| Division | Department | Your name | Enter the name of the course with section. | Enter CRN# for course | Enter SLO Statement(s) As it (they) appear on the Course Outline of Record. You may assess one or more at a time. | Academic Year | Quarter of Assessment | Modality of class | Method of Assessment | Elaborate on Assessment Method | Number of students exceeding expectations | Number of students meeting expectations | Number of students approaching expectations | Number of students who do not meet this/these outcome(s) | N/A Not Applicable (withdrew, absent, ...) | Reflection | Enhancement/Action |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Catherina Wo | ACCT 52 | 28232 | Demonstrate knowledge of business combinations; prepare,
explain and analyze consolidating workpapers and financial statements. Demonstrate knowledge of governmental, not-for-profit, and partnership accounting; and demonstrate an ability to properly record related transactions and prepare related financial statements. |
2024-2025 | Fall | Online - Async | Exam – Course Tes | Comprehensive exam including the following topics:
Accounting for equity investments using the FV method and the equity method.
eBook sections 2-2 and 2-3 Journal entries Calculation of share and treatment of income and dividends Income and investment account effects using the FV method and the equity method. eBook section 2-4 Calculating Goodwill and FV excess of identifiable assets eBook section 2-6 Concept of significant influence. Understanding control and indirect control. eBook sections 3-2 and 3-3 Consolidation of a Variable Interest Entity. eBook section 3-7 Calculating consolidated balances for different situations, including but not limited to solving for FV excess amounts. Chapter 4 Comprehensive problem on preparing the consolidation entries and completing the consolidated worksheet for a wholly-owned subsidiary with complex differential up to one year of ownership. Chapter 4 Governmental Accounting, Nonprofit Organizations, and Partnership Accounting. The topics are in chapters 17, 18, 19 and 15. Advanced Accounting: Individual Creative Project Objective: The purpose of this individual project is to demonstrate your understanding of advanced accounting concepts in an engaging and original way. This project is designed to allow you to explore and present your grasp of the material through a medium that aligns with your interests and creativity. It is worth 10% of your overall course grade. |
26 | 1 | 0 | 1 | 1 | Students who enroll in Advanced Accounting are typically highly motivated, with goals to complete educational unit requirements to sit for the CPA exam. However, they are also working individuals who might have limited amount of review/study time. I believe more focused instruction with embedded CPA exam materials will help students grasp the necessary concepts. Students really enjoyed the individual project where they each showcase their understanding of any of the advanced accounting topics. The deliverable is flexible to accommodate their personal interests and creative abilities. This project was met with incredible enthusiasm where students who were interested in non-profit accounting can delve deeper into the pertinent topics, while others who want to focus more on consolidation concepts can also be creative on what they produce. Some sample projects include comic books and podcasts to explain advanced accounting concepts using everyday life analogies. | I believe using more CPA exam preparation materials in the course as supplements will greatly help students to focus and retain on important topics. Additionally, including more CPA style case based questions will help to enhance understanding of course materials. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Scott Osborne | ACCT 1A/1AH | Various | • Student Learning Outcome #1: Demonstrate a knowledge of double entry accounting for business transactions and adjustments and prepare, explain and analyze financial statements using GAAP. | 2024-2025 | Fall | Other | Exam – Course Tes | We used a standardized, comprehensive quiz designed to be taken late in the Fall 2024 term by a majority of Accounting 1A students. It was developed jointly by the full-time faculty in the department. Substantially equivalent versions of the quiz have been given every three years since Fall 2009. | 32 | 203 | 14 | 21 | 197 | At the end of Fall, 2024 we had 270 students (representing 12 sections) in Accounting 1A participate in our measurement of SLO #1. The success rate was 87%, exceeding our minimum target of 75%. This represents an increase from an 86% success rate three years ago. The full-time instructors engaged in conversation regarding the results. A summary of full-time instructor comments indicates a positive trend in student performance on SLO 1. The percentage of students meeting the outcome increased significantly from Fall 2021 to Fall 2024, likely due to a more stable learning environment as the institution transitioned back to a hybrid format after the challenges of the pandemic. The return to in-person instruction, particularly for the hands-on components related to recording transactions and preparing reports, contributed to improvements in student learning outcomes. The increased success rate, exceeding the minimum target, suggests better student readiness for future coursework and improved mastery of the material. The instructors also noted that more effective teaching