fortheir ownargument. Theywere to use aminimum ofthree sourcesfrom their books

12 8 I would like toadd moreactivities forusing thedatabase anddeterminingvaluable sources. I need to spendmore timeteachingstudents how toimplement thesources into theirown ideas.

I would like forall comp. Iinstructors toshare ideas forteachingstudents how touse sources. Also, thedatabase is auseful tool, andTCC shouldcontinueupdating it.

(1.) LRC / LibraryResources &Services:continueupdating(2.) MediaResources:continueimprovements (3.) None:

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and the TCCdatabase.


Writing of sevenessays overperiod of fourmonths

Improvedsentencestructure andvariety,organization,diction,mechanics andconventions, andoverall clarity

23 20 No Change English LanguageLearners who dolack thevocabulary andunderstanding ofidioms andsyntax, andstudents who didnot come to theclass withadequate skills toconstruct correctsentences,structurediscourse beyondthe sentencelevel, or writebeyond aconversationallevel of languageneed to be 1)identified beforebeing passed inComp I and 2) givenadditionalassistance beforeever beingallowed to enrollin Comp II,perhaps in theway of anintermediateclass or otherspecificintervention.Comp I teacherswho passstudents withoutbasic sentencewriting skillsshould beidentified andrequired toredressweaknessesthroughprofessionaldevelopmentbefore being

(1.) AcademicSupport Labs:Improved accessto Writing Centerand on-goingcommunicationbetween writingtutors andinstructors;perhaps evenassignment of aparticular tutorto at-riskstudents so thatprogress inwriting center ison-going andmonitored(2.) None: (3.) None:

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assigned furthercourses.


This semester, Idecided to assessthe goal ofscholarlyresearch in aFreshman CompII course. Thiscourse beganwith 25 students,and twowithdrew beforethe researchproject wasassigned, so 23completed theproject. Using arubric tomeasure howsuccessfullystudentsincorporatedborrowedmaterial intotheir own essays,I made thefollowingassignment:Write a four tosix page essayanalyzing one ofthe short storieswe've analyzedthis semester,using MLAformattingguidelines, andusing oneprimary source(the short storyitself) and aminimum ofthree secondarysources. At leastone secondarysource had to bea print source,and at least onehad to be anInternet source.Earlier in the

The rubricconsisted of thefollowing ratings:Superiorperformance - 4:Studentassignmentexhibits: correctkind and numberof parentheticalcitationsrequired;primary (and/orsecondary)sources correctlypunctuated andartisticallyinserted intosentences;artistic lead-inphrase (orphrases); use ofevidence that ispersuasive andrelevant;inclusion of aparentheticalcitation correctlyformatted; use ofreliable source(or sources); andan effectiveexplication ofand/orconcludingremarkconcerning citedsource materials.Acceptableperformance - 3:Studentassignmentexhibits: mostlycorrect kind andnumber ofparentheticalcitationsrequired;primary (and/orsecondary)

23 20 The threestudents whoscored a 1 on therubric had otherconcerns in theirresearchprojects, as well.Six of thestudents scoredat the superiorlevel, 10 at theacceptable level,four at theunacceptablelevel (failing tomeet someminimumrequirements)and three scoredat the fails mostor all of theminimumrequirements.What I plan to doin futuresemesters is tobegin work onthe researchcomponent muchearlier in thesemester andhave studentswork secondarysources into theirearliest essays.By the time theyare ready for thefinal researchproject, they willhave had moreexperienceworking withsources. I hopethat, by doing so,more will scoreat the 3- and4-point level.

There are asufficient numberof onlinedatabases to helpstudents do theirresearch, but Iwould like to seethe library stacksof printedsources beupdated. Whileseveral seminalsources inliterary analysisare available forstudents to usein the library andto check out,many othercontemporaryand classicsources could beprovided forstudent use. Iwould also warnagainst going toa largelye-book-basedlibrary system.E-books serve apurpose andshould be part ofour librarysystem, butusing e-booksforces studentsto look forspecificinformation theyexpect to findand eliminatesbrowsing a textand discovery ofnew ideas, keycomponents tocritical thinking,reading, andwriting.

(1.) None: (2.) None: (3.) None:

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semester,studentspracticed writingsummaries andparaphrases ofcritical articles,and they weretold in theresearch projectto expect to usea number ofdirect andindirectquotations fromall of theirsources as theybuilt anargument forliterary analysis.

sources correctlypunctuated insentences; anattempt at alead-in phrase(or phrases);inclusion of aparentheticalcitationcontaining minorproblems withformatting; useof evidence thatis relevant butsimplistic; use ofreliable source(or sources); asimplisticexplication ofand/or attemptat concludingremarksconcerning sitedsource materials.Unacceptableperformance - 2:Studentassignmentexhibits:incorrect kindand/or number ofparentheticalcitationsrequired;primary (and/orsecondary)sourcesincorrectlypunctuated; useof evidence thatis irrelevantand/or simplistic;use of aquestionablesource (orsources); anexplication ofand/orconcludingremarkconcerning citedsource materialsthat is (are)

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confusing orinaccurate.Unacceptableperformance - 1:Studentassignment doesnot exhibit:correct kindand/or number ofparentheticalcitationsrequired;primary (and/orsecondary)sources correctlypunctuated; alead-in phrase(or phrases); aparentheticalcitation; use ofrelevant sources;use of reliablesources. There isno explication ofand/orconcludingremarksconcerning citedsource material.


Portfolioinvolvingresearch relatedto a specific workof literature.

The portfolioconsisted of aresearch andanalysis paper,timeline, andglossary. It hadto also followspecificformattingguidelines.

19 15 I will schedulemore time todevote to MLAcitationstandards.

I think TCCprovided morethan adequateresources. Thosestudents who didpoorly, did sodue to poor timemanagement orlack of effort.

(1.) None: (2.) None: (3.) None:


Group analysisessay

Analyze anadvertisement asa group andwrite a shortessay explainingwho the argetaudience is, whatmethod ofpropaganda isbeing used, andhow effective theadvertisement is

18 16 More hands ontime with thegroups. Makeindividualsresponsible forspecific pieces ofwriting.

None. (1.) None: (2.) None: (3.) None:

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Studentsresearch andwrite on acontroversialsubject of theirchoice topersuade thereader of eitheran opnion or callto action.

Students who aresuccessful on theresearch paperpresented astrong thesisstatement thatclearly outlinedthe essay. Theyalso developedconcise topicsentences withsmoothtransitions andpresentedspecific evidenceto support theirthesis and topicsentences usingexamples,anecdotes,statistics, etc. Allof thisinformation isarranged in acoherent andinterestingmanner usingformal academicwriting and MLAformat.

19 13 Create moreactivities to helpbreak down theprocesses ofresearch andwriting intosmaller steps toincrease studentunderstandingand participation.

Computers inmore classroomsand internetlinked dataprojectors.

(1.) None: (2.) None: (3.) None:


Students hadthree week tocompleted anannotatedbibliography.

To be successful,students had toselect a researchquestion about acontroversialtopic, find tensources thatwould helpanswer thequestion,document thesources usingMLA format,provide a briefsummary of eachsource, explainhow each sourcerelates to theresearchquestion, andevaluate eachsource using the

12 7 I have given thisassignmentbefore with muchbetter results. This time,however, severalstudents failed toturn in theassignment ontime and/orfailed to locateten sources. Inthe future, I willset specificmilestones tohelp studentscomplete theassignmentsuccessfully andon time. (E.g.,"You shouldselect a research

It would behelpful for newhigh schoolgraduates to takea collegeorientation class. The class wouldteach studentsthat expectationsof collegeinstructors areusually higherthan theexpectations ofhigh schoolinstructors. Inaddition,students wouldlearn betterstudy skills andtimemanagement

(1.) None: (2.) None: (3.) None:

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criteria presentedin the text and inclass.

question by_______,complete aworkingbibliography by_______, andbegin evaluatingyour sources by_______.")

skills.


The studentsrevised an essaythey had writtenearlier. This wastheir first time tolearn aboutrevision andwhat it means.They wer shownhow revision isre-thinking thepiece, ratherthan merelyproofreading forspelling, usage,etc.

I. Revise OverallMeaning andStructureII. ReviseParagraphDevelopmentIII. ReviseSentences andWords

14 12 No Change After giving theassignment, Ihad individualconferences witheach student togo through theirown essay anddiscuss revisionneeds. I woulddo this againbecause it wasobviously helpfulto students. Thetwo who did notsucceed withgrades of 50% orless, did notcome in forconference, andmissed thatopportunity forindividual help.

(1.) StudentAdvisement /Placement: (2.) None: (3.) None:


In the classevaluation, Icollected datausing thisself-reportingitem:

Writing scholarlyresearch incommunicationsclasses isuniversally doneusing MLA pageformat and MLAsourcedocumentationstyle. I knowmuch more nowabout how to dothe following

Students willanswer "True" or"False" to theitem.

29 22 I plan to includemore learningstyles in thetutorials aboutMLA format anddocumentation,use thediagnostics anddrill & practiceactiviites inMyCompLab,assign pointvalues to thedocumentationearlier in thesemester.

additionalsoftware, staffdevelopment

(1.) ProfessionalDevelopment -External: (2.) AcademicSupport Labs: (3.) ComputerTechnology /Software:

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than before Ibegan this class.

--create correctparenteticaldocumentation ofthe sources I usein the text of mypapers--understandwhen it isappropriate togive credit toborrowed sourceinformation I usein a paper--insert andpunctuate withquotation marks( " ") variouskinds of directquotations Iplace in mypapers--create a mostlycorrect WorksCited list ofsources on thepage after mypaper ends


The studentswere required toretrieve fiveoutside sources,both electronicand traditional tosupport theirtheme for theResearch Paper. They were thenrequired to typean abstract (asummary of thesource, includingthe primaryinformation beingused from thesource in theirpaper) for eachof the fivesources. Each ofthe five sources

Each abstractwas worth 10points, whichmade the entireassignmentworth 50 points. The ten pointswere divided asfollows:Format=2 points Credibility ofSource=4 points Summary/Content=4 Points. Thestudents wereconsideredsuccessful only ifall ten pointswere achieved.

8 8 No Change Students need tobe offeredseminars byeither the writingand readingcenter or theLearningResource Centerregarding boththe variousgenres of sourcesand the means ofdetermining if asource iscredible.

(1.) ProfessionalDevelopment -External:CompositionInstructors needto be remindedof theimportance ofteaching theirstudents whichsources arecredible, andhow to determinethis information.(2.) LRC / LibraryResources &Services: (3.) None:

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were to be typedin MLA format onan individualsheet with aWorks Cited Pageattached to theback of theassignment. Thestudents weregiven severalhand-outs tohelp with thisassignment,including a list ofprimary andsecondarysources andseveralhand-outs fromPurdue OWLresources on thecriterion of acredible source.


