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Entry Date Select your Division Enter the name of your department Enter the name of the course with section. For exa= mple, MATH 22-50Z 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
5/12/23 19:00:23 Social Sci= ences and Humanities Administra= tion of Justice ADMJ 1.01Y= 41932 Contrast the responsibilities of each component of the crimi= nal justice system. 2022-2023<= /td> Spring Hybrid (so= me Face-to-Face) Exam – Cou= rse Test/Quiz <= /span> The assess= ment was a midterm question (Midterm #1-Question 17) = which was in a Canvas module.  Students= took the exam online and outside of class lecture time. 23 23 23 9 3 The class is a cross-listed class of Admin. of Justice and Political Science students. The question was based on the course content = that covered the historical foundation of the establishment of the components = of the criminal justice system. The question was related to the Magna Carta (1215) concept of Due Process and how that concept is a vital concept of = all 3 components of the system.   The number of the total student= s in the class who met expectations were by far a majority.  The topic was covered effectively wit= h the lecture method.  Students had a N= ote Guide sheet from which to study. It is apparent that a few student did not prepare or take the exam. 
5/12/23 21:06:45 Social Sci= ences and Humanities Administra= tion of Justice ADMJ 25..0= 1Z 47069 Critique the relationship between the law and social change within the context of cross-cultural settings. 2022-2023<= /td> Spring Hybrid (so= me Face-to-Face) Exam – Cou= rse Test/Quiz <= /span> The assess= ment was a midterm question (Midterm #1-Question 9) w= hich was in a Canvas module.  Students= took the exam online and outside of class lecture time. 8 8 0 1 7 The class is a cross-listed class of Admin. of Justice and Paralegal students. The question was based on the course content that discussed the perspectives of competing groups as a central aspect of a society  with law as a dominant w= ay to maintain power and control of one social class over another social class.= The number of the total student= s in the class who met expectations were a majority. The topic was covered effectively with the lecture method. Students had a Note Guide sheet from which to study. With only 1 student not meeting higher expectations, it c= an only be surmised that that 1 student did not prepare for the exam properl= y.
6/26/23 23:09:32 Social Sci= ences and Humanities Administra= tion of Justice Interview, Interrogation, and Crisis Intervention 44522 Compare and contrast the major principles and strategies of effective interviewing and interrogation.

Differentiate between truthful and deceptive human behavior exhibited during both the interview and interrogation processes.		 2023-2024<= /td> Spring Hybrid (so= me Face-to-Face) Exit Inter= view Each stude= nt was given 4 questions regarding the class.  They were asked the following questio= ns:
 1) Did you find that the class provided the necessary material, instruction for your learning experience.

2) Based on your time in the class, do you feel that you learned enough= to take the information and put it into practice.

3) Please provide one example of an outcome that you learned from the class

4) Was the student learning outcome met
 8 1 0 0 0 Based on each student's answer, the learning outcome was met= for this class.  All of the students = felt that their learning experience surpassed their expectation of the actual class. Because they did not know what to expect, a few had some anxiety a= bout the class.  However, with the lec= tures, video, power points, and mock scenarios that the students participated in, when it was time for the final exam, some, if not all, did not feel as anxious.  Given the students had = to play out certain scenarios, they felt more comfortable as the class progressed.  There were three stu= dents, who worked in law enforcement, and their level of knowledge as it relates= to the class title was profoundly high.  The students not in law enforcement definitely had a better understanding of how to conduct an interview, interrogation, or deal with someone in crisis.   No certain what this question is asking
7/8/23 12:09:12 Social Sci= ences and Humanities Administra= tion of Justice Introducti= on to Administration of Justice ADMJ D001.= 01.Y Evaluate the interrelationships that link the components of = the justice system. 2022-2023<= /td> Spring Hybrid (so= me Face-to-Face) Exam – Cou= rse Test/Quiz <= /span> Question #= 49 was part of the Final Examination for the course= . 22 18 6 19 17 The students that did not meet expectation or were absent for the final examination is much higher than is acceptable.  There has been an issue of lack of st= udent engagement across several departments of the college since the return to campus and student involvement in non-college activities. Enhance the instructor/student engagement and academic interaction during class lectures.  Also, clarify the requirement that st= udents attend class and interact.  Follo= w-up at the start of the course with students who are not engaged. 
7/8/23 13:27:16 Social Sci= ences and Humanities Administra= tion of Justice Law and So= cial Change ADMJ D025.= 01Z Critique the relationship between the law and social change within the context of cross-cultural settings. 2022-2023<= /td> Spring Online - Asynchronous Exam – Cou= rse Test/Quiz <= /span> Question #= 34 of the Final Examination for the course: The th= eory that analyzes how the law maintains the dominance and privileges of white society and perpetuates the lower status of African-Americans is the _______.  Answer: Critical Race T= heory (CRT) 9 4 6 3 11 The students that did not meet expectation or were absent for the final examination was higher than it should be and therefore not acceptable. There has been an issue of lack of student engagement across several departments of the college since the return to campus and student involvement in non-college activities. Enhance the instructor/student engagement and academic interaction during class lectures. Also, clarify = the requirement that students attend class and interact. Follow-up at the sta= rt of the course with students who are not engaged.  Utilize the student academic support (Connect) to a greater extent at the start of the quarter combined with instructor follow-up for at-risk students.
7/8/23 15:17:43 Social Sci= ences and Humanities Administra= tion of Justice Introducti= on to Administration of Justice POLI D010.= 02.Z Evaluate the interrelationships that link the components of = the justice system. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Final exam= ination question # 49 - Prior to the Sept. 11, 2001 = attack on the World Trade Center towers, what was the key weakness in the U.S. l= aw enforcement response capabilities to a terrorist attack? 3 2 0 0 0 The lecture content and methodology was successful for this group of students and no change in academic approach is required. Continue with the same instructional approach.  Can enha= nce the content with more student engagement in lecture.
7/8/23 15:30:25 Social Sci= ences and Humanities Administra= tion of Justice Introducti= on to Administration of Justice POLI D010.= 01Y Evaluate the interrelationships that link the components of = the justice system. 2022-2023<= /td> Spring Hybrid (so= me Face-to-Face) Exam – Cou= rse Test/Quiz <= /span> Final exam= ination question #49 - Prior to the Sept. 11, 2001 a= ttack on the World Trade Center towers, what was the key weakness in U.S. law enforcement response capabilities to a terrorist attack? 0 0 0 1 0 This is a cross-listed POLI SCI class and it only had 1 stud= ent registered.  That student was act= ive in the course for 3 weeks and then did not engage in the class afterwards.   Attempts to contact the student= did not generate a response. I do not believe this was an instructional issue= , it was a failure on the student's effort to continue in the class.
7/8/23 15:36:13 Social Sci= ences and Humanities Administra= tion of Justice ADJM 6 48264 Compare and contrast the legal and sociological approaches w= hich have been fundamental in shaping correctional theories and practices.

