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Program Review Update 2013-14English

(Report Due: October 15, 2014)

Program Description (source: Faculty)College of the Desert’s English program offers a wide range of courses meant to help students develop writing, research, problem-solving, and critical-thinking skills that are applicable across disciplines and the varied career paths that our diverse student body will pursue. Currently, there are over 100 sections of English offered each semester. General writing courses prepare students to write effective essays, conduct in-depth research on a myriad of topics, and use problem-solving and critical-thinking strategies in synthesizing and relaying information to specific audiences. These skills translate into use across the disciplines and career paths.

The English program offers a new AA-T degree in English in compliance with SB 1440, as well as courses leading to transfer to a four-year college. Students earning an AA-T degree in English are well prepared for a wide variety of career fields in the liberal arts. Students may also choose to continue their study in the discipline toward a bachelor’s degree. Transfer requirements at four-year colleges and universities tend to vary from institution to institution; students should consult with a counselor for specific information regarding the transfer requirements of their preferred college or university.

Students Served (source: Faculty) The English Program at College of the Desert serves diverse students from all across campus. With over 100 sections of English offered each semester, we serve approximately 6,000 students

a year in our program. Approximately 77% of entering students must take at least one course at the basic skills English

level before they are prepared for college-level composition. Our offerings in literature provide students with options for meeting various CSU and UC

transfer requirements, in addition to meeting the General Education requirements for obtaining an AA degree.

A new argumentation and literature class, English 002, was developed to complete our AA-T degree offerings. This course has received approval for COD General Ed, CSU transfer, and fulfillment of the critical thinking requirement, and was just approved for transfer credit for the UCs. IGETC approval is pending.

1 Program Review Update 2014

NOTEPlease note that only the data as listed below have been updated in this document for the PRU 2013-14:

Updated Data: Student Success Data (table- success & retention rate) FTES (chart) Number of Sections (chart) Resources: Staffing (table)

All Work Experience courses (all XXXX-095A-F) are excluded from the updated data.The rest of data (if any) and the document text (except the PRU Addendum) has been copied from the last year PRU 2012-13 completed document.

Discipline/Program Learning Outcomes (source: Curriculum Specialist)Students completing courses in this category will demonstrate an ability to:(c3)

Communicate effectively in many different situations involving diverse people and viewpoints; Demonstrate knowledge of the variety of forms of expression and how those are used to

communicate social, cultural, and personal ideas, feelings, and concepts; Demonstrate knowledge of how and why the visual and performing arts are unique and how

inherent meaning in the arts transcend written and verbal communication; Effectively communicate and express themselves and make themselves understood through

visual, auditory, tactile, and symbolic means.c4)

Communicate in many different situations, involving diverse people and viewpoints; Listen and analyze the substance of others’ comments; Summarize and analyze fiction and nonfiction; Conduct research, synthesize and evaluate information, develop arguments, and organize

evidence into oral and written presentations, using proper research methods and documentation;

Recognize public presentation of oral and written work as a process subject to brainstorming, organizing, drafting, and revising.

(c5) Understand and appreciate diverse local, national, and world contexts; Connect knowledge of self and society to larger cultural contexts; Articulate the differences and similarities among and within cultures; Identify cultural themes of immigrant and native groups within the United States of America; Value the contributions to American culture of each group studied.

Course Level Assessment Completed (source: Faculty & OAC Coordinator)(See Appendix G of Academic PR)See last page for Course Level Assessment schedule

The Course Level Assessment Schedule originally attached is out of date. An updated schedule has been provide here.

Changes Implemented as a Result of the Assessments (source: Faculty utilizing OASR form)

OASRs were completed for the following courses in 2013-14:

ENG 10A80% of students achieved the expected outcome. Those who did not, likely did not read the texts assigned and/or missed class discussions.No change needed at this time.

ENG 10B87% of students achieved the expected outcome. Those who did not, likely did not read the texts assigned and/or missed class discussions. This score is higher than the expected outcomes. I attribute this data to the fact that, for many of these students, it is the second time taking a Literature Analysis course, and they are now practiced readers and thinkers.


No change needed at this time.