The studentswere asked tocompose anessay answeringthe promptquestion, "Whatmakes asuccessfulstudent". Thestudents wererequired to usethree tenetstaught via thetext and lecture,as well aspersonalexperience andknowledgegained throughclass discussion.The essayrequirementswere basic MLAformat, twopages long, andrequiredminimumcitation,considering this

The essaycounted as thestudents FinalExam, as itshowed what thestudents hadboth retainedfrom informationpresented, aswell as whatinformation theyhad assimilatedinto their idea ofwhat makes asuccessfullstudent. Therefore, theassessmentcriteria focusedprimarily oncontent creativityand unity, as wellas adherence toassignmentrequirements. However, 75% ofthe grade wasbased on thecontent and

9 9 No Change I would suggestthat allinstructorsteaching thiscourse requirethe students tocompose thisessay. It isstronglysupported by thetext.Furthermore, thecreators of thecourse/text offerscholarships forschools, whocreate a strongformat for theseessays and entertheir students inthe competition.

(1.) None: (2.) None: (3.) None:

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course does notrequire Comp Ior Comp II toenroll.

whether or not itwas unique,creative, andshowed criticalthinking skills. In order to beconsideredsuccessful, thestudents had tomake a 80% onthis essay.


The studentswere given tenpromptquestions. Eachquestion focusedon one of thereadingassignments inour CompositionII course. Theywere to answereach questionwith an academicparagraph, 8-10sentences, andthen as a classwe discussedtheir answers.

Each prompt wasworth ten points.The assessmentcriteria focusedsoley on whetheror not thestudents actuallyanswered theprompt question,or merelysummarized thework. Thus, thegrade was eithera zero or a ten.

7 7 No Change I stronglyencourage allComp IIinstructors to useprompt questionsin theirclassrooms, sincemany of thesestudents havenot been askedto analyzeliterary texts. Further, byallowing them tofirst useindividual criticalthinking toanswer thequestions andthen, secondly toshare theirthoughts witheach other, theyare beingexposed toseveralviewpointsregarding waysto analyze andcomprehendvarious genres ofliterary texts.

(1.) ProfessionalDevelopment -External:Encouragementof faculty to usediscussion boardin the traditionalclassroom inorder to postprompt questionsprior to classdiscussion andallow students tointeract in a lessrestrictedenvironment viathe internet.(2.) None: (3.) None:

English Critical Reading:Analyze andevaluateincreasinglycomplex readingswhile consideringcommunity andglobal contexts.

Mark TwainSummary andResponse:Students are towrite asummary/response paper onTwain's essay,

Students willdevelop awell-organized,two paragraphpaper. Studentsmustdemonstrate acritical evaluation

25 21 Will spend moretime in the futureworking onin-classimpromptusummaries andresponses toessays beyond

I find theBlackboarddiscussion pagehelpful forinitiating criticalessayconversations,and can think of

(1.) ProfessionalDevelopment -External: Moreinformationaboutincorporatingexperientiallearning into

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"The DamnedHuman Race." Inthe first part ofthe paper, thesummary,students shouldsummarize theessay bydiscerning themost significantpoints Twainmakes. Theyshouldsummarize hisassertionsobjectively. Theyshould notattempt toanalyze,interpret,evaluate or injecttheir opinions. Inother words,they are toreport on hisessay, usingacademic voice inthis section ofthe paper. In thesecond section,the response,students are tocomment onTwain's essay.How do studentsinterpret it andevaluate it? Isthis an effectiveessay? Why?

of Twain'srhetoricaltechniques, forexample: whattechniques doeshe use and arethey effective orineffective? Forwhat reasons?Both sections areworth 20 pointseach andcriterion forgrading includesa rubric withvarious levels ofcomprehensionand ability tomeet assignmentguidelinesreceiving variouspoint values.

merely in-classdiscussion.

no institutionalaction required.

course(2.) None: (3.) None:


Studentsresearched waysto enhance theNEC by addingrecreation area,reviving thewalking trail,adding anoutdoor stageand classroom aswell asremodeling theShade House in

Providedocumentationon the viability ofthe projectsoutlined above,include in-textcitations and anannotated workscited.

17 15 I will make theassignment morespecific and offerfewer options tonarrow theresearch for thestudents. Thenthey can focus ona project indepth.

Make availableprofessionalconferenceopportunities andstaffdevelopment thatwill involve "realworld" researchtechniques.Provideadditional booksin the LRC onalternative

(1.) ProfessionalDevelopment -External: (2.) Class Size: (3.) GuestSpeakers / FieldTrips:

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the HorticultureBuilding.

research projectsso that all facultywill have accessto new ideasaboutincorporating theresearch intocourses.

Spring 2007 Fire and Emergency Services Technology Assessment Report

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Fire andEmergencyServicesTechnology

Demonstratefamiliarity with awide variety offixed fireprotectionsystems.

Students wereasked to answerthe followingessay question:Discuss thereasons whymost jurisdictionshave notmandatedresidential firesprinkler systemsin spite of thefact that it hasbeendemonstratedthat their usecould save asubstantialnumber of livesannually in theU.S.? Note: This question isnot answereddirectly in thetext, although itdoes providesome informationupon whichinferences can bemade.

Students'answers to thisquestion werescored todeterminewhether theycould intelligentlydiscuss firesprinklersystems, theiradvantages, andthe reasons whythey are notmore widely usedin the U.S.,especially inresidentialoccupancies. Answering thequestion requiredcritical thinking,analyzingappropriateinformationavailable in thetext, makinginferences fromthat material,conductingresearch into thesubject,synthesizingrelated andfragmentedmaterial on thesubject, andformingconclusions.

34 28 No Change Continue to useappropriate,well-developed,open-endedessay questionsto assessstudents'knowledge inimportant areas,as well as theirability to engagein criticalthinking, analyzematerial, anddevelop logicalconclusions.

(1.) None: (2.) None: (3.) None:

Fire andEmergencyServicesTechnology

Make effectivepublic fire safetyeducationpresentations.

Students preparea 5 minute firesafetypresentation foran assigned age

Students areassessed on 1)followinginstructions, 2)proper

17 17 No Change The addition of acollegemembership inthe National FireProtection

(1.) LRC / LibraryResources &Services:Membership inthe NFPA

Discipline/Program

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group. presentation forassigned agegroup, 3)satisfactorydeliverpresentation, 4)presentationdelivered withintime limits, 5)instructor/peerevaluation ofaccomplisment ofitems 1-4

Association(NFPA) wouldprovide studentsmore access tothe necessaryinstructionaldocuments andreports withinthe discipline. This has beenreccommendedin the Budget,Strategic Plan(discipline), andto the LRC.

(2.) None: (3.) None:

Spring 2007 Geography Assessment Report

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Geography Students byanswering wellframed testquestions, givenas objective oressays, willmanifest a clearability to criticalthink.

Answering wellframed testquestions, bothobjective andessay.

Students mustconsider factualand culturalinformationlearned in classand throughresearch, and thenanswer testquestions. Whether theymake the properconnections andrelationshipsindicate whetheror not they reallyunderstand whatthey are writing.


Geography Students byapplication ofgainedknowledge fromtext, lecture, andothertechnologies willexplainphenomenalocation (“why”)in a manner thatdisplaysknowledge ofcultural andnatural factorsand processesresponsible.

Throughout thesemester,studentsprepared andpresentedpowerpoints onvariouscountries. Theywere allowed toexplore differingcultural aspects.

1.Incorporationof key termsfrom theirhomework intotheirpresentations2.Quality of thematerial chosenfor power points

12 12 No Change I have thematerials neededand access tocomputers formy class in theLRC

(1.) None: (2.) None: (3.) None:

Spring 2007 Geology Assessment Report

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Geology The student willbe able to placegeologicphenomena intothe chronology ofEarth’s geologicalhistory.

I assessed theability of thestudents to placea sequence ofgeologic events(deposition,folding, faulting,and intrusion)into achronologicalorder (oldest toyoungest). I useda specificordering ofgeologic eventsexercise on anexam to assesthis disciplinegoal.

The ability of thestudents to placethe geologicevents into thecorrectchronologicalorder (oldest toyoungest) wasassessed basedon a four-pointscale.

One is thehighest. In orderto get a one, thestudent had tocorrectly place atleast four of thefive events in thecorrectchronologicalorder.

Two is the nextlevel ofperformance. Inorder to get atwo, the studenthad to correctlyplace at least twoor three of thefive events in thecorrectchronologicalorder.

In categorythree, thestudent had toplace at least oneof the five eventsin the correctchronologicalorder.

33 30 30 of 33 studentsassessedsuccessfullyachieved thediscipline goal.The threestudents that didnot achieve thegoal had thegeological eventsin reverse order.They listed theevents fromyoungest tooldest not fromoldest toyoungest as Irequested.

To enhance theteaching ofchronology ofgeologicalevents, it wouldbe helpful ifTulsa CommunityCollege wouldprovide fundingto enable theinstructor toattend a seminarsuch as theGeologicalHistory of theWichitaMountains.

(1.) None: (2.) None: (3.) None:

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In category four,the student wasunable to placeany of thegeological eventsin the correctchronologicalorder.

A student had tobe in categoryone tosuccessfullyachieve thisdiscipline goal.

Spring 2007 History Assessment Report

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History For a givenperiod in history,the students willdemonstrate anadequateknowledge of thesignificantevents, ideas,behaviors andinstitutions thatmake up thehistoricalprocess.

Exams coveringcourse materialand reading

score on exam 16 16 No Change no actionrequired

(1.) None: (2.) None: (3.) None:


choose oneindividual in theconstitutionalconvention anddescribe hiscontribution

what was hismaincontribution?how did hisbeliefs contribute


History In the disciplineof history, thestudents willdemonstrate anadequate use ofhistoricalreasoning orcritical thinkingskills.

Final Exam TakeHomeEssay--"Whatways do youbelieve slaverycould haveended--at anytime in U.S.history--beforethe Civil War? Do not includethe possibility ofwar or revolt, doinclude any othermeans youbelieve wouldhave been viable. Consider: help

Students werejudged to havefulfilled theassessment ifthey followedinstructions andpresented anidea/ideas thatwere judged tohave been withinthe realm ofsome possibility;and,demonstratedcritical thinkingsskills andhistoricalreasoning.

15 15 No Change Continuepurchasing dvds,othersupplementalmaterials such asmaps for History1483 and History1493.

(1.) MediaResources: moredvds for Histories1483 and 1493(2.) None: (3.) None:

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from othercountries orgroups within theU.S. You mustacknowledgeslavery as ainstitutioninitiated duringcolonial times. Give appropriatetime frame,situations,people, locations,other mattersthat might havebeen ofinfluence. Youmay use allmaterials fromthis semester. No citationsnecessary--youropinion isrequired.

Students had oneweek to fulfill theassignment.


The studentswrote a ten pageresearch paperwith topicsrangeing from"The GlassCeiling: Fact orMyth" to "EarlyChildhood in the1900." Thestudentsdemonstratedthe ability toevaluate andintegrateinformation inthe paper thatgave validity totheir thesisstatements,expanded theirknowledge of thetopic andreinforcedclassroomlearning.

The studentswere to select atopic in whichthey had apassion to learnmore about. Todevelop the top,they were to use5 research toolswhich includedboth primary andsecondarysources. Afterselecting therearch toolsrelated to thetopic, readingand synthesizingthe materials,makinginferences basedon carefulobservations,they were towrite a ten pagepaper.

11 10 No Change Based on theresults of myassessment, Ithink it would beof great help ifthere wereprofessionaldevelopmentopportunitiesavailable overthe summer forthe adjunctplanning to teachin the fall.