Identify traditional correctional systems and alternative sentencing solutions and evaluate the effectiveness of both.		 2023-2024<= /td> Spring Hybrid (so= me Face-to-Face) Tracked Ac= ademic Behavior During the= course, students were evaluated on attendance, assignments, and final exam productivity.   8 7 0 1 2 The Spring quarter produced some of the brightest minds that= I have taught, since I began working at De Anza.  The students were inquisitive, though= tful, many had impeccable writing skills, and they never shied away from the to= ugh topics, like implicit bias and ethics.  This group sometimes challenged the the current state of our socie= ty, as we delved into politics and inequality.  I have no worries that his particular group will go on to do great things, not only in their communities, but also in their respective law enforcement agencies.  Not certain about this question=
7/8/23 15:46:15 Social Sci= ences and Humanities Administra= tion of Justice Introducti= on to Administration of Justice POLI D010.= 01Y Evaluate the interrelationships that link the components of = the justice system. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Final exam= ination question # 49 - Prior to the Sept. 11, 2001 = attack on the World Trade Trade Center towers, what was the key weakness in the = U.S. law enforcement response capabilities to a terrorist attack? 3 0 2 0 0 This is a cross-listed POLI SCI class with 5 students.  The lecture and methodology was succe= ssful for this group of students. However, more student engagement in the class lectures and more in-depth instructional interaction would assist student= s in understanding and retaining major points and concepts. Continue with the same instructional approach but with greater engagement with students to comprehend concepts and historical factors.
7/8/23 16:03:57 Social Sci= ences and Humanities Administra= tion of Justice Introducti= on to Administration of Justice ADJ D0001.= 02Z Evaluate the interrelationships that link the components of = the justice system. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Final exam= ination question #49 - Prior to the Sept. 11, 2001 a= ttack on the World Trade Center towers, what was the key weakness in the U.S. l= aw enforcement response capabilities to a terrorist attack? 9 4 4 8 13 The students that did not meet expectations or were absent f= or the final examination is much higher than is acceptable. This being an evening class may have had an effect on the drop rate or students that did not put in the minimum effort in the class assignments. There has been an issue of lack of student engagement across several departments of the col= lege based on several factors. Enhance the instructor/student engagement and academic interaction during class lectures. Also, clarify = the requirements that students attend lectures, interaction, and complete assignments. Additionally, follow-up at the start of the course with stud= ents who are not engaged.
7/8/23 16:24:44 Social Sci= ences and Humanities Administra= tion of Justice Law and So= cial Change /PARA D025.01Z 47070 Critique the relationship between the law and social change within the context of cross-cultural settings. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Critique t= he relationship between the law and social chan= ge within the context of cross-cultural settings. 5 2 0 0 2 This is a cross-listed PARA class. The lecture and methodolo= gy was successful for this group of students and no change in the academic approach is required Continue with the same instructional approach.  Enhanced engagement in concept understanding and retention can be beneficial to bo= th classes.
7/10/23 21:12:38 Social Sci= ences and Humanities Administra= tion of Justice ADMJD003. - Concepts of Criminal Law (CP 2) ADMJD003 Student Learning Outcome (SLO) Goal: Demonstrate a knowledge= of the elements of crimes and determine which crimes apply from factual situations. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Essay ques= tions based on applying the concepts of law to rea= listic factual criminal law scenarios. 13 4 4 4 3 Pleased with how many students exceeded expectations.  Some students give up as the quarter goes on. Going to try and do more follow-up with these students v= ia email earlier in the quarter to keep them motivated.
7/10/23 21:17:49 Social Sci= ences and Humanities Administra= tion of Justice PARA D003.= 012 Concepts of Criminal Law (CP2) PARA D003.= 012 Student Learning Outcome (SLO) Goal: Demonstrate a knowledge= of the elements of crimes and determine which crimes apply from factual situations. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Essay ques= tions applying concepts of criminal law to realist= ic criminal law scenarios. 5 2 0 3 0 Glad to see majority of students understood and applied concepts. Disappointed that several students gave up on the course as it = went along. Will try and  communicate with students falling beh= ind via email early in the quarter to encourage students to stay with the cla= ss
7/10/23 21:23:16 Social Sci= ences and Humanities Administra= tion of Justice POLI D013.= 01 Concepts Of Criminal Law POLI D013.= 01Z Student Learning Outcome (SLO) Goal: Demonstrate a knowledge= of the elements of crimes and determine which crimes apply from factual situations. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Essay ques= tions applying criminal law concepts to realistic criminal law scenarios.  1 0 0 3 0 Very disappointed that out of four students, only one comple= ted the class. Two of the three students who failed did very well on the midt= erm exam and then failed to turn in any additional work despite being reminded multiple times via emails and announcements. Try to encourage students to ke= ep going in class with earlier and more frequent communication.
7/10/23 21:30:14 Social Sci= ences and Humanities Administra= tion of Justice ADMJ D075.= 01Z Principles and Procedures of the Justice Sys= tem ADMJ D075.= 01Z Student Learning Outcome (SLO) Goal: Demonstrate a knowledge= of the elements of criminal procedure and determine which rules apply from factual situations. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Essay ques= tions applying concepts of legal procedure to real= istic factual scenarios. 13 6 2 9 0 Very pleased with how many high grades (i.e. exceeded expectations,) but disappointed so many students simply stopped attending= and failed to turn in work thus failing the class. Will try and reach out to stude= nts earlier and more frequently who appear to be falling behind.
7/10/23 21:35:42 Social Sci= ences and Humanities Administra= tion of Justice PARA D075.= 01Z Principles and Procedures of the Justice Sys= tem PARA D075.= 01Z Student Learning Outcome (SLO) Goal: Demonstrate a knowledge= of the elements of criminal procedure and determine which rules apply from factual situations. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Essay ques= tions applying legal procedure concepts to realist= ic factual scenarios. 2 1 0 2 0 Two students never turned in any work.. The other three did well. Reach out to students earlier a= nd more frequently to encourage them to stay in class.
7/10/23 21:46:25 Social Sci= ences and Humanities Administra= tion of Justice POLI D075.= 01Z Principles and Procedures of the Justice Sys= tem POLI D075.= 01Z Student Learning Outcome (SLO) Goal: Demonstrate a knowledge= of the elements of criminal procedure and determine which rules apply from factual situations. 2022-2023<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Essay ques= tions applying legal procedure concepts to realist= ic factual scenarios. 3 1 0 1 0 Pleased that three of four students did well. One student did not turn in any work and stopped attending class. More frequent contact with stud= ents who appwat to be falling behind.
7/12/23 10:50:56 Social Sci= ences and Humanities Administra= tion of Justice ADMJ D084.= 01Y   48263 • Describe the forensic science in the criminal justice sys= tem from the crime scene to the crime laboratory and to the courtroom.
• Identify various forensic disciplines and what type of analysis and/= or services they can provide to law enforcement agencies. 		 2023-2024<= /td> Spring Hybrid (so= me Face-to-Face) Exam – Cou= rse Test/Quiz <= /span> Multiple Assessment Methods - Quiz / Test (multiple c= hoice) as well as laboratory projects           Most all students for the SP 2023 Quarter (for ADMJ084) were successful in accomplishing the SLO - accomplished through multiple choice quiz and laboratory projects.   <= /td> To enhance the understanding of= the SLOs I will plan on expanding laboratory projects to support/apply theoretical lessons from lecture and continue to improve communication wi= th students that provide minimal participation throughout the quarter. 