ENG 005A & BStudents did as well as expected. Students completing creative writing portfolios demonstrated basic and adequate understanding and application of basic principles of poetry and prose writing, an understanding and expression of aesthetic values of beauty and truth, and an exploration of the human condition, as artistically depicted in their creative writing. The “workshop” format of the creative writing class, which allowed and required students to orally share with their peers their original creative works-in-progress every week during the semester, facilitated a creative and supportive community of writers that led to a high success rate of finished work. This broadened their understanding of the depth and value of aesthetic artistic expression, towards building an aesthetic contribution and discourse to the world around them.The only changes in curriculum that I am implementing for Fall 2014 is to update the creative writing rubric that I use to assess the creative writing portfolio.

ENG 032No gaps.No changed needed. Faculty is fully current with research in the field, and textbooks are the most current available.

ENG 03590% of students achieved the expected outcome. Those who did not, likely did not read the texts assigned and/or missed class discussions. I credit this success to the repetition of the class structure and the scaffolding approach of essays, assignments, oral presentations, and group activity.This class needs to be offered every semester, or nearly every semester, so that all students who transfer as Liberal Arts or English majors have the opportunity to complete this class in a timely manner before they transfer to university, where this knowledge is both expected and useful for upper-division classes.

Program Requirements from outside agencies (source: Faculty working with Dean)There is a discussion at the Chancellor’s Office that only one level below transfer should be offered for credit. If mandated, this would impact our offerings. We should discuss options for how we might approach this and take a proactive rather than reactive stance.

Student Success Data (source: Office of Institutional Research)

Courses: ENG 2010_11 2011_12 2012_13 2013_14

Student Success Rate: 67.7% 69.2% 72.7% 67.1%Retention Rate: 83.1% 85.5% 86.7% 84.3%Note: Success rate is the percent of students who earned a grade of A, B, C, or Cr/P in course out of total enrolled in course at census. Retention rate is the percent of students retained in course until the end of the term out of total enrolled in course at census.


Narrative Interpretation (source: Faculty)Both our success and retention rates are down slightly. We do not know for certain why. However, increased course offerings sometimes means students are less likely to stay with a class and may drop more courses. Increased employment opportunities sometimes also drive students away from school. Our success and retention rates tend to be typical. We continue to look for ways to improve success and retention and would like to see an integrated Tutoring Academic Skills Center/Writing Center become part of the English program, rather than existing separately, as it does now. As student success services become more integrated, English would like to have a continued voice in how those services are provided.


Resources:Staffing (source: Research Office)

FT Faculty by Load:

Faculty Last Name 10/FA 11/SP 11/FA 12/SP 12/FA 12/SU 13/SP 13/FA 14/SPAcree 80 80 60 60 60 60 100 100Benes 80 80 100 100 100 100.01 100 100Diamond 80 100.01 50 100 100 100 46.66 46.67Dibello 0 0 80 80Dozier 100 100.01 73.33 73.34 59.99 53.34 73.33 73.33Enciso 100 100.01 100 100 100 100.01 100 100Nolan 100 100 100 100.01 100 100 100 100Rawnsley 60 100.01 100 100.01 100 100.01 100 100Rossi Dean 20 20 20 20 53.34 53.34 100 80Smith 20 26.67Tapleshay 100 93.34 100 73.34 93.33 100.01 100 100Taras 20 20 20 40 20 60 20

2010_11 2011_12 2012_13 2013_14

Staffi ng Resources 10/FA 10/SU 11/SP 11/FA 11/SU 12/SP 12/FA 12/SU 13/SP 13/FA 13/SU 14/SPPT Headcount 27 0 26 20 1 19 21 0 25 25 3 32

FTEFac FT 7.44 8.18 8.05 8.50 7.68 0.00 7.91 8.84 8.53FTEFac PT 13.40 10.01 8.90 0.07 8.72 11.34 12.35 13.96 0.67 15.18

Total FTEFac FT and PT 20.84 18.19 16.95 0.07 17.22 19.02 0.00 20.26 22.80 0.67 23.71% PT/FTEFac Total 64.3% 0.0% 55.0% 52.5% 100.0% 50.6% 59.6% 0.0% 61.0% 61.2% 100.0% 64.0%

FTEFac OL 2.07 0.20 1.86 2.25 2.68 2.08 1.66 3.02 0.73 1.19 2.21 1.47

2010_11 2011_12 2012_13 2013_14

Narrative Interpretation (source: Faculty)The English department continues to struggle with staffing. While one tenure-track faculty was hired in spring 2014, it corresponded with another retiring, so our number of full-time faculty remains unchanged.

