| Select your Division | Enter the name of your department | Enter the name of the course with section. | Enter CRN# for course | Enter SLO Statement(s) | 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 |
| Language Arts | Mandarin | 55B.01Z | 48331 | *Recognize and manage various constraints on witness
examination. *Analyze challenges to their interpretation and make corrections when necessary. *Apply the appropriate procedures for dealing with challenges to interpretation made by attorneys and jurors. *Recognize complex vocabulary utilized at various proceedings and medical settings and provide target language equivalents. *Distinguish between varying interpreter obligations in various setting. |
2023-2024 | Spring | Online with at least some synchronous hours | Presentation/Performance | oral presentations, discussions, assignments | 16 | 3 | 2 | 0 | 0 | All students came to class on time, had the desire to learn, participated earnestly, submitted assignments asap. | Use different media and material to make the leaning environment more interesting and take away anxiety and stress as much as possible for interpretation. |
| Language Arts | Journalism | Jour 2 | 01139 and | A survey of the mass media's cultural and industrial functions in society. Introduction to methods of studying how media systems developed historically and how they are evolving in the U.S. and globally, as well as how people use and make meaning with media as part of everyday life. Methods and theories to understand media's social, economic and political impact, considering media production, forms, reception, and influence. Ethical and legal implications of media including print, film, recorded music, TV, video gaming and online media. | 2023-2024 | Spring | Hybrid (some Face-to-Face) | Exam – Course Test/Quiz | Quiz (20 questions) on a chapter from the book. The chapter is about our news industry and how we get our news. | 7 | 12 | 3 | 4 | 0 | I was happy to see that a majority of the class did well on the quiz. I did notice that several students were late taking the online quiz. I’m wondering if an in-person quiz would be better for them, or cause more people to miss the quizzes. | I might require the students to take the quiz in class, after
our lecture on the chapter. It might help them further understand and
establish the lesson into their memory. Many of the questions in the quiz are
from the lecture. So when students miss that, they do poorly on the
quiz. I might make my lectures available for those who miss class to help them with the acing the quiz. |
| Language Arts | ESL | ESL 244/444 | /26715007 | SLO 2: Write a group of topic related sentences using level specific grammar and vocabulary | 2023-2024 | Fall | Hybrid (some Face-to-Face) | Demonstration | Students were given a writing prompt related to the grammar unit (Simple Past Tense) they were studying. Students were instructed to write a minimum of 5 sentences using the tense during the class. The instructor gave them time review and revise their writing. The instructor collected the writing assignment and graded them. | 19 | 2 | 5 | Overall, students performed to expectations. Although they made a number of grammar errors (e.g. articles, prepositions, conjunctions) in their compositions, most students did not make simple past tense errors, which was the focus of the assessment. | I will continue to teach the grammar lessons using student-centered activities and include the online grammar lab exercises, which are aligned to the grammar units in the textbook. | ||
| Language Arts | ESL | ESL 244/444 | 00774/267 | Comprehend, analyze, and respond to reading and listening low-intermediate materials | 2023-2024 | Fall | Hybrid (some Face-to-Face) | Exam – Course Test/Quiz | Students completed the grammar, listening, reading, and writing activities which focused on simple present and present progressive tenses. The instructor played a recording in the classroom and students were given a multiple-choice quiz on paper. The quiz questions and answers were designed for students to have a strong understanding and accuracy of the simple present and present progressive tenses. | 18 | 6 | 3 | 0 | Overall, students performed well on the listening comprehension quiz. Students clearly showed their knowledge and accuracy of simple present and present progressive tenses. | I will continue to use student centered activities as well as to integrate the four language skills, reading, writing, listening, and speaking in each class before I assess their knowledge and accuracy of the grammar focus. I will also continue to have the students work on the online language/grammar lab exercises, which are aligned with the textbook used in the class. | |
| Language Arts | ESL | ESL 244/444-50Z | 26691/267 | COURSE OBJECTIVES: 1 Comprehend, analyze and respond to reading and listening intermediate materials. 2 Write a group of topic-related sentences using level specific grammar and vocabulary. 3 Demonstrate understanding and usage of level-specific grammar and vocabulary in reading, writing, listening and speaking. |
2023-2024 | Fall | Other | Other | Students are given weekly vocabulary quizzes and reading
comprehension quizzes on a short novel. Students also write grammar specific sentences and short paragraphs on various topics. Students complete online grammar activities via MyEnglishGrammar--Focus On Grammar 3 |
20 | 22 | 22 | 2 | 0 | The majority of students (90%) are actively participating in
class and completing assigned activities with passing score of 80% or more.