There were at least 1-2 students that dropped off through the semester = that did not reach out to me.  One of = them reached out to me to discuss a hardship at the very end of the semester.<= span style=3D'mso-spacerun:yes'>  They other did not I worked with them= with regards to the SLOs to provide partial credit.  
7/12/23 15:02:55 Social Sci= ences and Humanities Administra= tion of Justice ADMJ 056.0= 1Z 47075     Describe and app= ly the legal requirements governing criminal justice report development.
    Construct an investigative = report utilizing professional criteria and techniques.		 2023-2024<= /td> Spring Online wit= h at least some synchronous hours Exam – Cou= rse Test/Quiz <= /span> Multiple q= uizzes, a midterm exam, a final exam, and a grade for participation in class discussions. 12 7 0 1 0 Only one student failed to pass the class during SP 2023 qua= rter - this student attended zero classes.  To enhance understanding of the SLOs, I will plan more practical applications of report writing in a multitude of law enforcement related scenarios so as to expose the studen= ts to different circumstances/styles/areas of report writing.
8/22/23 10:55:40 Social Sci= ences and Humanities Administra= tion of Justice Crime, Corrections, and Society - ADMJ 6 13119 1) Compare and contrast the legal and sociological approaches which have been fundamental in shaping correctional theories and practices.