(1.) ProfessionalDevelopment -External: (2.) ImprovedCommunication: (3.) None:

History For a given Students will Students who are 38 32 No Change Students should (1.) None:

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period in history,the students willdemonstrate anadequateknowledge of thesignificantevents, ideas,behaviors andinstitutions thatmake up thehistoricalprocess.

define key termsfrom UnitedStates history ontheir exams andexplain howthose conceptsaffected thedevelopment ofthe UnitedStates.

able to clearlyand accuratelydefine 14 keyterms andprovide asignificance foreach of theseterms will beconsidered tohave succeededin fulfilling thisgoal. Definitionsmust becomprehensiveand include suchinformation aswho, what,when, where,and why. 17students wereable to performat this level bythe end of thecourse. Students who areable to clearlyand accuratelydefine 11-14terms andprovide asignificance foreach of them willbe considered tohave madeadequateprogress inreaching thisgoal. 15students wereable to performat this level bythe end of thecourse. Students who areunable to defineat least tenterms clearly andaccurately andprovide asignificance foreach of them willnot have met thisgoal. 6 students

be advised totake internetcourses only ifthey are able todisciplinethemselves tostudy the coursematerial on theirown. Theyshould never betold that internetcourses are lesschallenging andan easy way tosave time andget a good gradewithout mucheffort.

(2.) None: (3.) None:

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fell into thiscategory even atthe end of thecourse.


For a givenperiod in history,the student willdemonstrate anadequateknowledge of thesignificantevents,ideas,behaviorsand institutionsthat make up thehistoricalprocess. Thisassessment wasbased on studentresponses to oneessay question inthe fourth of fivesemester exams. Each examconsists of 50multiple choicequestions andone essay chosenfrom amongthree possiblequestions worth25% of the examscore. One ofthese on thefourth exam wasisolated and usedto measure thestudent's abilityto meet theabove statedpoint (listed asthe first sentencein this box).

A three pointscale was used tomeasure thesuccess of eachstudent. Threewas the highestscore availableand indicatedthat the studentdemonstrated ahigh level ofability to achievethe measuredobjectives. Twowas theintermediatelevel ofperformanceindicating anunderstanding ofthe relevantideas andconcepts basedon a more limitedknowledge of thesubject. Thesestudents did not,however,demonstrate thecompletecomprehensionof the materialthat those incategory threehad obtained. Astudent incategory three ortwo hasdemonstrated anadequate level ofthese skills. Astudent in levelone did notdemonstrate asuccessful skilllevel in thisexercise. Out ofthe seventeen


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students whochose to answerthis essayquestion twelveachieved at levelthree, twoadditionalstudentsachieved at leveltwo. Most spentabout twenty-fiveminutes on theessay portion ofthe exam. Thespecific essayquestion I usedas anassessment toolwas: "Whatfactors led to thepostwar RedScare? Whatwas SenatorJoseph McCarty'srole in themovement? What impact didthe crusadeagainstcommunism haveon civil libertiesin the UnitedStates? Use asmany examplesand details aspossible in youranswer."


Which of theseamendments is aratified andcurrentamendment?a) declaring itillegal todesecrate theAmerican flagb) equality ofrights regardlessof genderc) restrictingmarriage in allStates to be

This is not aquestion fromany test. Theyare required toknow all theamendments invarious tests;and we discussfailedamendments(such as a and b)at length in Units2 and 4. Wediscuss thedifference

47 27 No Change Greaterco-ordinationbetween PoliticalScience andHistory? (Goodluck!)

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between a manand a womand) Prohibiting theimporting ofliquor into Stateswhere it is illegal

betweenamendments andfederal billsrepeatedly, andthe differencebetween nationaland state law. We discussProhibition andits repeal in twodifferent units. The phrasing ofthe correctanswer dependson the student'sbeing able toreason that ifAmendment 21returnedProhibition tostate control, dmust be thecorrect answer,therebydemonstratinghistoricalreasoning.


There were twoessays on thefinal exam. Onewas on the1300-1453period and theother was on theReformation era. Students wereto tell of majorevents of thoseyears.

Ideally, a goodfirst essay wouldhave includedcoverage of theplague, thepeasant revolts,the Avignonpapacy and theTurkish entryinto Europe. Agood secondessay would haveincluded theinitialReformationissue ofindulgences, theother beliefs thatfollowed and theHenry VIIIdivorce issue thatseparatedEngland fromRome. Minimally, out of

20 10 No Change No change isplanned yet. This class had amix of verysuccessfulstudents alongwith others withgreat challenges.

(1.) None: (2.) None: (3.) None:

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those eight broadareas, a studentshould includefive, whileavoiding majorerrors in thoseand any otherwritings.


An essentialbuilding block ofUS history is toknow who ourpresidents wereand in whatorder. Tomeasure that, iincluded severalthings on thefinal, whichcovers the timefrom 1945 to thepresent.

Students weregiven threequestions in thisarea and asuccessfulstudent wouldhave correctinformation on allthree. (1) A list of theeight presidentsto serve betweenF D Rooseveltand George H WBush, in order.(2) The winner ofthe 1960election.(3) The winner ofthe 1968election.

19 10 No Change This result wasactually not bad,if viewed in thecontext of a classthat includedmany studentswho werestrugglingacademically inrecent years.

(1.) None: (2.) None: (3.) None:

History In the disciplineof history, thestudents willdemonstrate anadequate use ofeffectivecommunicationskills.

Each student wasrequired to writea two page paper(average sixparagraphs)identifying anevent in USHistory beginningwithReconstrcutionand explaining itsimportance to USHistory; the topicwas to be of thestudent's ownchoice and wasnot limited toany particularpost-Civil Warperiod.

To successfullycomplete theactivity thestudent neededto: 1) clearlyidentify the topicof the paper; 2)have a thesisstatementexplaining whythe event wasimportant in USHistory; 3) haveat least threetopic sentencessupporting thethesis statement;4) have at leastthree sources(one primary andtwo secondary);and 5) the

15 15 No Change It might behelpful for theinsitution toadopt a uniformcitation policyand distributethat to allstudents andappropriateinstructors.

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sources properlyidentified usingacceptableformats.


PropagandaPaper. Students wererequired to watchan old World WarII Eratraining/propaganda film onreserve in theWest campusLRC. Studentsthen wroteindividual papersanswering thefollowing:

• Whomade it?(Produced/directed, agency?)Give informationabout them.• Whenwas it made andreleased?• Give ashort synopsis ofthe film.• Put itinto properhistoricalperspective.What was goingon at the time itwasmade/released? • Whywas it made?Was itaddressingsomething thatoccurred in thetwo decades orso prior to itsrelease?• Whatimpact did ithave at the time

Papers weregraded using arubric based onthe following:• CitingSources in bodyofpaper/grammar= 10•Introduction = 5• Whomade it = 5• Whenmade & released = 5• ShortSynopsis = 15•Historical context= 25• Whymade? = 5• Impactat time = 10•IntendedAudience = 5•Relationship totoday/Conclusion= 10• WorksCited page = 5

9 6 No Change Students need toutilize thecampuswriting/tutoringservices that areprovided. I willcontinue toencourage themto do so.

(1.) None: (2.) None: (3.) None:

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it came out? •IntendedAudience• Howdoes it relate tocurrent times?

History In the discipline

of history, thestudents willdemonstrate anadequate use ofhistoricalreasoning orcritical thinkingskills.

Read Plato's"Death ofSocrates"; Participate inclass debate onwhether Socrateswas correct todie, or whetherhe shouldescape, as hisfriends advised.

1. Each studentmust present atleast oneargument andreasons behind itby eitherSocrates orfriend. (Class isdivided intopro and consections.2. Each mustrespond at leastonce to opposingarguments.

13 12 No Change Student studyguides for thisclass would beneeded, whichincludes aboveselection. As itis, instructor hasto xerox anyneeded questionsor primarysources.

(1.) None: (2.) None: (3.) None:


Write a paper asif they are theperson they arestudying and howthey would reactto a givensituation.

Paper must bedone in certaintime period

30 30 Lead by exampleand show themhow to do project

Have acompetion basedon thisassignment

(1.) None: (2.) None: (3.) None:

Spring 2007 Humanities Assessment Report

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Humanities Analyze a specificcreative form ofexpression

Students were towrite a paper onthe following: "Write a onepage outline of astory. You mayemphasize thecharacters,thoughts of thecharacters, themood of thecharacters,describe thesetting thatwould beconsidered formaking a filmnoir."

Explained in theabove directions,if the studentwould cover allpoints or justconcentrate andgive one topic indetail the essaywould meet therequirements ofthe assignment.

13 11 No Change none required,there seems tobe a shortage ofrooms forstudents to doword processingon theassignment,however, thisvaries fromsemester-to-semester dependingon facultydemand.

(1.) None: (2.) None: (3.) None:

Humanities Articulate therelevance to theirlives of conceptsand/or valuesfound in theHumanities.

An essay that reacts to aculturalactivity--thissemesterstudents had aclassroom lectureabout the historyof Ballet andSwan Lake, avisit to the TulsaBalletheadquarters andthen they wentto the PAC towatch the ballet

For the writtenessay, which wasworth 50 points,students had toscore 60% ormore.

6 6 No Change In order for thesestudents to dowell on essays,they must havestrong Englishwriting skills. Teachers in theCommunicationsdepartment needto be moreconsistent intheir grading. Ihave hadstudents whowere B studentsin Composition IIand their writingwas deficient.

(1.) None: (2.) None: (3.) None:


After studyingslavery in theU.S., watchingthe film"Amazing Grace"about the fight toend slavery inEngland, and

The papers wereextraordinarilyhonest. Iexpected thestudents to hidebehind ideology,but they actuallyreflected

10 10 No Change This is the firsttime I have donethis assignment. I will continue touse it. However,there may beproblems withthe students

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studying someways in whichartforms areused to swaypeople's heartsand minds, thestudents wrotepersonalreflection paperson how theyenslave othersand are enslavedthemselves.

seriously abouttheir lives andthe effects oftheir lives onothers.

getting hold ofthe film,"Amazing Grace." I believe thisinspirational filmhad a lot to dowith the successof this exercise. Perhaps they canrent it in thefuture. I don'thave time toshow the wholething in class,but I was reallyhappy with theway the studentsresponded to theissue ofoppression thissemester.

Humanities Demonstraterelationshipsamong the arts,society and itscultural context.

I gave mystudents anassignment tocomplete whichasked them toevaluate therelationshipbetween art,culture, as wellas society.

They were askedto choose aspecific historicalperiod that westudied or usethe entire spanof the classwhich coveredthe prehistoricera to theRenaissance

11 7 No Change No action needed (1.) None: (2.) None: (3.) None:


Write ananalytical filmreview describingand interpretingboth form andcontent.

Analyze at leastthree specificscenes, applyingcritical analysisof three differentfilmic techniques

15 15 No Change Continue toexpand DVDcollection addingboth classic filmsand newerreleases.

(1.) None: (2.) None: (3.) None:


Develop aPowerPointpresentation thatwill reflectexperiences aMedieval erapilgrim. Music isan important partof establishingthe mood of thejourney. Youwant to recreatesome of the

The presentationshould include:sounds, food,clothing,transportation,people, cities,shrines,literature, music,theater, and artShow variousobjectspurchased whichreflect the

6 4 I will add moreinformation tomy samplepresentation.

