Discipline Goal / Program Competency Assessmentira.tulsacc.edu/sites/default/files/u2/Discipline... · 2015. 2. 4. · Executive Summary • A total of 92 faculty members contributed

Discipline Goal / Program Competency Assessment

Feedback Report Spring 2008

Prepared by

Tulsa Community College Office of Institutional Research and Assessment

Executive Summary

• A total of 92 faculty members contributed 98 records to the course-embedded assessment of discipline goals and/or program competencies. The number of contributors represents approximately 10% participation by full and part-time faculty.

• The records submitted reflect that a total of 2,504 students were assessed. Of those students, 80.2% successfully

demonstrated the goal or competency assessed. • Of the 98 assessment records submitted, 21.4% indicated specific changes to pedagogy in an effort to improve the potential

for student learning. More than two-thirds (78.6%) indicated that no changes were necessary based on assessment results.

• Requests for institutional intervention are prioritized as follows:

Professional Development - External 10.2%Academic Support Labs 5.1%Instructional Equipment 4.1%Prerequisites / Curriculum 4.1%Computer Technology / Software 3.1%Guest Speakers / Field Trips 3.1%Media Resources 3.1%Improved Communication 2.0%Student Advisement / Placement 2.0%Other 2.0%Changes in Procedures 1.0%LRC / Library Resources & Services 1.0%Testing Center Support 1.0%Textbook Selection 1.0%

Table of Contents

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

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

Geriatric Technician

History Human Services Humanities Interior Design

Interpreter Education

Mathematics Medical Laboratory/Phlebotomy TechnologyNursing Physical Therapist Assistant Physics / Physical Science Psychology Religious Studies Sociology Speech Veterinary Technology

International Languages

Marketing/E-business

Spring 2008 Assessment Quantitative Results Students Assessed and Successful by Campus. Campus # Assessed # Successful % Successful

Metro 830 704 84.8%

Division # Assessed # Successful % Successful

ALLH 50 49 98.0%

BUSN 64 56 87.5%

COMM 70 64 91.4%

LIBA 160 121 75.6%

NURS 178 178 100.0%

SCMA 308 236 76.6%

Northeast 340 302 88.8%


BUSN 49 47 95.9%

LIBA 178 148 83.1%

SCMA 113 107 94.7%

Southeast 844 624 73.9%


BUSN 187 155 82.9%

COMM 74 63 85.1%

LIBA 131 104 79.4%

SCMA 452 302 66.8%

West 490 379 77.3%


BUSN 86 64 74.4%

LIBA 283 217 76.7%

SCMA 121 98 81.0%

Totals: 2504 2009 80.2%

Spring 2008 Assessment Quantitative Results Students Assessed and Successful by Discipline/Program.Discipline/Program (# of Submissions) # Assessed # Successful % Successful

Accounting Associate (1) 25 25 100.0%

Biology (10) 274 246 89.8%

Biotechnology (1) 5 5 100.0%

Business (1) 31 28 90.3%

Chemistry (4) 119 92 77.3%

Child Development (6) 152 124 81.6%

Computer Information Systems (5) 74 68 91.9%

Dental Hygiene (1) 12 12 100.0%

Developmental Studies in Communication (3) 68 58 85.3%

Economics (5) 150 101 67.3%

English (13) 223 173 77.6%

Fire and Emergency Services Technology (1) 18 13 72.2%

Geography (1) 36 30 83.3%

Geology (1) 37 35 94.6%

Geriatric Technician (1) 7 7 100.0%

History (1) 19 18 94.7%

Human Services (1) 30 26 86.7%

Humanities (4) 63 57 90.5%

Interior Design (1) 18 18 100.0%

International Languages (2) 19 18 94.7%

Interpreter Education (1) 7 7 100.0%

Marketing / E-business (2) 88 82 93.2%

Mathematics (9) 458 276 60.3%

Medical Laboratory/Phlebotomy Technology (2) 12 11 91.7%

Nursing (3) 171 171 100.0%

Physical Therapist Assistant (1) 26 26 100.0%

Physics / Physical Science (4) 51 45 88.2%

Psychology (7) 178 133 74.7%

Religious Studies (1) 6 6 100.0%

Sociology (2) 60 44 73.3%

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

Speech (2) 53 40 75.5%

Veterinary Technology (1) 14 14 100.0%

Totals: 2504 2009 80.2%

List of Faculty Participating in Spring 2008 Assessment

Campus Division Last Name First Name Metro ALLH Bates Cheryl Metro ALLH Hammontree Jeffrey Metro ALLH Holmes Karen Metro ALLH Schoffman Susan Metro BUSN Babb Jerry Metro BUSN Hopkins Lisa Metro BUSN McRuiz Michael Metro BUSN Wadley James Metro COMM Brown Lynnda Metro COMM Cross Michael Metro COMM hagood vivian Metro COMM Sulilvan Françoise Metro LIBA Cooke Marvin Metro LIBA Hardwick Jim Metro LIBA Hensley John Metro LIBA Hughes Cherie Metro LIBA Inhofe Marilyn Metro LIBA Wemhaner James Metro LIBA White Krena Metro NURS Bednar Carolyn Metro NURS Kuebler Sandra Metro NURS Moaliitele Dorothy Metro NURS Summers Angela

Campus Division Last Name First Name Metro SCMA Allen Kelly Metro SCMA Bolze Claude Metro SCMA Hixon Beth Metro SCMA Mims Sally Metro SCMA Nelson Tony Metro SCMA O'Meilia Janice Metro SCMA paruch ryan Metro SCMA Wallace Stewart Northeast BUSN Graham Warren Northeast BUSN Harvey R. Charles Northeast BUSN St. John Steve Northeast LIBA Chew Pamela Northeast LIBA Goodwin Donna Northeast LIBA Goswick William Northeast LIBA Limas Sharon Northeast LIBA Meziere Chrystie Northeast LIBA Minor Dorothy Northeast LIBA Potts Diane Northeast LIBA Woodruff Julie Northeast SCMA Black Jana Northeast SCMA French Fran Northeast SCMA Garvin Derek Northeast SCMA Kneafsey Jennifer

Campus Division Last Name First Name Northeast SCMA Lange Eric Northeast SCMA Mathieson Don Southeast BUSN Hoggard Susan Southeast BUSN Imhoff Pamela Southeast BUSN Legleiter Rebecca Southeast BUSN McMahon Jennifer Southeast BUSN oconnor tony Southeast COMM Daily Kathy Southeast COMM Polcha Diane Southeast COMM Thompson Beth Southeast LIBA Baker Phoebe Southeast LIBA Furlong Cathy Southeast LIBA knapp patricia Southeast LIBA Marrs Fern Southeast LIBA quinn camille Southeast SCMA Brooks Peggy Southeast SCMA Hall Anita Southeast SCMA King Milton Southeast SCMA Porterfield Julie Southeast SCMA Ramsey Paulette Southeast SCMA Richter Daryl Southeast SCMA shihabi walid Southeast SCMA Spencer Diana West BUSN O'Mealey Jimmy

Campus Division Last Name First Name West BUSN Smith Melinda West BUSN Taff Ann West LIBA Attalla Susan West LIBA Buss Carrie West LIBA Colglazier Lyndel West LIBA daniels kymberly West LIBA deibert debbie West LIBA Ebrahimi Carol West LIBA Goble Carla West LIBA Ingalls Lana West LIBA McGee Belinda West LIBA Parton Dawn West LIBA Simpson-Jaques Tracy West LIBA Tillman Susan West LIBA Urie Jeanne West SCMA Carlson Rosemary West SCMA Davenport RoxAnn West SCMA Dunkerley Dr. Suzann West SCMA Hall LaTonya West SCMA Mayberry Lori West SCMA McDevitt Terry West SCMA Thompson Theresa

Spring 2008 Accounting Associate Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

AccountingAssociate

Identify and workwith basicaccountingconcepts,principles, andsystems ofinternal controland ethics.

On a closed bookexam, studentshad to prepare10 generaljournal entries,in goodaccounting formor format, for aservice firm'sfinancialaccounting.

Students whoscored 70% orhigher on theassignment wereassessed ashaving achievedthe goal.

25 25 No Change N/A (1.) None: (2.) None: (3.) None:

Spring 2008 Biology Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

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

The studentsinvestigate thechemical andbiologicalprinciplesessential for lifein lab 3. Theybegin byobserving humanbehavior andhypothesizing theorigin of aphysiologicalimbalance withinthe digestivesystem. Thestudentsdetermine thechemicalproperties of anacid, base, and aneutral solution. They discoverhow exogenousapplication of anacid or baseaffects thephysiology of thedigestive system. They create apH applicationsexperiment totest 3 exogenous"remedies" ondifferentsolutions. Theycrush three typesof antacids andplace them intest tubes withHCl. Theymeasure the pHof each test tubewith litmus paperto determine

Students are saidto be proficient inthe ability tomeasure andutilize variouslaboratoryequipment if theycan properlydispense thecorrect amountof HCl from apipette into atest tube,prepare thecorrect amountof antacid, readthe color changeon pH paper, andrecord theaccuratemeasurement. Students areasked a series ofquestions on thediscussion boardregarding thepractical andbiologicalimportance towhich they mustprepareresponses beforethe next lab. Students are saidto be proficient inthe application ofchemicalprinciples tophyisologicalprocesses if theirscores on theirBlackboard quizwere 80% orabove.

19 16 No Change I would like tosee an increasein funding for labequipment. Since studentshave to shareequipment, whatI see happeningis one studentdoes the workand the otherjust watches orthey take turns. If everyone hadto be responsiblefor their owneqiupment anddata (rather thana sharedactivity), I thinkknowledge andunderstanding ofthe materialwould increaseand assessmentscores wouldrise.

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

type of solutionand pH paper toquantify theacidity of thesolution. Thestudents are thenasked to employcritical thinkingskills todetermine howeach exogenous"remedy" couldaffect thephysiology of thebody after ameal.

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

Cellularrespiration andmetabolism(biochemistry)homework -short answerformat

Students' writingmustdemonstrate anunderstandingthe principles ofcellularrespiration (ATPsynthesis),including thereactions ofglycolysis, citricacid cycle, andchemiosmosis....Moreinterested inassessingstudents'understanding ofthe CONCEPTSand their abilityto apply thierknowledge thanassessing theirability to recitedata/facts.

60 45 No Change I do not requireadditionalresources fromTCC in order tobest implementthis assessmentactivity in class.

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

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

Students arereuired to keep afood journal andcompare thatwith daily needsthrough onesRDA and BMR.

Students will logfive continuousdays of foods andbeverages eatenand drunk. Students will willtally calories,protein,carbohydrates,and fat eaten

10 10 No Change None needed atthis time.

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

Discipline/Program

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AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

reproduction,heredity andevolution.

each day. Theywill then fill out 2forms; RDA andBMR.

RDA Form:Part A: Looks athow wellstudents ateeach daycomparing therecaloric intake toRDA needs.Part B: Studentswill look at thierdaily values ofprotein, carbs,and fat andcalculated thefive day averagesof each. Thenthe will calculatethose averagesto the RDAneeds.Part C: Summarize thierexperience ofhow well they atebased on RDAneeds.

BMR Form:Part A: Calculatethier BMRPart B: Look atCaloric intakes ofthier dailyaveragescompared towhat they ate inthier food diary.Part C: Comparethe RDA to theBMR

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

The study of theinterrelatednessof the threemajor 'worm'type of animals. The students hadboth classroom

Write an essayexplaining theaboverelationships.The essay wasread andevaluated by the

17 15 No Change None (1.) None: (2.) None: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

lecture and a labthat covered thesimilarities anddifferences of thethree 'worm'phylas;Platyhelminthes,Nemadota, andAnnelida. Thematerial coveredincluded thethree groups;acoelomates,pseudocoelomates andeucoelomates,and thedifferencesrelated toincreasingcomplex coelomtype. Thediversity of thephylas is coveredrelative tolocomotion,organs and organsystem, and levelof nervous andsensoryequipment.

instructorrelative toanswering abovecriteria.

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

Because our BIO1314 (anatomy &physiology)students do notneed apre-requisitecourse, manycome with littleor no sciencebackground. It isessential thatthey grasp theimportance ofthe scientificmethod ofapproach used inscience andhealth-relatedoccupations. Itis critical thatthey understand

Since a bit oflecture time isdevoted to thescientific methodand how it will beemployed in theirvariousprofessions, andsince the metricsystem will beused throughoutthe semester,laboratory gradesof 80% or bettershould beobtained by theentire class.

13 8 No Change It is a hope byseveral of thefaculty involvedin teachingBIO1314 that aprerequisiteIntroductoryBiology class (ifnot also ageneralchemistry class)be added so thatmore studentscome in with theessentialfoundation ofknowledge thatshould guaranteea better successrate for more ofour students.

(1.) Prerequisites/ Curriculum: (2.) None: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

and becomefamiliar andsuccessful withthe metricsystem, basiclaboratorypractices andresearch articles. In our firstlaboratoryactivity of theyear, thescientific methodis explored byhaving thestudentsformulatehypotheses,utilize variouslaboratoryequipement andmeasurements(in metric) toobtain data, andthen examine thedata in light oftheir hypothesesto determine ifthat datasubstantiates orrefutes theirhypothesis. Theneed toformulatehypotheses,gather data andcorrelatecontinues on inthe secondlaboratory whichincludes chemicaltesting and againthe use of themetric system.


Laboratory finalfor Introductionto Zoology isheld at the TulsaZoo and LivingMuseum. Duringthis exam thestudents choose

This is a writtenexam. Points areawarded orremoved basedon chosing aminimumnumber ofecosystems, a

15 15 No Change Continue with theabove course.