2) Identify traditional correctional systems and alternative sentencing solutions and evaluate the effectiveness of both.		 2023-2024<= /td> Summer Online wit= h at least some synchronous hours Exit Inter= view One week b= efore the end of the course, I asked students to s= end their feedback regarding the course.  There was no specific structure to the feedback; however, it had to include what they learned during the course. 

They were given one week to submit their feedback. Out of the 28 studen= ts, 19 students returned feedback		 20 1 2 6 10 This course provides students with information regarding the criminal justice system, racial inequities, gender inequities, crime, how crimes plays a role in society, bias, corrections, rehabilitation, how the media plays a role in society's understanding of the the criminal justice system, and a host of other topics, which allows students to receive a we= alth of information.  The idea is to l= eave the class with a rudimentary understanding of how the system works, doesn= 't work, and how to approach fixing the issues. 

There is also a real world approach and historical perspective applied.  How crime evolved over = the centuries and what can we, in the 21st Century, do better.  This information allows students to r= eceive a well-rounded learning experience.  From the feedback received, all of the students, who returned their feedback indicated that they enjoyed this teaching style.  It was a no nonsense look at how to navigate the system once they are in their respective careers.  Students also enjoyed the interaction provided by the instructor.  Some students mentioned that they felt comfortable speaking out and answering questions. 

Overall, the course met the SLO of the students, which is all any profe= ssor can ask for.  		 N/A
8/22/23 20:54:52 Social Sci= ences and Humanities Administra= tion of Justice ADMJ D054 = - 50Z 45949 1. Which of the following sanctions cannot be imposed upon a Status Offender?
2. Actions that would not be considered illegal if conducted by an adul= t, and is illegal only because the child is underage is/are called _____? 		2022-2023<= /td> Spring Online - Asynchronous Exam – Cou= rse Test/Quiz <= /span> Each quest= ion had multiple possible responses(4-6). Student ha= d to pick the correct answer according to the law. Only one of the possible answers was correct. 14 0 0 16 2 It is clear and apparent to me, one of the SLO assessment questions was easier than the other.  I surmise this based on the results/statistics of the questions. For exampl= e, 32/32 students (100%) answered one of the questions correctly, while on 1= 4/32 (44%) answered the second question correctly.  For some reason, 2 students did not answer this question at all.
My reflection and analysis is that students failed to study and/or prop= erly understand the lesson surrounding this SLO. The question was well-written, came directly from the textbook, and was not difficult to locate in its respective chapter.		 I do not believe I would get an honest answer if I asked the student, but it is my suspicion many of them= are not in possession of the required textbook. In addition, it is very likely many of them did not review the provided Study Guide for the final Examin= ation.