The part-time faculty pool is depleted, and most part-time faculty cannot teach any overload, as they are already maxed out. It is crucial that we hire full-time English faculty, both in the short-term as temporary faculty and as tenure-track positions, so that we may continue to meet the needs of our students. We know students are bottlenecked in being able to complete their English courses, and as our offerings at other sites expand—we are planning to offer courses in the evening at Desert Hot Springs High School for the first time, as one example—our faculty, both full- and part-time, are stretched thin.

The full-time faculty list is misleading, as our two ESL faculty and one Reading faculty often teach English courses as overload, or, in rare cases, when a course in their primary discipline does not have sufficient enrollment and is cancelled. However, as more courses are offered across all disciplines,their ability to fill in with English courses will be limited. This will put us at an even greater deficit.


Facilities (source: Faculty)1) List of all facilities (Please indicate if any of these were added last year):Comm BuildingEVC CampusMecca-Thermal (inadequate technology for our needs)PSHS (inadequate facility for our needs)

2) Assessment of adequacy of current facilities:We love our new building! But it is already getting crowded, and we foresee having to again offer courses in other buildings on campus.

EVC/Indio:The spring semester in the new Indio building was a challenge for instructors, as the building was not adequately prepared to meet our technological needs. However, it seems as if those issues have been addressed.

Mecca-Thermal: When we are able to expand this campus, English will need to be well represented at this site. As above, we need to be included in facilities design discussions. This is crucial as our pedagogy is often impacted by inadequate or inappropriately-designed classroom spaces and available technology.

West Valley:The current facility at Palm Springs High School is inadequate for our needs in English. The instructor currently assigned to this site reports the following issues:

There are no computers for students The guest internet access is filtered, so instructional videos are often blocked for both students

(on their personal devices) and the instructor; the instructor must arrive early to implement a workaround and uses her own personal hotspot on her iPhone to bypass this system.

The classroom is cluttered and messy, and the computer cart is difficult to maneuver. Instructor reports that learning is hampered because of these issues. As she also teaches the

same course on the main campus this semester, she describes the experiences as “night and day.”

As we often develop our courses around access to technology, it is important that English faculty, that all faculty, be involved in the design process of any new facility to ensure it meets our needs. As the plans for West Valley evolve, I do hope faculty will be part of those design groups from the start to ensure that facilities are designed to meet faculty and student needs.

Equipment and Supplies (source: Faculty)


Program Challenges (source: Faculty working with Dean) We continue to serve almost all COD students at some point in their career, but we are greatly

reliant upon adjunct faculty to meet the needs of this population. While many of our part-time colleagues are excellent, they cannot provide the input that a full-time faculty member can provide. As we have worked to integrate our reading and writing courses, we are again looking specifically for new faculty who can teach these courses, ideally with MQs in both English and Reading.

While we are thrilled with our new building, we are still understaffed in the area of technical support. With four dedicated computer classrooms, we are in need of a dedicated IT person to manage these spaces.

It remains a challenge for faculty to gather to discuss practices or to complete things like outcomes and assessment reports.

Report on completion of program objectives last year (objectives were specified on PRU two years ago) Other Program Accomplishments (source: Faculty)Completion of Program Objectives (last year)

1. No program objectives were developed two years ago.

Current Program Objectives (taken from last year’s PRU)1. Hire new English faculty members

While we were fortunate to hire one new full-time tenure-track faculty member, we are still woefully understaffed and hope to again hire two-three additional full-time, tenure-track English faculty for the 2015-16 school year, in addition to hiring several full-time temporary faculty for the 2015 semesters.

2. Create a “practicum” component for our writing courses that would allow students extended practice with oversight from the faculty member who is also teaching the writing class itself. This component would assume the responsibilities of assisting students with further development of their writing skills. We see the need for an integrated approach to overseeing student practice in writing as critical. A separate facility, like the TASC, cannot adequately meet our students’ needs any longer. In order for students to truly improve their writing, faculty must be the ones to guide their work at all stages of the process.


