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Discipline Goal / Program Competency Assessment

Feedback Report Spring 2006

Prepared by

Tulsa Community College Office of Institutional Research and Assessment

Executive Summary

• A total of 177 faculty members contributed 183 records to the course-embedded assessment of discipline goals and/or program competencies. The number of contributors represents 15.6% participation by full and part-time faculty (25.4% of full-time and 12.3% of adjunct).

• The records submitted reflect that a total of 3,526 students were assessed. Of those students, 83.0% successfully

demonstrated the goal or competency assessed. • Of the 183 assessment records submitted, 27.9% indicated specific changes to pedagogy in an effort to improve the potential

for student learning. Additionally, 72.1% indicated that no changes were necessary based on assessment results.

• Requests for institutional intervention are prioritized as follows:

1. Professional Development: 28.2% External: 16.9% TCC Programs: 11.3%

2. Computer Technology / Software: 18.3% 3. Instructional Equipment: 8.5% 4. Academic Support Labs: 7.0% 5. LRC / Library Resources & Services: 5.6% 6. Other: 5.6% 7. Class Size: 5.6% 8. Prerequisites / Curriculum: 4.2% 9. Media Resources: 4.2% 10. Guest Speakers / Field Trips: 4.2% 11. Student Advisement / Placement: 4.2% 12. Testing Center Support: 2.8% 13. Changes in Procedures: 1.4%

Spring 2006 Assessment Quantitative Results Students Assessed and Successful by Campus. Campus # Assessed # Successful % Successful

Metro 943 743 78.8%

Division # Assessed # Successful % Successful

ALLH 103 103 100.0%

BUSN 112 101 90.2%

COMM 53 45 84.9%

LIBA 633 467 73.8%

SCMA 42 27 64.3%

Northeast 341 297 87.1%


BUSN 47 39 83.0%

LIBA 217 184 84.8%

SCMA 77 74 96.1%

Southeast 1245 1058 85.0%


BUSN 196 160 81.6%

COMM 590 501 84.9%

LIBA 55 50 90.9%

PACE 17 17 100.0%

SCMA 387 330 85.3%

West 997 829 83.1%


BUSN 217 207 95.4%

LIBA 443 373 84.2%

SCMA 337 249 73.9%

Totals: 3526 2927 83.0%

Spring 2006 Assessment Quantitative Results Students Assessed and Successful by Discipline/Program.Discipline/Program (# of Submissions) # Assessed # Successful % Successful

Accounting Assistant (2) 35 33 94.3%

Accounting Associate (4) 150 131 87.3%

Art (5) 41 38 92.7%

Biology (15) 433 371 85.7%

Business (3) 46 41 89.1%

Chemistry (8) 159 122 76.7%

Child Development (2) 30 23 76.7%

Computer Information Systems (14) 257 233 90.7%

Dental Hygiene (2) 25 25 100.0%

Developmental Studies in Communication (8) 99 77 77.8%

Economics (2) 51 40 78.4%

Electronics Technology (1) 7 7 100.0%

Engineering (2) 30 27 90.0%

English (36) 680 569 83.7%

Fire and Emergency Services Technology (1) 40 36 90.0%

Geography (2) 31 30 96.8%

History (11) 175 151 86.3%

Human Resources (1) 10 7 70.0%

Humanities (9) 121 98 81.0%

Interior Design (1) 12 12 100.0%

International Languages (5) 32 30 93.8%

Interpreter Education (2) 18 17 94.4%

Journalism and Mass Communications (1) 6 5 83.3%

Law Enforcement (1) 17 11 64.7%

Management (1) 7 7 100.0%

Mathematics (8) 156 95 60.9%

Medical Laboratory/Phlebotomy Technology (2) 12 12 100.0%

Music (2) 17 17 100.0%

Physical Education (1) 10 10 100.0%

Physical Therapist Assistant (1) 32 32 100.0%

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

Physics / Physical Science (1) 16 16 100.0%

Political Science (7) 314 278 88.5%

Psychology (11) 288 173 60.1%

Radiography (1) 34 34 100.0%

Religious Studies (1) 7 7 100.0%

Sociology (1) 17 8 47.1%

Speech (5) 75 69 92.0%

Transportation Management (1) 4 3 75.0%

Veterinary Technology (2) 32 32 100.0%

Totals: 3526 2927 83.0%

Spring 2006 Accounting Assistant Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

AccountingAssistant

Assist in theclosing of thebooks at the endof the accountingperiod (prepareadjusting andclosing entries,formalstatements, etc).