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

several differentbiomes orecosystems,discuss animalsthat live thereand theadaptations theyhave to survivein thisenvironment.

diversity ofanimals withinthe ecosystemanddemonstrating aknowledge oftheircharacteristics.


Physiologystudents areusing a labmanualspecifically forTCC's Bio 2154course thatProfessor DustiSloan and I havewritten andcompiled. Thegoals are toengage thestudents inhigher learningthinking andhands-onopportunities toapply theprinciples ofphysiology in ameaningful waythat is directlyrelated to thestudents' careergoals, and toprovide thestudents alow-costalternative to thepublished labmanuals thataccompany thestudent texts.

Students haveused their labmanuals thissemester and willbe asked toevaluate theeffectiveness ofeach lab at theend of thesemester.

55 55 This is anevolving processthat will takeseveralsemesters tocomplete as werewrite and finetune the process. Our next task isto make theBioPactechnologylaboratories moreengaging,relevant andopen-ended.

The book store iscarrying our labpackets to offerthe students thematerials atprinting cost.

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

Biology Students willdemonstrate anunderstanding ofthe scientificprocess in thebiological worldas it is

Students willcomplete asemester-longlab in theHorticulturedepartmentgreenhouse.

Student willachieve 85%success in theirLong-Term PlantLab Report,which containsone section for

45 42 No Change The studentswho were notsuccessful wereones whostoppedattending classand lab sections.

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

implemented bythe ScientificMethod. Thestudent willfurtherunderstand theneed forcontinuedbiologicalresearch in adynamicenvironment.

They will use thescientific methodto set up theirhypothesis, labformat, collectdata, analyzedata, and reporta conlcusion.

each part of theScientific Method

I do not feel anychange isnecessary, as allstudents whoattendedregularly weresuccessful.


Field Trip to ColeCreek whereanimals wherecollected, andidentified. Netswere used tocollectmacroinvertebrates and fish.

Studentsobserved andthen decided thehealth of thestream based onthe organismsthat werecollected.

20 20 No Change more equipmentis needed ...seingnets, kick nets,waiters...

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


The students willuse media,staining methodsand biochemicaltests, which havebeen learned inlab class, to helpthem isolate andidentify anunknownmicroorganism. They will have toconstruct adichotomous keyto help themdecide whichtechniques areneeded to help inthis process. They will usecharts to helpdetermine whatthe outcome ofeach testindicates aboutthe organism.

Afteridentification ofthe organism,the students willbe tested overthe varioustechniques usedin lab to helpidentifymicroorganisms,and theirunderstanding ofthe results ofeach technique.

20 20 No Change No actionrequired

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

Spring 2008 Biotechnology Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Biotechnology Students enrolledin thebiotechnologyprogram willparticipate inbiotechnologylaboratorymanipulationswhich reflectmodern labequipment andinstrumentationwhile illuminatingunderlyingbiological andchemicalprinciples.

ColumnChromatographywas assessedusing both labmanipulationsand an essayquestion in anexam format. The studentsmanipulated andobserved theseparation of twomolecules usingsize exclusionchromatography. The studentsanalyzed theresults of the labactivity in theirlab notebookswith anorganization ofTitle throughConclusions. Students alsocompared threetypes ofchromatographyin an essayquestion.

The lab reportwas graded onorganization andproper analysisof the results. Students werealso assessed onknowledge ofpossibleapplication of thelab activity. Theessay questionswere assessedwith a gridsystem requiringproper use of 12"new" lab termscommon incolumnchromatography. Successfulassessment wasset at 90%.

5 5 No Change Continue withlab activitieswhich reflect"real world"applicationsContinue withrequirement ofstudentsrecording labresults andanalyzing thoseresultsContinue therequirement ofstudent writtenessaycommunication

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

Spring 2008 Business Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Business Understandfundamentals ofmarketing,includingmarketing mixandsegmentation.

Create abusiness planand address thefollowingmarketingobjectives:a. Productintroduction,improvement, orinnovationb. Sales ormarket sharec. Profitabilityd. Pricinge. Distributionf. Advertising

Completion ofthe discussionboard addressingthe marketingobjectives for thebusiness created.

31 28 No Change A large majorityof studentscompleted theassignment. Therefore, theremay not be aninstitution actionplan needed atthis time.

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

Spring 2008 Chemistry Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Chemistry TCC chemistrygraduates will beable todemonstrateability to applylogical andmathematicalstrategies tosolve chemicalproblems

An exam wasgiven. 20 out of50 questionsrequired theapplication ofChemical as wellas mathmaticalcalculations.80% of the classpassed with a60% or better.

Critical thinkingwas required towork peoblemson the exam

72 58 No Change Inforce thepre-requisites forthe collegeAlgebra

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

Chemistry Demonstrateability to usemoderntechnologicalmethods of dataacquisition andanalysis

To increase thestudentsawareness ofmoderntechnologicalmethods of dataacquisition andanalysis I tookmy HonorsChemistry 1 classon a tour of anactual AnalyticalLaboratory (aplace that tellswhat is in asample and howmuch). On thistour the studentssaw gas andliquidchromatographsrunning samplesfrom the oil field,from the aviationindustry and avariety of othercommercialcompanies. Theseinstruments areinterfaced tocomputer usingdata acquisition

Students had towrite a 400 wordstatment aboutwhat they hadlearned.


Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

equipment. They were shown howthe equipmentworks and howthe data isanalyzed.

Chemistry Demonstratemastery of theunique languageof chemistry

Approximately20% of thepoints on everyexam are basedon definitions ofchemistryvocabularywords.

Of the studentsin this class whotook all threeregular exams aswell as the finalexam, theaverage numberof correctvocabulary wordsfor all exams wasrecorded. A tallywas made of thestudents whosucceeded inaveraging atleast 16 out of 20 vocabularywords right on anexam. For thisassessment, 11of the studentsout of 14 whotook all fourexams, got anaverage of 16 ormore of wordscorrect. Theaverage score forall 14 studentsacross all fourexams was 17correct. This is alower-level typeof learning. Ingeneral, moststudents havelittle problemwith this type ofexam question.

14 11 No Change none (1.) None: (2.) None: (3.) None:

Chemistry TCC chemistrygraduates will beable todemonstrateability to applylogical and

Student'ssuccess incompletingproblem-solvingactivities as partof an online

Finding a suitablemeasure ofstudentproblem-solvingskills is difficult. For CHE1315,

14 7 No Change The Collegeshould continueto support theefforts ofinstructors to beinnovative in

(1.) TestingCenter Support:See institutionalaction plan(2.) AcademicSupport Labs:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

mathematicalstrategies tosolve chemicalproblems

homeworksystem wasassessed.

there is a greatemphasis onproblem-solvingin the class. Overthe course of thesemester, problems worth atotal of 147points (out of890 points totalfor the course)are assigned inMasteringChemistry, an onlinehomeworksystem. Of the14 studentscompleting thecourse, 7successfullycompleted morethan 50% of thehomeworkassigned. Although thehomework countsfor only about17% of the totalpoints in thecourse, there is ageneralcorrelationbetween astudent’s overallcourse grade andtheir success inMastering. All 5studentsreceiving a finalgrade of “C” orlower in thecourse completedless than 40% ofthe assignedhomeworkproblems. (There were twostudents whoreceived a “B” inthe course whocompleted 43%and 23% of thehomework. One

developingstudents' abilityto problem-solve.Many studentsare still able toenroll in Chem Iwithout goodalgebra skills.They may havetaken and"passed" CollegeAlgebra with a C or a D but theyare unable torearrange simpleequations tosolve for aparticularvariable. There isno pre-requisiteto have taken anintroductory highschool chemistrycourse orPrinciples ofChemistry, butthe ability ofstudents to learnthe material atthe levelexpected forGeneralChemistry wouldbe greatlyenhanced byhaving such apre-requisite inplace. Moreclass-time couldbe spent oninteractive workwith less timelost to exams ifcomprehensivetesting centerswere available onevery campus.Continue toincrease theavailability ofwell-trainedtutors who knowenough

See institutionalaction plan (3.) Prerequisites/ Curriculum:See institutionalaction plan

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

of these was astudent whoperformed at an“A” level on allthe exams, butdid not do thehomework. )

Problem-solvingwill continue tobe a focus of thiscourse. I believethe immediate feedback thatstudents getwhen they usethe onlinehomeworksystem helpsthem to progressin theirproblem-solvingabilities. There isstill much roomfor improvement.

chemistry to beof help tostudents in ChemI (and Chem II);allowprofessionaldevelopmenttime during thework-day forcross-trainingmath tutors toalso be able tohelp studentswith chemistryproblems

Spring 2008 Child Development Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

ChildDevelopment

Demonstrate aworkingknowledge ofcurriculumdevelopment andimplementationincludingdevelopmentallyappropriatepractices,emergentliteracy,webbing, andother techniquesthat address thedevelopmentalneeds of thewhole child.

Standards-BasedCurriculumActivities List (28items) and FullyDevelopedLesson Plan forOne Activity.Each student inthis course willdevelop his orher owntheme-based listof curriculumactivities basedon the OklahomaEarly LearningGuidelines. TheOklahoma EarlyLearningGuidelines areintended forpreschoolchildren ages3-5. Studentswho intend towork with infantsand toddlers orK-3 gradestudents shouldcontact theinstructor todiscuss potentialadaptations ofthis project toyour personalteaching goals.The theme forthe project willbe chosen by theindividualstudent withfeedback fromthe instructor.The chosentheme will be

I have emailedthe detailedgrading rubric toPaul Johnson tosatisfy thisquestion.

40 30 This is a two-partassignment. Allof the tenstudents whowere notsuccessful failedto turn in eitherall or part of theassignment. Allstudents whowere successfulturned in all ofthe assignment.This is asemester-longproject thatstudents areexpected to addto incrementallyeach week. Somestudents havedifficulty withthis kind of timemanagement andwait until the lastminute to startthis work, whichis too much topull off at theeleventh hour. Ican provide morereminders andsupports toencouragestudents to notprocrastinate.There is onespecific elementof theassignment thatstudents seem tohave moredifficulty with.Guess what - it'sthe assessment

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

developed/brainstormed via thewebbingtechnique beforethe student mayselect resourceguide activityentries.

The activities listwill have nofewer than 28entries. Theseentries willcollectively coverall sevenOklahoma EarlyLearningGuidelinescontent areas:Creative Skills,Language Arts,Mathematics,Health andSafety/PhysicalDevelopment,Science, Socialand PersonalSkills, and SocialStudies. Eachactivity entry willinclude the nameof the activityand a briefexplanation ofhow to conductthe activity. Thisassignment willalso require afully developedlesson plan forone of the 28activities thatincludes thefollowingsegments: (1)Heading, (2)Standards/Guidelines to be Met Bythe Lesson(broad), (3)Learning Goals

piece! It's hardfor studentteachers to figureout a plan todetermine if theyhave beensuccessful intheir instructionalstrategies withchildren. I planto provide moreinstructional timeto support thiskind of learning,including morehands-onexamples of howteachers canassess childlearning bothformally andinformally.

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

and Objectives(specific), (4)List ofInstructionalResources(including use oftechnology inplanning andimplementation),(5) Procedures,including settingthe stage, lessonbody, andclosure, (6)Adaptation andProvisions forRange of Skills,(7) Assessment,and (8)Reflection.

ChildDevelopment

Recognize andunderstand thecharacteristics ofanti-bias settingsand materialsthat showrespect andunderstanding ofmulticulturaldiversityincluding gender,age, race,country of origin,ability, andculture.

Studentsparticipate in a 3hour weeklylaboratoryexperience in aninfant or toddlerclassroom. During theweeklylaboratory timestudents conducta 15 minuteobjectiveobservation of achild. Eachstudent conductsan observationon a differentchild each week. Students areinstructed toobjectivelyrecord specificobservedbehaviors andinteractions ineach of thedevelopmentaldomains,recognize andunderstand eachchild in relatoin

The assignmentis assessed forobjectiveobservationskills, use ofprofessionaldevelopmentalterms andprofessionalterminology,developmentalanalysisknowledge andskills, ability torecognize andunderstand eachchild in relationto his or herdevelopmentalabilities, culture,gender, andfamily, selectionandimplementationofdevelopmentallyappropriateanti-bias learningactivities, andassessment ofthe learningactivities. The

16 16 No Change No Change. (1.) ProfessionalDevelopment -External: ChildDevelopmentLaboratory Sitesthat areDevelopmentallyAppropriate(2.) None: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

to his or herdevelopmentalcapabilities,gender, race,culture, andfamily.

After completingthe observationstudents analyzethe child'sdevelopment byanswering thefollowingquestions. Whatis the child doingor interested indoing?How is the childfeeling? Howdoes the childexpress feelings?What is the childlearning or doingin each of thedevelopmentaldomains? Emotional, Social, Cognitive, Language, GrossMotor, and FineMotor

Students thenwrite a plan forsupporting thechild’sdevelopment,learning andinterests in eachof the domains.Included are thetypes ofinteractions,activities,environment,toys, materials,and experiencesthat will supportthe child’sdevelopment andlearning. Emotional,

assignment isalso evaluatedfor writing skillswhich include thewriting incompletesentences usingcorrect grammar,spelling,punctuation, andcapitalization.

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Social, Cognitive,Language, GrossMotor, Fine Motor

Based on theobservation anddevelopmentalanalysis,students thenplan, andconduct twoLearningActivities thatfocus on thetargeted child'sdevelopment.The activitiesmust address theinterests anddevelopment ofthe children asevidenced inyourobservations ofthe children.