While still an important objective, it is unlikely that this work will be completed this year. As most English faculty teach overload, there is minimal time to complete work such as this.

3. Create a handbook for each level of writing for adjunct faculty members.A thorough handbook exists for ENG 70 and 71. A smaller handbook has been created for ENG 1A, but it is in need of additional materials being contributed from all full-time faculty and experienced part-time faculty. As we develop the curriculum for ENG 002, a handbook will also need to be created. In addition, ENG 70 and 71 have a shared Blackboard site where all instructors can access and share teaching materials. This has been a very useful tool for us.

Program Objectives for next year (source: Faculty, working with Dean as needed)1. English faculty believe strongly in the idea of a Tutoring and Writing Center being created,

staffed, and supervised by English faculty. We would like this center to be house within the Communication Building.

The current model in courses like Math 40 where students take both a lab and lecture component with the same instructor is something we would like to pursue for English courses.

2. Faculty would like to expand student access to reading skills in the academic disciplines through continued collaboration with Reading faculty.

3. Faculty have been able to pursue a common final in our basic skills courses using BSI funding, but we would like to begin using a common final in our collegiate-level courses, as well, but faculty need compensation for the norming after the completion of final exam week. In addition, this process will better facilitate our assessment cycle and allow us to more regularly update our outcomes and assessments.

4. Faculty would like to secure funding for a “best practices” seminar where faculty, full and part time, share best practices for student engagement and success to then be included in a repository (handbooks, digital videos) for future faculty.

5. Faculty would like to have access/be shown the Communication and Humanities budget so as to better assess fiscal support for things such as a visiting author series, spoken word contests, film screenings/discussions, or other appropriate activities for the campus and community.

6. Continued development of a handbook for faculty. Materials were initially developed for ENG 70/71 and have been supported by BSI funding, but we would like to continue to add to these binders and develop binders for levels beyond basic skills.


PROGRAM REVIEW UPDATE ADDENDUM

Program Name: __ENGLISH________________________________

1. Staff Needs

NEW OR REPLACEMENT STAFF (Administrator, Faculty or Classified) 1 List Staff Positions Needed for the upcoming Academic Year.Please justify and explain each faculty request based on rubric criteria for your college. Place titles on list in order (rank) or importance.

IndicateNew (N) or

Replacement (R)

Annual TCP*

1.Tenure Track English facultyReason: A faculty member left in mid-2012 and has not been replaced

R

2. Tenure Track English facultyReason: A faculty member retired in spring 2013 and needs to be replaced.

R

3. Tenure Track English facultyReason: To meet growth targets and help address the constant need of English courses for all COD students, our faculty ranks need to grow.

N

4. ISAReason: There are four computer assisted classrooms in the new Comm building, but there is no designated technical support person for this building. Our computer assisted classrooms are fully utilized and need attention on a regular basis.

N

5.Reason:

6.Reason:

* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.

1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.


Program Name: ___ENGLISH___________________________________

2. Equipment (excluding technology) Needs Not Covered by Current Budget 2

List Equipment or Equipment Repair Needed for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

*Indicate whether

Equipment is for

Instructional (I) or Non-

Instructional purposes (N)

Annual TCO**

Cost per item

Number Requested

Total Cost of Request

1. Videos on DemandReason: As students are more and more visual learners, this collection of videos will complement our teaching of literature and writing. This would be the second year subscription.

I12 month sub-scrip-tion $2,721

1 year

$2,721

2. Collegiate DictionariesReason: One of our core objectives is to help students grow their vocabularies and learn skills to assist them in this development. Dictionaries are a powerful tool in the area.

I $22.99 (Office Depot)

70$1,610

3. Wireless RemotesReason: Instructors need to be able to move around a classroom while still presenting. Faculty would each like to each be issued a remote.

I $12.07 (Amazon)

50 $603.50

4. Dictionaries/Thesaurus/MLA HandbooksReason: We would like to have a set of these to lend to students as needed; we know that access to technology is a barrier for many students and that they often cannot access information like a dictionary online. Faculty often loan their own materials to students but we would like a more sustainable solution for students.