This is an Asynchronous course, therefore, students are given more than ample opportunity to succeed. However, based on these SLO results, an Act= ion I would be willing to implement is an In-Person Study Session the week pr= ior to the Final Exam.
7/3/23 16:18:35 Social Sci= ences and Humanities Anthropolo= gy ANTH 1-54Z= 42561 Student Learning Outcome: Analyze human biological diversity= as a response to physical, biotic, socio-cultural and biological factors. 2022-2023<= /td> Spring Online - Asynchronous Exam – Cou= rse Test/Quiz <= /span> 1. In orde= r to measure success, 80% of students will earn a cumulative score of 80% or better on quiz questions.  36 2 2 4 0 Students who completed the coursework on schedule demonstrat= ed their success with class materials. Those students who approach or do not meet the assessment goal typically are impacted by their lack of assignme= nt submission.   Encourage students to submit assignments on time. I already offer opportunities for late work submissi= on but perhaps I can find a way to provoke better response from students who habitually miss deadlines. 
7/3/23 16:34:46 Social Sci= ences and Humanities Anthropolo= gy ANTH 1 - 5= 4Z 42561 Student Learning Outcome: Evaluate biological and behavioral similarities and differences between
humans and non human primates.		 2022-2023<= /td> Spring Online - Asynchronous Demonstrat= ion Student su= ccess will be evaluated through comparative anatom= ical studies of human and non-human primates, presented in a discussion forum.  0 37 4 0 3 In this outcome, I had a goal of 90% of students completing = the task in a discussion forum with a minimum of 85% of the points possible. Results showed a 90% completion rate and an average score at or above the expected assessment.   No additional action needed.
7/3/23 16:45:10 Social Sci= ences and Humanities Anthropolo= gy ANTH 1-54Z= 42561 Student Learning Outcome: Apply scientific, evolutionary, holistic and a multidisciplinary approach to
understand human biology and behavior.		 2022-2023<= /td> Spring Online - Asynchronous Survey In this ou= tcome, I had a goal of 90% of students completing res= ponses to objective questions with a minimum of 85% of the points possible.  0 41 1 0 2 Results demonstrate a 93% completion rate and an average sco= re above the expected assessment.  No adjustments needed.
7/3/23 16:51:19 Social Sci= ences and Humanities Anthropolo= gy ANTH 1-54Z= 42561 Student Learning Outcome: Evaluate human biology and culture= as a response to 7 million years of
evolutionary process.		 2022-2023<= /td> Spring Online - Asynchronous Project In this ou= tcome, I had a goal of 85% of students completing a w= ritten response with a minimum of 80% of the points possible.  0 35 4 1 4 Results demonstrate a high success and completion rate. Stud= ents who completed the assignment earned average scores in the high ninety percentages.
No adjustments needed. I would = like to find a way to assess SLOs that does not require crunching multiple assignments to attain an average so I will work at developing some questi= ons which do this. 
7/7/23 9:17:06 Social Sci= ences and Humanities CD&E 10H Child Growth/Dev:Mid Child/Adol 47988 Develop a broad understanding of the field of child developm= ent within the context of behavioral science through examination of issues, w= hich surround middle childhood and adolescence 2022-2023<= /td> Spring Online - Asynchronous Exam – Cou= rse Test/Quiz <= /span> Observatio= ns and interviews as well 8 12 3 2 2 This was a strong group of students, learning happened  In person observation, problem = with schools permitting the students to observe in person
7/6/23 12:09:46 Social Sci= ences and Humanities Child Development  CD- D010G0= 1 00301 Demonstrate an understanding of how theories support childre= n’s optimal development.  2023-2024<= /td> Spring Face-to-Fa= ce Project Research o= ne of the following theorists from your reading:
Jean Piaget                         Erik Erikson                       Ivan Pavlov

Albert Bandura                S= igmund Freud                 Lev Vygotsky

John Watson                   H= oward Gardner              Urie Bronfenbrenner

 

In written format “report” back to me in your own words:

Name of Theorist
Photo of Theorist
Birth date-time of death/Hometown
Occupation, background, education, etc.
Explain this person’s development theory.
Are there stages? What ages are discussed?
Do you agree with or like this theory?  Why or why not?
How did this theorist conduct research? Include specific experiments and results.
Did this theorist have any major influences? Other theorists?
How can teachers/educators apply these principles in the classroom? Sta= te specific examples.

https://www.wiseessays.com/blog/how-to-write-a-college-paperLinks to an external site.		 15 0 0 0 0
Developmental theorists use their research to generate philosophies on children’s development. They organize and interpret data based on a schem= e to develop their theory. A theory refers to a systematic statement of princi= ples related to observed phenomena and their relationship to each other. A the= ory of child development looks at the children's growth and behavior and interprets it. It suggests elements in the child's genetic makeup and the environmental conditions that influence development and behavior and how these elements are related. Many developmental theories offer insights ab= out how the performance of individuals is stimulated, sustained, directed, and encouraged. Psychologists have established several developmental theories. Many different competing theories exist, some dealing with only limited domains of development, and are continuously revised. This article descri= bes the developmental theories and their founders who have had the greatest influence on the fields of child development, early childhood education, = and care. The following sections discuss some influences on the individuals’ development, such as theories, theorists, theoretical conceptions, and specific principles. It focuses on five theories that have had the most i= mpact: maturations, constructivist, behavioral, psychoanalytic, and ecological. = Each theory offers interpretations on the meaning of children's development and behavior. Although the theories are clustered collectively into schools of thought, they differ within each school.

Saracho, O.N. Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Educ J 51, 15–30 (2023). https://doi.org/10.1007/s10643-021-01271-5

Students spend time researching, reflecting, working in peer groups, and are asked to make choices on what they "believe" influences "human development." Students change over the course of a quart= er as they learn the "influences" on development, and how we apply them to practice. It's exciting to watch this change!		 Future action will include stud= ying "theory" in the "field." Having students spend time o= n a child development campus making observations and identifying stages, idea= s, and perspectives using the "major" theory approaches. 
3/17/23 12:51:34 Social Sci= ences and Humanities Economics<= /td> ECON 2.54Z= 27035 SLO#5: Identify instances of market failure including externalities such as pollution and evaluate alternative strategies to improve outcomes, including private solutions.