techniques developed over time, especially in online instruction, may have contributed to the score improvements. | A summary of instructor enhancement comments indicates that the faculty members could benefit from collaborating and sharing best practices on how to effectively teach some of the more challenging topics in the course, such as the accrual basis of accounting and bank reconciliation. The use of everyday life analogies and interactive simulations is suggested as a way to enhance student engagement and understanding of these concepts. Additionally, the course currently has a high success rate for SLO #1, and exploring new educational technologies and tools is recommended to further support the curriculum, teaching materials, and assessments. Our instructor discussion emphasized the value of faculty collaboration and leveraging innovative teaching approaches to improve student learning outcomes. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Scott Osborne | ACCT 1A/1AH | Various | • Student Learning Outcome #2: Analyze fundamental business
concepts, how businesses operate, how accounting serves them and identify
ethical issues in an accounting context. |
2024-2025 | Fall | Other | Exam – Course Tes | We used a standardized, comprehensive quiz designed to be taken late in the Fall 2024 term by a majority of Accounting 1A students. It was developed jointly by the full-time faculty in the department. Substantially equivalent versions of the quiz have been given every three years since Fall 2009. | 40 | 203 | 14 | 13 | 197 | At the end of Fall, 2024 we had 270 students (representing 12 sections) in Accounting 1A participate in our measurement of SLO #1. The success rate was 87%, exceeding our minimum target of 75%. This represents an increase from an 86% success rate three years ago. The full-time instructors engaged in conversation regarding the results. Our instructors noted that students showed significant improvement in their understanding of real-world business scenarios and current events, particularly related to accounting and business environments. This was attributed to efforts by the accounting faculty to incorporate more of these elements into the curriculum. However, students appeared to have done worse on the specific question related to the Sarbanes-Oxley (SOX) Act compared to previous assessments, suggesting a need to further emphasize this topic. Overall, our instructors seemed satisfied with the progress made in improving students' analytical skills and understanding of real-world business applications, but identified SOX-related content as a potential area for further focus. | The course instructors aim to enhance the learning objectives related to the Sarbanes-Oxley Act (SOX) and internal controls. The instructors suggest incorporating specific fraud cases, such as the Rigas family fraud case, as discussion topics or student research assignments. This could help illustrate the real-world impact of financial fraud and make the material more engaging for students. Additionally, the instructors recommend deepening the partnership with the Business Village to further emphasize the connection between course content and actual business practices. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Scott Osborne | ACCT 1A/1AH | various | • Student Learning Outcome #2: Analyze fundamental business concepts, how businesses operate, how accounting serves them and identify ethical issues in an accounting context. | 2024-2025 | Fall | Other | Exam – Course Tes | We used a standardized, comprehensive quiz designed to be taken late in the Fall 2024 term by a majority of Accounting 1A students. It was developed jointly by the full-time faculty in the department. Substantially equivalent versions of the quiz have been given every three years since Fall 2009. | 40 | 203 | 14 | 13 | 197 | At the end of Fall, 2024 we had 270 students (representing 12 sections) in Accounting 1A participate in our measurement of SLO #2. The success rate was 90%, exceeding our minimum target of 75%. This represents an increase from an 85% success rate three years ago. Our instructors noted that students showed significant improvement in their understanding of real-world business scenarios and current events, particularly related to accounting and business environments. This was attributed to efforts by the accounting faculty to incorporate more of these elements into the curriculum. However, students appeared to have done worse on the specific question related to the Sarbanes-Oxley (SOX) Act compared to previous assessments, suggesting a need to further emphasize this topic. Overall, the instructors seemed satisfied with the progress made in improving students' analytical skills and understanding of real-world business applications, but identified SOX-related content as a potential area for further focus. | The course instructors aim to enhance the learning objectives related to the Sarbanes-Oxley Act (SOX) and internal controls. The instructors suggest incorporating specific fraud cases, such as the Rigas family fraud case, as discussion topics or student research assignments. This could help illustrate the real-world impact of financial fraud and make the material more engaging for students. Additionally, the instructors recommend deepening the partnership with the Business Village to further emphasize the connection between course content and actual business practices. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Scott Osborne | ACCT 1B/1BH | various | • Student Learning Outcome #1: Demonstrate a knowledge of the users of accounting information and forms or business ownership, risks and capitalization of each and prepare, analyze and evaluate the financial structure of a firm using corporate financial statements (and include the statement of cash flows). | 2024-2025 | Fall | Other | Exam – Course Tes | We used a standardized, comprehensive quiz designed to be taken late in the Fall 2024 term by a majority of Accounting 1A students. It was developed jointly by the full-time faculty in the department. Substantially equivalent versions of the quiz have been given every three years since Fall 2009. | 15 | 57 | 4 | 0 | 101 | At the end of Fall, 2024 we had 76 students (representing 3 sections) in Accounting 1B participate in our measurement of SLO #1. The success rate was 95%, exceeding our minimum target of 75%. This represents an increase from a 91% success rate three years ago. The full-time instructors engaged in conversation regarding the results. Our instructors noted a significant increase in the success rate from 91% to 95% over the past three years. While this was seen as encouraging, the instructors expressed concern that the high success rate may indicate the assessment is not effectively evaluating student learning. To address this, the instructors recommended modifying the assessment method or content to better re-evaluate student understanding of the established objective. Additionally, the decrease in student participation in the assessment was highlighted as an area requiring further exploration. | The instructors discussed potential ways to enhance the assessment of SLO 1. While the high performance was noted, the group suggested exploring modifications to the assessment, such as adjusting the question content or the medium of delivery, to ensure the reliability of the results. One suggestion was to consider delivering the assessment for SLO 1 on the Canvas platform. This could potentially help increase the sample size for the assessment. Our instructors seem open to further discussion and collaboration to identify ways to improve the assessment process. There was agreement that holding more meetings to share teaching methods and discuss potential improvements would be also be beneficial. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Scott Osborne | ACCT 1B/1BH | various | • Student Learning Outcome #1: Demonstrate a knowledge of the users of accounting information and forms or business ownership, risks and capitalization of each and prepare, analyze and evaluate the financial structure of a firm using corporate financial statements (and include the statement of cash flows). | 2024-2025 | Fall | Other | Exam – Course Tes | We used a standardized, comprehensive quiz designed to be taken late in the Fall 2024 term by a majority of Accounting 1B students. It was developed jointly by the full-time faculty in the department. Substantially equivalent versions of the quiz have been given every three years since Fall 2009. | 15 | 57 | 4 | 0 | 101 | At the end of Fall, 2024 we had 76 students (representing 3 sections) in Accounting 1B participate in our measurement of SLO #1. The success rate was 95%, exceeding our minimum target of 75%. This represents an increase from a 91% success rate three years ago. The full-time instructors engaged in conversation regarding the results. Our instructors noted a significant increase in the success rate from 91% to 95% over the past three years. While this was seen as encouraging, the instructors expressed concern that the high success rate may indicate the assessment is not effectively evaluating student learning. To address this, the instructors recommended modifying the assessment method or content to better re-evaluate student understanding of the established objective. Additionally, the decrease in student participation in the assessment was highlighted as an area requiring further exploration. | The instructors discussed potential ways to enhance the assessment of SLO 1. While the high performance was noted, the group suggested exploring modifications to the assessment, such as adjusting the question content or the medium of delivery, to ensure the reliability of the results. One suggestion was to consider delivering the assessment for SLO 1 on the Canvas platform. This could potentially help increase the sample size for the assessment. Our instructors seem open to further discussion and collaboration to identify ways to improve the assessment process. There was agreement that holding more meetings to share teaching methods and discuss potential improvements would be also be beneficial. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Scott Osborne | ACCT 1B/1BH | various | • Student Learning Outcome #2: Analyze and evaluate the
capitalization of a firm using debt and equity and apply net present value
methodology to the analysis. |