TCC needs toprovide help inthe "computerpit" for studentswith specificquestions aboutthe scanner, andhow to embedsound in apresentation.

(1.) ProfessionalDevelopment -External: keepparticipating in8th Floor(2.) Prerequisites/ Curriculum:Humanitiesshould have aprerequisite ofwriting (3.) None:

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journey so thatyour fellowclassmates willunderstand the"total package."

culture you aretraveling within.Music shouldmatch theculture. How welldid you assemblethe presentation?


To write a paperdisplaying theshift moralpriorities whichoccured over thecourse of theclassical age, asthey weremanifested in aseries of literaryworks: The Iliad,The Orestia, andthe Aeneid.

The studentswere expected toshow an ability toanalyze theworks inquestion, tounderstandcertain ancientmoral concepts(Kleos, time,pietas, furore,and xenia), topick outrepresentationsof these traits,and to judge thesignificence ofhow they weremanifested, aswell as toexpress theirfindings in apaper.

14 9 No Change I would suggesta greater stresson teachingwriting skills. Some of thesekids don't have aclue how toexpressthemselves.

(1.) None: (2.) None: (3.) None:


Final test wasused todemonstrate therelationshipamong arts,society and thecultural context. Also, because ofthe way the classwas designed,assessment goal#3 wasdemonstratedsimultaneously.

To answer thefollowingquestions andthen evaluate thequality of theanswer inrelation to thelectures, mediaand discussionsfrom class -cumulative inthought andanalysis, butisolated to the20th-21stcenturies.1. Explain howthe first 50 yearsof the 20thcentury wasreally a series of

75 65 I am constantly"re-working" thecourse to reflectthe classroompersonality andmost especiallycurrent events asthey relate to thepast. This wasthe best testinginstrument usedthus far in aHum2223setting, withincrediblythoughtfulanswers given. Studentsoverwhelminglydemonstratedcomprehension

Having someoneavailable totransferold-fashionedslides into powerpoint demo's. Iwould like thatservice available- my strength isin the classroom,explaining thematerial andmaking it cometo life for thestudents. Mystrength is NOTtedious activitiesthat could soeasily be donewith guidancefrom the

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crises. List eachcrisis. Then,explain howEuropean artistic,literary andmusicalresponsesdiffered fromU.S. art, literaryand musicalcreations. Givespecific examplesand use as muchinformation aspossible for acomplete answer. 40 points

3. If MartinLuther King, Jr.were to write his"Letter fromBirmingham Jail"today, whatmight theresponses be? Respond as ifyou were apresidentialhopeful beingasked yourposition on justwhat Dr. King'smessage was/is. 25 points

5. What will youremember themost fromHumanities 2? Why? 10 points

of the course andits objectives. The best partabout it from thestandpoint ofusing a testinginstrument toassessunderstanding -was the fact thatI had themajority of thestudents for bothHum 2113 andHum 2223 andthey reallyunderstood thegrand picture ofthe courseobjectives whichI set for them,and the above 3disciplineobjectives. Ifthey didn'tsucceed, it wasbecause theyWERE NOT INCLASS.

professor. I would want thepictures/powerpoints developedin chronologicalorder andorganizedaccording togenre.


After viewing avideo that statedthat it wasimpossible totruly enter intothe spirit of anyculture otherthan one's own,students were

Can the studentfind reasons forthe relevance ofthe ideas andvalues of theHumanities intheir own lives? If so, what andhow many? If a

23 21 No Change A continuation ofthe requirementfor all students toincludeHumanitiescourses in theircurriculum.

(1.) None: (2.) None: (3.) None:

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asked to decidewhy colleges anduniversitiesrequired coursesin the Humanitiesfor all students. This was awrittenassignment.

student couldidentify three ormore Iconsidered itexcellent, twoacceptable andless than two ornegative notacceptable.


At the beginningof the semester Iintroduce fiveformal elementsof painting: composition,texture, color,shape, line. During thesemester, weapply thesestandards inclassroomdiscussions ofpaintings eitherwithin specificstyles or acrossstyles (e.g.Expulsionimages, motherand child images,or portraiture) orboth. The finalexam asksstudents toidentify thesefive elementsand then to applythem in an essayquestion vis-a visthe statement: "Art doesn't getbetter. It justgets different." Students mayagree, disagree,or defend amiddle position.

(1) Classroomparticipation indiscussions; (2)ability to identifycriteria by rote;(3) ability toapply criteriaanalytically

16 15 Continueddevelopment ofARTstor foldersfor individual orgroup studypurposes;continued use ofARTstor databaseinlecture/discussion; continued useof film clips (e.g._Mona LisaSmile_,_Smoke_,_Pollock_) thatintroduce orreinforce ideasrelated to thisskill.

Continuesubscription toARTstor;continue percampus LRCacquisitions thatsupport thisactivity and alsogive students theopportunity toreview classroommaterials in theLRC.

(1.) LRC / LibraryResources &Services: percampusacquisitions;duplicatesfacilitate studentuse as well asclassroom use(2.) None: (3.) None:

Humanities Articulate therelevance to theirlives of conceptsand/or values

Write on a pieceof notebookpaper or typedouble-spaced, if

Opinion paper. 15 7 No Change None (1.) None: (2.) None: (3.) None:

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found in theHumanities.

you wish, a short 250-word essayanswering thefollowingquestion:

What is the onething you willcarry away fromHumanities IIthat you feel willhave a positiveimpact on yourlife?

This assignmentis worth 15points and is partof TCC's ongoinginstitutionalassessment.Results will becommunicated tothe InstituationalAssessmentoffice.


After presentingslides of Greeksculpture forseveral days, Igave them anexam using theslides and askingthem to describeeverything theysaw in the works.

I wanted them tobe able toidentify whichartistic periodeach sculpturecame from andgive me ATLEAST fourcriteria tosupport thatidentification. Iwas looking forgenuine analysisand insightfulcomments aswell as the basicinformationrequired.

I was THRILLEDwith theresponses I gotback.

70 57 No Change There is no needforchange...exceptperhaps to getbetter slides orto get them in acomputerpresentationformat.Currently, I mustuse very OLDslides andarrange them ina caroussel oncefor thepresentationphase and againlater for the slidequiz.

(1.) ComputerTechnology /Software: Theability to copymy slides onto aCD format to usewith a computerinstead of a slideprojector.(2.) None: (3.) None:

Spring 2007 International Languages Assessment Report

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InternationalLanguages

Have ameasurableproficiency inreading andwriting skills inthe targetlanguage.

Writing a textusing thegrammar of thechapter on agiven subject.

GrammaticalaccuracyUse of extensivevocabulary

8 8 No Change None (1.) MediaResources: (2.) None: (3.) None:


Have ameasurableproficiency inreading andwriting skills inthe targetlanguage.

Students have towrite a shortcomposition withat least 30words. Thestudents have touse thevocabulary andgrammaticalstructuresstudied in thechapter. In thisparticularcomposition theyhad to writeabout theirhealth : are youoften sick? doyou often go tothe Doctor'soffice? what doyou do to stay inshape?

The assignmentis worth 15points: 5 pointsfor grammaticalstructures, 5points for the useof thevocabulary, and5 points forcreativity andstyle.

7 7 No Change The language Labneeds to acquiremore softwarethan emphasizewriting in aforeign language.

The instructorneeds to attendat least onenationallanguageconference toexchange ideaswith otherprofessionals onhow to makewriting in aforeign languagemore effective.

(1.) ProfessionalDevelopment -External: Theinstructor needsto attend at leastone nationallanguageconference toexchange ideaswith otherprofessionals onhow to makeriting in a foreignlanguage moreeffective(2.) MediaResources:purchase moreCR-Roms thatemphasizewriting (3.) None:


Have ameasurableunderstanding ofthe culture(s)associated withthe targetlanguage.

Students inHonors Italian1213 were givenfour separatelectures in Italianon four totallydiverse regionsof Italy. Fromthe lecturesabout andlocations of thefour regions,students learnedabout the

The cuturalquestions werespecific for eachregion and hadto be answeredwithoutambiguity. Thefour regionsincluded in theassessment wereCampania,Emilia-Romagna,Basilicata eCalabria, and

10 10 I would like to beable to obtaineven moreaccurate footageon DVD showingsome the moreless knownregions and getrecordings oftheir regionaldialects showingvast culturaldifferences evenon the Italian

Continue toprovide thesupport andfinancialresources toenable theinstructor topurchase ortravel to AFCTLtobuy these visualand audio aids tostrengthen theimpact of

(1.) ProfessionalDevelopment -External:ACTFL/TESOL(2.) MediaResources:Regional ItalianPublications (3.) ComputerTechnology /Software:Rosetta Stone

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culturaldifferences ofeach.Five questionswere given abouteach regionswhich totalledtwenty totalquestions. Therewere was also adiscussionafter thequestions werecompleted abouteach region.

Veneto. Students wereaware of themajor culturaldifferences evenamong borderingregions. Campania ishome to Mr.Vesuvius andvollcanic air isperfect for pastaproduction. Emilia-Romagnais the heart ofCommunism andthe Europe'soldest university. Venetoboasts whitepolenta andCarnival, whllemost Italianimmigrants cameto the East Coastfrom Calabriadue to naturaldisasters.

Penisula. differences withinthe targetlanguage of thetarget country.


Write the targetlanguage(French,German, Italian,Japanese,Russian, orSpanish) so as tocommunicatewith a nativespeaker on asocial orprofessionallevel.

Students have towrite a shortcomposition withat least 30 wordsor 6sentences.Thestudents have touse thevocabulary andgrammaticalstuctures studiedin the chapter.Inthis particularcomposition theyhad to writeabout the placewhere they liveduring thesemester and tellwhat they dothere at differenttimes of the day.

The activity isworth 15points:5 pointsfor grammaticalstructures,5points for the useof thevocabulary,and 5points for styleand creativity.

7 7 No Change It would be agood idea toinclude a smallbook thatcontains samplecompositionsrelated to thechapters in orderto give studentssomething to aimfor.

(1.) ProfessionalDevelopment -External: Try tomake writing in aforeign languagemore effective,by addingcompositionsample book tothe text booksrequired for thecourse.(2.) None: (3.) None:

Spring 2007 Interpreter Education Assessment Report

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InterpreterEducation

Demonstrate theability to use andread AmericanSign Languageincludinggrammar,syntax, idioms,andcolloquialisms.

Students willrehearse anAmerican SignLanguage storyfor video tape

ASL GradingCriteria:RehearsedStory________________________________________Teacher Name:Sharon Limas

Student Name:

12 12 No Change The institutuionwill continue toupgrade webcam capability inthe MCLC StarLab so that thestudent canrecord his/herwork and send itelectronically tothe instructor'soffice. Theinstructor cangrade the workand send it backto the studentelectronically.