Some students have fallen behind or scored low on quizzes due to inadequate
ability to effectively use ZOOM and CANVAS applications. 2% of the students have not been completing assignments either given in class or via the online MyEnglishLab grammar platform. |
Provide more hands-on training on using ZOOM and CANVAS
applications prior to class start-up. Prior to class start-up, stress the importance of participation and completion of class activities for success in the class. Provide access to easily available, secure, consistent Internet connection. |
| Language Arts | ESL | ESL 244.02Y and ESL 444.02Y | 22438 and | Write a group of topic-related sentences using level specific
grammar and vocabulary. Demonstrate understanding and usage of level-specific grammar and vocabulary in reading, writing, listening and speaking. |
2023-2024 | Fall | Face-to-Face | Other | The students had to write a paragraph of topic-related sentences about an experience. They needed to begin with a main idea sentence and practice with specific vocabulary and tenses that are part of the ESL 244/444 curriculum. | 13 | 5 | 0 | 2 | 1 | The paragraph assignment went well. The students showed their ability to write a paragraph on one topic. For the most part, they showed an understanding of the required tenses and vocabulary. | As a follow-up, all of the students had to do a revision of the
graded paragraph. They were able to
make corrections and additions and get a better understanding of the writing
process. One of the students who did not meet the outcomes on the original
paragraph improved to the point where he now meets expectations. The other one didn't do the revision.
|
| Language Arts | english | EWRT 1A 10Q | 21997 | EWRT 1A Student Learning Outcomes: Practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies. Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives. |
2023-2024 | Fall | Hybrid (some Face-to-Face) | Portfolio Review | Student essays were graded individually, revised and then submitted via portfolio. Timed writing was unrevised. | 7 | 15 | 1 | 3 | Attendance fell towards the end of the quarter, and students missed some critical lessons on how to improve their writing. | will establish a more robust attendance policy next hybrid class. | |
| Language Arts | English | LART-250 | 25487 | LART 250 Student Learning Outcomes: 1.Demonstrate the reading and writing process and 2. Metacognitive awareness in a combined reading and writing portfolio of the strongest work [Metacognitive awareness means being aware of how you think. Metacognition is the awareness of one's thinking and the strategies one is using to read, write, and learn. It enables students to be more mindful of what they are doing, and why, and also of how the skills they are learning might be used differently in different situations. |
2023-2024 | Fall | Online - Asynchronous | Tracked Academic Behavior | Read two books, discussed and wrote about both books in detail. | 6 | 20 | 0 | 0 | 1 | Challenging books, many problems with understanding irony. | More practice next time around with identifying irony. |
| Language Arts | English | EWRT 1A-60Z | 22581 | Departmental Student Learning Outcomes: 1. Practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies. 2. Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives. |
2023-2024 | Fall | Online - Asynchronous | Portfolio Review | Essays composed received details feedback and were included in end of course portfolio, along with one timed writing. | 19 | 9 | 1 | 0 | 2 | Some students did not turn in some of their work until the end of the quarter: relatively lax deadlines caused problems at the end. | Consider harder deadlines? Not sure. Many students felt that the flexibility very much helped them succed. |
| Language Arts | English | EWRT 1A- 68Z | 25090 | Departmental Student Learning Outcomes: 1. Practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies. 2. Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives. |
2023-2024 | Fall | Online - Asynchronous | Portfolio Review | 4 out of class essays assigned (and 2 timed writing opportunities), final portfolio contained two revised essays and one unrevised timed writing. Students also participated in 5 discussions, 5 grammar or reading quizzes, and 10 informal writing assignments, and 10 Vlectures or power point stacks, all of which were graded. | 11 | 9 | 4 | 3 | 1 | 4 students had very late or missing work, so intervention earlier in the quartet might be important. | Intervention earlier in the quarter to support students with multiple challenges: homelessness, working two jobs, medical issues. |
| Language Arts | Journalism | JOUR D002 | 01321 | Evaluate the role, power and influence of mass media industries
in the US and globally. Analyze the development, history, operation, culture and economics of media industries. Analyze and critique the impact of mass media in society and articulate controversies surrounding each medium, including legal and ethical issues and the roll of women and minorities. |
2023-2024 | Fall | Hybrid (some Face-to-Face) | Other | The students were supposed to either watch 20 minutes of three