2024-2025 | Fall | Other | Exam – Course Tes | We used a standardized, comprehensive quiz designed to be taken late in the Fall 2024 term by a majority of Accounting 1B students. It was developed jointly by the full-time faculty in the department. Substantially equivalent versions of the quiz have been given every three years since Fall 2009. | 16 | 57 | 4 | 0 | 101 | At the end of Fall, 2024 we had 76 students (representing 3 sections) in Accounting 1B participate in our measurement of SLO #2. The success rate was 96%, exceeding our minimum target of 75%. This represents an increase from an 89% success rate three years ago. Our instructor discussion noted a significant increase in student success rates for SLO 2 in the Accounting 1B course. While this high success rate was seen as encouraging, it also raised questions about the accuracy of the assessment in measuring true student learning. Our instructors suggested exploring the reasons behind the improved performance and considering modifications to the assessment, either in terms of the medium or content, to ensure it accurately reflects the desired learning outcomes for the course. | Our instructor discussion centered on potential enhancements to the SLO 2 assessment. The general consensus is that the high success rate does not necessitate major changes, but suggestions were made to improve the assessment's reliability, such as modifying the question content or the assessment medium. Instructors are considering minor adjustments to ensure continued reliability of the SLO 2 assessment. One suggestion is to deliver the SLO assessments on the Canvas platform in the future to increase the sample size. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Scott Osborne | ACCT 1C/1CH | various | • Student Learning Outcome #3: Identify elements of cost for a business and explain and analyze how costs are allocated and assessed for various users. Compare and contrast the cost acct system for a manufacturer, merchandiser and service firm and distinguish the differences and similarities between financial reporting and cost accounting and utilize npv and irr for evaluating the financial viability of a business decision. | 2024-2025 | Fall | Other | Exam – Course Tes | We used a standardized, comprehensive quiz designed to be taken late in the Fall 2024 term by a majority of Accounting 1C students. It was developed jointly by the full-time faculty in the department. Substantially equivalent versions of the quiz have been given every three years since Fall 2009. | 25 | 111 | 7 | 5 | 21 | At the end of Fall, 2024 we had 148 students (representing
4 sections) in Accounting 1C participate in our measurement of SLO #1. The
success rate was 92%, exceeding our minimum target of 75%. This represents a
slight decrease from a 94% success rate three years ago. The full-time
instructors engaged in conversation regarding the results. Our instructor
discussion focused on best practices to maintain and improve student learning
outcomes for SLO 1 in the 1C course. The faculty members provided the following
insights: Best Practices: - Evaluate the specific test question (MC 18-110) that may have contributed to a slight decline in student success rate, to determine if it was ambiguous or misleading. - Explore curricular and pedagogical enhancements to improve student learning, if the test question is found to be appropriate. - Encourage faculty teaching the 1C course to meet and discuss best practices with each other, as a proactive measure to continue improving student outcomes. The faculty emphasized that the overall success rate of 92% is still exceptional and indicates that the SLO objectives have largely been achieved. The slight decline is seen as immaterial, and the focus should be on maintaining the high level of student learning through collaborative efforts to refine teaching practices. |
Our course instructors discussed potential enhancements to the ACCT 1C course. The discussion focused on improving the connection between the course material and the broader accounting concepts covered in previous courses. Suggestions included exploring the use of more projects and cases that span multiple course topics, as well as considering additional visual instructional tools and templates, especially for challenging areas like cost allocation and standard cost variances. While the course currently has a high success rate, the instructors expressed a desire to continuously learn and improve their teaching approaches to maintain and potentially enhance student outcomes. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | ACCT | Amber Hatter | ACCT D088.64 | 46706 | Evaluate accounting problems, then design and construct Excel spreadsheets to solve those problems. | 2024-2025 | Spring | Online - Async | Other | I evaluated a comprehensive homework assignment that requires students to create an Excel solution for an accounting scenario. Assessment examines their ability to select appropriate functions, design logical spreadsheet structures, implement accurate formulas reflecting accounting principles, and produce clear output that effectively solves the accounting problem. [ I'm assessing "P2 Service Company Worksheet (F1 Work) (p. 30)." | 36 | 0 | 2 | 2 | 4 | I'm pleased that 90% of my students met or exceeded expectations for this SLO, with most achieving perfect scores. These results validate my teaching methodology while identifying opportunities to better support the few struggling students. | I'll encourage students who didn't fully meet expectations to attend my online office hours and utilize tutoring services. Additionally, I'll incorporate more targeted practice exercises focusing on Excel formula construction to ensure all students can successfully master these essential skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | AUTO | Pete Vernazza | Auto 99A-55 | 23791 | The student will demonstrate the ability to perform a battery load test, a starter draw test, a charging system test and analyze the readings. | 2024-25 | Fall | Face-to-Face | Demonstration | Performance Final | 18 | 4 | 2 | 2 | 0 | During the Performance Final, many students showed that they had sufficiently prepared as evidenced by their scores. The two students that did not meet expectations, had one thing in common and that was poor attendance throughout the quarter. | Next quarter, I plan on reiterating to my students the importance of being on time and attending class. I will stress how attendance is directly tied to student success. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | AUTO | Ivan Kojnok | AutoautoD060 | 00221, 24963, | Demonstrate the