After conductingthe learningactivities thestudent analyzesthe results usingthe followingquestions:1) Usingexamples fromyourobservationsexplain how thisactivityaddresses thechildren’sinterests anddevelopment.

2) Describe* how youinitiated theactivity includinghow youindividualizedyour approachbased each

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child’stemperament* whichchild/childrenparticipated andhow did eachchildinteract/react* how the child’sor children’sdevelopment wasimpacted by theactivity

Use specificdescription of thechild’s/children’sbehaviors in eachof thedevelopmentaldomains. Include facialexpressions,motormovements,cognitive impact,languagesamples andother behaviorsthat evidencelearning andstimulation.

3) Evaluate theactivity andlearningexperience. What wassuccessful andwhat wasn’t? What would youdo differentlynext time? Howwould youexpand theactivity to addnew learning?

ChildDevelopment

Demonstrate awide variety oftechniques andorganizationalskills used to

Lab Observations1 - 7 andTemperamentAssessment

Each week thestudent was towrite objectiveobservations ona child and then


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plan appropriateprojects andactivities forchildren.

plan adevelopmentallyappropriateactivity based onthe child'sdevelopmentallevel. Aftercompleting theactivity thestudent was toassess the valueand the successof the activity.

ChildDevelopment

Recognizecharacteristics ofanti-bias settingsand materials toprovide childrenopportunities tolearn about andaccept all formsof diversity,including gender,race, ability,cultural areas,age, and familystyle.

Class discussionrespondingdirectly with thetopic of providingculturally diversematerials in theclassroom. Thequestion posedto the students,"For those of youcurrently workingin a child caresetting, examineyour rooms andmake an honestassessment ofculturally diversematerials. Whatdo you see as anasset? What doyou see lacking? If you are notcurrently in aclassroom, howwould youinclude culturallydiverse materialsin yourclassroom?",generated acomplex andhonestself-assessmentof the students'current practicein the classroom.

Criteria forgrading includedan initial postingthat includedassets andweakness in theassessment ofculturally diversematerials. Thegrading criteriaalso required tworesponses tofellowclassmates'postings

35 23 No Change Unknown (1.) None: (2.) None: (3.) None:

ChildDevelopment

Recognizecharacteristics of

Using theHaugland/Shade

A grading rubric(provided to the

40 36 No Change None required. (1.) None: (2.) None:

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anti-bias settingsand materials toprovide childrenopportunities tolearn about andaccept all formsof diversity,including gender,race, ability,cultural areas,age, and familystyle.

DevelopmentalScale, studentswill rate an earlychildhoodeducationalsoftware productfor ageappropriateness,child control,clearinstructions,expandingcomplexity,independence,non-violence,processorientation, realworldrepresentation,trial and erroropportunities,quality oftechnicalfeatures, visualtransformations,mixed genderand role equity,and diversity ofcharactersrepresented.When thestudent hascompleted thechecklist andarrived at thesoftware’s finalscore on thescale, he or shewrites a 2- to3-page narrativereport. In thisreport, thestudent must:(a) identify thesoftwareevaluated, itspublisher, targetaudience,learningobjectives (whatthe softwareattempts toteach), and

student with theassignmentinstructions) isused. The rubriccorrelates to thefive criteriaoutlined above(a-e) andconsists of a5-point Likertscale from"excellent" to"fail." Spelling,grammar, andpunctuation areconsidered ingrading. Thegrade definitionsdeveloped by WCLiberal Arts areused indeterminingLikert scoring,i.e. “A” gradesare reserved forwork that isintelligent,complex,interesting andpolished. Thestudent hasexhibitedfar-reachingabilities andexceptionaltalent and effort. Studentperformancedemonstrates fullcommand of thecourse materialsand evinces ahigh level oforiginality and/orcreativity that farsurpassescourse/assignment objectives. “B”grades areearned for workthat is intelligentand interesting. The student

(3.) None:

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copyright date,(b) describe whatthe softwaredoes, includingan objectivedepiction of thewhat the usersees andexperiences, (c) explain ratingsfor each of theten criteria onthe scale,including specificexamples thatsupport thechoice to check(or not check)each box undereach heading,(d) explain thechoice to deduct(or not deduct)points from theearned score dueto issues ofdiversity andanti-bias, and(e) include asubjectiveevaluation of thesoftware.

exhibits anabove-averagelevel oforiginality and/orcreativity. Studentperformancedemonstratesabove-averagecomprehensionof the coursematerials andexceedsexpectations onmost tasks asdefined in thecourse/assignment objectives. “C” gradesindicatesatisfactory,competent work;work that is freeof mechanicalerrors, isreasonablyorganized, andwell developedbut does notnecessarilydemonstrateoriginality ofthought. Studentperformancemeetsdesignatedcourse/assignment objectives anddemonstratesunderstanding ofthe coursematerials at anacceptable level.

ChildDevelopment

Recognizecharacteristics ofanti-bias settingsand materials toprovide childrenopportunities tolearn about andaccept all forms

Studentscompletedappropriatesoftwareassessmentwhich addressanti-bias anddiversity in

Ability to identifyand recognizeappropriateanti-bias anddiversitymaterials.Ability toevaluate

4 4 No Change Consistently,provide studentswithopportunities torecognize,assess, and beinformed onappropriate

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

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of diversity,including gender,race, ability,cultural areas,age, and familystyle.

teaching. Inaddition,students createda lesson plan toaddress literacyand higher levelthinking.Students alsoparticipated inclass discussionson identifyingbooks andclassroomarrangement. Asa result of theseactivities thestudents wereable to makeappropriatemodifications intheir lesson planactivity and theirphilosophy aboutanti-bias anddiversity to meetthe needs for allchildren.

software to meetanti-bias anddiversity.Ability to makeappropriatemodifications tosupport ananti-bias anddiverseclassroom.

anti-bias anddiversityresources.

Spring 2008 Computer Information Systems Assessment Report

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ComputerInformationSystems

Design anddocumentprogram logicusing such toolsas flowcharts,and pseudocode.

Create aflowchart ofr thefollowingproblem: Yourequire analgorithm to readin three valuesfrom acustomer's bankaccount: theaccount balanceat the beginningof the month, atotal of allwithdrawals fromthe account forthe month, and atotal of alldeposits into theaccount duringthe month. Afederal taxcharge of 1% isapplied to alltransactionsmade during themonth. Theprogram is tocalculate andprint the accountbalance at theend of themonth.

1. Did thestudent use thecorrectflowchartingsymbols?2. Did thepresentedflowchartrepresent analgorithm thatwould solve theproblem?3. Did thestudetn label theflowchartingsymbols in anappropriatemanner?



Demonstrate anunderstanding ofbuilding websites withDreamweaver,creatinginteractivecontent withFlash, generatingweb graphicswith Fireworks,

After 12-weeksof softwareinstruction,students weregiven 4 weeks todevelop a website from one of3 categories: (1)a portfolio site toshowcase workto potential

Assessmentcriteria included: file structure, sitedefinition, CSSpage layout,Flash navigationbuttons, homepage,Dreamweavertemplate, childpages, textual

7 7 No Change It would nice ifTCC couldprovide studentsweb server spacefor uploadingtheir finalprojects to theweb.

(1.) ComputerTechnology /Software:Student webserver access.(2.) None: (3.) None:

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incorporatingvector graphicswith FreeHand,and sharing andmanipulatingassets across theMacromediasuite.

employers; (2) asite developed toincreaseawareness ofservices providedby a non-profitagency; or (3) abusiness-relatedsite.

content, images,links, behaviors,multimedia,validation, andpublishing. Arubric was usedto evaluateperformance witheach criterionevaluated on a5-point scale: 5=GoalAchieved,3=Goal AchievedWith Errors, and0=Goal NotAchieved.


Developpresentationssuitable forprofessionalpurposes andunderstand theunderlyingfunctionality ofpresentationsoftware.

Students preparea presentationbased onInternationaltravel researchfor a finalproject.

Presentationmust be clearand concise. Proper formatmust be used forslide formationand transitionmust be appliedto presentation. Pictures, ClipsArt, and otherobjects must beused. Since thisis an on-lineclass andstudents do notpresent in classthey mustprovide narrationand thespeaker's notescan be used forthat. Allstudents usedscript in thespeaker's notes.

35 33 No Change I don't knowwhat should beput here;

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


Create vectorgraphics for printproduction andweb use usingAdobe Illustrator.

Participate in anad campaign bycreating yourown Coca-Colavector artwork.

Students willdemonstratetheir knowledgeof Live Trace andLive Paint tools.Students willexplore the useof the symbol

10 10 One of the mustappropriateassignments Ihave created.Specific criteriahad to be met,but within thatframework

This opportunityto learn anddemonstrateproficiency wasmade possiblebecause TCCcontinues toprovide the BIT

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

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sprayer, pentool, gradients,swatches, andcolor sets.

Procedures:• Go to theinternet, Google“the Coke side oflife” in theimages categoryand studyexamples ofvector art in thatad campaign.Use those imagesas your source ofinspiration.• From theassignments areaof Blackboard,download CokeBottle.jpg andplace it on avertical,letter-sizedIllustratordocument, usingCMYK color.• Use Live Traceto convert thebottle to vectorart and the LivePaint Bucket toolto recolor thebottle.• Create yourown symbols anduse the Symbolsprayer to applythem to yourartwork.• Use color setsfrom theswatches libraryto helpcoordinate yourcolor palette.• Createadditionalartwork referringto tutorials onBlackboard.

students had tobe creative andexplore varioustools andprocedures thatallow them todemonstrate thatcreativity. Somewere moresuccessful thanothers: 4 A's, 3B's, 3 C's.

division with thenecessaryhardware andsoftware, whichis equivalent towhat is found inthe workenvironment. Itis my hope thatthe college willcontinue toprovide thissupport so thatour students canearn a position ina verycompetitve jobmarket.

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RequiredElements:• A single largeCoke bottle• Artwork thatspreads like afountain from thetop of the bottle.• The slogan “theCoke side of life”must be used.Use AdobeGaramondsemi-bold for“Coke” and Arielfor the remainingtype.


Use aspreadsheet toexpress, analyze,and solvebusiness-relatedproblems.

Students createda worksheetanalyzing thepercent increasein sales from oneyear to the next.A chart wascreated to reflectthe percentagevisually. Applyconditionalformatting in thedata sheet.

Percentagesshould be figuredusing the correctformula and thecell should beformattedappropriately toreflect percentand twodecimals. Also,conditionalformattingshould be appliedin the actualsheet containingthe data.

17 13 No Change No acton plannecessary

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

Spring 2008 Dental Hygiene Assessment Report

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Dental Hygiene Provideindividualizeddental healtheducation andassist patients inachieving andmaintainingoptimal oralhygiene

Students mustprovide oralhygieneinstruction foreach patient theytreat. The oralhygieneinstruction thatthe student isplanning onteaching iswritten on thepatient'streatment planand discussedwith theinstructor prior toteaching thepatient.

Students musttreatment planfor specific oralhygieneinstructions andteach them tothe patient. Theinstructor mustsign off on thetreatment planand the clinicalevaluation form. The student mustalso document inthe patient'streatment recordwhat patienteducation wastaught and whatproducts weregiven to thepatient.

12 12 No Change No action isneeded at thistime

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

Spring 2008 Developmental Studies in Communication Assessment Report

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DevelopmentalStudies inCommunication

Effective writing:Use appropriatetechniques tocommunicateideas in a unifiedand coherentmanner.

Given six (6)Literary Terms(Hyperbole,Alliteration,Personification,Metaphor,Onomatopoeia,and Symbol) thestudents wereinstructed themeanings ofthese terms. Thestudents werealso providedexamples of eachterm. The classwas then dividedinto smallgroups. Eachgroup was givenone of theLiterary terms. As a group theywere to providean example andillustration foreach term. Eachgroup thenpresented theirterm to the class.

I checked tomake sure eachstudentunderstood theterms. Thegroups thenpresented theirterms with anexample andilllustration to theclass. Attendance wasessential for thisproject.

16 16 No Change Additionalcomputerprograms thatcovered Literacyterms would behelpful.

(1.) ProfessionalDevelopment -External:Computersoftware wouldbe beneficial(2.) None: (3.) None:


Informeddiscussion:Articulate anunderstanding ofa variety ofmaterials.

Activity was asmall groupdiscussion ofhealth issuesthat affectcollege students.To prepare forthe exercise,students read achapter in thetext, attendedtwo scienceseminars,participated in a

Students wereevaluated basedupon how wellthey supportedtheir discussion,presentation, andreport withinformationobtained fromthe presentationsand from thetextbook.Support of theactivity must be

38 32 Since this activityworked betterwith the eveningclass who wereable to workthrough theexercise in asingle classsession, I willgive my dayclass moretime--3 classsessions insteadof 2. I will also

StudentActivities, HealthServices, and theFitness Centershould continueto provideinformativepresentations forstudents. Thesepresentationsshould beprovided at timesthat will serveboth day and

(1.) AcademicSupport Labs: (2.) GuestSpeakers / FieldTrips: (3.) None:

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Lunch & Learnsessionpresented by thecampus nurseand the directorof the FitnessCenter, and wereinvolved in aclass discussionand lecture. Theclass was dividedinto small groupsof 3 to discussthese issues andto prepare ashort groupreport to reflectthe content oftheir discussionconsisting of alist of healthissues thatthreaten studentsuccess alongwith causes,effects, andprevention. Inthe next classmeeting, eachgroup wasresponsible forpresenting theresults of theirdiscussion to theclass.

documented asto which sourcewas used todevelop thepresentation, butprimary sourcesof personalexperience werealso acceptable.Each student wasevaluated onparticipation inthe discussionand presentation.Groups were alsoassessed basedon the number ofissues discussedand the contentlevel of thediscussion ofeach issue. TwoStrategiesclasses wereassessed--oneevening classand one dayclass. Theevening studentstook the activitymore seriouslyand met allcriteria moreconsistently.

try to balanceout groups byplacing matureand seriousstudents intoeach grouprather thanallowing them towork together. Iwill also try toarrange moreprofessionalhealth relatedpresentations formy day class(many of whomwere unable toattend thescience seminarsin the evening)and arrangemore campusspeakers for myevening class(many of whomwere unable toattend daycampuspresentations).

eveningstudents. TheWriting Centercould providemore options fortutoring andworkshops onpresentations ifthere were moretutors available.