I 6.99/Dictionary-Thesauraus combon; MLA handbook $40

20/20 $139.80/$800

5. Improved ScreensReason: Faculty have found the current screens do not pull down or go up correctly and often get stuck. Image is too large for screens in some rooms.

I ????

6.Reason:

* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk



for student or faculty use).Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be included (i.e. desk for office staff).

** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage.


Program Name: ______ENGLISH___________________________________

3. Technology (Computers and equipment attached to them) ++ Needs Not Covered by Current Budget: 3 NOTE: Technology: excludes software, network infrastructure, furniture, and consumables

(toner, cartridges, etc)

Annual TCO*

Priority EQUIPMENT REQUESTED

New (N) or

Replace-ment (R)

Program: New (N) or Continuing

(C)

Location(i.e Office, Classroom,

etc.)

Is there existing

Infrastruc-ture?

How many users

served?

Has it been repaired

frequently?Cost per item

Number Requested


1.Usage / Justification

Laptops for Faculty: Full-time faculty should have a dedicated laptop computer for teaching, unless we're only expected to work during the time that we are on campus.

Having laptops would increase efficiency. It would provide greater student/instructor access. Now, I'm hesitant to open any files or attachments on my home computer, because of the risk. If my home computer were to be

N multi Currently 8 full time ENG faculty with three more full time faculty in other disciplines who also teach in ENG.

$229/Dell online

10 (with possibility of more with new hires next year)

$2,300

3 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “justification” section of this form.


compromised, it would be devastating.

If we are to be more accessible to students, we should have tools provided to enable us to do so. Interesting that one group on campus received iPads, but it is foolish for teaching faculty to ask for the technological tools that enable us to provide services to students.

2.Usage / Justification

Dedicated printers for students: Students have barriers to resources and we would like a printer available in this building for students to use.

N Assume so ??

hundreds

$199 2 $398

3.Usage / Justification4.Usage / Justification5.Usage / Justification


* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates.

++ Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.

Remember to keep in mind your college’s prioritization rubrics when justifying your request.


Program Name: _________________________________________

4. Facilities Needs Not Covered by Current Building or Remodeling Projects*4

List Facility Needs for the upcoming academic year.(Remodels, Renovations or added new facilities)Place items on list in order (rank) or importance.

Annual TCO*


1. Dedicated Writing Center in the Comm BuildingReason: English faculty believe strongly in the idea of a Tutoring and Writing Center being created, staffed, and supervised by English faculty. We would like this center to be house within the Communication Building.

The current model in courses like Math 40 where students take both a lab and lecture component with the same instructor is something we would like to pursue for English courses.

Allocation of space; possible

stipends or other

compensation

2.Reason:

3.Reason:

4.Reason:

5.Reason:

6.Reason:

* Please contact your college VP of Business or your Director of Facilities, Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages.



Program Name: ________ENGLISH_________________________________

5. Professional or Organizational Development Needs Not Covered by Current Budget*5

List Professional Development Needs for the upcoming academic year. Reasons might include in response to assessment findings or the need to update skills to comply with state, federal, professional organization requirements or the need to update skills/competencies. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) or importance.

Annual TCO*

Cost per itemNumber Requested


1. Final Exam Norming (ENG 1A)Reason: Faculty have been able to pursue a common final in our basic skills courses using BSI funding, but we would like to begin using a common final in our collegiate-level courses, as well, but faculty need compensation for the norming after the completion of final exam week. In addition, this process will better facilitate our assessment cycle and allow us to more regularly update our outcomes and assessments.

Current CBA compensation

Est: 15 faculty x 3 hours x twice a year

$4680

2. Best PracticesReason: Faculty would like to secure funding for a “best practices” seminar where faculty, full and part time, share best practices for student engagement and success to then be included in a repository (handbooks, digital videos) for future faculty.

Current CBA compensation

Est: 15 faculty x 2 hours x twice a year

$3120 (est)

3. Faculty Handbook/ResourcesReason: Continued development of a handbook for faculty. Materials were initially developed for ENG 70/71 and have been supported by BSI funding, but we would like to continue to add to these binders and develop binders for levels beyond basic skills.