ability to diagram and construct simple electrical circuits, calculating and measuring voltage, amperage, and resistance using Ohm's Law and a digital multimeter. Develop a testing sequence to diagnose inoperative charging, cranking, and battery circuits. |
2024-25 | Fall | Face-to-Face | Exam – Course Tes | Performance final exam, student will demonstrate to
instructor one on one, diagnosis of a no crank condition of a vehicle using
skills learned in class. Student will perform a cumulative multiple choice final exam. |
6 | 10 | 11 | 0 | Most students did well | will continue to improve instruction and will apply other learning techniques | |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | AUTO | Ivan Kojnok | Auto D060.62 | 26843, 26845, | Demonstrate the ability to diagram and construct simple
electrical circuits, calculating and measuring voltage, amperage, and resistance using Ohm's Law and a digital multimeter. Develop a testing sequence to diagnose inoperative charging, cranking, and battery circuits. |
2024-25 | Fall | Face-to-Face | Exam – Course Tes | Performance final exam, student will demonstrate to
instructor one on one, diagnosis of a no crank condition of a vehicle using
skills learned in class. Student will perform a cumulative multiple choice final exam |
6 | 16 | 4 | 0 | most students did well | will continue to improve instruction and will apply other learning techniques | |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | AUTO | ivan kojnok | Auto 50B | D050B02, D35 | Student will be able to perform basic engine diagnostic and
troubleshooting, perform under hood inspections, cooling system inspections, electrical, charging and starting system testing. |
2024-25 | Fall | Face-to-Face | Exam – Course Tes | Student will answer questions about and perform 5 tests on an engine electrical system as a performance exam. Student will answer 35 T/F questions as a written exam. | 12 | 4 | 3 | 2 | 2 | most students did well | will continue to improve instruction and will apply other learning techniques |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | AUTO | ivan kojnok | Auto60 | 00203 | • Student Learning Outcome: Demonstrate the ability to diagram and construct simple electrical circuits, calculating and measuring voltage, amperage, and resistance using Ohm's Law and a digital multimeter. • Student Learning Outcome: Develop a testing sequence to diagnose inoperative charging, cranking, and battery circuits. |
2024-2025 | Winter | Face-to-Face | Demonstration | Performance final exam. Student needs to demonstrate skills learned in the course. Written final exam, student is to answer multiple choice questions related to the course. | 10 | 9 | 4 | 0 | 1 | most did well | will continue to develop and improve the course. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | AUTO | ivan kojnok | APRN D060.61 | 38714 | • Student Learning Outcome: Demonstrate the ability to diagram and construct simple electrical circuits, calculating and measuring voltage, amperage, and resistance using Ohm's Law and a digital multimeter. • Student Learning Outcome: Develop a testing sequence to diagnose inoperative charging, cranking, and battery circuits. |
2023-2024 | Winter | Face-to-Face | Exam – Course Tes | students do a performance final exam where they demonstrate skills learned in the course. Students will answer multiple choice questions pertaining to the course. | 2 | 0 | 0 | 0 | 0 | all did well | will continue to develop and improve the course |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Felix Amoruwa | CIS 102 | 34925 | Demonstrate data recovery and cybercrime forensics
investigation techniques. Upon completion of this course, you will be able to use a personal computer and understand the following personal computer objectives. By the close of the course, the student will have/be able to 1. Explore the forensics profession 2. Analyze examples of computer crime 3. Investigate forensic methods and labs 4. Learn how to collect, seize, and protect evidence 5. Explore e-mail forensics 6. Analyze Windows forensics 7. Examine mobile forensics |