Informeddiscussion:Articulate anunderstanding ofa variety ofmaterials.

As part of athematic readingchapter involvingtechnologyreadings,students wereasked to readChapter 1 ofGeorge Orwell's1984, from anonline source, and to engage inan onlinediscussion ofdetails that set amood andaroused

The discussionwas assessed byusing thefollowing criteria:

1. Ability toexplain theimportance ofthe chosen shortpassage2. Ability torespond insubstantive wayto classmates'postings

14 10 No Change No new action isrequiredalthough thecollege needs tocontinueproviding strongsupport ofdevelopmentalEnglish courses.

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

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suspense. Students werealso required tointeract with oneanother byresponding to atleast twoclassmatespostings.

Spring 2008 Economics Assessment Report

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Economics Calculate a realvalue byadjusting anominal value fora change in theprice level.

Students weregiven anassignmentwhich containeda problem on theQuantity Theoryof Money(MV=PT) and werequired toadjust a nominalvalue of incometo a real value ofpurchasing powerbased on dataprovided in thequestion.

The assessmentwas consideredsuccessful if thestudent couldcalculate thecorrrectnumericalanswer.The assessmentwas consideredunsuccessful ifthe studentcalculated theincorrectnumbericalanswer.

18 16 No Change None required. (1.) StudentAdvisement /Placement:Students needbetter math skillsbefore enteringTCC.(2.) None: (3.) None:


Question onExam II - Eachstudent mustconvert a givennominal GDPvalue to the realGDP value by useof a given priceindex.

Assessment ofstudentperformance isby the thestudent providingthe correctanswer.

29 23 No Change Due to the highsuccess ratethere is no needfor institutionalaction.

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


Questions 4 & 5on test 2!

____ 4. If adozen eggs cost$.20 in 1950,when the CPIwas 24.1, andcost $.80 in2002, when theCPI was 179.9,what was thereal price of theeggs in 1950,adjusted to the2002 price level?a. $.07b. $.11c. $.80

Correct answersgenerally assumeknowledge of thematerial - thereis always the"lucky guess"when it comes tomultiple choice.

64 42 No Change Perhaps studentscould be requiredto take a"Success inCollege" coursebeforeattempting anyserious collegecourses?

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

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d. $1.49

____ 5. If acolor televisioncost $500 in1966, when theCPI was 32.4,and cost $200 in2002, when theCPI was 179.9,what was thereal price of thetelevision in2002, adjustedto the 1966 pricelevel?a. $200b. $36c. $1246d. $2776

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

Students wereasked tocomplete a caseproject in whichthey compare theeffects of taxeson a price elasticproduct (an SUV)and a priceinelastic product(gasoline).Students wereasked to showthe effects of thetwo taxes onsupply anddemand on agraph and theresulting changein euiqilbriumprice andquantity.

To successfullycomplete theassessment,students mustshow that a taxhas the effect ofdecreasingsupply and raisesprices. In thecase of gasolinewhich is priceinelastic theyshould show thatthe burden of thetax falls primarilyon the buyerwhile in the caseof the SUV whichis price elasticthe burden of thetax falls on theseller.

20 3 In the future, Iwill make myinstructionclearer andperhaps in theassignment I willpoint to thesection of thebook in which thesubject iscovered. Many ofthe studentsapparently didnot understandthe exercise andmissed some ofthe main pointsof the exercise.Most of thestudentsincorrectlydetermined thatthe tax wouldshift the demandcurve instead ofthe supply curve.Most of thestudents did notconsider theeffects on supply

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

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and demand ofprice elasticity.


Exam questionthat asksstudents tocalculate bothNominal GrossDomestic Productand Real GDP fortwo differentyears.

A majority ofstudents shouldbe successful inanswering thisquestion.

19 17 No Change No institutionalaction is needed.

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

Spring 2008 English Assessment Report

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English ScholarlyResearch: Topresentappropriateevidence fromprimary andsecondarysources.

Students willwrite an eight toten (8-10) pagepolicy proposalargument as aformal researchpaper, usingresearch data fordevelopment andsupport. Students willpropose asolution to solvea major social,economic, orpolitical problemaffecting thecommon good.

Writing Situation(15 pts possible)

Essay Purpose –essay addressesassigned purpose– proposalargument:problemidentified andsolutionproposed (all ptslost if purposenot met)Topic – narrowedappropriately foran 8-10 pageessayPage Count –page count(8-10)requirementsmet (all pts lostif over or under)

Page Formatting– MLA styleheader, pagenumbering, &margins

Thesis Statement(5 pts possible)

Subject & Focus– identifies theproblem andsolution (claim)

Clarity –intendedmeaning is clearand easilyunderstood;sentence is

8 5 No Change No change (1.) None: (2.) None: (3.) None:

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formed correctly

Organization (10pts possible)

Structure –includes problemdescription,solutiondescription,justification ofsolution,alternative views

ParagraphDevelopment –sufficientlydevelopedaround a clearorganizingprincipleParagraph TopicSentences –relate back to theoverall essaypurpose (thesis)

Transitions –words & phrasesguide readerlogically throughthe argument;remind reader ofoverall essaypurposeIntroduction &Conclusion –strong &effective; introincludesbackground infoif needed

Content &Evidence (35 ptspossible)Sufficient,Typical,Accurate, &Relevant

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–specificexamples andillustrations;gave theargumentpresence andemotionalresonance

Description ofProblem – background ofthe problem wassufficient toidentify theproblem andpreviousattempts to solvethe problem;addressed thedepth, range,and potentialseriousness ofthe problem

ProposedSolution –specifics of yourproposedsolution wereclear and logical–solution wasfeasible;sufficient detailsshowed how theproposal wouldsolve theproblem(partially orwholly)Justification –justified that theproposal wouldwork andwouldn't cost toomuch; rejectedalternative wayof solving theproblem; detailsdemonstratedthe feasibility ofyour solution

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Alternative Views– summarized &refuted opposingviews; detailsaddressedconcerns of thereadersUse of SourceMaterial – limiteduse of directquotes; reliedprimarily onparaphrase/summaryIntegration ofSources –appropriate useof signalphrases;borrowedmaterialconnected withauthor's text(exampleshighlighted asstated inassignmentdirections)

Audience –evidenceappropriate foridentifiedpurpose andaudienceSources –minimum of 5credible source

Documentationof Sources (12pts possible) (correct usage &punctuationexpected)

ParentheticalReference – usedand punctuatedcorrectly

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Work Cited ListFormat – begunon new page,alphabetical,hanging indent,double-spaced

Works CitedCitations –appropriateinformationincluded in thecorrect order; noblue URLs

Credibility ofSources – metcredibilitystandards; canbe verified

Expression (8 ptspossible)Clarity – themeaning ofsentences isclearlyunderstood;words are chosenand usedeffectively

Voice –appropriatevoice: 3rd person(use of 2ndperson results inall points lost,except in thecase of directquotes)Audience –evidence backedclaim withoutbeing offensive;diction & tonedesigned to gainsympathy formore than one

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viewContractions – nocontractions used(except in thecase of directquotes)

Mechanics (5 ptspossible)SentenceFormation – nocomma splices,run-ons,fragments, errorsin parallelism

Grammar –subject-verbagreement,pronoun-antecedent agreement,correct wordforms, commas,shiftsMechanics –spelling,punctuation,capitalization

Overall Effect ofthe Essay (10 ptspossible)The attributes ofan essay (suchas organization,content,evidence,expression, andmechanics) areinterwoven –making the finalcompositionmore than thesum of its pieces. This criterionaddresses theability of theessay to engagethe reader, itssmoothness and

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ease of reading,and the "Wow"factor.

English Critical Reading:Analyze andevaluateincreasinglycomplex readingswhile consideringcommunity andglobal contexts.

Read and discussthemes in Augustwilson's playFences.

Ability to identifyand discuss bothliteral andmetaphoricfences in thereading.

14 12 No Change No institutionalaction isrequired.

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


I gave amulti-levelassignmentdesigned to givestudents adefinition ofpractice in, andwritingapplicationoutcome ofcritical readingskills.

To this end,students wereassigned apre-readinghand-out oncritical thinking. This readingdefined it, gaveexamples of it inproblem solvingsituation andactual event. The reading alsodemonstratedhow processworks in a liberalarts and ascience model. Each model usedin classaddressed asituationaffecting a largercommunity,national and

Both readingswere followed bya series ofquestions thatasked studentsto evaluate thereadings in termsof subjectivity vs.objectivity, useof support andstyle,point-of-view,and organization. As a secondoutcome,students cameprepared to classwith talkingpoints and thenas a third, wereasked to answera writtenquestionevaluating thepoints above onthe DiscussionBoard inBlackboard Site.

7 5 No Change Aninstitution-wideuse of sharedcritical thinkingterminology suchas that found inFacione andFacione HolisticCritical ThinkingScoring Rubricwould be helpfulboth in terms ofestablishingdefinitions fordiscussions ofthe relationshipof criticalthinking processand reading andin terms ofestablishingguidelines forevaluating thisprocess in corefields. By usingsharedterminology andguidelines theInstitution wouldbe able toestablishconsistency thatwould bemaintained fromcampus tocampus. Thisconsistencywould also

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

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international.

I assigned tworeadings onmemory, eachwith a differentapproach to thedefinition anddiscussion of theway memoryworks. Onereading seems toemphasizememory from asubjectivestandpointbecause it beginswith anecdotalinformation, butas the essayprogresses asolid case can bemade that agreat deal ofobjectiveinformation isincluded as well. The second essayapproachesmemory in termsof the way inwhich the brainworks. Like thefirst essay, thisone seems to besomething it isnot. In thebeginning theessay appears tobe strictly"factual,"objective, but asthe essayprogresses, itcalls intoquestionstandarddefinitions ofthese terms evenas it informs thereader of theinnermachinations and

ensure TCCstudents’ abilityto align withstandardvocabularies ofanalysis andevaluation.

Below is Facioneand Facionemodel, which hasbeen brought tomy attention byPenny Colglazier,CTI:

Holistic CriticalThinking ScoringRubric

Facione andFacione

4.Consistently doesall or almost allof the following:

Accuratelyinterpretsevidence,statements,graphics,questions, etc. Identifies thesalientarguments(reasons andclaims) pro andcon. Thoughtfullyanalyzes andevaluates majoralternative pointsof view. Drawswarranted,judicious,

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chemicalreactions of thebrain. Studentsmust thinkcritically initiallyto analyze eachand finally toevaluate andestablish acontext for bothessays.

An in-classexercise for thisactivity onParaphrase andSummarytailored for eachdiscipline was theinitial outcome ofthis criticalreading project.

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

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reasons 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 orreasons,maintains ordefends views based onself-interest orpreconceptions.

1.Consistently doesall of almost allof the following:

Offers biased

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interpretations 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. Regardless of theevidence orreasons,maintains ordefends views based onself-interest orpreconceptions. Exhibitsclose-mindedness or hostility to

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reason.

English Critical Reading:

Analyze andevaluateincreasinglycomplex readingswhile consideringcommunity andglobal contexts.

Read andrespond toin-classquestions overthe assignedessay: "How DoYou Know It'sGood?" MaryaMannes

Objectivevocabulary testfor knowing andcomprehension. In classquestionsfocused onapplication,comprehension,analysis andsythesis. I wasunable toevaluate theobjectivecomponentbecause I set upthe parametersincorrectly in BB. In class, whilesome of theanswers wereincorrect or notwell articulated,the thinkingprocess, usingthe Socraticmethod ofquestioningresulted in adynamicinteractivesession. No onesaid, "I don'tknow." Everyonekept workingtoward ananswer.

13 12 Make sure the BBsection is set upappropriately.

I don't have agood method ofassessing anin-class activitythat is dynamic. If English facultycould collaborateon a process thatefficientlyassessesdiscussion (whilein the midst ofthe discussion), Iwould feel moreconfidence inwhat I'm doing.

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


For the poetryexplication,choose one poemand explicate itin its entirety. Analyze thepoem line by linewith the purposeof illuminating its

The studentdemonstratedunderstanding ofthe elements ofliterature (i.e.imagery, tone,personification).The studentdemonstrated

4 4 No Change Continue toevaluate newtextbooks andanthologies forthose that offerstudentschallenging andrelevant readingsincluding both

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

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text for otherreaders.

understanding ofhow theelements ofliteraturecomprise thetheme of thepoem in itsentirery (how theparts comprisethe whole). The studentdemonstratedundertanding ofhow each line ofthe poemcontributed tothe whole. The studentpresented to hisor her audience,the readers, howthe poemsignificantlycontributes tothe individualreader and to thehumanexperience as awhole.

literature andnon-creativetexts such asessays andopinion pieces.