different news stations, or read an article about how CNN was
"framing" their news coverage of COVID. Afterwards, they had to write an essay analyzing and explaining how news is "framed" in the US. Depending on the target audience, news might be "framed" to embody different values and ideologies in an effort to increase exposure and raise ratings/viewership/readership. Noticing "framing" in the news helps people understand how news coverage selectively presents "reality." |
1 | 26 | 0 | 1 | 1 | The students seemed to really enjoy this specific assignment. It was one of the highest performing assignments this quarter. It was an especially relevant topic because of the war coverage happening these days between Israel and Hamas. 95% of the students performed at an A+ level. | I may change the specifics of the assignment each quarter to reflect a relevant topic within the news industry. It seems that the students respond very well to relevant topics. Especially ones that they are passionate about. |
| Language Arts | ESL | ESL 261-50ZZ | 24571 | Produce comprehensible low advanced spoken English on academic topics through one-on-one, group and public speaking situations. Demonstrate listening comprehension of a variety of level-specific materials, including academic lectures, newscasts, dialogues and stories by taking notes and answering questions. |
2023-2024 | Fall | Online with at least some synchronous hours | Exam – Course Test/Quiz | Homework, journals, quizzes, midterm, final, presentations. | 8 | 5 | 0 | 0 | 2 | The two students who withdrew had either excessive absences, or illness. | I always try to motivate students, and the majority do very well. However, I will continue to do all I can to encourage ALL students to do well. |
| Language Arts | ESL | ESL 461-50ZZ | 26725 | Produce comprehensible
low advanced spoken English on academic topics through one-on-one, group and public speaking situations. Demonstrate listening comprehension of a variety of level-specific materials, including academic lectures, newscasts, dialogues and stories by taking notes and answering questions. |
2023-2024 | Fall | Online with at least some synchronous hours | Exam – Course Test/Quiz | Homework, journals, quizzes, midterm, final, presentations. | 7 | 1 | 0 | 2 | 0 | Two students stopped attending/turning in assignments. I tried my best to motivate all students, but some circumstances in students' lives are outside my control. | I will continue to try hard to be enthusiastic and motivating to all students in the future. |
| Language Arts | ESL | ESL D244/444.50Z | 26691/267 | Student Learning Outcome Statements (SLO) • Student Learning Outcome: Comprehend, analyze and respond to reading and listening intermediate materials. • Student Learning Outcome: Write a group of topic-related sentences using level specific grammar and vocabulary. • Student Learning Outcome: Demonstrate understanding and usage of level-specific grammar and vocabulary in reading, writing, listening and speaking. |
2023-2024 | Fall | Online - Asynchronous | Other | Reading comprehension activities and written response through sentence creation as well verbal response via discussion. | 6 | 10 | 3 | 3 | 7 | Student participation was high, but due to lack of technical skills, some students had trouble clarifying and submitting assignments. | More technical instruction on using CANVAS/ZOOM and common apps
like Word and Adobe Pdf More synchronous writing exercises to practice sentence creation in real time. |
| Language Arts | English | EWRT2-1Y | 00914 | Demonstrate analytical skills in the reading of literary (and non-literary) texts linked by common theme or issue. Demonstrate analytical, organizational, verbal, and research skills in writing focused essays on common theme or issue. Comparatively evaluate multiple points of view and integrate them in analytical research paper. |
2023-2024 | Fall | Hybrid (some Face-to-Face) | Exam – Course Test/Quiz | Assessment method was a combination of reading quizzes, participation, critical thinking assessment midterm, essays, and research project. | 8 | 8 | 5 | 3 | 4 | Considering that 21 students either exceeded, met, or were approaching the SLO expectations, the outcome of performance for this class was satisfactory. | Not sure what this question is asking. Is it asking what enhancement/action I, as the instructor, will be taking to improve students performance? |
| Language Arts | ESL | ESL 200-02 | 28005 | • Comprehend and respond to high-beginning reading and listening
materials. • Write a group of topic-related sentences using high-beginning grammar and vocabulary. • Demonstrate understanding and usage of high-beginning grammar and vocabulary in reading, writing, listening and speaking. |
2023-2024 | Fall | Face-to-Face | Exam – Course Test/Quiz | Quizzes and Tests (Midterm and Final), along with Presentations; tested all four components (listening, speaking, reading, writing). | 5 | 9 | 3 | 1 | 5 | Possibly due to external factors, such as student self-selecting and self-placement, there were noticeable discrepancies among student competency levels. This was the major obstacle, especially during group work. | The course will benefit from a focus on student placement and a revised idea for the purpose of this entry-level course, as students' purposes for taking the course varied as well. |