2024-2025 | Winter | Online - Async | Exam – Course Tes | The assessment method for CIS 104: Digital Forensics and Hacking Investigation (Winter 2025) is structured to provide a balanced evaluation of both theoretical knowledge and practical skills. Students are assessed through weekly laboratory assignments (worth 33.33% of the final grade), which involve hands-on work using forensic software in a virtual lab environment. In addition to the labs, there are 10 quizzes spread throughout the course, also accounting for 33.33% of the final grade. A comprehensive final exam, covering all course material, contributes the remaining 33.33%. Students have the opportunity to enhance their overall score through extra credit, which includes additional lab work (worth up to 25 points) and optional PowerPoint presentations on relevant security topics (worth up to 25 points), potentially increasing their total grade percentage by up to 16.66%. Altogether, students can earn up to 350 points, although the base total without extra credit is 300 points. The grading system is designed to reward consistent participation, timely submission of work, and initiative in exploring advanced topics. | 5 | 30 | 5 | 5 | 12 | The discussions that allowed the students to engage with each other while at the same times with the modular content was the biggest highlight I saw that tied both the learning and application with current news and discussion. | To continue to further allow students to engage in the discussion component, given that the course was async. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 18A | 02639 | Use the Unix/Linux Operating System utilities and shell features for basic file manipulation, networking, and communication. | 2024-2025 | Fall | Hybrid (some | Exam – Course Tes | Students are assessed through lab exercises, assignments, quizzes, and exams that test their ability to use Unix/Linux commands, navigate the file system, and write basic shell scripts. | 14 | 15 | 3 | 3 | 3 | Most students demonstrated a solid understanding of Unix/Linux fundamentals through lab work and assessments. However, a few struggled with shell scripting. In the future, I plan to provide more guided examples and practice exercises to support those students. | I will add more step-by-step shell scripting exercises and provide short tutorial videos to support students who need extra help. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 22C | 22320 | Read, analyze and explain data structures programs. Create and analyze efficiency of data structures algorithms, code, document, debug, and test large data structures programs using appropriate design methodology incorporating advanced programming concepts. |
2024-2025 | Fall | Online - Async | Exam – Course Tes | Assessment is based on programming assignments, lab exercises, quizzes, and exams. Students demonstrate their ability to implement data structures (e.g., linked lists, stacks, queues, trees, and hash tables) through hands-on coding tasks. Assignments emphasize problem-solving, efficiency, and debugging, while exams assess conceptual understanding and application. | 6 | 26 | 4 | 1 | 2 | Students performed well in implementing basic data structures but faced challenges with more complex topics like trees and hash tables. Many demonstrated strong coding skills but needed additional support in analyzing algorithm efficiency. More structured debugging exercises and real-world applications could reinforce these concepts. | I will incorporate more step-by-step debugging exercises, provide additional practice on trees and hash tables, and include real-world examples to strengthen students' understanding of algorithm efficiency. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 41A | 26033 | Design, code, document, analyze, debug, and test introductory level Python programs that include Python modules. | 2024-2025 | Fall | Online - Async | Exam – Course Tes | Assessment includes programming assignments, lab exercises, quizzes, and exams. Students demonstrate proficiency in Python by solving real-world problems, implementing control structures, working with functions, handling files, and applying object-oriented programming. Assignments emphasize coding accuracy, efficiency, and debugging, while exams test conceptual understanding and practical application. | 15 | 20 | 2 | 1 | 1 | Students performed well in basic Python concepts such as loops and functions but struggled with object-oriented programming and error handling. While most demonstrated strong coding skills, some needed more practice with debugging and writing efficient code. Providing additional guided exercises and real-world applications could improve comprehension and retention. | I will introduce more guided exercises on object-oriented programming and error handling, incorporate real-world coding scenarios, and provide additional debugging practice to help students improve their problem-solving skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 41A | 24090 | Design, code, document, analyze, debug, and test
introductory level Python programs that include Python modules. |
2024-2025 | Fall | Hybrid (some | Exam – Course Tes | Assessment includes programming assignments, lab exercises, quizzes, and exams. Students demonstrate proficiency in Python by solving real-world problems, implementing control structures, working with functions, handling files, and applying object-oriented programming. Assignments emphasize coding accuracy, efficiency, and debugging, while exams test conceptual understanding and practical application. | 11 | 24 | 0 | 1 | 0 | Students performed well in basic Python concepts such as loops and functions but struggled with object-oriented programming and error handling. While most demonstrated strong coding skills, some needed more practice with debugging and writing efficient code. Providing additional guided exercises and real-world applications could improve comprehension and retention. | I will introduce more guided exercises on object-oriented programming and error handling, incorporate real-world coding scenarios, and provide additional debugging practice to help students improve their problem-solving skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 41A | 38592 | Design, code, document, analyze, debug, and test