English ScholarlyResearch: Topresentappropriateevidence fromprimary andsecondarysources.

Full Researchpaper with fulldocumentationand use ofscholarlyresearch

Must be able todemonstratecomprehensionandunderstanding ofscholarlymaterial andsynthesize theresearch into acohesivediscussionutilizing theresearch.

30 15 Few of thesefreshman knowhow to read orare willing to tryto read scholarlymaterial. Nextterm, before theterm paper, I willassign a smallwritingassignment,giving them theresearch inadvance and askthem to read it,find the pertinentinformation, andto synthesizethat informationinto a piece offormal writing.

All academiccourses shouldrequire a formalterm paper whichwill involvescholarlyresearch.

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

English Critical Reading: Writing Exam 2 - Students were 12 7 Next time, I Continue (1.) None:

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Analyze andevaluateincreasinglycomplex readingswhile consideringcommunity andglobal contexts.

Determining theLine ofReasoning- inclass discussionpractice

asked to read anessay anddetermine theauthor's line ofreasoning. Priorto writing, thestudents wereassigned thearticle "A BrainToo Young forGood Judgment"to practicefinding claimsand subclaims inclass. Duringthis classdiscussionactivity, studentswere required topresent theirideas in a groupformat so that Icould get an ideaof their readingability, and theircritical thinkingskills

might choose adifferent articleor do aworksheet ofquestions to helpthe studentsunderstand whatthey are lookingfor.

providing writingtutors andencourage criticalreading andwriting amongthe disciplines.

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

English InformedDiscussion:Articulate criticalresponses to avariety of works.

Students read"The Human Costof an IlliterateSociety" byJonathan Kozol.They participatedin a discussionon theBlackboard siteas well asin-classdiscussions ofthe essay. Thediscussion boardquestion followshere: Accordingto Kozol, howdoes illiteracyunderminedemocracy in theUS? Do youagree with him?Provide specificreasons for youranswers. The

The studentsreceived a rubricshowing themhow theassignmentwould be gradedfor the discussionon BB. Thatrubric indicatedto the studentsthey would begraded on clarityof ideas andexpression,specific ideasincluded,effective wordchoice, propergrammar andsentencestructure, forexample. Inaddition, tofurther thecritical thinking

22 19 I will spendadditional time inthe next class onhow to respondto a discussionquestion orprompt. Thestudents willparticipate in apracticediscussion on atopic. I will thengive them therubric I wouldhave used if thediscussion hadbeen graded. Wewill go over therubric, and thestudents willparticipate inanotherdiscussionknowing thesame rubric will

Provide staffdevelopmentworkshops ontopics related toteaching,especially oncritical thinking.Allow facultymoreopportunities toattendprofessionalconferences.Lower the classlimits in Comp Iand Comp II toenable faculty toprovide moreextensive andcomprehensivefeedback.PurchaseWaypointOutcomesprogram for

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

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goal of informeddiscussion, anEnglish goal, waspaired withcritical thinking,a TCC gen edgoal for thisassessment. Inorder to respondeffectively to thediscussionprompt, studentsmust think aboutthe topiccarefully andrecognize themain points ofthe essay.

portion of thisassessment, thestudentsparticipated in anin-classdiscussion forwhich theybrought articlesthey had foundrelating toliteracy in theUS. Besidesdiscussing thetopic of Kozol'sessay, wediscussed theevaluation of thearticles eachstudent found.

be used ingrading theirresponses. I willalso spend timeearly in the classto discussevaluation ofwebsitematerials.

assessment andfeedback.


Students wereasked to analyzea poem. I taughtthem a ten stepprocess forunderstandingand analyzingpoetry. Stepsone througheight encouragedthe acquisition ofthe language ofthe study ofliterature. Forinstance,students wereasked to identifyall figures ofspeech as well asrhyme scheme,poetic structure,and to scan thepoem. Questionnine requiredstudents toarticulate thetheme of thepoem, andquestion tenasked them toexplain how all ofthe parts of thepoem, i.e., all

Studentsdemonstratedsuccessful criticalreading whenthey wereparticularlysuccessful withquestions nineand ten. Inquestion nine,successfulstudents wereable to seeconnectionsbetween theirreadings andlarger socialissues . Theywere able toarticulate themesthat touched ona broader humanexperience.Successfulanswers toquestion tenwere answersthat were a.)able to point tospecific literarydevices ratherthan speakvaguely, and b.)

6 6 No Change I would prefer adifferentliteraturetextbook.

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

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the figures ofspeech, thepoetic structure,and its rhymeand rhythmiccharacteristicsadded up tocreate thattheme.

determine theconsequence ofthe literarydevice on theentirety of thepoem and on thepoem's reader.Unsuccessfulanswers wouldhave been veryvague, generalstatements andnever wouldhave gonebeyond suchsuperficialdiscussion of thepoem's topic.

English InformedDiscussion:Articulate criticalresponses to avariety of works.

As part of theirstudy skillscourse, studentswere asked toread a shortstory thatinvolved amurder mystery. They were to payclose attention todetails and locateone clue to themurder. Thenthey were toquote thepassage anddiscuss the clueby using theBlackboarddiscussion board. They were alsorequired torespond toclassmates'postings.

The assessmentwas evaluated byusing thefollowing criteria:1. ability toexplain the clueselected2. ability tointeract in onlinediscussion formatwith classmate'swho had postedresponses ondifferent relatedpoints.

11 9 No Change No action needsto be taken.

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


This assessmentis part of thepilot combiningGen. Ed.: CriticalThinking withENG: CriticalReading. Thestudent is

In the secondbody paragraphof the essay, thestudent uses assupportingevidence at leastone relevantquotation from

24 16 No Change TCC shouldformally assessreadingcompetencies ofall students.

(1.) Prerequisites/ Curriculum: (2.) Changes inProcedures: (3.) None:

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required to readfor knowledge,analysis, andapplication onethematic chapterof essays fromthe requiredreader. Thestudent mustthen prepare anessay arguing aspecified subjectrelated to thetheme of thechapter. Relevantquotations fromthe chapter mustbe used aslogical supportingevidence in eachbody paragraphof the essay.

the requiredsource; thequotationlogically supportsthe claim madein the paragraph.


For thisassignment, youwill select one ofthe following“The YellowWallpaper,”“A&P,” or “ARose For Emily”to explore in a2-3 page literaryanalysis. Yourliterary analysisshould make andsupport anoriginal thesis inwhich youexplore someaspect of thestory with freshperspective. Your thesisshould addressthe literaryschool of thoughtthrough whichyou are analyzingas well as yourhypothesisregarding the

Students wereassessed on theirability toeffectivelyformulate andsupport a thesisin a college levelessay regardingtheirunderstanding oftheir chosenstory. Thefollowing is therubric used. Therubric focusedquite heavily onthe mechanics oftheir writingsince it was anearly semesterassignment, butwithout criticalreading, theentire paperwould beincorrect becausethey would nothave an effectivethesis

34 25 I will focus theassignment evenfurther, givingmore initialinstruction andfewer choices. This assignmentwas completed atthe beginning ofthe semester. On the finalcriticalreading/essay,my pass rate washigher. I willalso readjust therubric to focusmore on thecritical readingaspect.

I thinkprofessionaldevelopment inthe area wouldbe great.

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

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story. The essayneeds to includeample evidencefrom the story inthe form ofintegratedquotations tosupport yourthesis. As withany literaryanalysis, theessay should bewritten inpresent tense. You will beexpected to useMLA format andinclude a WorksCited page. Research is notrequired butmust be cited if itis used.

Be sure to do thefollowing:? Use theMLA paperformat withouttitle page (butwith a title)? Provideexplicit thesisand topicsentences? Locatethe thesis is thelast sentence inthe introduction. Review strategiesfor introductionand conclusions? Usethird person (nofirst or secondperson)? Includea Works Citedpage with onesource from ananthology? Aminimum of

statement.

I. FormatValue: ____ of 3pointsa. Title page(title is not thetitle of the shortstory)b. Double-spaced& appropriatefontc. One-inchmarginsd. All pre-writingmaterial presente. Evidence ofediting

II. PaperValue: _____ of40 pointsa. IntroductionValue: ____ of 5pointsi. Introducesauthor of textii. Introducestitle of textiii. Givesindication of timeperiod associatedwith textiv. Provides aclear thesisstatementb. Body Value:_____ of 30pointsi. Topicsentences relateto and supportthesis statementii. Informationwithin paragraphsupports topicsentenceiii. Evidence fromthe text isrelevant to topicsentenceiv. Direct quoteshave

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three full pages,one-inchmargins, in12-point TimesNew RomanNOTE: This doesnot include theWorks Cited.

Step One: Lookback over thePractice andPreparationassignments anddo otherprewriting inorder to developa focus.

Step Two: Formulate a solidthesis questionand then answerthat question inorder to developa thesisstatement. Remember yourthesis shouldaddress both theliterary school ofthought as wellas your analysis. A good samplethesis questionwould be: Whatis revealed aboutthe character andmotivation of(character) whenobserving herthrough aFreudian lens? Your onesentence answerto that questionwould becomeyour thesisstatement.

Step Three: Brainstorm andlook back

introductionsv. Direct quotes,paraphrases, andsummaries arecorrectlydocumented inMLA formatvi. Transitionsare appropriateand move thereader throughthe paperc. ConclusionValue: _____ of5 pointsi. Restates thethesisii. Does notsummarize thepaperiii. Does notinclude “Inconclusion” stylestatementsiv. Appliesunderstanding ofthe literature tothe greater world

III. WorksCited: _____ of 7pointsa. Is correct inevery way(spacing, order,punctuation)

IV. Grammar andStyle Value:_____ of 10pointsa. Writtenentirely inpresent tenseb. Contains nosentencefragments orrun-on sentencesc. Avoidscontractionsd. Avoids use ofthe first

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through the storymarkingpassages whichsupport yourformulatedthesis.

Step Four: Determine yourorganizationalstructure andbegin drafting.

Grading:• Practiceand PreparationAssignments-30points• RoughDraft/PeerReview-10 points• FinalDraft-60 points

persone. Is properlypunctuatedf. Contains nomisspelled wordsg. Well-writtensentences vary inlengthh. Language isappropriate tosubject andcourse

V. Prewriting: ______ of 40Points a. Practice andPreparation I______of 10points b. Practice andPreparationII______ of 10points c. Practice andPreparationIII______ of 10points d. Rough draftand peerreview______ of10 points

BonusPoints__________

Total Points:

Grade:English Informed

Discussion:Articulate criticalresponses to avariety of works.

Students readassigned shortstories andpoems; then,students answerquestions fromthe literature

Students shoulddiscuss the workof literature,avoiding plotsummary, inproper format forliterary analysis.

38 38 No Change None needed. (1.) None: (2.) None: (3.) None:

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textbook andalso write"journal entries"over the literaryworks. While thegrading here is"content" based,students worktoward properliterary analysisformat. Handouts fromthe Instructorguide students.

(No use of firstor secondperson, correctuse of quotedtext to supportstudentstatements, nouse of informallanguage.)

Spring 2008 Fire and Emergency Services Technology Assessment Report

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Fire andEmergencyServicesTechnology

Demonstrate abasicunderstanding ofthe hazardsassociated withmany materials,systems, andprocesses.

The studentswere asked toidentify theprimarycomponentsinvolved in thefire's behavior inthe Mann Gulchincident, and todiscuss andanalyze how thefire's behaviorcontributed tothe the thirteenfirefighterfatalities thatresulted.

Students'answers to thisquestion werescored todeterminewhether theycould intelligentlydiscuss the firebehavior in theincident and howit affected theincident'soutcome. Answering thequestion requiredcritical thinking,analyzingappropriateinformationavailable inmultiple articleson the incident,makinginferences fromthat material,conductingresearch into thesubject on theInternet,synthesizingrelated andfragmentedmaterial on thesubject, andforming logicalconclusions.

18 13 No Change This assessmentwas conductedearly in thecourse. Thestudents' abilityto engage incritical thinkingand analyzeinformation hasimproved sincethat assessment. I will continue touse appropriate,well-developed,open-endedessay questionsto assessstudents'knowledge inimportant areas,as well as theirability to engagein criticalthinking, analyzematerial, anddevelop logicalconclusions.

(1.) ProfessionalDevelopment -External:Attendance ofnational fireserviceconferences ishelpful in stayingabreast ofcurrentdevelopmentsand research inthe area of firescience.(2.) None: (3.) None:

Spring 2008 Geography Assessment Report

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

Students wereassessed forcritical thinkingusing an essayassignment. Thisassessment toolrequired studentsto think about,and then apply,what they werereading in thetext to to somethoughtprovokingquestions.

Students wereassessed basedupon a gradingrubric for essays.The following isthe grading rubicthat was used toassess theessays.Writtencommunication(6 pointspossible)•Organization (3points possible) Inadequate (0points): Thereappears to be noorganization ofthe essay’scontents. NeedsImprovement (1point): Organization ofthe essay isdifficult to follow,due toinadequatetransitionsand/or ramblingformat. Adequate (2points): Theessay can beeasily followed. A combination ofthe following isapparent: Basictransitions areused; astructured formatis used. Professionalquality (3

36 30 No Change It would behelpful if TCCprovided moreinformation onwhat assessmentis and how it canbe done. I thinka majority offaculty have abasicunderstanding ofwhat and howassessment canbe done.However, thereare so manydifferent toolsand methods outthere that Ibelieve ourassessment couldbe more richgiven some moreknowledge aboutit.