| Language Arts | ESL | ESL 255-52Z | 27997 | • Develop high intermediate English reading comprehension skills
and vocabulary building skills in extended written materials. • Demonstrate understanding and usage of high intermediate vocabulary in readings and writing. • Write well-developed, single and connected narrative, descriptive, and explanatory paragraphs demonstrating high intermediate grammar and vocabulary in response to reading materials. • Evaluate own writing for rhetorical structure, clarity, organization, and grammatical correctness by means of revision and editing. |
2023-2024 | Fall | Online - Asynchronous | Exam – Course Test/Quiz | Reading and grammar quizzes, multi-drafted writing assignments, midterm, final, in-class writing, journals. | 4 | 13 | 2 | 1 | 5 | Perhaps due to the modality of the course, student participation, engagement, and attention were limited at times. Students who were noticeably actively engaged performed well. | Due to the nature of online courses, a focus on technology usage in a writing course should be reconsidered. For example, some local public high schools have responded by eliminating take-home essays altogether. |
| Language Arts | ESL | ESL 272-01Y | 23150 | Demonstrate comprehension of literal and inferred meanings of fiction and nonfiction texts. | 2023-2024 | Fall | Hybrid (some Face-to-Face) | Other | Final grade based on quizzes, midterm, final exam, homework, and writing assignments. | 2 | 3 | 2 | 1 | 2 | Most of the students except those who withdrew passed the final exam, demonstrating their comprehension of academic reading material and vocabulary. Only one failed. | I don't think there's a need to enhance the course since the success rate is quite high. According to an informal course evaluation at the end of the term, most of the students were satisfied with the course. |
| Language Arts | ESL | ESL 472-01Y | 26735 | Demonstrate comprehension of literal and inferred meanings of fiction and nonfiction texts. | 2023-2024 | Fall | Hybrid (some Face-to-Face) | Other | Final grade based on midterm, final exam, quizzes, homework, and writing assignments. | 6 | 7 | 2 | 0 | 1 | All of the students except those who withdrew passed the class, demonstrating their comprehension of academic reading material and vocabulary. | I don't think there's a need to enhance the course since the success rate is quite high. According to an informal course evaluation at the end of the term, most of the students were satisfied with the course. |
| Language Arts | ESL | ESL 260B-50Z | 27204 | 1. Demonstrate knowledge of the sound system and patterns of
spoken English. 2. Comprehend and respond appropriately to the patterns of spoken English. 3. Apply the knowledge of the sound system and patterns of spoken English by orally producing level appropriate speech that is intelligible and accurate. 4. Demonstrate the ability to analyze one’s own speech mistakes and correct these mistakes independently. |
2023-2024 | Fall | Online with at least some synchronous hours | Other | Final grade based on midterm, final exam, quizzes, homework, and recording assignments. | 1 | 1 | 0 | 0 | 0 | All of the students passed the class, demonstrating their ability to understand and produce the American English sound system. | I don't think there's a need to enhance the course since the success rate is very high. According to an informal course evaluation at the end of the term, all of the students were satisfied or very satisfied with the course. |
| Language Arts | ESL | ESL 460B-50Z | 27207 | 1. Demonstrate knowledge of the sound system and patterns of
spoken English. 2. Comprehend and respond appropriately to the patterns of spoken English. 3. Apply the knowledge of the sound system and patterns of spoken English by orally producing level appropriate speech that is intelligible and accurate. 4. Demonstrate the ability to analyze one’s own speech mistakes and correct these mistakes independently. |
2023-2024 | Fall | Online with at least some synchronous hours | Other | Final grade based on midterm, final exam, quizzes, homework, and recording assignments. | 9 | 7 | 2 | 0 | 2 | All of the students except those who withdrew passed the class, demonstrating their ability to understand and produce the American English sound system. | I don't think there's a need to enhance the course since the success rate is very high. According to an informal course evaluation at the end of the term, all of the students were satisfied or very satisfied with the course. |
| Language Arts | ESL | ESL 272-53Z | 23177 | 1. Demonstrate comprehension of literal and inferred meanings of
fiction and nonfiction texts. 2. Identify main arguments and supporting ideas/examples of expository prose in selected readings. 3. Demonstrate critical analysis and evaluation of ideas, persuasive techniques, and/or validity of arguments found in readings through responsive writing. 4. Demonstrate in writing the understanding and use of academic vocabulary with few basic errors. |