The instution willcontinue supportfacultyattendance at thefollowingconferences; Conference ofInterpreterTrainers,American SignLanguageTeachersAssociation, andlocal, state, andnational Registryof Interpretersfor the Deafconventions. Atthese meetings iswhere facultylearns thecurrent trends ininterpreter andsign languageeducation, theuse of technologyin delivery and

(1.) ProfessionalDevelopment -External: (2.) ComputerTechnology /Software:Upgrade theequipment in theStar Lab so thatstudents cansend their videoworkelectronically tothe instructor (3.) None:

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________________________________________

CATEGORY Excellent ( 5-4.5)Good (4.4-3.9) Satisfactory(3.8-3.3) NeedsImprovement 3.2

Sign Production Use of Space Eye Gaze Brow/EyeMovement MouthMovements

Sign Production:

___________Use of Space:

___________Eye Gaze:

___________Brow/EyeMovements___________MouthMovements

__________Total

___________ x 4 _________________

an interpretingcareer, andcurrent researchin the field.

InterpreterEducation

Understand andrespect theculture ofpersons who are

Students had todo a powerpointpresentationchoosing a

Students weregraded on thequality of thepowerpresentatio

10 10 No Change The instructorwill continue thesame formathaving students

(1.) None: (2.) None: (3.) None:

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deaf. specific area ofDeaf Culturesuch as language, family,educational orsocial aspects ofthe culture.

n and how wellthey covered thetopic.

do the researchand then presentit to the class ina powerpointpresentation.

Spring 2007 Journalism and Mass Communications Assessment Report

Discipline/Program

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Journalism andMassCommunications

Demonstrated anunderstanding ofbasic theory,research andprocess ofjournalism andmasscommunication.

Assessment wasconductedthrough fourexams andthrough classparticipationexercises.

The testsconsisted oftrue-false andmultiple choicequestions. Studentscompleted theexercises whichdealt with thevarious topicsduring classtime.

20 20 No Change No change. (1.) None: (2.) None: (3.) None:

Spring 2007 Marketing / E-business Assessment Report

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Marketing /E-business

Demonstrate theability to create abusiness relatedwebsite designedto reach aselected targetaudience.

Create aninformationalWeb siteconsisting of atleast 8 pages.Upload this Website to ourstudent Webserver at theSoutheastcampus.

Guidelines forFinished SiteAssignment #10(30 points):You should readthrough all of thefollowing beforebeginning thecompletion ofyour Web site.

Finish your smallWeb site with aminimum of 8Web pages. Thissite should beinformational innature and notnecessitateserver-sideprogramming orthe storing ofdata in adatabase.However, youMAY include aform eventhough it will notbe fullyfunctional, or youmay plan to addPayPal or someothere-commerceservice at a laterdate. You will have twoweeks tocomplete yoursite. This projectis an opportunityfor you to proveyourunderstanding of

8 7 The currentversion of ourtextbook is notas good as it wasin the past onexplaining how towork with tablesused for pagelayout. Otherbooks are notsignificantlybetter. I willprepare somebasic templateswith XHTMLtables so thatstudents new toWeb design canmore easily workwith their Webpage layout.

We are currentlyusing a server atSEC for thestudents toupload and viewtheir Web pages.There is apossibility thatthis will nolonger beprovided to thestudents, and sothere may be aneed for studentsto purchasehosting services.This could becost prohibitive.It would bebeneficial if wecould continueusing the server.

(1.) ProfessionalDevelopment -External:Professionaldevelopmentseminars inDreamweaverand Marketingwould enhanceclassroominstruction.(2.) InstructionalEquipment:Continued use ofa student Webserversignificantlyenhances thestudent learningin this course. (3.) ComputerTechnology /Software: Weuse MacromediaDreamweaverand a newversion is nowavailable.

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Dreamweaver’sfeatures as wellas yourknowledge of themarketingconcepts coveredthis semester.The required andoptionalelements and thecorrespondingpoint values forthe elements arelisted below.

1. All yourpages should becreated from aDreamweavertemplate thatyou havecreated. Fordirections, seechapter 16 inyourDreamweaverbook. Do not usethe built-intemplatesavailable inDreamweaver.2.Underlining andconsistent linkcolors used forvisited andnon-visited links,OR all links areobviously linksbecause ofplacement orbutton image.(Hint: Visited andnon-visited linkcolors are easyto set in the pageproperties dialogbox and thenexport to a linkedCSS file. Anexample is inyour book. Youshould do this

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before you createthe template.)3. YourCSS file shouldbe linked to eachpage. (Hint: Ifyou had a CSSfile linked to yourindex.htm fileand then createda Dreamweavertemplate fromyour index.htmfile, ALL yourpages based offthat template willhave a linkedCSS file. Thework is alreadydone for you!!! Ifyou chose not tocreate atemplate, youwill have to linkyour CSS file toeach page.)4. Youruser does notneed to scrollhorizontally ifviewing at800x600.5. The altattribute used onall graphics.6. Yoursite is completewith at least 8pages. Thosewho are creatingvery large sitesmust complete atleast 8 of theirpages.7.Graphics, bars,buttons, HRs, allenhancemessage of page.8. Pagesare free fromconstantlyrunning

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animations orsound unless itcontributes tothe message ofthe page. 9. Colorsare pleasing andtext is easy toread atcommonly usedresolutions. 10. Text is‘scannable’because ofappropriate useof headings,numbered lists,bulleted lists,and use of boldfor key words orphrases.11. Yourpages load inunder 10-12seconds at dialup speed Pagesmay take longerto load IF yourresearchindicated thatnearly everyonein your targetmarket has highspeed internetconnections.Please remindme of this findingin your researchor I will assumethat this was notthe case. (I needreminders at myage!)12. Yourpages are not toolong. Themaximum lengthof a page shouldbe 3-4 screenheights unless itis a FAQs page.13. Includeappropriate page

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titles on eachpage. Theseshould changepage by pageand not simplybe the same oneused for yourindex.htm page.14. Youshould followaccessibilityguidelines. Listone page thatwill fully validateusing WAVEfound atwww.wave.webaim.org/index.jsp.List the name ofthe page youwant me tocheck:_____________________________________________15. YourWeb site is sentby FTP (usingDreamweaver) toyour folder onsclab.tulsacc.edu. All pagescorrectly link toeach other andall graphicsdisplay.********************EC – 3 points -You used ems forfont sizes in yourCSS file EC – 3 points -Metatags(description andkeywords) arechanged for eachpage and areappropriate toeach of thepages.EC – 3 points -

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You have placedmost of yourstyles in yourCSS file bywriting CSS rulesrather than usingthe propertiesinspector as yourformatting tool.

Spring 2007 Mathematics Assessment Report

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Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.

To assess thediscipline goal,students weregiven datapertaining to therelationship ofthe concentrationof air pollutionand itscorrespondingyears. Studentsthen used thedata toaccuratelypredict theconcentration ofair pollution inthe years 2036,2038, and 2040. Students usedtheir graphingcalculator toenter the dataand to helpanalyze the datausing linear,quadratic, cubicand quarticfunctions to seewhich functionbest fits the datausing thecorrelation ofdetermination. Then thestudents chosethe function thatfits best to makethe predictionsby graphing thedata on theircalculator.

To determine ifstudents met thegoal, I checkedthe number ofthe correlation ofdetermination forall four functions. The studentsused thosenumbers todecide whichfunction best fitsthe data andthen used thatinformation tomake thepredictions withtheir calculator. I checked thepredictions.

The studentssuccessfullyachieved the goalif they used theircalculator toenter the data,graph the data,calculate thecorrelation ofdetermination forthe linear,quadratic, cubic,and quarticfunctions andcorrectlycalculate at leastone function,then graph thechosen functionto arrive at thecorrectpredictions.


Mathematics Goals 1,2 & 3: A homework Each student was 8 4 I will spend more None (1.) Professional

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(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.

problem wasassigned to eachstudent whichrelated to goal #3 (Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra).

to analyze,sketch a graph ofa particularfunction andpresent his graphto the class. Points from 1-5were given basedon thecharacteristicsand properties(x-intercept,y-intercept,vertical andhorizontalasymptotes,points ofinflection,domain, range,critical poiints,inflection points,etc.) the studentwas able todescribe abouthis function. Astudent wassuccessful if heearned 4-5points.

time reviewingthecharacteristicsand properties ofthe basic graphsthat arepresented inCollege Algebra.

Development -External: (2.) InstructionalEquipment:Computer Set-upfor Power Point (3.) Other:Tables & Chairsin classrooms

Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve the

Open ended See rubric 20 7 No Change No plan (1.) None: (2.) None: (3.) None:

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problem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.

Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristics

Open-ended Open-ended 42 14 I will try to stressthe importanceof theassessment tomy students.

We should besure that we areusing the bestpossibleassessment tool.

(1.) None: (2.) None: (3.) None:

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and properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.


Be able tointerpret andanalyze datafrom anexponentialfunction graphand solve for thevariable in anexponentialequation.

Give a graph anda correspondingfunction,estimate thevalue of thefunction for agivenindependentvariable value. Given a functionvalue, solve theexponentialequation for theindependentvariable valuethat makes ittrue.

56 20 No Change Use this sameinstrument againnext spring. Itwas an excellentquestion.

(1.) None: (2.) None: (3.) None:

Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subject

Open-ended Open-ended 49 28 No Change no changes arenecessary

(1.) None: (2.) None: (3.) None:

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areas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.

Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogical

Open-ended Open-ended 15 3 No Change We must have aclear list of whatis consideredcore curriculumat thedevelopmentalcourse level sothat students areprepared toactually be incollege algebra. My difficulties arealways trying todeal withstudents whohave passedintermediatealgebra but donot have theskills to be incollege algebra.

(1.) None: (2.) None: (3.) None:

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techniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.


free response free response 13 9 No Change Assessmentshould bereevaluated andloop closed.

(1.) ProfessionalDevelopment -External: (2.) ImprovedCommunication: (3.) Changes inProcedures:

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I required mystudents tocreate analgebraicexpression withpolynomials thatsimplified to agiven answer.

By observing mystudents work, Iwas able todetermine howsuccessful mystudents were atfactoringtrinomials orbinomials.

12 8 No Change None. (1.) None: (2.) None: (3.) None:

Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it to

"Free response" "Free response" 8 2 No Change It would beextremely helpfulif instructorswere given theassessmentinformationearlier in thesemester so wecould include it inour schedulewithout having tojust squeeze it inat the lastmoment. Whenwe do not

(1.) ImprovedCommunication:See "institutionalaction" onprevious page(2.) None: (3.) None:

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solve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.

receive theinformation untilthe last 2 weeksof the semester,it is hard to findtime for it.

Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthe

Graph lines usingusing a tablefrom which thedependentvariable waschosen for thestudents and theindependentvariable had tobe solved for. Students thentook the sameequation andgraphed the linesusing theslope-interceptmethod.

Students weregiven homeworkproblems andthen tested overthe samematerial.

12 11 No Change Professionaldevelopment-External

(1.) None: (2.) None: (3.) None:

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characteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.


Open-ended Open-ended 111 71 No Change Utilize My MathLab moreeffectively in thecoursemethodology.

These resultswere compiledfrom most of thefull-time facultyteaching thiscourse at theSoutheastCampus.

(1.) None: (2.) None: (3.) None:

Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics and

Open-ended Open-ended 117 87 No Change Utilize My MathLab moreeffectively in thecoursemethodology.

These results

(1.) None: (2.) None: (3.) None:

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other subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.

were compiledfrom the adjunctinstructors atSoutheastCampus.