(1.) Other: Noneed specified.(2.) None: (3.) None:

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points): Theessay can beeasily followed. A combination ofthe following isapparent: Effectivetransitions areused; aprofessionalformat is used. •Mechanics andgrammar (3points possible)Inadequate (0points): Sentences andparagraphs aredifficult to readand understanddue to poorgrammar ormechanics Needsimprovement (1point): Theessay containsnumerousgrammatical andmechanicalerrors. Adequate (2points): Theessay containsminimalgrammatical ormechanicalerrors. Professionalquality (3points): Theessay is clearand concise andcontains nogrammatical ormechanicalerrors. Content (9 pointspossible)Correctness offacts (5 pointspossible)Inadequate (2

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points): Mostfacts are wrong. Needsimprovement (3points): Somefacts are wrong. Adequate (4points): Technical detailsare generallycorrect. Professionalquality (5points): All factsare correct, andthe technicalexplanation isboth concise andcomplete. •Completeness(4 pointspossible)Inadequate (2point): Did notaddress some ofthe questions. Needsimprovement (3points): Addressed thequestions, butleft out somedetails. Adequate (4points): Addressed allquestionscompletely.

Spring 2008 Geology Assessment Report

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Geology The student willbe able toexplain geologicphenomena interms of thenatural forces orprocessesresponsible forexistence.

I assessed theability of thestudents toidentifygeomorphicfeaturesproduced bymountainglaciation. I usedeight questionsfrom the GlacialProcesses andLandformslaboratory toassess thisdiscipline goal.

The ability of thestudent toidentifygeomorphicfeaturesproduced bymountainglaciation wasassessed basedon a four-pointscale.

One is thehighest. In orderto get a one thestudent had tocorrectly answerseven or eightquestions.

Two is the nextlevel ofperformance. Inorder to get atwo, the studenthad to correctlyanswer five or sixof the questions.

In categorythree, thestudent had tocorrectly answerthree or four ofthe questions.

In category four,the studentcorrectlyanswered lessthan three of thequestions.

A student had tobe in category

37 35 35 of 37 studentsassessedsuccessfullyachieved thediscipline goal.The two studentsthat did notachieve the goalwere absentduring theclassroomdiscussion on thegeomorphicprocessesproduced bymountainglaciation.

To enhance theteaching ofgeologicphenomena interms of thenatural processesthat producedthe features, itwould be helpfulif TulsaCommunityCollege wouldprovidedadequate fundingto enable theinstructor toattend geologicalprocessseminars. Suchseminars aresponsored by theNational ScienceFountain asChautauquaShort Courses.

(1.) ProfessionalDevelopment -External: Provideadequate fundingto attendChautauquaShort Coursessponsored by theNational ScienceFoundation.(2.) None: (3.) None:

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one tosuccessfullyachieve thisdiscipline goal.

Spring 2008 Geriatric Technician Assessment Report

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GeriatricTechnician

Perform the skillscompetenciesrequired for thiscourse: Personalcare/bathing,dressing, oralhygiene, A.M.care, bedmaking,vital signs,restorative careincluding transferand ambulation,range of motion,basic nutritionalcare/feeding,medicalasepsis/steriletechnique, hotand coldapplication,applying elastichosiery, skin andwound care,interpersonalcommunication/interview processrecording, careassessments,dysphagia, boweland bladdertraining, cathetercare, activityplanning,dementia care,end-of-life care.

Multi-skillscompetency atthe end of thecourse is used todeterminestudent sucess.Students aregiven a randomsenario withspecific skills toperform. Theymust completethe skills withminimal errorand must notleave out criticalsteps.

A skills check listis utilized for theassessment. Thechecklist has astep by stepdetail of how theskill is to becompleted. Students whosuccessfullycomplete thetask withoutverbal cues fromstaff and whoinclude all criticalsteps areconsidered tohave completedthe assessmentsatisfactorily.

7 7 No Change Students in theNCP have limitedaccess to thesimulationmannequins. Thestudentexperince wouldbe enhanced withmore access tothe mannequins. NCP and the labcoordiantor havebeen discussingways to makeaccess moreavailable. Thereis nothingspecifically TCCcan provide atthis time.

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

Spring 2008 History Assessment Report

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

The skills to bemeasured willbe:

1. The ability tosolve historicalproblems. Inregards toproblem solvingsolutions, thestudent willdemonstrate in awritten essay,three skillsinherent inhistoricalproblems. Thoseskills are whathappened in anhistorical eventor situation, whydid the event orsituation happenand what are theeffects of thehistorical eventor situation.

2. The ability tomake evaluativeinferences basedon carefulobservations.The student willdemonstrate inthe conclusion ofa written essay,the skill ofdrawing aninference orgeneral theme(i.e. based onproperlyexplainedobservations in

Five levels ofproficiency wereused to measurehow well eachstudentdemonstratedtheir applicationof the abovedescribed criticalthinking skills.

THE FIRST LEVELOF PROFICIENCYmeans that thestudentdemonstrated inhis or her essaya thorough or fulluse of the basicelements ofcritical thinkingas describedabove. Thesymbol of Arepresents thislevel.

THE SECONDLEVEL meansthat the studentdemonstrated ageneral use ofthe abovedescribed criticalthinking skills,but they lacked afull degree oftheir use incomparison tolevel one. Thesymbol of Brepresents thislevel.

THE THIRD

19 18 No Change The institutionalaction should beto continue withthe sameteachingprocedures thatare now beingemployed in thiscourse

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

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the body of theessay). Theinference will bedrawn from thesolutions to thethree problemsolving questionsof the what, thewhy and theeffect of a givenhistorical eventor situation. Inregards toresolvingdifferentinterpretationsthat may be aresult of thethree skills, if theessay calls for it,the student willshow an ability tosynthesizeseparate views.

LEVEL meansthat the studentdemonstrated ause of the abovedescribed criticalthinking skills,but they lacked asignificant degreeof completion inthe measurementof those abilitiesin comparison tolevel one. Thesymbol of Crepresents thislevel.

THE FOURTHLEVEL meansthat the studentdid notdemonstrate, inan adequatemanner, a use ofthe abovedescribed criticalthinking skills. Inthis category, thestudent left outimportant skillsor their attemptat using the skillswas inadequateand there wasvery littlemeasurement ofthe mastery ofthem at all. Thesymbol of Drepresents thislevel.

THE FIFTH LEVELmeans that thestudent did notdemonstrate, toany degree, theuse of the threeeffectivecommunicationskills. In thiscategory, thestudent was

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generally inept inthe use of theskills and therewas nomeasurabledegree ofmastery of thoseskills. Thesymbol of Frepresents thislevel.

Spring 2008 Human Services Assessment Report

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Human Services Understand basicproblems andprinciples ofhumanexperience andbehavior.

Take-homeexams with 50objectivequestions andtwo essays eachx 3 exams. Assessment willinclude one daysection, onenight section andone Fast-Tracksection.

Average of 75%on all examsmeets average orabove on thiscompetency.

30 26 No Change Day students hadthe mostdifficulty meetingthe assessmentcriteria. Theinstitution mightconsider ways toincrease use ofFACET andsupport centersfor writing essays(for exams) andstudy skills.

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

Spring 2008 Humanities Assessment Report

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Humanities Demonstraterelationshipsamong the arts,society and itscultural context.

Exam question: The 18th centurywas acontradictory agein which differentartistic stylesappealed topeople ofdifferent socialclasses who haddifferent ideasand values. What do thethree attachedworks of art sayabout thesediffering ideasand values? Towhom wouldeach appeal, andwhy?

1. Correctlyidentify thestyles of thethree paintings(Social satire,Rococo, andNeo-Classicism)2. Correctlyidentify who theaudience wouldbe for each style3. Be able todescribe theappeal of eachstyle to itsaudience, andexplain why itwould haveappealed to them

23 20 I would addanother facet tothe question: Name somehistorical figure(not an artist) towhom each stylewould haveappealed.

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

Humanities Analyze a specificcreative form ofexpression

The studentswere directed toresearch 3historical persons(Becket, Henry II& Eleanore ofAcquitaine)before theywatched andcritiqued thehistorical movieBecket. Theirreactions werebased on acontemporaryreview to acurrent movie.

The studentswrote atake-home essaymovie reactionthat incorporateddifferent aspectsof their researchand guidedmovie questions.

8 7 In theassignment fornext time, I wantthem to alsoaddress how thishistorical movieenhanced theirunderstanding ofthe middle ages.

Update the soundequipment in thefilm/lecture roomat MetroCampus.

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


Students were toanalyze films todeterminewhether or notHollywoodsupports or

For this goal, Iwanted studentsto demonstratethe relationshipbetween the artof film and

17 15 No Change Continueupdating the LRCfilm holdings.

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

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underminesAmerican culturalvalues. Theywould then writean essay on thetopic.

Americansociety. To besuccessful,students had todefine at leastone direct tiebetween art andsociety.


Students were towrite an essay onthe changingvalues inAmerican Societyas seen in aseries of filmsabout the West. They were totrace the growingacceptance ofon-screen sexand violence anddiscuss how thechanges cameabout and why.

First the studentshad to note thatchanges hadindeed comeabout in the leveland intensity ofon-screen sexand violence. They needed toidentify thespecific changesin three differentfilms chosen bythe instructor.They then had tocite at least twosocial reasons forthe changingattitudes.


Spring 2008 Interior Design Assessment Report

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Interior Design Identify differentperiods offurnishings andarchitecture fromthe 15th centuryto contemporarywork.

Tulsa has a richArt Deco historyso I asked mystudents to lookaround town andfind a buildingthat hasarchitecturalelementsrepresenting theArt Deco style.

The students hadto identify abuilding of theArt Deco style,take a picture ofthe building andpost the pictureas well as adescription of thehistory of thebuilding and theArt Decoelements on thediscussion board.

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

Spring 2008 International Languages Assessment Report

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InternationalLanguages

Have ameasurableunderstanding ofthe culture(s)associated withthe targetlanguage.

Students read apassage in theirtextbookregarding aFrench culturalaspect: in thatcase 'on verbalcommunication".We discuss thereading in class.On their testthey have 5multiple choicequestionsregarding thiscultural aspect.Sample question:Why should younot expect aFrench cashier tosmile at anAmericancustomer in astore?a. Frenchpeople do notlike Americansvery much.b. Thecashier wants tosnub theAmericancustomer.c.Strangers do notnormally smile ateach other verymuch in France.

Each correctanswers is wortha point, 5 pointstotal.Students whocan answer 3questionsappropriately areconsideredsuccessful

10 9 No Change Even thoughmost studentswere successful,additionalCD-Roms, DVDsand specificcultural texts areneeded.Professionalconferences suchas ACTFL andTOEFL heldnationally areessential for theprofessor to gainnew knowledgein workshops andbreak-outsessions. Thevendors of areaspecific texts andmedia are also attheseconferences.Internationalcampuses alsoallow students anopportunity toexperienceculture hands-on.Unfortunately notevery studentcan afford theInternationalcampuses.

(1.) ProfessionalDevelopment -External: Theinstructor needsto attend at leastone nationallanguageconference toexchange ideaswith otherprofessionals onhow to teachculture and tokeep abreastwith the culturein the targetlanguage(2.) MediaResources:purchase moreCR-Roms andDVDs thatemphasizeculturaldifferences (3.) GuestSpeakers / FieldTrips: Providefinancial aid/scholarships forstudents toparticipate inInternationalcampuses.

InternationalLanguages

Have ameasurableunderstanding ofthe culture(s)associated withthe target

In this advancedItalian course,students werevery active inreading authentictexts by famous

Students inItalian 2213 wereable:To read theItalian text andunderstand the

9 9 No Change Students have aneed to beexposed to thelatest authenticlanguage in all ofits sources. This

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

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language. Italian authorsandresponding toquestions aboutculturaldifferences andwriting essays inItalian.

subtletiesTo respond tocomprehensionquestions whichcomparedvarious aspectsof Italian cultureand Americanculture which included theuse oftransportation,the custom ofliving withparents untilmarriage, thepassing of freetime, and evenkidnapping asform of terrorismTo write essayresponses whichproved theunderstanding ofthe Italianculture by thestudents

is accomplishedby subscribing tooral magazinessuch as"Acquarello"which includesCDs for in classcomprehensionof contemporarytopics, theaccessability tothe latest intechnologydelivery which isthrough Wimbaor similiarsystem, and tohave thefull-time TCCItalian faculty beable to attendthe annual ACTFLConference(AmericanCouncil ofTeachers ofForeignLanguages)at which Italianresources, Italianprofessors, andvendors areavailable forpresentationsanddemonstations ofthe latestand mosteffective trendsin languagelearning.

Spring 2008 Interpreter Education Assessment Report

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InterpreterEducation

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

Students weregiven a choice ofthree ASLstimulusmaterials. Theywere to pick oneand reproduce itusing the samegrammar, space,non-manualsignals andpausing andphrasing oncamera.

Teacher gradedrehearsed storyusing a rubric forthe followingcriteria: signproduction, useof space, eyegaze, brow/eyemovement, andmouthmovements.

7 7 No Change Support theInterpreterEducationprogram withtechnology andtraining, so thatinstructorfeedback of videowork can beuploaded to theinternet orBlackboard. Students can seea videostreamedversion of theirsign languagework withinstructorcomments.

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

Spring 2008 Marketing / E-business Assessment Report

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DesignatedNeeds

Marketing /E-business

Use sources ofmarketinginformation forbasic marketresearch andforecasting.

Market researchproject todeterminedemographiccharacteristics ofGeneration Y.