$20 eachOngoing/20 per year (est)

$600

3.Reason:

4.Reason:

5.Reason:

6.Reason:

*It is recommended that you speak with Human Resources or the Management Association to see if



your request can be met with current budget.


Program Name: ____ENGLISH_____________________________________

6. Student Support Services (see definition below**) Services needed by your Program over and above what is currently provided by student services at your college. These needs will be communicated to Student Services at your college 6

List Student Support Services Needs for the upcoming academic year.Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time.

1. Bookstore resources at off-site locationsReason: Students at Mecca/Thermal are unable to access end-of-semester supplies. For example, faculty wanted students to complete their final exams in bluebooks but there was nowhere at Mecca for students to purchase. One semester the bookstore was kind enough to donate enough, but this is not a sustainable practice for regular need.

Reason:

3.Reason:

4.Reason:

5.Reason:

6.Reason:

**Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.



Program Name: _________________________________________

7. Library Needs Not Covered by Current Library Holdings 7 Needed by the Program over and above what is currently provided. These needs will be communicated to the Library

List Library Needs for the upcoming academic year.Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

1. Library Services

Reason: We continue to support the plan to move the library to the center of campus.2.Reason:

3.Reason:

4.Reason:

5.Reason:

6.Reason:



Program Name: _________________________________________

8. Learning Support Center Services Not Covered by Current budget *.

List Learning Support Center Services NeedsIf your unit is responsible for running a learning support center such as the Writing and Reading Center, the Math Learning Center, Computer lab or similar learning support center please address those needs here. These do not include laboratory components that are required of a course. Place items on list in order (rank) or importance.

Total Cost of RequestsIf the cost is the responsibility of an administrative unit you

do not need to list it here.

Cost per item

Number Requested Total

Cost

Ongoing (O) or

one-time (OT) cost

1.Reason:

2.Reason:

3.Reason:

4.Reason:

5.Reason:

*It is recommended that you speak with your college IMC and/or Lab Coordinators to see if your request can be met within the current budget and to get an estimated cost if new funding is needed.


Program Name: _________________________________________

9. OTHER NEEDS not covered by current budget 8

List Other Needs that do not fit elsewhere.Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number Requested


1. Norming of Finals—ENG 1AReason:

2. Best PracticesReason:

3.Reason:

4.Reason:

5.Reason:

6.Reason:

Completed by:

Date:



AR OVERDUE ANALYZE, COORDINATECOMMENTS

AR COMPLETED ASSESSMENT REPORT & & IMPLEMENTAR DUE DISCUSS CHANGES Cycle lIN ASSESSMENTENG-001A 15/SP 10/SP 10/FA COMP. FA 10ENG-001B 15/SP 13/SP 13/FA COMP. FA 13ENG-002 15/SPENG-005A 12/FA 13/SP 13/FA COMP. FA 13ENG-005B 12/FA 13/SP 13/FA COMP. FA 13ENG-010A 14/FA COMP. FA 13ENG-010B 15/SP 10/FA 11/SP COMP. FA 13ENG-011A 12/FA 13/SP 13/FA missingENG-011B 15/SPENG-012A 09/FA 10/SP 10/FA missing Lit courses will be assessed at next offeringENG-012B 10/SP 10/FA 11/SP missing Lit courses will be assessed at next offeringENG-014 15/SPENG-015 11/SP 11/FA 12/SP missing Lit courses will be assessed at next offeringENG-017 Lit courses will be assessed at next offeringENG-021 10/FA 11/SP 11/FA missing Lit courses will be assessed at next offeringENG-022 Lit courses will be assessed at next offeringENG-024 Lit courses will be assessed at next offeringENG-025 15/SP Lit courses will be assessed at next offeringENG-026 Lit courses will be assessed at next offeringENG-031 12/FA 13/SP 13/FA COMP. FA 12 Lit courses will be assessed at next offeringENG-032 15/SP COMP. SP 12ENG-035 13/FA 13/SP 13/FA COMP. FA 13ENG-036 14/FA COMP. FA 13ENG-070 12/FA 13/SP 13/SP COMP. SP 13ENG-071 12/FA 13/SP 13/SP COMP. SP 13


program review update 2013-14 - college of the web viewstudents served (source: faculty) the english...

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