2023-2024 | Fall | Online - Asynchronous | Other | Final grade based on midterm, final exam, quizzes, homework, and writing assignments. | 2 | 5 | 3 | 0 | 0 | All of the students passed the class, demonstrating their comprehension of academic reading material and vocabulary. Even though the class was asynchronous, the retention and passing rates were very high. One of the reasons could be that I gave feedback and communicated with each of them very frequently (at least once a week). | I don't think there's a need to enhance the course since the success rate is very high. According to an informal course evaluation at the end of the term, most of the students were satisfied with the course. |
| Language Arts | ESL | ESL 472-53Z | 26740 | 1. Demonstrate knowledge of the sound system and patterns of
spoken English. 2. Comprehend and respond appropriately to the patterns of spoken English. 3. Apply the knowledge of the sound system and patterns of spoken English by orally producing level appropriate speech that is intelligible and accurate. 4. Demonstrate the ability to analyze one’s own speech mistakes and correct these mistakes independently. |
2023-2024 | Fall | Online - Asynchronous | Other | Final grade based on midterm, final exam, quizzes, homework, and writing assignments. | 0 | 6 | 3 | 2 | 2 | Most of the students except those who withdrew passed the class, demonstrating their comprehension of academic reading material and vocabulary. Only two failed. However, no one got an A. I think it's because this was a noncredit class in which they only get a pass or no pass, so perhaps they didn't feel that they had to apply themselves to get a high grade. I also know that some students who take a noncredit class don't care about grades but just want to learn English, so they may not be very motivated to do all their assignments | I don't think there's a need to enhance the course since the success rate is quite high. According to an informal course evaluation at the end of the term, most of the students were satisfied with the course. |
| Language Arts | English | EWRT D001A 1QD | 27297 | 1. Apply critical thinking skills to writing and complex
reading. 2. Demonstrate academic (analytical, argumentative) writing based on reading of complex texts. 3. Demonstrate analysis, comparison, synthesis, and documentation of independent research. |
2023-2024 | Fall | Hybrid (some Face-to-Face) | Portfolio Review | Students must attempt to complete all required assignments
applicable to qualify for the portfolio committee’s assessment, earning at
least 140 points (equivalent to a C level coursework) and have 1 passable
timed essay. Required Assignments - 2 outlines, 2 out of class essays, 2 timed essays, 5 bi-weekly critical writing reflections, and one cover letter. |
3 | 8 | 3 | 5 | 5 | My goal was to encourage the students to turn in their work by the late deadline. I impressed the importance of maintaining open communication with me through CANVAS INBOX if they had questions, concerns, or clarifications. I think most students were able to thrive and do their best because they were able to practice open communication with me and practice the skills repeatedly in order to learn. Having Christian (EPS counselor) as a LinC instructor/Counselor was a strong support for helping students to keep placing effort in the course. | I think Bundle Courses with an embedded counselor are paramount to helping student thrive in a course like this. |
| Language Arts | ESL | ESL 251/451 | 26693 267 | Produce comprehensible high-intermediate spoken English through
one-on-one, group, and public speaking situations on academic topics. Demonstrate listening comprehension of a variety of high-intermediate listening materials, including academic lectures, newscasts, interviews and dialogues by taking notes and answering questions. |
2023-2024 | Fall | Face-to-Face | Exam – Course Test/Quiz | The student assessment methods included tests of their aural/oral performances. The listening and speaking skills were assessed in individual, group and context-specific class activities. | 3 | 7 | 8 | 3 | 4 | Students who have worked hard and have shown positive attitudes towards the instructional approaches have significantly performed better than students who didn't work hard. | Motivation and attitudes can be influenced by good methodologies and the teacher's ability to encourage students is important for students' academic achievement. |
| Language Arts | English | EWRT 1A-23Q | 26310 | 1. Practice writing as a multi-step process including planning
and revising with attention to varying purposes, audiences, and rhetorical
strategies. 2. Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives. |