Mathematics Goals 1,2 & 3:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical and

1. Define howmathematicsaffects daily life.2. Define howthis course willaffect thestudent'svocation andinteraction withother people,especially peers.3. Periodicevaluation ofsome mathcriteria beyondcurrent course.

Written surveyand review ofstudent answers.In classdiscussion andevaluation ofspecific mathprinciples todevelop a betterunderstanding ofmath, and lessenanxiety on thepart of thestudentregardingmathematics.

13 13 More specificin-class problemillustration andstudentdiscussion.Involve thestudent in actualin-class problemsolving.

There is a CDwith the textbookused, and accessto the Math Lab.I don't know ofanything else theschool canprovide.

(1.) None: (2.) None: (3.) None:

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logicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.


Homeworkexercisescompletedon-line usinggraphs, intervalnotation,application offormulas, setnotation, andnumber lines.

Successfulcompletion of70% of problemsassigned

14 11 No Change Have mymathlabprogramsinstalled on allcampuscomputers, andincreaseaccessibility.

(1.) None: (2.) None: (3.) None:

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Metro Campuscombined totalresults

open-ended 124 50 No Change This particularproblememphasizesapplication overtheory. Is thistruly the goal ofa College Algebraclass? This isreally the splitwithin themathematicscommunity. Dowe teachapplications atthe CollegeAlgebra level ordo we teach thetheory and allowthe applicationsto be taught asneeded in otherclasses?

(1.) None: (2.) None: (3.) None:

Spring 2007 Music Assessment Report

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Music Participate inappropriatemusicensembles.

Studentsperformed in 2recitals - one atTCC PACE Stagewith the ConcertBand and one atBarnes andNoble.

Studentsperformed musicincluding avariety ofdifficulty levelsand musicalgenres. Thestudents weredivided into fourparts, which hadto be performedcorrectly, and inharmony in orderto have a goodperformance.

9 9 No Change Continue to dothe same typesof performances.

(1.) None: (2.) None: (3.) None:

Music Interpret andanalyze themusic studentperforms orhears,theoretically andhistorically.

Analyze final jurypiece forharmonicprogressions,historic style andform, thenperform thepiece for the finaljury l with theappropriate style,including notes,rhythm,ornaments,dynamicvariation,phrasing,pedalling bymemory.

Performance ofthe completepiece in the finaljury by memorywith theappropriate style,notes, rhythm,harmony,dynamicvariation,phrasing andpedalling with nohalts or stops.

2 2 No Change Provide at least 4recital timesduring thesemester forperformance toallow for moreease in the finaljury.

(1.) ComputerTechnology /Software: Everymusic teachingroom and studioneeds acomputer.(2.) None: (3.) None:

Music Progress at theappropriate levelin the appliedmusic lessons

Student willperform inStudent Recitalat TCC.

Student will learna selection ofmusic andmemorize it forpeformance.

3 3 No Change Recital dates andtimes whereestablished andprovided so thatstudents couldcomplete theobjective.

(1.) None: (2.) None: (3.) None:

Spring 2007 Nursing Assessment Report

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Nursing Level II:Implementnursingskills/competencies in accordancewith establishedprinciples.

Communicateusing therapeuticcommunicationskills.

The studentcompletes oneprocessrecording,demonstatingtherapeuticcommunicationduring the clinicalpracticumfollowing theestablishedguidelines.

51 51 No Change The processrecordingdemonstratessuccessfulcompletion ofthis objective.

(1.) None: (2.) None: (3.) None:

Nursing Level I:Demonstrateknowledge andperformance ofdesignatednursingskills/competencies according toacceptedstandards ofpractice.

Dosagecompetencyexam

dosagecalculationproblems

75 74 No Change Student cominginto the nursingprogram withbetter basic mathskills.

(1.) None: (2.) None: (3.) None:

Spring 2007 Occupational Therapy Assistant Assessment Report

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AssessmentActivity

PerformanceCriteria

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NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

OccupationalTherapyAssistant

Maintain accuratewritten recordsand reports, andappropriatelydistinguishbetweensubjective andobjective data.

Students willcomplete a casestudy in aproctoredenvironmnet onthe FunctionalIndepnedneceMeasuresments

70% of the 36questionsansweredcorrectly

14 14 No Change Update thematerialsthrough UniformData Systtems asneeded

(1.) None: (2.) None: (3.) None:

Spring 2007 Physical Education Assessment Report

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AssessmentActivity

PerformanceCriteria

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InstructorAction

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DesignatedNeeds

PhysicalEducation

Motor SkillsDevelopment:Demonstrateproper techniqueand trainingwithin adiscipline

Proper tapingtechinque ofvarious bodyparts. This is forprevention orminimize currentinjuries.

The studentwould evaluatethe body partinjured. Uponcompletion ofthis determinethe taping of thebody part. Theinstructor wouldwatch the tapingto evaluate"completeness"of the wrap. After finishingthe taping, Iwould unwind thetaping and giveimmedatefeedback on howto improve thetaping. Thestudent wouldthen attempt thebody evaluationagain.

10 10 No Change Continue tosupply theequipment forthe training.

(1.) ProfessionalDevelopment -External: (2.) None: (3.) None:

Spring 2007 Physics / Physical Science Assessment Report

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DesignatedNeeds

Physics / PhysicalScience

Communicatephysics/physicalscience conceptseffectively.

I assessed thediscipline goalwith the followingresearch reportproject.

Each studentselects a topic ofinterest on whichto report. Thestudent mustexplain theconnectionbetween thephysical scienceconcepts learnedin the classroomand their topic ofinterest.

2 points –Written Format: • TheResearch ReportTemplate mustbe completelyfilled out.

2 points –Website: • The webaddress must bevalid.

4 points – TopicConnection: • Thestudent mustexplain theconnection of thereal-worldapplication topicto the topicsbeing studied. • Thescience topicmust come fromthe currentchapter of study.• Sciencetopic andreal-worldapplicationshould not be thesame.

17 points –Knowledge ofTopic: • Thestudent shouldhave a goodunderstanding ofthe topicpresented.


(1.) None: (2.) None: (3.) None:

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• Thereport must be inyour own words.• Thereport must be atleast 2paragraphs inlength.

Physics / PhysicalScience

Demonstrateproficiency in aphysicslaboratory

The proceduralpart of everylaboratoryrequires studentsto use measuringtools in alaboratoryenvironment. Inaddition manylabs require theuse of computerinterfacing andor computergraphics. A labthat required theuse of computerinterfacedequipment togather the datathen the use of agraphingprogram toanalyze the datawas selected.Theprocedural partof everylaboratoryrequires studentsto use measuringtools in alaboratoryenvironment. Alab that requiredthe use ofcomputerinterfacedequipment togather the datathen the use of agraphingprogram toanalyze the datawas selected as

The lab reportsof all studentswere examined.In this particularexperiment thegraph shouldshow a linearrelation with acorrelationcoefficient ofgreater than .9the studentcorrectly usedthe interfacedequipment andanalyzed thedata.

18 18 No Change In order tomaintainsatisfactoryresults it will benecessary toreplace andupdate somelaboratoryequipment andcomputersoftware. Inaddition someinstructors willrequestadditionaltraining atregional andnationalprofessionalconferences.

(1.) ProfessionalDevelopment -External: (2.) InstructionalEquipment: (3.) ComputerTechnology /Software:

Discipline/Program

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AssessmentActivity

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the assessmenttool.

Spring 2007 Political Science Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Political Science The students willdemonstrate theability to makeinference basedon observation

public opinionpoll analysis

select opinionpoll with regardto political issue

20 18 No Change no action (1.) None: (2.) None: (3.) None:

Political Science The students willexplaindefinitions ofcivicresponsibility in ademocraticrepublic.

Three tests andannounced andunannouncedquizes coveringthe chaptersassigned to thestudents in theclassroom.

To be able todemonstratetheir knowledgeof the UnitedStates ofAmerica FederalGovernment'sConstitution,individual rights,liberties,equality, andcore principles ofAmericanGovernment.

35 35 No Change To further utilizeall mediaactivitiesavailable, e.g.videos, cds,movies, internet,and guestspeakers. Thusreinforcing whatthe studentlearns in theclassroom andtieing thatknowledge to thereal world ofpolitical cultureand politicalpower.

(1.) None: (2.) None: (3.) None:

Political Science The students willexplaindefinitions ofcivicresponsibility in ademocraticrepublic.

Three tests andannounced andunannouncedquizes coveringthe textbookchaptersassigned to thestudents .

To be able todemonstratetheir knowledgeof the UnitedStates OfAmerica FederalGovernment's Constitution,individual rights,liberties, andcore principles ofthe AmericanGovernment.

23 23 No Change To further utilizethe learningresource center,videos, cds,publiceducationaltelevision, theinternet, andguest speakers . Thus reinforcingthe studentsknowledge andcombining thatacquiredknowledge to thepresent world ofpolitical cultureand politicalpower.

(1.) None: (2.) None: (3.) None:

Spring 2007 Psychology Assessment Report

Discipline/Program

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AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Psychology Students willdevelop anunderstanding ofcorepsychologicalconcepts andtheories, as wellas the scientificstudy ofbehavioral andmentalprocesses.

Students will beasked to matchand identify thefour stages ofPiaget's theory ofcognitivedevelopment. Defining termssuch as objectpermanence,assimilation,egocentric,mentalrepresentation,andconservation.

Test will includematchingquestions thatwill include thefour stages ofPiagets theoryand vocabulary.Need to complete70% of question.

16 14 No Change Students need tohave readingskills, and basicunderstanding ofthe concepts.

(1.) None: (2.) None: (3.) None:

Psychology Students willdevelop anunderstanding ofthe relationshipbetweenpsychologicalstudies and howresearch findingscan be applied tohuman concerns.

After readingtextbook materialand discussingdifferent theoriesof cognitivedevelopment,students were toanswer amultiple choicequestionregarding theirunderstanding ofVygotsky'stheory. Theexamplesprovided in thequestion relatedto everdayactivities thatteachers andparents performwith children. Students shouldbe able to seehow they canpromotecognitivedevelopment in

Students werepresented withfour differentscenarios andwere asked tocorrectly identifywhich examplewas specificallyrelated to anaspect ofVygotsky'stheory.

29 25 No Change No change (1.) None: (2.) None: (3.) None:

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children usingthe principles ofVygotsky.


Psychologystudents wereinstructed tochart, for oneweek, anysubstances theyuse, that wouldbe consideredaddictive ie.alcohol, nicotine,caffeine. Theywere to pay closeattention to thestrength of thecraving for thesubstance. Theywere to considerthe possibletriggers for thecraving. Theywere to designan approach forbreaking theaddictive habit.

Assessmentcriteria included:Did the studentsdiscuss differenttherapeuticapproaches inhelping themover-come theiraddiction? Didthe studentsrelate spectificways they wouldpromote thecognitive-behavorial approach inhelping changesoccur?

25 18 No Change Continuebringing theVictims ImpactPanel to TCC. Students needfurtherunderstanding oftheconsequences ofpoor decisions.

(1.) None: (2.) None: (3.) None:


Series of tests,quizzes, andclassparticipation

Used thetraditionalgrading withletter gradesfollowing a 90 to100% a, 80 to89% b, etc.