introductory level Python programs that include Python modules. |
2024-2025 | Fall | Online - Async | Exam – Course Tes | Assessment includes programming assignments, lab exercises, quizzes, and exams. Students demonstrate proficiency in Python by solving real-world problems, implementing control structures, working with functions, handling files, and applying object-oriented programming. Assignments emphasize coding accuracy, efficiency, and debugging, while exams test conceptual understanding and practical application. | 8 | 31 | 3 | 1 | 0 | Students performed well in basic Python concepts such as loops and functions but struggled with object-oriented programming and error handling. While most demonstrated strong coding skills, some needed more practice with debugging and writing efficient code. Providing additional guided exercises and real-world applications could improve comprehension and retention. | I will introduce more guided exercises on object-oriented programming and error handling, incorporate real-world coding scenarios, and provide additional debugging practice to help students improve their problem-solving skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 41A | 35651 | Design, code, document, analyze, debug, and test
introductory level Python programs that include Python modules. |
2024-2025 | Winter | Online - Async | Exam – Course Tes | Assessment includes programming assignments, lab exercises, quizzes, and exams. Students demonstrate proficiency in Python by solving real-world problems, implementing control structures, working with functions, handling files, and applying object-oriented programming. Assignments emphasize coding accuracy, efficiency, and debugging, while exams test conceptual understanding and practical application. | 15 | 24 | 3 | 1 | 1 | Students performed well in basic Python concepts such as loops and functions, but struggled with object-oriented programming and error handling. While most demonstrated strong coding skills, some needed more practice with debugging and writing efficient code. Providing additional guided exercises and real-world applications could improve comprehension and retention. | I will introduce more guided exercises on object-oriented programming and error handling, incorporate real-world coding scenarios, and provide additional debugging practice to help students improve their problem-solving skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 22C | 38591 | Read, analyze and explain data structures programs. Create and analyze efficiency of data structures algorithms, code, document, debug, and test large data structures programs using appropriate design methodology incorporating advanced programming concepts. |
2024-2025 | Winter | Online - Async | Exam – Course Tes | Assessment is based on programming assignments, lab exercises, quizzes, and exams. Students demonstrate their ability to implement data structures (e.g., linked lists, stacks, queues, trees, and hash tables) through hands-on coding tasks. Assignments emphasize problem-solving, efficiency, and debugging, while exams assess conceptual understanding and application. | 5 | 27 | 1 | 2 | 6 | Students performed well in implementing basic data structures but faced challenges with more complex topics like trees and hash tables. Many demonstrated strong coding skills but needed additional support in analyzing algorithm efficiency. More structured debugging exercises and real-world applications could reinforce these concepts. | I will incorporate more step-by-step debugging exercises, provide additional practice on trees and hash tables, and include real-world examples to strengthen students' understanding of algorithm efficiency. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 340 | 28319 | Design, code, document, analyze, debug, and test
introductory level Python programs |
2024-2025 | Fall | Online - Async | Exam – Course Tes | Assessment includes programming assignments, lab exercises,
quizzes, and exams. Students demonstrate their understanding of fundamental
programming concepts such as variables, loops, conditionals, functions, and
basic data structures. Assignments focus on coding accuracy, problem-solving,
and debugging, while exams assess both conceptual knowledge and practical
application. |
0 | 1 | 1 | 1 | 0 | Students generally grasped basic programming concepts like
variables and loops but struggled with problem-solving and debugging. Some
had difficulty transitioning from syntax knowledge to applying logic in
coding tasks. Providing more hands-on practice and step-by-step debugging
exercises could enhance their understanding and confidence. |
I will introduce more guided
exercises on object-oriented programming and error handling, incorporate
real-world coding scenarios, and provide additional debugging practice to
help students improve their problem-solving skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 40 | 27462 | Design, code, document, analyze, debug, and test
introductory level Python programs |
2024-2025 | Fall | Online - Async | Exam – Course Tes | Assessment includes programming assignments, lab exercises,
quizzes, and exams. Students demonstrate their understanding of fundamental
programming concepts such as variables, loops, conditionals, functions, and