2023-2024 | Fall | Hybrid (some Face-to-Face) | Portfolio Review | Students submitted a Portfolio of their written essays: 1) in-class/timed writing; 2) out-of-class analytical essay; 3) reflective essay on skills learned and progress made this quarter on their reading and writing. | 22 | 0 | 2 | 0 | Two students did not meet outcomes this quarter. One of them failed to turn in their final essay and portfolio and I reached out to them several times, but they did not answer my messages to them. We also spoke one on one in class during Weeks 9 and 10 about their ideas for the final essay and they said they felt they had enough clarification to complete the essay. This is a big disappointment because the student only failed to turn in their work in the final 2.5 weeks of the quarter; for the previous weeks/assignments, this student was able to turn in their work and receive passing grades. However, all essays and the portfolio are required to be turned in in order to pass the class. The other student who did not meet outcomes had been consistently receiving marginally passing grades on their out-of-class essays, and a non-passing grade for the in-class timed essay. This student also missed nearly 2 weeks of class (Weeks 3-4.5) because they traveled out of the country. They also did not submit most of the weekly homework assignments. In addition, their final essays showed a high percentage of chatGPT use in the AI detector on Turnitin as well as on the ChatGPT Zero AI detector site. When this was pointed out to them, they claimed that they did not use generative A.I. to do this assignment, but also could not verbally provide a lot of detail about the passages that sounded like generative AI (inconsistent tone/vocabulary from the surrounding passages). To me, it was suspicious but since the student didn't admit AI use, I did not submit a Maxient report for this student's work. In the portfolio review by another English faculty colleague per our portfolio process, the faculty determined that the student's submitted portfolio was not passing level. I had let the student know that this would be a possibility. | Going forward, an enhancement could be to incentivize students to come to my office hour in Language Arts Village space before class and work in groups. | |
| Language Arts | English | LART 250-23Q | 26311 | Demonstrate the reading and writing process and metacognitive awareness in a combined reading and writing portfolio of their strongest work. | 2023-2024 | Fall | Hybrid (some Face-to-Face) | Portfolio Review | Students had to submit a portfolio of their written work (one out of class analytical essay and one in-class timed essay) and an end of quarter reflective essay | 17 | 23 | 0 | 2 | 0 | Almost all students submitted a final portfolio at the end of the class. One student failed to submit only the final essay and portfolio. I had spoken with the student in class and also emailed them several times. | Not sure what else I could have done to help the student complete, since I tried to communicate with them in different modalities and multiple times. |
| Language Arts | EWRT | EWRT1A | 00845 | Practice writing as a multi-step process including planning and
revising with attention to varying purposes, audiences, and rhetorical
strategies. Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives. |
2023-2024 | Fall | Hybrid (some Face-to-Face) | Project | Students wrote and revised essays, including one about plays we had read and discussed. | 4 | 13 | 1 | 4 | 2 | Several students have incomplete grades and I will continue to work with them. | none at this time |
| Language Arts | EWRT | EWRT1A | 25095 | Practice writing as a multi-step process including planning and
revising with attention to varying purposes, audiences, and rhetorical
strategies. Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives. |
2023-2024 | Fall | Hybrid (some Face-to-Face) | Project | Students wrote and revised essays, including one about plays we'd read and discussed. | 8 | 9 | 2 | 4 | 3 | none at this time | none at this time |
| Language Arts | Communication Studies | COMM 7 - 02Y | 27733 | SLO 1: Explain and analyze culture and communication as both affect intercultural interactions, particularly stereotyping, prejudice, and discrimination. | 2023-2024 | Fall | Hybrid (some Face-to-Face) | Other | In a short paper, students were asked to read and respond to one
of two different articles. One article was about how medical practices differ
amongst cultures and the other was about how approaches to successfully completing business differ amongst cultures. Each article went into explicit details about how the approaches varied and were similar in some cases across cultures. Students were asked what their initial reaction was to the article they selected, why they believe they had that reaction, how this reaction could be problematic to stereotypes and how to best competently approach the situation. |
34 | 3 | 3 | 5 | 0 | Upon completion of this activity, I was pleased with the outcome. This is one of three of a series of assignments that asks students to be reflective of themselves or others and how they may or may not be contributing to problematic intercultural communication or exercising competent intercultural communication behaviors. This assignment provides students an opportunity to evaluate how others may feel about their communication style and how it doesn’t affect only them, but others as well. | Students who didn’t meet the outcome didn’t submit the work and those that approached the outcome or simply met it didn’t answer the entire prompt. What they did share was correct, but again they failed to answer some items. Something I could change to address this issue would be to change how the directions of the assignment are laid out in Canvas. That could be the reason why they didn’t answer certain portions of the prompt. |