SLO#4: Apply the tools of Economic Analysis including opportunity cost = and thinking at the margin to understand firms’ as well as consumers’ decision-making process.
 2022-2023<= /td> Fall Online - Asynchronous Exam – Cou= rse Test/Quiz <= /span> Students w= ere given a pre-test in the first week of class = to assess their existing knowledge, the same questions were administered on = the Final Exam as well.  10 11 7 6 7 Students who remained engaged with the course and completed assignments on time were able to at least approach expectations. Those th= at exceeded expectations were in constant contact with the instructor throug= hout the quarter and completed all practice assignments in addition to graded assignments. Students who did not meet expectations spent less time on the course than the average student. = Find ways to help students enga= ge more with the course material. 
3/17/23 13:13:22 Social Sci= ences and Humanities Economics<= /td> ECON 5.01<= /td> 26425 1.Demonstrate an understanding of conventional economics bas= ed on purely rational, utility-maximizing decision making by 'Homo Economicu= s'. •
2.Clearly understand and discuss how the multiple elements of behavioral economics explain various human decisions. •
3. Compare and contrast behavioral outcomes using psychological, sociological, neurological and institutional factors as well as conventio= nal utility maximizing behavior.
4. Evaluate and explain the desirability of various outcomes. Make recommendations for ethical ways to nudge people towards superior decisions.
 2022-2023<= /td> Fall Face-to-Fa= ce Exam – Cou= rse Test/Quiz <= /span> The in-cla= ss exercises and problem sets are done in group= s of four that last the full quarter.  This teaches students to work in groups, organize themselves, and fosters friendships. 
Working in groups is a vital skill for the workplace.  Forming friendships is part of having= a happy life and contributes to greater satisfaction with their college experience at De Anza.
 15 0 0 0 1 Before the pandemic, each student did each of their four pro= blem sets individually.  I started hav= ing students work on the problem sets in groups during the pandemic when all classes had to be taught on line.  I increased the group element from just the group exercises to include the problem sets.
Students liked working on the problem sets together (done outside of cl= ass hours), so I kept the policy when my classes returned to on-campus mode.
 Keeping the class current is vital.  Behavioral Economics is a= field with much new additional research, and writing. 
Every quarter, (and during the quarter) I revise the lectures, in-class exercises, problem sets and tests to include new material from multiple sources including new books, new articles in The Economist, the Wall Stre= et Journal, Articles published Behavioral Economics Journals, The New York Times, and the BBC are examples.
The basics of Behavioral Economics, and the basics of the class are well formed concepts.  About 10-15% of= the class is changed each quarter as new research and publications come out.<= br>
3/17/23 13:22:06 Social Sci= ences and Humanities Economics<= /td> ECON D001-= 03Y 27031 SLO#3: Identify instances of market failure including externalities such as pollution and evaluate alternative strategies to improve outcomes, including private solutions.
SLO#4: Apply the tools of Economic Analysis including opportunity cost = and thinking at the margin to understand firms’ as well as consumers’ decision-making process
 2022-2023<= /td> Fall Hybrid (so= me Face-to-Face) Survey 2 SLO’s we= re assessed. 5 Multiple choice questions were u= sed in each of the SLO’s: SLO 3 and SLO 4. Most of the questions selected were f= rom sample SLO questions, contributed by De Anza Econ faculty.
The SLO 3 tested the knowledge of the students on Business Cycles and S= LO 4 tested the knowledge on the appropriate Fiscal/Monetary policy during inflationary/recessionary times of an economy.
Both SLO’s were given as Homework Assignments to the students. A total = of 21 students took SLO 3 and 22 students took SLO 4.
17 10 3 0 11 SLO 3 questions tested the basic knowledge of the components= of a business cycle. SLO 4 questions tested the appropriate fiscal and monet= ary policy during a recession or an inflationary economy. The questions also tested the more in depth understanding of the process an economy goes thr= ough due to fiscal or monetary changes.

As a department, we can add more multiple-choice questions to the data base. Also, doubling the number of questions might give us a more accurate assessment of the students’ knowledge. 
3/17/23 13:28:29 Social Sci= ences and Humanities Economics<= /td> ECON 1-02L= 00648 SLO # 1: •Evaluate whether market efficiency exists using the supply and demand model.
SLO # 2: Demonstrate the knowledge about the way perfectly competitive markets work and what happens in the presence of imperfect market structu= res, including monopoly, monopolistic competition and oligopoly.		 2022-2023<= /td> Fall Face-to-Fa= ce Exam – Cou= rse Test/Quiz <= /span> Three exam= s (20%, 25% and 30% of the final grade), twenty best quizzes (20%), participation (5%), extra credit (6%). 13 13 0 0 1 My answers to Questions 6-9 are predicated on the assumption that I expected all the students who persevered to the end of the course would pass. Since spring 2006 I have taught either Principles of Macroeconomics or Principles of Microeconomics most quarters at De Anza College, and I’m pretty satisfied with my syllabi and= my mode of teaching.
3/17/23 13:33:23 Social Sci= ences and Humanities Economics<= /td> ECON 1.55Z= 00646 SLO # 1: Demonstrate how choices are made in the real world given limited resources. 2022-2023<= /td> Fall Online - Asynchronous Exam – Cou= rse Test/Quiz <= /span> 3 exams/9 = homework assignments using Aplia/3 Discussion Forums = on Canvas