Find 20demographicelementsrelevant toGeneration Y. These elementsincludecharacteristicssuch as age,genderbreakdown, birtheras, incomelevels,educationalattainmentlevels, religionaffiliation, ethicbackground, etc.

70 64 No Change Plan to continuethis researchproject.

(1.) MediaResources:market researchmaterials andperiodicals(2.) None: (3.) None:

Marketing /E-business

Use sources ofmarketinginformation forbasic marketresearch andforecasting.

Go towww.gijoe.com(orwww.hasbro.com) andwww.barbie.com. Which of theseorganizations hasdone a better jobof llifestylemarketing? What can you tellabout personalityfrom visitors tothese sites? Howdo the sites usefantasy to theiradvantage? Howhave the twosites tried toupdate theirproducts to meetmodern needs? How has the G. I.Joe site dealtwith violence (or

Students mustvisit the websiteand research. Students mustwrite a paperbased on theirfindings.

18 18 No Change TCC shouldcontinue tomaintain the besttechnology forstudents.

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

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the aversion toit)? Evaluate theBarbie Web site'sability to allow acustomer todesign his or herown doll? Whatdo you think ofthecustomizationfeature? Whatdo you project asthe future forthese twoproduct groups?

Spring 2008 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.

Free Response Free Response 29 25 No Change None (1.) None: (2.) None: (3.) None:

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

Instructions:For the followingproblem, showall work done. Be thorough andclear about whatyour answers

Grading Rubric:

1. Did thestudent know touse threeequations withthree variables?

14 8 I will try to do abetter job ofpresenting thematerial nexttime.

None required. (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.

and conclusionsare. A calculatormay be used forthe calculationstep only. Allother stepsshould bewritten, ifnecessary.

Problem:Ron attends acocktail party. He wants to limithis food intake to119g protein,113g fat, and150 gcarbohydrate. According to thehealth conscioushostess, themarinatedmushroom capshave 3 g protein,5g fat and 9 gcarbohydrate;the spicymeatballs have14 g protein, 7 gfat and 15 gcarbohydrate;the deviled eggshave 13 gprotein, 15 g fat,and 6 gcarbohydrate. How many ofeach snack canhe eat to obtainhis goal?

2. Did thestudent write thecorrect system?

3. Did thestudent write thecorrect matrixthat correspondswith the systemhe/she wrote?

4. Did thestudent correctlyfind therow-reducedform of theaugmentedmatrix based onthe matrixhe/she wrote?

5. Did thestudent correctlyinterpret thesolutions in thecontext of thisproblem?

If a student getsthree out of fivecorrect then thestudent has hadsuccess

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

I divided theclass into twogroups. Aproblem wasassigned to eachgroup whichrelated to goal#3 (Recognize,

Each group wasto analyze andsketch a graph ofa particularfunction andpresent thegraph to theclass. Points

5 5 No Change None (1.) ProfessionalDevelopment -External: (2.) InstructionalEquipment: (3.) ComputerTechnology /Software:

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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.

define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra). Eachgroup presentedtheir problem tothe class.

from 1-5 weregiven based onthecharacteristicsand propertiesthe group wasable to describeto the classabout thefunction. Agroup wassuccessful if theyearned 4-5points.

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 free response 40 25 No Change none (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.


Open-ended. The assessmentconsisted of awritten problemthat required thestudent toanalyze and writea system ofequations tosolve. Afterwriting thesystem, thestudent neededto solve thesystem by usingan algebraicmethod or usinga matrix with thecalculator. Interpretation ofthe answer wasthe importantconclusion to theactivity.

Open-ended. This assessmentwas based on 5points; 3 or moreis consideredsuccessful. Apoint was givenfor ciompletion ofthe these points: 1) use of 3variables; 2) useof correct systemof equations; 3)use of correctmatrix; 4)solution ofmatrix; 5)correctinterpretation ofthe solution.

73 43 These resultswere compiledfrom most of thepart-time facultyteaching thiscourse at theSoutheastCampus.

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

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Open-ended. The assessmentconsisted of awritten problemthat required thestudent toanalyze and writea system ofequations tosolve. Afterwriting thesystem, thestudent neededto solve thesystem by usingan algebraicmethod or usinga matrix with thecalculator. Interpretation ofthe answer wasthe importantconclusion to theactivity.

Open-ended. This assessmentwas based on 5points; 3 or moreis consideredsuccessful. Apoint was givenfor ciompletion ofthe these points: 1) use of 3variables; 2) useof correct systemof equations; 3)use of correctmatrix; 4)solution ofmatrix; 5)correctinterpretation ofthe solution.

243 137 These resultswere compiledfrom most of thefull-time facultyteaching thiscourse at theSoutheastCampus.


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

open-ended open-ended 7 4 No Change The process isacceptable as itis.

(1.) None: (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.

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

Open-ended Open-ended 13 9 No Change The studentswho are havingthe mostdifficulty in thiscourse are theones who are nottruly prepared. We MUST do abetter job ofplacing studentsin the correctclass and notallowing studentsto skip thedevelopmentalcourses.

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

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characteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra.


Write and thensolve a system oflinear equationsthat representsthe followingproblem. Besure to definewhat each ofyour variablesrepresents. Show your workas you solve thesystemalgebraically. Interpret youranswer.

To be able towrite the system,define eachvaribale, andsolve theproblem.

34 20 No Change No actionplanned.

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

Spring 2008 Medical Laboratory/Phlebotomy Technology Assessment Report

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MedicalLaboratory/PhlebotomyTechnology

Determine theconcentration ofclinicallysignificantcompounds inclinical chemistryusing manualand automatedprocedures.

Over thesemester thereare 11 manuallaboratoryexercises inwhich studentsare expected todetermine thevalues ofchemistryanalytes.

AssessmentCriteria: Studentresults need tobe within 10% ofassayed values inorder to beconsideredcorrect for thelaboratoryexercise. For thisassessment, Iconsider astudent sucessfulif he achievesmore than 91points of the 110points available(83%).

6 5 Because of theaddition ofautomation inthe MLT lab,students will dofewer manualtests. Labexercises will beincluded thatreflect theimportance ofequipmentmaintenance.

In order for us toutilize theequipment thatwas purchasedwith Vision 2025money, TCCneeds to providean adequatebudget forreagents andsupplies.

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

MedicalLaboratory/PhlebotomyTechnology

Isolate andidentifypathologicalorganisms inmicrobiology bymanual andautomatedmethods and testfor sensitivity tospecific drugs.

Students werepresented with15 sets ofunknowns ofvarious bacteriaand wereinstructed toidentify thebacteria bymanualbiochemical/carbohydrate testand by "mini"system with acomputeridentificationmanual andcompare the twomethods ofidentification.

Must have a 95%correlationbetween the twoformats ofidentification.

6 6 No Change No action (1.) Other: (2.) None: (3.) None:

Spring 2008 Nursing Assessment Report

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Nursing Level IV:Formulateappropriate plansof care based onthe nursingprocess.

Write weeklyjournals

Use referencematerialsachieve 76%

80 80 No Change Require allstudents to becompetent inwriting English.

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

Nursing Level II: Applyprinciples ofcommunication inthe care ofclientsexperiencingmajor disruptionsin health.

During the classstudents wereable to discuss insmall groups offive, how beingfrom individualcommunities andcultures affecttheir worldviewand healthpractices. Theywere split intogroups of 5based on thearea ofmetropolitanTulsa, and smalloutlyingtowns/communities they liive in. Each student wassupposed tocome to classwith a map oftheir immediatecommunityalreadyprepared. Thenin class, theycombined theirindividual culturalmaps of theircommunities intoa larger map.The five ESLstudents weresplit intodifferent groups

Students wereable to discusswith eachothertherelevance ofdifferent culturalplaces each hadvisited in theircommunities,and draw alarger combined"communitymap" to includeall of the culturalplaces that eachone had visitedin the TulsaMetro andsurroundingareas.

46 46 No Change My plan is tocontinue to usethis learningactivity to teach"Culture andCommunity" andculturalcommunication.

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

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as well, to learnmore about thedifferent culturalareas of Tulsaand thesurroundingcommunities. This activity wasbased on"cooperativelearning", andalso based onGardner's"MultipleIntelliigences"from his book,"IntelligenceReframed", sostudemts coulddetermine theirpreferredlearning style,based on howthey drew theirindividual maps.

Nursing Level II: Applyprinciples ofcommunication inthe care ofclientsexperiencingmajor disruptionsin health.

Students mustcomplete acareplan thatincludesassessment ofthe client's needsusing therapeuticcomminicationskills. Studentsmust complete aprocess recordingof an interactionwith the client inthe clinic settingusing therapeuticcommunication.

The criteria is afocusedassessment thtincludes theenvironment ofthe interaction,client description,current clientcrisis, nursingdiagnosis,planning,implementation,and evaluation.

45 45 No Change The nursingprogram wilcontinue tomonitorcommunicationaspects of allareas of nursing.

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

Spring 2008 Physical Therapist Assistant Assessment Report

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PhysicalTherapistAssistant

Perform/recordbasicmeasurementprocedures, andrecord results oftests performedby the RegisteredPhysicalTherapist.

GoniometryAssessment/SkillPerformance

Student must beat entry levelperformancedemonstratingthe ability tocorrectly assessextremity jointrange of motionwith at least 80%accuracy in a labperformanceskill. Demonstrated byobtaining at least4 of 5 extremitiyjoints measuredaccurrately afterrandom selectionof joints byinstructor.

26 26 No Change Continue labpractical withrandomassingment ofjoints to bemeasured by allstudentparticipants.

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

Spring 2008 Physics / Physical Science Assessment Report

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Physics / PhysicalScience

Communicatephysics/physicalscience conceptseffectively.

The student wasfaced with thissituation: Whenreporting on testdata one of theoften-quotednumbers is howaccurate the testis. This numberis usuallypresented as apercentage as in,"This test is 98%accurate" Manypeople find greatcomfort in highaccuracynumbers,however thenumbers may bemisleading. Tosee how this canhappen we needto look at twoaspects oftesting.Reliability andresults. Testreliability refersto whether thetest is right orwrong. A truereliability meansthat the test wascorrect in itsprediction. Afalse reliabilitymeans that thetest wasincorrect. Testresults refer tothe predictionmade by thetest. A positiveresult means that

The studentsanswer wasgraded on a zeroto 3 point scale..Any student whoscored 2 orabove on thisportiondemonstratedeffectivecommunication.

16 13 No Change Use ofAssessmentResults:

How will you useyour assessmentresults toenhance studentpotential todevelop effectivecommunicationskills?Provide evidenceof how you arelinking resultsback to teachingand learning(items 1, 2, and4 above).

Laboratoryreports in physicsrequire effectivecommunicationskills. The coursealready requiresfour hours of labwork per week.Thus this topic iscovered in greatdepth. Inadditionassessmentresults indicatethat furtherenhancement isnot necessary.

Based upon theresults of yourassessment,what additionalresources orprofessionaldevelopment

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

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the test indicatesthat the conditionwas present. Anegative resultindicates that thecondition wasabsent. When thereliability andresults arecombined we endup with forareas. Truepositive, truenegative, falsepositive and falsenegative. In thisexperiment youwill calculatesome actualnumbers for thetruth table thenanalyze the dataand determinewhich of thevariables is themost critical fordetermining theoverall accuracyof the test.

activities wouldenhance teachingand learning inyour area? These resourcesand activitiesshould beincluded inprojectmanagement foryour discipline orprogram.

In order tomaintainsatisfactoryresults it will benecessary toreplace andupdate somelaboratoryequipment. Inaddition someinstructors willrequestadditionaltraining atregional andnationalprofessionalconferences.



Discussion boardpostings

Each week, youwill be requiredto make at leasttwo posting, ontwo differentdates. Theweeks will beginon Fridays(12:00am) andend onThursdays(11:59pm) Thepostings must:

contain oneoriginal topic andone response toanother student'sposting.


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be at least oneparagraph inlength. containsubstantivecontent. relate to thecurrent chaptertopics.occur on at leasttwo differentdates.

What to PostIf you are havingtrouble with achapter topic,post a question. If you find ahelpful website,post a briefdescription andthe web address. If you find aparticularlyinterestingchapter topic,start a discussionwith yourclassmates.

What makes aSubstantivePostingA substantiveposting wouldinclude morethan yes/no or Iagree/disagree. It requiresexplaining whyyour agree ordisagree. Youcan substantiateyour position byseveral methods. You might sharean example fromyour personal orprofessionalexperience, orlook up a website

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to cite in supportof your position.


Think criticallywithin thePhysics discipline

Critical thinkingis assessedthrough theassignment ofgroup activitieswithin lecturetime. Oneproblem wasgiven thatrequired studentsto determinewhether a humanprojectile in acircus canonwould make itover a certainheight wall. Theproblem wasstated such thatthe actual heightachieved by theprojectile wasnot able to bedetermined. Students couldonly determinewithin areasonablecertainty that theprojectile wouldmake it over thewall. In otherwords, criticalthinking wasrequired becausea precisemathematicalmodel could notbe evaluated. Judgment wasrequired on thepart of thestudents.

Groups thatdetermined thatthe projectilecould make itover the wallwithin reasonablecertainty weredetermined to besuccessful.

17 17 No Change No change toinstructor actionis required. However; it ismy opinion that Ishould search formore groupproblems thatrequire this typeof analysis. Precisemathematicalmodels provide acertain amountof "comfort" tostudents butthese precisemodels are rarelyencounteredoutside ofacademia.

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



Project posted onBlackboard anddiscussion nwithclassmates overtheir projects.