13 10 Current plan isdevelop moreexercisesdesigned tofacilitatediscussion. These wouldinclude casestudies involvinglife ssituationsand possible useof movies clipsand videos.

Additionalinstruction onvideo technology.

(1.) None: (2.) None: (3.) None:

Psychology Students willdevelop anunderstanding ofcorepsychologicalconcepts andtheories, as wellas the scientificstudy ofbehavioral andmental

Students willindicateproficiency atidentifyingpsychologicaltheories andconcepts bytaking 7 examsover 15 chapters

Students shouldbe able to makea passing gradeon these tests

35 32 No Change TCC shallmonitor thesegrades to insurethat students inmy class arepassing thisclass, and if not,there is a logicalreason, such aspoor attendanceor withdrawl.

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processes.

Psychology Students willutilize criticalthinking inevaluatingpsychologicaltheories andresearchevidence.

Students willinterviewindividuals, eachof whom iscurrently in onelife stages (ofthree major unitsof study in thecourse). Thegoal is for thestudent todeterminewhether or notthe majordevelopmentaltheories arepresent in realpeople and whatbehaviorindicates suchstage.

Students bringback aquestionnairebased on theirinterviewsconducted withmembers of thestage beingstudied.

26 22 No Change Continue tomonitor studentprogress andassessunderstanding ofthe stagedevelopment.

(1.) None: (2.) None: (3.) None:


PSY 2143 is ablended course,incorporatingservice learningwith careerexploration andpsychologicalresearch.

Students selectten psychologicalconstructs andthen develop aself-pacedlearning planthat relates theseconstructs totheir miniinternshipexperience.

6 6 No Change I would like theMarketing area ofthe college tohelp me developa brochuredescribing thiscourse, to use inenrollentrecruitment.

(1.)Service-learningActivities: (2.) None: (3.) None:


Students wereassigned apsychologicaldisorder fromchapter Fourteenat the beginningof the semesterto research andwrite four two-page critiquesduring thesemester.

The first critiquesource requiredthe students tofind an articlefrom a localnewspaperdiscussing thestudents asignedtopic.The secondcritique sourcerequired thestudents to findan article from anationalnewspaperdiscussing thestudents

26 19 Next semester, Iam going torequire that thestudent have thepapers checkedby a tutor in thewriting lab beforethey are graded.In this way Ihope to improvethe student'swriting skills.

I have nochanges tosuggest.

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assigned topic.The third andfourth critiquesources requiredthe students tofind peerreviewedresearched basedjournal articleson the assigneddisorder.The studentswere then giventhe followinginsructions forwriting theresearch papers: Each Critiqueshouldencompass thecritical thinkingskills of analysisand evaluation.

Specifically, theCritique shouldidentify:The purpose ofthe articleThe claim(s) thatthe author makesabout the topicThe evidencethat the authorprovides tosupport theclaim(s)

Note: Critique #3&4# must alsoidentify theHypothesis, theIndependentVariable(s), andthe DependentVariable(s).

The Critiqueshould alsodiscuss:The conclusion(s)drawn by theauthor and

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whether or notthe conclusion isreasonable basedupon theevidencepresented.

Additionally, youshould answerthe followingquestions:1. Is thearticlewell-organized,clear, and easyto read?2. Did theauthor define theimportant terms?Give twoexamples.3. Doesthe text help youunderstand thesubject? Givetwo examples.4. What isyour intellectualand emotionalreaction to thearticle. Give twoexamples.

You will begraded onaccuracy of youranalysis,neatness of thepaper, andcorrect spellingand grammar.

AdditionalRequirement:MLA FormatA copy of yourarticle must beattached to yourcritique. I wouldalso like you tohi-lite yourarticle for theanswers you

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used for yourpaper. Use thisoutline as atemplate, andanswer thequestions inorder.


Student's visitthe HolocaustExhibit at theJewish Museumof Art. Student'sare required towrite a paperthat applies theSocial Psychologytheories if thetext (theoriesmay includecategorization,stereotyping,prejuduice,bystander effect,etc.) with themuseumexperience.

The studentsmustdemonstrate anunderstanding ofthe socialpsychologytheories in theirwriting byshowing criticalthinking andapplication of thepsychologicalevents thatcreated theHolocausttragedy. Students areencouraged toreveal theirability to applythe theories tomodern daybiases, as well asother historicalprejudices.

25 20 No Change I'm not sure Iunderstand thisrequirement.

(1.) None: (2.) None: (3.) None:


ESSAYQUESTION: Describe andidentify thecriteria set bythe DSMIV forone of thefollowingdiagnosisBi-polar I orSchizophrenia.(If choosingschizophreniainclude allsubtypes of thedisorder). Utilizing thevideos shown inclass give

A=This studentwill list anddescribe allcriteria set forthfor the diagnosisthat they chooseas presented bythe DSMIV. Theywill then givespecific examplesfrom the videosshown in classfor each set ofsymptoms.B=This studentwill describe all if the criteria setforth for thediagnosis that

15 10 No Change This essayshowed that themajority of theclass were ableto grasp theconcept ofstudying adiagnosticcriteria, breakingit down intosymptomolgy,and then takingan example ofsomeone withspecificsymptoms thenbreaking downthe symptomsinto specific

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examples of thesymptomsinvolved in thediagnosis youchoose. EX: Mania: "Mary" isthe video showedsymptoms ofmania such asrapid pressuredspeech,grandiousdelusions "I'm asolider in theLords Army", risktaking behaviors"I beat up myhusband..dukingit out" "Icheated a lot onmy husband."

they choose aspresented by theDSMIV. They willthen give specificexamples on atleast 3/4 of allsymptoms.C=This studentwill list anddescribe allcriteria set forthfor the diagnosisthat they chooseas presented bythe DSMIV. Theywill describe andgive examplesfrom the videoson at least 1/2 ofall symptoms.D=This studentwill describe allof the criteria setforth for thediagnosis thatthey choose aspresented by theDSMIV.F= Inablity toshow thediagnosic criteriafrom the DSMIVor only gives theexamples fromthe videos.

examples. Morevideos beingavailable forabnormalpsychology couldbenefit studentsas well asinstructors in thefield of mentalhealth.


CRITIQUESEach student wasrequired to turnin four (4)Critiques on oneof the topicsselected by theclass. Each Critiqueconsisted of onesource. Thefollowing wasrequired:

? Critique#1 - Newspaperarticle from a

Students weregraded using arubric based onthe following: accuracy ofanalysis,evaluation of thearticle,identifying thepurpose ofarticle, theclaims the authormade, evidencethe authorprovided tosupport theclaims made in

12 9 No Change Students shouldbe required toutilize the writingtutor which isprovided by thecollege. In thefuture, I plan torequire that mystudentsschedule atutoring sessionat least onceduring thesemester.

(1.) None: (2.) None: (3.) None:

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major U.S.newspaper? Critique#2 - NewsMagazine (Time,Newsweek…)? Critique#3 - peerreviewed –research basedJournal Article? Critique#4 - peerreviewed –research basedJournal Article

The articles forCritique #3 andCritique #4required approvalby the instructor.Failure to do so resulted in agrade of Zero.

Each Critiqueshouldencompass thecritical thinkingskills of analysisand evaluation.

Specifically, theCritique shouldidentify:

? Thepurpose of thearticle? Theclaim(s) that theauthor makesabout the topic? Theevidence that theauthor providesto support theclaim(s)?Note: Critique #3and Critique #4must also

the article as wellas neatness ofthe paper,correct spellingand grammar,and followingdirections.

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identify theHypothesis, theIndependentVariable(s) andthe DependentVariable(s).

The Critiqueshould alsodiscuss:

? Theconclusion(s)drawn by theauthor andwhether or notthe conclusion isreasonable basedon the evidencepresented(Explain youranswer using atleast twoexamples.)

Additionally, youshould answerthe followingquestions:

1. Is thearticlewell-organized,clear and easy toread? (Give twoexamples thatwill serve tosupport yourconclusion.)2. Did theauthor define theimportant terms?(Give at leastexamples of theauthor explainingimportantterms.)3. Doesthe text help youunderstand thesubject?( Give atleast two

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examples.)4. What isyour intellectualand emotionalreaction to thearticle? (Give atleast oneexample of yourintellectualreaction, and atleast oneexample of anemotionalexample)

Psychology Students will

develop anunderstanding ofcorepsychologicalconcepts andtheories, as wellas the scientificstudy ofbehavioral andmentalprocesses.

Several videoand web casestudies targetingdifferent mentaldisorders arepostedthroughout thesemester. Students work inteams to answerposted questionsregarding thehistory andsymptoms,application ofdiagnosticcriteria, etiologybased ondifferent modelsof abnormality,and treatmentconsiderations inthe cases.Students mustcontribute byanswering theirdesignated shareof the questionsand then reviewa peer postadding detail,correctinginaccuracy, orprovidingalternative

The discussionresponses aregraded foraccuracy, andthoughtfulapplication of thecourse materialto examine andexplain thespecific details ofthe case.

21 19 No Change No change (1.) None: (2.) None: (3.) None:

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application of thematerial to thespecifics of thecase.


A test item onfinal examqueried thefollowing: "Thetendency we allhave to discountsituationalexplanations ofbehavior in favorof personalitycharacteristics ortraits is calledthe (correctresponse)fundamentalattribution error."

The exam itemfollows a fullsemester ofreadings andapplication ofcourse content,by means of awrittenassignment,entries on 8discussion boardthreads, quizzesand exams . Thefinal exam iscomprehensiveand addressesmajor conceptslearnedthroughout thesemester.


(1.) None: (2.) None: (3.) None:

Spring 2007 Religious Studies Assessment Report

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Religious Studies Appreciation forreligious issues,ideas, and/orvalues

Studentsresponded to aDiscussion BoardQuery on thevalue of theacademic studyof religions.

Students neededto identify theimportance ofreligion to cultureand tounderstandingother peoples tohave beensuccessful in thisassessment oftheir appreciationfor the valuesand ideasinherent inspecific religions.

21 15 No Change Continue to sendProf. Hughes tothe AmericanAcademy ofReligion's annualmeeting whereshe reviews newbooks, attendslectures, andbrings back newideas forpedagogy.

(1.) None: (2.) None: (3.) None:

Spring 2007 Sociology Assessment Report

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Sociology Distinguishbetween themajor theoreticalperspectives anduse them toanalyze specificsocial situations.

Discuss the threesociologicalperspectives andtheircomponents.Apply eachperspective to asociolgicalsituation.

Name the threesociologicalperspectives.Discuss how theperspectiveexplains a socilogicalsituation.

11 9 Give morelearningexercises on thesociologicalperspectives.

None (1.) GuestSpeakers / FieldTrips: (2.) None: (3.) None:

Sociology Distinguishbetween themajor theoreticalperspectives anduse them toanalyze specificsocial situations.

Assessment wasconductedthrough fourexams.

Each exam was amultipe choiceand true-falseexam withquestionsconcerning thetopics covered. Questionsincluded dealtwith the majorsociologicalperspectives,primarilyfunctionalism,conflict theory,and symbolicinteractionism.

30 30 No Change No change. (1.) None: (2.) None: (3.) None:

Sociology Discuss thehistory of and/ormajorcontributors tothe discipline.