19 15 6 8 1 Overall, the results were somewhat above average with a numb= er of students excelling  Especially with such courses, flexibility is imperative. Hopefully, based on the results, I have learned from past missteps. 
3/17/23 14:23:52 Social Sci= ences and Humanities Economics<= /td> ECON D002.= 57Z  27032 SLO#1: Evaluate whether market efficiency exists using the supply and demand model.
SLO#2:• Demonstrate the knowledge about the way perfectly competitive markets work and what happens in the presence of imperfect market structu= res, including monopoly, monopolistic competition and oligopoly.		 2022-2023<= /td> Fall Online - Asynchronous Exam – Cou= rse Test/Quiz <= /span> Used two 5-question quizzes. Each quiz consisted of t= he five multiple choice items the department recommended for each SLO (SLO #1 and SLO #2) 39 0 6 0 0 Students performed well on these assessments and students generally performed well in the course overall. Potentially the quiz was = too easy to accurately assess these outcomes online. Written response short answer items may provide more variance in outcomes. Alter the assessment. The goal = of the SLO assessment is to find areas for improvement and take action to ma= ke improvements and then reassess to see if the actions worked. My students score extremely well, so it is difficult to come up with actions to take = to improve outcomes, but I am sure that my teaching can improve.
3/19/23 10:51:11 Social Sci= ences and Humanities Economics<= /td> ECON D002.= 04Y 24172 SLO#1:Evaluate whether market efficiency exists using the su= pply and demand model.. 2022-2023<= /td> Fall Hybrid (so= me Face-to-Face) Exam – Cou= rse Test/Quiz <= /span> Student’s = correct answers to these five-multiple choice questi= ons demonstrate that the student understands the way perfectly competitive markets work and what happens in the presence of imperfect market structu= res, including monopoly, monopolistic competition and oligopoly. 34 1 0 0 3 The students who took this SLO test did very well. None at this point.
3/19/23 11:05:49 Social Sci= ences and Humanities Economics<= /td> ECON 3 – 5= 0Z 26430 SLO#1:Demonstrate an understanding of environmental responsibility and natural resource scarcity and its role within economic science and economic growth.

SLO#2: Identify the interdependent relationship between the economy and= the environment, and the long-term thinking necessary to grow the world economy
while protecting environmental resources.

SLO#3:Evaluate the marginal benefits and marginal costs of environmental clean-up and contrast the optimal solution of the free market versus competing views
of valuing the environment.

SLO#4: Evaluate outcomes and government policy responses in markets with negative externalities, and their effectiveness in the U.S. and the international
community.
 2022-2023<= /td> Fall Online - Asynchronous Exam – Cou= rse Test/Quiz <= /span> Percentage= of Students Who Correctly Answered the Five Spe= cific Questions Correctly on the Final exam assessing the various SLOs
Short answer format questions were asked in the final exam.
 18 10 8 0 4 In general, students were able and prepared to answer the questions, and provide the required analysis and examples. It would be interesting to incl= ude more calculations (for example different discount rates to evaluate cost-benefit analysis of environmental costs) to obtain objective results= .
3/5/23 17:31:50 Social Sci= ences and Humanities Humanities= Humi 20  25878 1) Students synthesize their critical thinking, imaginative, cooperative, and empathetic abilities as whole persons in order to contextualize knowledge,
interpret and communicate meaning, and cultivate their capacity for personal, as well as social change.

2) Evaluate the impact of other cultures on Greek society.

3) Demonstrate how Greek culture has influenced the world.		 2021-2022<= /td> Fall Online wit= h at least some synchronous hours Other The SLO as= sessment was embedded in an in-class writing assignme= nt towards the end of the class. The assignment asked the students to respon= d to a prompt, in this case a comparison Plato and Aristotle’s notions of the good, within a time limited framework. 19 2 0 7 0 Through the assignment, the majority of students demonstrate= d an informed understanding of Plato’s rationalist approach to both truth and morality, as well as Aristotle’s more complex ethical idea that moral vir= tues are only developed through exercising them.  Additionally, the assignment required students to use critical thinking to assesses the similarities and differences between the two thinkers.  This assessment illust= rated the effectiveness of utilizing in-class writing assignments to foster a greater depth of understanding and intellectual engagement with  the course material.  By contextualizing their knowledge, students demonstrated clear interpretive and analytical skills, both indispensable for appreciating the Greek philosophical traditional and its subsequent impact on western culture.  <= /span> Ongoing professional developmen= t to continue improving skills.
6/30/23 15:43:59 Social Sci= ences and Humanities Political = Science Poli 1-04E= Y and Poli 1-02EY 42057 and = 47099 SLO 1: Students will evaluate how political decisions are sh= aped by institutions and processes.
SLO 2: Students will assess the impact of political decisions on individuals and groups.
SLO 3: Students will demonstrate the capacity to effectively participat= e in the political process.		 2022-2023<= /td> Spring Hybrid (so= me Face-to-Face) Exam – Cou= rse Test/Quiz <= /span> The last q= uestion on their final short answer/essay exam asked= them to circle the response(s) that best reflect(s) your experience:

This class increased my understanding of:
(a) how institutions and processes shape political decisions;
(b) how political decisions create winners and losers;
(c) how to participate in the political process;
(d) all of the above.