| Language Arts | Communication Studies | Comm 7 - 02Y | 27733 | SLO 3: Demonstrate increased ability to competently interact with and adapt to persons of different cultural backgrounds, by applying intercultural communication concepts and skills to intercultural interactions. | 2023-2024 | Fall | Hybrid (some Face-to-Face) | Presentation/Performance | In short role-playing activity students are asked to organize
themselves into one of several different cultures and collect foundational
information about the culture and its norms. Students are then provided with situation in which they must create a performance based on the topic they were provided. This assignment meets our conflict engagement unit in the course. They may get a topic like, “A dispute about money” or a “dispute about how to raise children.” While students are asked to put together a “skit” which illustrates how individuals within the culture may react to the situation, they are also required to provide a solution or “doable” on how to handle the situation and why that solution or “doable” is most appropriate per the culture and situation. |
37 | 0 | 5 | 1 | 2 | This is one of my favorite activities to complete in-class as it requires students to use their imagination in ways that are helpful, but also see how certain types of thinking or behaving can be problematic. Requiring them to gather background knowledge of a culture is helpful, while also employing appropriate behaviors to competently communicate with individuals from a culture that is not their own. The activity went well and students were able to not only execute the activity, but also understand the importance of completing such activities. | Students who didn’t meet the outcome didn’t submit the work. Students that approached the expectations of the assignment only completed part of the activity, rather than the entire activity. To try and enhance the activity, I could split the activity across 2 class sessions that each cover a respective unit of course content so students who maybe miss the first activity can still benefit from the second. Or even have an activity like this every few weeks in the course. They responded really well to the activity and gained a lot from it. |
| Language Arts | Communication Studies | COMM 9 - 51z | 24375 | SLO 1: Analyze critically the logic of arguments. | 2023-2024 | Fall | Online - Asynchronous | Other | The Issue Analysis Assignment (Essay #3) asks students to select
a topic, perform research, then analyze the quality of the evidence and
arguments. They are required to assess underlying warrants, identify and
describe logical fallacies where relevant, and determine if the method used
to connect evidence in claim adheres to sound reasoning principles. There are
3 specific items on the rubric which address this: · Evaluation: Argument Quality & Evidence: Evaluates, in detail, the quality of the arguments and evidence utilizing proper tests of evidence (e.g. Verlinden, CRAAP, and/or SIFT) · Evaluation: Logic and Structure: Evaluates and describes clearly the logic and structure applied to the arguments: What warrants are used? What types of reasoning are utilized to create the argument? What notable fallacies, if any, exist. · Evaluation: Rhetorical Appeals: Describes, in detail, the rhetorical appeals used in the arguments and evidence analyzed (how effectively are ethos, pathos, or logos applied?) Students were considered as “exceeding” the expectation if they received full credit on those respective sections on their first draft, “meeting” if they got partial credit or addressed issues in their revisions and approaching if they completed the essay but needed revisions to that area. Students who did not meet the outcome received 0 in those areas despite turning in an essay, while the N/A were students that did not submit an assignment. |
4 | 9 | 5 | 2 | 4 | This assignment continues to be a challenge for students, though like previous quarters, there was a marked improvement once revisions were allowed. Regardless, compared to the on-site versions of the class, performance on this essay continues to be higher despite the higher attrition numbers this quarter. | Creation of additional videos and instruction around reasoning and warrants. In the past year the SIFT method (courtesy of materials provided by our new tenure track hire) was added into the course, which did help the students performance in the first of the three evaluation areas. |
| Language Arts | Communication Studies | COMM 15 – 51Z | 24391 | SLO 4: Develop & present informative and persuasive group
presentations supported with quality sources using appropriate citation
format. |
2023-2024 | Fall | Hybrid (some Face-to-Face) | Presentation/Performance | Students selected one current policy, law, or system that