On the seventhand fourteenthweek, studentspost a discussionover a scientificdiscovery in the

8 7 No Change Continue tosupport Bb andcomputer labs forstudents wholack internetconnection at

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

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“project forum”on blackboard.Severalwebsites-toselect from- wereposted in the“external links”area onBlackboard. thelinks areexplored, aquality physicalscience article.After thestudents select alink, they statethe reason theyhave chosen thissubject. Thesubject needs tobe related to thematerial studied,new scientificdiscovery relatedto physicalscience, or a newtechnologicalinnovation. As part of theproject grade thestudent need tostate thefollowing (notethe credit foreach item)Here are theguidelines givento the students:o Thereason you findthis subjectappealing ( 3pts).o Asummary (300words minimum)of the articlecontent - focuson the scientificcontent- (6 pts)o Why doyou think yourclassmates need

their homes.

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to read it -advertise it - (3pts)o In caseof a scientificdiscovery, statehow suchdiscovery wouldaffect society. Incase of a subjectrelated to one ofthe units westudy, state howthis articledeepen yourunderstand ofthe subjectmatter (3 pts)o Statehow the conceptsyou learned outof the postedatticle wouldinfluence yourway of thinking,and yourunderstanding tothe world aroundyou in general (3pts)o Postthree questionsto yourclassmates (3pts)o Followup on thestudentsresponses toyour questions (3points)oRegarding otherstudents links:they need tochoose twoarticles from thelinks posted byyour classmates.Read them,answer thequestions andcomment on

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their articles. (6pts)

Spring 2008 Psychology Assessment Report

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Psychology Students willdevelop anunderstanding ofthe relationshipbetweenpsychologicalstudies and howresearch findingscan be applied tohuman concerns.

Students arerequired toparticipate in aServie Learningexperience for aminimum of 10hours.

Students arerequired to writea one pagesummary of theirService Learningexperience andrelate thatexperience to human relationtopics in the text.

22 19 No Change TCC shouldcontinue tosupport Servicelearningopportunities forstudents

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


Each studentapplied Erikson'stheory to his orher life. TheErikson Chronicle

ApplyingErikson's theoryof psychosocialdevelopment tothe students'own lives.

30 30 No Change Continue thisassignment asapplying a theoryto one's own lifeis the true test ofone'sunderstanding ofthat theory.

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


Each student wasgiven anassignment: Prepare and turnin four critiquesof scholarlyarticles on thedate assigned. The topic may beany psychologicaltopic and shouldbe taken fromscholarlyjournals. Aphotocopy of thefirst page of thejournal article(the page onwhich theabstract appears)is to be stabledto the front ofthe critique. Within the 4

The competencyin this goal wasassessed/measured through (4)writtenassignments. Four writtenassignmentsworth 25 pointseach wereadministered. Successfullyachieving thediscipline goalmeant theyearned 75 of the100 pointspossible.


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page critique, thestudent shouldsummarize themain idea of thearticle. Thestudent shouldchoose to agreeor disagree withthe main points,backing uphis/her positionwith logicalpoints. Finally,the successfulcritique willdescribe thepopulation whocould benefitfrom the studyand show howand where insociety this studycan be best used.


After reading,lecture and classdiscussionstudents were touse the theoriesof Kohlberg andGilligan to assessdifferentperspectives onmoraldevelopment.

Students were tocompare andcontrast the twotheoreispreviouslymentioned. Successfulcompletioninvolved theability to usecritical thinkingand develop newperspectivesoutside of thosementioned in thebook.

25 10 A significantnumber ofstudents wereunable tosuccessfullycomplete thisactivity. Thereasons forunsuccessfulcompletion maybe inadequatepreparation,insufficientmotivation,inability to thinkabout thequestion from a"critical"perspective. Thequestion seemedto be challengingand thoughtprovoking, butperhaps morediscussion inclass wouldstimulate deeperthinking.


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Psychology Students willutilize criticalthinking inevaluatingpsychologicaltheories andresearchevidence.

Explain why sexis difficult todiscuss amongus.

Having anexplanation thatis logical andnon-circular.

16 3 No Change This is a typicaland frustratingresult. I havenot beensuccessful indiscovering howto teach criticalthinking in theclasses asstructured hereat TCC.

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

Psychology Students willutilize criticalthinking inevaluatingpsychologicaltheories andresearchevidence.

Students readthe text coveringthe core conceptsin HumanRelations. Theytakeself-assessmentsover some of thismaterial toexamine theirown skills,abilities,personality, andbehaviors. Utilizing text andassessmentsstudents write a10 to 15 pagepaper reflectingon the coreconcepts of thesubject withspecific focus ontheir ownpersonality andhuman relationsstrengths andweaknesses.Integratedthroughout thepaper are specificplans forimproving theirown humanrelations skillsbased on the textmaterial, studentdiscussions, oruse of outsidematerials.

Students areexpected todiscuss personalstrengths/weaknesses, styles,types etc. fromself-assessmenttaken throughoutthe semester, asopposed tosimply identifyingan assessmentresult. Papercontent mustincluderesponses to aseries ofreflective oranalyticquestionsregarding theseassessmentresults. Studentsare graded ontheir ability toaccurately applythe text materialto answer thequestions andanalyze theirassessmentresults. Studentsare also expectedto write in clear,well-structuredsentences, andparagraphs withintroduction,body, andconclusion, andto utilize


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standardwriting-styleformattingguidelines.Scores above60% wereconsideredsuccessful.


Specificquestions oncourse examsregarding thefindings of someclassicpsychologicalresearch studies,and theapplication of thefindings tocurrent events,identification ofethical issues,and applicationof concepts suchas socialfacilitation, roleassumption,compliance/obedience, etc.

Goal #1: CriticalThinking--applyknowledge andunderstanding todifferentcontexts,situations, and/orspecificendeavors. Inorder tosuccessfully meetthe criteria, eachstudent willrespond correctlyon writtenexams.

19 13 I plan to extendthe focus on thisarea of contentby adding adiscussion boardthread related totheproblem-solving/synthesis/application to currentevents ofselected classicresearch studyfindings,including theZimbardo PrisonExperiment,Milgrim'sObedience Study,and Sherif's andAsch's studies. Students whoscored A's andB's in the coursetypicallyrespondedcorrectly to allquestionsaddressing thesestudies. Students whoscored D's or F'sapparently havelarger issues atstake, such as,for somestudents, lack ofwillingness toparticipate insome courseactivities, and forsome studentsan over-all lackof engagement

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

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with the course. In the recentonline coursedevelopmentclass Icompleted, Ilearned somenavigational toolsthat I plan toincorporate in myonline classes inthe Summer andFall. I plan toalso monitorwhether studentsparticipate incourse activitiesin a timelymanner on aregular basis.

Spring 2008 Religious Studies Assessment Report

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Religious Studies Knowledge of theinterrelationshipbetween religionsand societies

Students were towrite a 5-8 pagepaper tracing thereligious themesof one director,for following onereligious themethrough theworks of severaldirectors.

The successfulstudent wouldhave todemonstrate thelink betweenindividualreligious beliefand a director'sart, or follow areligious theme,such asredemption,through severaldirectors.

6 6 No Change LRC holdings (1.) None: (2.) None: (3.) None:

Spring 2008 Sociology Assessment Report

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Sociology Demonstratemastery ofselectedsociologicalconcepts andprinciples.

Examinations Used fourexaminations toassess the abiityof students toretain andunderstantconcepts ofdiscipline.

40 32 foudn there wasmore success byremindingstudents moreabout deadlinesand resourcesavailable.

offered theQuality Matterscourse

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

Sociology Demonstratemastery ofselectedsociologicalconcepts andprinciples.

Weekly chapterquizzes andoptionalcomprehensivefinal that usedsome recall andextensiveapplicationquestions.

Studentsachieved 70% ormore responsescorrect.

20 12 No Change None required. (1.) None: (2.) None: (3.) None:

Spring 2008 Speech Assessment Report

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Speech Students willdemonstratecritical thinkingskills throughapplyingknowledge andunderstand todifferentcontexts,situations and/orspecificendeavors.

In Speech 1113,the informativespeechassignmentrequired studentsto choose ahistorical buildingor a historicalevent in theirhometown toresearch. As partof theassignment,students wererequired tointerview at leastone person anduse theinformationgathered duringthe interview intheir speeches asa source. Eachstudent wasrequired to askthe intervieweeat least tenquestions duringthe interview.Not only didstudents have tocritically think inorder to write thequestions, butthey then had todecide wherethat informationwould be bestused in thespeech.

I assessedwhether or notthe studentsused theinformationcorrectly in theirspeeches. Students wererequired to orallycite theinterviewee'sname as well asthe significanceof the person inrelation to thespeech topic.Some studentsorally cited theperson's name,but forgot to tellwho the personwas.

20 15 No Change Overall, thesuccess rate wasgood, but couldbe better. Fornext semester, Iwill again stressthe importanceof oral citationwhen deliveringpresentations. Iwill use specificexamples andshow my classesspeeches fromthe previoussemester of thecorrect way toorally cite.

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

Speech Students willdemonstrateappropriate skillsin delivery of

In a publicspeaking coursethe emphasis isto improve

The student willhave masteredthe deliverytechniques if

33 25 Upon review ofthe deliveryassessment, theinstructor will

I believe it isimportant thatcommunicationskills be taught

(1.) ProfessionalDevelopment -External: (2.) Instructional

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extemporaneousoralpresentations.

appliedcommunicationskills. Thestudent will studythe anatomy ofthecommunicationprocess: verbal,non-verbal, andwordusage/languageaspects ofdelivery. Theinstructor willassess effectivedelivery skills inthe classroom bythe following:

The student willdevelop a speechover a giventopic and makean oralpresentation inthe class room.The student willbe able to delivera speecheffectively byincorporatingthree techniques.A. Non-verbalDeliveryB. VerbalDeliveryC. WordUsage/language

he/she is able togive the oralpresentation with80% accuracy.The followingcriteria will beused to evaluatemastery.A. VerbalDeliveryTechniques1. AppropriateVolume2. ConversationalTone3. ClearEnunciation4. Vocal Variety5. AppropriateRate6. AppropriateTone7. Used PausesCorrectly8. FluentDeliveryB. Non-VerbalDeliveryTechniques1. AppropriateStance andPosture2. AppropriateEye Contact (atleast 90% ofspeaking time)3. FacialExpressions thatconvey/clarifyideas 4. Gestures thatadd emphasisand description5. AppropriateAttireC. WordUsage/Language1. Language wasdirect and madethe speaker'spoint clearly2. Words wereused

prepareindividualizedlesson plans thatwill re-teach andprovide extrapractice for eachclass, dependingupon the area ofweakness.Individualizedplans mayinclude: grouppractice withwritten and oralcritiques ofvarious modelvideos, individualcritiques ofvarious modelspeechesfollowed bydiscussion, andindividualpractice whichwill include videorecording of theindividual'sperformance. Thestudent will thenwatch the videoof him/her selfand evaluate it.The same speechwill be evaluatedby the instructor. Discussion andfeedback will beincorporated.

Although thefinding of thisassessmentproved successfulwith 76% of thestudentsattaining thisgoal, I willincorporate othermethods such asoralinterpretationand video speechsamples which

across thecurriculum andthat TCC requireclasses thatprovide studentmastery of theseskills. Variousstudies indicatethatcommunicationskills, includinghow to write anorganized,coherent, andunifiedpresentation fora particularaudience and thedelivery of theoralpresentation, aresignificant factorsin predictingsuccess on thejob. TCC couldprovide studentswith these skillsby requiring acommunicationscourse.Additionalopportunities forstudents tointeract in verbaldiscourse, suchas open forumsand publicdebates similarto thosepresented at theTown Hall Debateforums, wouldprovide avenuesfor students toparticipate inpublic speaking.Activities such asthese buildexcitement and acollegial culture,therebyenhancing thecollege

Equipment:Purchase anadditional Apresosystem to beinstalled in asecondclassroom. Replace the oldercomputerscurrently beingused with theApreso system. (3.) Prerequisites/ Curriculum:Review the corerequirements fordegrees andcertifications.

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appropriately3. Grammar wasappropriate4. Wordpronunciationswere correct5. Language wassuitable for theaudience

Before thespeech isdelivered theclass will engagein a lecture,video modeling,and discussionabout the threedeliverytechniques.

the student willuse as a modelfor improvingdeliverytechniques. Thestudent will thenbe assigned anoralinterpretationpresentation thatwill providefurther learningexperiences.

experience.Additionalsources (mediaand training)illustratingeffectivecommunicationskills wouldenhanceinstruction.

Spring 2008 Veterinary Technology Assessment Report

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VeterinaryTechnology

Blood collection Bovine BloodCollection/Venipuncture

BovineVenipuncturewas assessedduringVT2364-LargeAnimalTechnology class. Students wereinstructed viaclass lectures &laboratories onhow to safelycollect bloodfrom bovine atvarioussites/regions. This skill isrecognized aspart of the"essentialeducationalrequirements" ofthe AmericanVeterinaryMedicalAssociation(AVMA). TheTCC VeterinaryTechnologyProgram's abilityto provide thiseducationmaintains"Full-Accreditation" status of theVT Program.

14 14 No Change TCC continues toprovide safehousing facilitiesof larger animals. Safety is notedas repairs andup-grades oflarge animalfacilities/equipment necessary toperform theassessed activity.

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

Discipline Goal / Program Competency Assessmentira.tulsacc.edu/sites/default/files/u2/Discipline... · 2015. 2. 4. · Executive Summary • A total of 92 faculty members contributed

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