In the firstdiscussion boardexercise forAging andBehavior,students whoparticipated wererequired to trackthe developmentof one of threetheories ofaging:disengagement,activity, or agestratification.This would bedone in anoriginal post, i.e.,

To be successfulat this activity, astudent neededto understandthree things:1. What were themajor premisesof the theory asit was firstarticulated?2. What researchwas done thatsupported thetheory?3. How was thetheory modifiedover time andwhat research

17 10 No Change No institutionalaction isrequired.However, thisassessment doessupport thecontinued needto make criticalthinking one ofour college-widegoals. In fact, asfar as ourgoal-list isconcerned, Ithink criticalthinking shouldbe emphasizedevery year,

(1.) ProfessionalDevelopment -External:Essential to staycurrent(2.) Class Size:Keep small foronline classes (3.) GuestSpeakers / FieldTrips: Fund moreto engage morestudents

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a post starting anew thread.

results led to themodifications?

instead of onceevery four years!

Spring 2007 Speech Assessment Report

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Speech Students willeffectivelydemonstrateskills inorganizing andpreparingextemporaneousoralpresentations.

Semester Project– Fundamentalsof Listening –Spring 2007 –April 17 & 19

Choose somepart of the HurierListening Process(Hearing,Understanding,Remembering,Interpreting,Evaluating,Responding) andgive aten-minutepresentation.Your topic mustbe approved bythe instructor. Classroomlecture willexplain thespecifics aboutthe introduction,the body of thepresentation, andthe visual aidsand teach how todo each.

Projects mustinclude thefollowing and willbe graded basedon:

(20 points) Introduction

_______ (12points) Introductiondraws theaudience in _______ (5points) Introductionincludes astatement thatestablishescredibility_______ (3points) Introductionincludes a3-point summaryof main ideas

(25 points) PointOne

_______ (5points) Idea isclearly presented_______ (5points) Information issignificant,sufficient, andrelevant_______ (5points) Studentis adequatelyprepared_______ (5

11 11 No Change No action isrequired. RoomMC 521 excellent- includedpowerpointequipment andother aids asnecessary.

(1.) None: (2.) None: (3.) None:

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points) Eyecontact ismaintainedappropriatelywith audience – presentation maynot be read off ofnotes,Powerpoint, or transparencies_______ (5points) EffectiveVisual Aidpresented tosupportinformation

(25 points) PointTwo

_______ (5points) Idea isclearly presented_______ (5points) Information issignificant,sufficient, andrelevant_______ (5points) Studentis adequatelyprepared_______ (5points) Eyecontact ismaintainedappropriatelywith audience – presentation maynot be read off ofnotes,Powerpoint, or transparencies_______ (5

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points) EffectiveVisual Aidpresented tosupportinformation

(25 points) PointThree

_______ (5points) Idea isclearly presented_______ (5points) Information issignificant,sufficient, andrelevant_______ (5points) Studentis adequatelyprepared_______ (5points) Eyecontact ismaintainedappropriatelywith audience – presentation maynot be read off ofnotes,Powerpoint, or transparencies_______ (5points) EffectiveVisual Aidpresented tosupportinformation

_______ (5points) Presentation is aminimum of 10minutes

Speech Students willdemonstrateappropriate skills

PersuasiveSpeech

Introduction getsattention,establishes

8 8 No Change Video camerasand time cardscould be made

(1.) None: (2.) None: (3.) None:

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in delivery ofextemporaneousoralpresentations.

rapport withaudience,establishescredibility &previews mainpoints.Body is organizedwith anappropriateorganizationalpattern, and thetopic is sociallyrelevant andnarrowedadequately to bemanageable. Itis also wellresearched andclearlypresented. There is a widevariety ofevidence typesand containsnew, interestinginformation thatis clearly relatedto the audience. There are cleartransition and alogicalprogression. Visual aids areclear, relevantand effectivelyused. Thedelivery style isfluent, wellprepared andextemporaneous. The speaker isdynamic, poisedand confident, aswell as beinginvolved in themoment with theaudience. Rate,volume,articulation, andword choice areappropriate forthe setting andaudience. Body

available forinstructors whenthe class isconducted offcampus. An online or livepresentation toprovide a tutorialto help studentsunderstand howto access libraryresources.

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language andgestures aremeaningful and there is good eyecontact. Thespeaker isrespectful of timeconstraints.The conclusionrecaps the mainpoints, signalsthe end of thespeech and endswith a powerfuland/ormemorable finalstatement.A detailed outlineof the speechmust have beensubmitted beforethe speech toindicateadequatepreparation.


Students are toprepare acomplete outlineof theirpersuasivespeech that ishanded in at thetime they givetheir speech. Prior to givingtheir speech,students metwith theinstructor andbrought the bodyof the outline tothe conferencefor advising ifnecessary onhow to improvethe body of theoutline. Students wereprovided withexamples ofoutlines fromprevious

Studentsreceived a full 35points as part ofthe 200 pointsthey could earnfor theirpersuasivespeech if theoutline wasprepared as perthe guidelinesand examples,following outlineformat withcompletesentences whereappropriate,transitions,introduction,conclusion andbody of theoutline. Theyreceived partialcredit if theyprepared anoutline but it didnot follow the

24 21 No Change While theoverwhelmingmajority of thestudentssuccessfullycompleted theiroutlines, nextsemester I amgoing to havethem turn intheir outlinesprior topresenting theirspeeches. I willreview them andgive them theoption ofcorrecting themand turning thecorrected versionin when theygive theirspeech.

(1.) None: (2.) None: (3.) None:

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students'speeches. Also,time was spent inclassdemonstratinghow to use theoutlining functionavailable on theCD that comeswith thetextbook.

format exactly -maybe some ofthe items thatneeded to becompletesentences werenot completesentences orperhaps theystarted off withcapital letters orArabic numeralsinstead of Romannumerals.


ManuscriptSpeechAssignment #1=50 ptsIce BreakerSpeechAssignment #2=100 ptsInformativeSpeechAssignment #3=100 ptsPersuasiveSpeechAssignment #4=100 pts

Assessments arebased on theLucas SpeechEvaluation Formon SpeechDevelopment--Intro---Supportingmaterials--Conclusion, SpeechDelivery andOverallPresentation.Otherassessmentsused are theLucasInstructor'sResourceCD-ROM:Listening Activityand Using VocalVariety.

19 19 No Change The studentsenjoyed theactivities fromthe LucasResourceCD-ROM. Ournew editiontextbook has afeature thatallows studentsto downloadmaterial to theiripod or mp3player.

(1.) ProfessionalDevelopment -External:Teachingstudents withlearningdisabilities(2.) None: (3.) None:


The student willstudy theanatomy oforganizing aninformativespeech,including:A. Criteriafor selecting themain ideasB. Thecharacteristicsthat a main ideashould haveC. Patterns

To demonstratecompetence thestudents willcomplete anexercise in whichthey are givenfactualinformation tooutline and afterresearching agiven topic willcomplete aninformativeoutline andsubmit it before

16 14 Although thefindings of thisassessmentproved successfulwith 87% of thestudentsattaining thisgoal, theinstructor willprepareindividualizedlesson plans thatwill re-teach andprovide extrapractice for those

I believe it isimportant thatcommunicationskills be taughtacross thecurriculum andthat TCC requireclasses thatprovide studentmastery of theseskills. Variousstudies indicatethatcommunicationskills, including

(1.) ProfessionalDevelopment -External: (2.) InstructionalEquipment: (3.) ComputerTechnology /Software:

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of arrangementD. Howmuch and whatkinds ofsupportingmaterials. E. Theimportance oforganizationwhich includes: 1. Anaudience canbetter rememberthe main ideas ofa speech whenthe speakerpresents them ina recognizablepattern. 2. Effectiveorganizationencouragesactive ratherthan passivelistening. 3. Beingable to anticipatewhat’s comingnext makeslisteners feel thatthey are “ in theknow.” Following theabove study, thestudent willcomplete twoassignments: 1. Thestudent will begiven factualinformation andmust complete atopicword/phraseoutline. 2. Thestudent willresearch a giventopic and preparean outline for aninformativespeech.

delivering thespeech in class. Experience andobservation bythe instructorindicates thatstudents that areable to get 80%correct canusually succeedin outlining anygiven speech.

The followingcriteria will beused todetermine ifstudents havemet the disciplinegoal. Thestudent’s outlinemust include:

A. A correctlyworded “SpecificPurpose”statementB. AnIntroduction withthe followingparts: 1.Attention Getter 2. Thesis 3.Goodwill/Credibility statement 4. Previewof Main PointsC. Body thatcontains 3 to 5main points with3 to 5 supportingdetailsD. AppropriateConnectivesE. A Conclusionwith the followingparts: 1. Reviewof Main Points 2. Thesis

students in needof furtherinstruction. Individualizedplans mayinclude: Grouppractice withoutlining specificspeeches givenwithin thetextbook,individualoutliningactivities, andindividualpreparation ofoutlines withinstructorcritiques andinstructions.

The results areused to judgewhether moreactivities aremerited andwhich studentsneed moreindividualizedinstructions.

how to write anorganized,coherent, andunifiedpresentation fora particularaudience andsituation, aresignificant factorsin predictingsuccess on thejob. TCC couldprovide studentswith these skillsby requiring acommunicationscourse.Additionalopportunities forstudents tointeract in verbaldiscourse such asopen forums andpublic debatessimilar to thosepresented at theConversationCafé sessions,would provideavenues forstudents toparticipate inpublic speaking.Activities such asthese buildexcitement and acollegial culture,therebyenhancing thecollegeexperience.

Additionalsources (mediaand training)illustratingeffectivecommunicationskills wouldenhanceinstruction.

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restatement 3.Attention Closer

Spring 2007 Veterinary Technology Assessment Report

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VeterinaryTechnology

Fluid therapy Accuratelycalculate IV fluidvolume and ratefor a dehydratedpatient.

1. Accuratelycalculatemaintenance anddehydrationvolumes;determine 1st 24hour volume.2. Calculate perhour, per minuteand gtt/minrates.3. Chooseappropriateadministrationset for patientand volume.4. Describeproper care foran IVcatheterizedpatient.

14 14 No Change None at this time (1.) None: (2.) None: (3.) None:

VeterinaryTechnology

Vital signs (temp,pulse,respiration)

Vitals of Equine &other LargeAnimals

During numerousclass lectures &laboratories of VT2364-LargeAnimalTechnology,students wereinstructed how tosafely take vitalsfrom variouslarge animalspecies. Studentswere educated inrecognizingnormal &abnormal vitalsof these species. Having largeanimals housedat TCC allowshands-oneducationalexperiences and

14 14 No Change Continue toprovide safehousing facilitiesfor variousspecies of largeanimalsthroughoutsemesters. Safehousing is oftennoted as repairsand up-grades oflarge animalequipment. Housing of theseanimals alsoincludes, but isnot limited to,providing fundingto obtainappropriateanimals forclass-room useand to provide

(1.) None: (2.) None: (3.) None:

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full-fills an"essentialeducationalrequirement"made by theAmericanVeterinaryMedicalAssociation(AVMA). TheTCC VeterinaryTechnologyProgram's abilityto provide thiseducationmaintains "fullaccreditation"status of theProgram.

funding forappropriate feedsand medicationsas needed.

discipline goal / program competency...

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