basic data structures. Assignments focus on coding accuracy, problem-solving,
and debugging, while exams assess both conceptual knowledge and practical
application. |
8 | 23 | 2 | 2 | 5 | Students generally grasped basic programming concepts like
variables and loops but struggled with problem-solving and debugging. Some
had difficulty transitioning from syntax knowledge to applying logic in
coding tasks. Providing more hands-on practice and step-by-step debugging
exercises could enhance their understanding and confidence. |
I will introduce more guided
exercises on object-oriented programming and error handling, incorporate
real-world coding scenarios, and provide additional debugging practice to
help students improve their problem-solving skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 340 | 38596 | Design, code, document, analyze, debug, and test
introductory level Python programs |
2024-2025 | Winter | Hybrid (some | Exam – Course Tes | Assessment includes programming assignments, lab exercises,
quizzes, and exams. Students demonstrate their understanding of fundamental
programming concepts such as variables, loops, conditionals, functions, and
basic data structures. Assignments focus on coding accuracy, problem-solving,
and debugging, while exams assess both conceptual knowledge and practical
application. |
1 | 6 | 0 | 1 | 3 | Students generally grasped basic programming concepts like
variables and loops but struggled with problem-solving and debugging. Some
had difficulty transitioning from syntax knowledge to applying logic in
coding tasks. Providing more hands-on practice and step-by-step debugging
exercises could enhance their understanding and confidence. |
I will introduce more guided
exercises on object-oriented programming and error handling, incorporate
real-world coding scenarios, and provide additional debugging practice to
help students improve their problem-solving skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 40 | 38595 | Design, code, document, analyze, debug, and test
introductory level Python programs |
2024-2025 | Winter | Hybrid (some | Exam – Course Tes | Assessment includes programming assignments, lab exercises,
quizzes, and exams. Students demonstrate their understanding of fundamental
programming concepts such as variables, loops, conditionals, functions, and
basic data structures. Assignments focus on coding accuracy, problem-solving,
and debugging, while exams assess both conceptual knowledge and practical
application. |
10 | 21 | 0 | 3 | 3 | Students generally grasped basic programming concepts like
variables and loops but struggled with problem-solving and debugging. Some
had difficulty transitioning from syntax knowledge to applying logic in
coding tasks. Providing more hands-on practice and step-by-step debugging
exercises could enhance their understanding and confidence. |
I will introduce more guided
exercises on object-oriented programming and error handling, incorporate
real-world coding scenarios, and provide additional debugging practice to
help students improve their problem-solving skills. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | CIS | Mirsaeid Abol | CIS 22A | 32250 | Design solutions for introductory level problems using
appropriate design methodology incorporating elementary programming
constructs. Create algorithms, code, document, debug, and test introductory level C++ programs. Read, analyze and explain introductory level C++ programs. |
2024-2025 | Winter | Hybrid (some | Exam – Course Tes | Assessment includes programming assignments, lab exercises,
quizzes, and exams. Students demonstrate their understanding of fundamental
programming concepts such as variables, data types, control structures,
functions, and arrays. Assignments focus on coding accuracy, problem-solving,
and debugging, while exams assess both conceptual understanding and practical
application. |
26 | 20 | 1 | 2 | 2 | Students generally excelled at fundamental concepts like
variables, loops, and conditionals. However, they faced challenges with more
complex topics such as functions and arrays. Additional practice and examples
related to these topics could help improve their understanding and ability to
apply these concepts in problem-solving. |
I will provide more hands-on
exercises and examples focused on functions and arrays, along with additional
practice problems that gradually increase in complexity. Offering more
opportunities for students to work through these concepts in class and through
homework assignments will help reinforce their understanding. |
| BUSINESS, COMPUTER SCIENCE & APPLIED TECHNOLOGIES | REST | Mark Sherby | REST 51-63Z | 36358 | 1. Demonstrate an ability to
handle offers, including negotiating and making counteroffers. 2. Describe the functions of a property manager and identify the types of documents commonly used by property managers. 3. Describe the events that take place after a purchase and sale agreement is signed. |
2024-2025 | Winter | Online - Async | Exam – Course Tes | Sixteen multiple choice
questions pertaining to three SLO's were identified and success rates for
these questions were assessed. |
35 | 2 | 1 | 1 | 1 | Students performed very well
on SLO questions at a success rate of 95%, 87% and 83% for each SLO showing
strong understanding of the concepts. However, continued monitoring and
clearer question wording may further support student success |
Add an additional written exercise specifically for these SLO's to reinforce SLO mastery. |