In Poli 1-04EY (CRN =3D 42057), 17 of 23 students chose d (74%); 3 chos= e a and b; 1 chose a and c; 2 chose b; and 1 chose c.

74% of the class (n=3D24) thought it successfully advanced the SLOs for= the course.

One student wrote: "This has helped me to understand the political process greatly and all around. Coming into this class, I was pretty unfamiliar with the impact of that we can have on political decision maki= ng process as citizens. I'm definitely more informed on how I can keep myself knowledgeable of what is occurring politically on a local, state, and national level and how I can involve myself more in the process."
Another student wrote: "All of the above. B resonates with me the most, since this class illustrated each step of the political system and showed how people of all classes and groups are impacted by every aspect. Thank you professor!"

In Poli 1-02EY (CRN =3D 47099), 17 of 23 students chose d (74%); 3 chos= e a and b; 1 chose a and c; 2 chose b; and 1 chose c.  		 0 17 7 0 0 [This google form requires numerical values for 11-15 and I = was unable to provide values for both sections so I present it here for future reference.]

In Poli 1-04EY (CRN =3D 42057), 17 of 23 students chose d (74%); 3 chos= e a and b; 1 chose a and c; 2 chose b; and 1 chose c.

74% of the class (n=3D24) thought it successfully advanced the SLOs for= the course.

One student wrote: "This has helped me to understand the political process greatly and all around. Coming into this class, I was pretty unfamiliar with the impact of that we can have on political decision maki= ng process as citizens. I'm definitely more informed on how I can keep myself knowledgeable of what is occurring politically on a local, state, and national level and how I can involve myself more in the process."
Another student wrote: "All of the above. B resonates with me the most, since this class illustrated each step of the political system and showed how people of all classes and groups are impacted by every aspect. Thank you professor!"

In Poli 1-02EY (CRN =3D 47099), 13 of 18 students chose d (72%); 2 chos= e a and b; 1 chose a; and 1 chose c [one student missed the final exam].

One student wrote: "D because this class has open a bigger picture= of the political system as a whole for me."		 I was glad to see large majorit= ies of students in both sections described the class as advancing all three of the course SLOs. That said, I was surprised to see how many students chose one or two other letters (i.e., a and b, a and c; b; c).

I will continue to work on ways to convey all three SLOs for the class. Moreover, I will in future develop a scale response that enables students= to evaluate how well each SLO was advanced, and provide them an opportunity = to share ideas/feedback on what worked and what might better work to advance that particular SLO.
7/6/23 13:03:40 Social Sciences and Humanities Psychology  PSYC D010G01 01824 Demonstrating an understanding = of how theories support children's optimal development. 2022-2023 Spring Face-to-Face Project Research one of the following theorists from your reading:
Jean Piaget; Erik Erikson; Ivan Pavlov, Albert Bandura, Sigmund Freud; = Lev Vygotsky; John Watson; Howard Gardner; Uri Bronfenbrenner. In written for= mat "report" back to me in your own words the following:
1. Name of Theorist
2. Photo of Theorist
3. Birth-date-time of death
4. Hometown
5. Occupation
6. Education

Explain this person's development theory. Are there stages? What ages a= re discussed? Do you agree with or like this theory?
Why or why not? How did this theorist conduct research? Include specific experiments and results. Did this theorist have any major influences? Oth= er theorists? How can teachers/educators apply these principles in the classroom? State specific examples. 		 1 0 0 0 0 Developmental theorists use the= ir research to generate philosophies on children’s development. They organize and interpret data based on a scheme to develop their theory. A theory re= fers to a systematic statement of principles related to observed phenomena and their relationship to each other. A theory of child development looks at = the children's growth and behavior and interprets it. It suggests elements in= the child's genetic makeup and the environmental conditions that influence development and behavior and how these elements are related. Many developmental theories offer insights about how the performance of individuals is stimulated, sustained, directed, and encouraged. Psycholog= ists have established several developmental theories. Many different competing theories exist, some dealing with only limited domains of development, and are continuously revised. This article describes the developmental theori= es and their founders who have had the greatest influence on the fields of c= hild development, early childhood education, and care. The following sections discuss some influences on the individuals’ development, such as theories, theorists, theoretical conceptions, and specific principles. It focuses on five theories that have had the most impact: maturations, constructivist, behavioral, psychoanalytic, and ecological. Each theory offers interpretations on the meaning of children's development and behavior. Although the theories are clustered collectively into schools of thought, they differ within each school.

Saracho, O.N. Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Educ J 51, 15–30 (2023). https://doi.org/10.1007/s10643-021-01271-5

Students spend time researching, reflecting, working with peer groups, = and are asked to make choices on what they "believe" influences hum= an development. Students change over the course of a quarter as they learn t= he "influences" on development, and how we apply them to practice. It's exciting to watch this change!		 Future action will include stud= ying "theory" in the "field." Having students spend time o= n a child development campus, making observations, and identifying stages, id= eas, and perspectives, using the "major" theory approaches.