negatively impacts a specific demographic. They provided the history of the
policy, law, or system, explained how it impacts the demographic, created and
present a new and revised law, policy, or system, explained how the new
policy, law, or system would impact the world, and told the audience how they
can take action. Students organized the speech by using Monroe’s Motivated Sequence. The speech was a group speech and it was 20 minutes long. The students could not use reasoning fallacies within their speeches and needed to use at least two different methods to establish their credibility. The also need to cite at least 8 different credible sources within the speech. |
11 | 14 | 1 | 0 | 0 | 1.) The students did a great with the assignment this quarter. The speeches topics were engaging and I learned a great deal from the speeches. Since this was a group assignment, students who were struggling were able to reach out to their peers for help. The students did a fantastic job citing credible sources in text, verbally, and in their reference pages. The main thing that the students struggled with was their speech delivery. Many students relied on their notes heavily, and as a result, it felt like they were reading to the audience. Since it is not a public speaking course, there is limited time to discuss delivery techniques. Students who had taken public speaking prior to the course did very well with their delivery. | I plan on having a workshop day where students practice
delivering their speeches. I would have them deliver the same section of
their speech to a peer 3 times. Each time they delivered it, they would need
to change the rhythm, tone, and pitch of their voice to include more variety.
This would help students become more familiar with their speeches while also
learning how to incorporate vocal variety without relying on their notes.
|
| Language Arts | Communication Studies | COMM 1-19Y | 26662 | SLO 1 - Organize, compose, present, and critically
evaluate informative and persuasive presentations appropriate in content and style to the audience and situation. |
2023-2024 | Spring | Hybrid (some Face-to-Face) | Presentation/Performance | The assessment method utilizes a canvas rubric to evaluate the students success in meeting a variety of criteria clustered around speech content, organization and delivery. | 8 | 6 | 6 | 6 | 0 | Reflecting on this assignment it went well for the majority of the class. An ongoing concern with the post pandemic return to the classroom is sporadic attendance. In my estimation tremendous learning occurs while observing others presenting the assignment. If students are absent on presentation days they are missing out on a tremendous learning opportunity. | I aspire to implement a peer evaluation/critique component to
the assignment in order to engage students on the days they are in class as
audience members. Utilizing Canvas as a means to submit the critique will
also allow me to review the comments (In past quarters written peer critiques
were given directly to the presenter to ensure immediacy of feedback to
them). |
| Language Arts | Communication Studies | COMM 10 - 09Y | 24385 | SLO 1: Organize, compose, present, and critically evaluate informative and persuasive presentations appropriate in content and style to the audience and situation. | 2023-2024 | Fall | Hybrid (some Face-to-Face) | Other | I asked students to watch informative and Persuasive Speeches on YouTube and assess in written form whether the speeches: -The speech incorporated critical thinking. -For Informative Speeches, did the speaker end with some “food for thought” that offered the audience something to think about without swaying our opinions as in a persuasive speech? -For both speeches, was Logos used effectively? -Was the speech pertinent to the college-aged audience (was the topic relatable?) -Did the speaker offer a viable CTA (Call to Action) for Persuasive Speeches that were favorable toward the student’s options? They applied these same criteria to evaluate their peers and were asked to provide both qualitative and quantitative responses in their critiques. They submitted this to me and emailed it to their partner as well. |
11 | 2 | 1 | 0 | 1 | Critiques were done throughout the quarter, but thanks to early
preparation (starting with our informative speech at the beginning of the
term) students were made aware of exactly what to look for in their peer’s
speeches. This spilled over into their work and translated to stronger
presentations from them, especially in the case of their Persuasive
presentations. In some cases, they were even more discerning critics of their
peers’ work than I was! This has worked very well. Students enjoy playing the role of teacher/critic and they often come out swinging with their comments. They often capture things that I may have overlooked, which is always educational for me |
I thought it might be overkill to use this technique on
both Informative and Persuasive Speeches, but quite the opposite: students thrive on it. Therefore, I will use this method of student assessment for all speeches, including narrative and demonstrative speeches. |