Twocomprehensiveproblems aregiven for thestudent tocomplete. Oneproblem requiresthe student tocomplete acompanyworksheet andjournalize theadjusting entries. The secondproblem requiresthe student toprepare thefinancialstatments(IncomeStatement,Statement ofOwner's Equityand BalanceSheet) andjournalize theclosing entriesproperly.

Students areprovided excelspreadsheets tocomplete theproblems. Eachstudent turns intheir problem tothe instructor. Itis then gradedand the correctedversion, withcomments, returned tothem.

25 25 No Change The currenttextbook is, inmy opinion, verywell written andhas greatexamples. I lookforward to usingthe newestversion when it isreleased.

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

AccountingAssistant

Compute thedepreciation ofplant andequipment usingvarious methodsof estimation,record exchangeand sale of theseassets.

Depreciationproblem on exam3.

Calculataedepreciationunder threedifferentmethods.

10 8 No Change Have more onhand practice inclass

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

Spring 2006 Accounting Associate Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

AccountingAssociate

Develop a fullunderstanding ofthe nature ofbasic financialstatements andmanagementreports, as wellas, limitationsthat are involvedin theirpreparation.

Given a recentannual report forWal Mart,studentsevaluated thefinancialstatements suchas the balancesheet, incomestatement, andstatement ofcash flows, aswell as generalinformation,footnotedisclosure andother narratives,and performedratio analysis onkey items tomake an overallevaluation of thecompany. Students wereorganized intogroups of four(4) to work onthe project. Thisway each studentin a group canconcentrate onspecific items inthe report, suchas thepresident'smessage toshareholders,auditor's opinionletter, annualhighlights for theyear, and SWOTanalysis, as wellas significantasset and liabilitycategories,

I evaluated eachproject reportaccording to thefollowing criteria:

(1) 20 points -Assessment ofthe BalanceSheet for thecurrent andprevious periods,such asidentification ofsignificantcategories, ratioanalysis, andcomparisonsbetween periods. (2) 20 points -Assessment ofthe IncomeStatement forthe current andprevious periods,such asidentification ofsignificantcategories, ratioanalysis, andcomparisonsbetween periods. (3) 20 points -Assessment ofthe Statement ofCash Flows forthe current andprevious periods,such asidentification ofsignificant sourceand uses of cashcategories, ratio

23 23 Based on theassessmentresults, Ireviewed eachproject reportand tried todetermine eachindividualstudent's effortin relation to theoverall groupeffort since Igave eachstudents withinthe group thesame grade. This issometimesdifficult todetermine, so Isurveyed eachstudent withineach group todetermine thateach student hadmade asignificantcontribution tothe overall groupeffort.

The Counselingand TestingDepartment ofTCC - WestCampusmaintains a listof qualified tutorsin varioussubjects,includingaccountingcourses. Astudent canrequest thisinformation andpursue additionalinstruction with atutor. Nostudents fromthis springsemester classhave pursuedthis course ofaction at thistime.

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

significantincomestatementcategories, andnote disclosurefor items such ascontingentliabilities. Thiswas doneprimarily due totime constraintsin the course(this was a 3weekend courseadministeredthrough TheWeekendCollege). Results wereformulated into agroup projectreport andturned in at theend of thecourse.

analysis, andcomparisonsbetween periods. (4) 10 points - ASWOT analysisinvolving theidentification andanalysis ofcompanystrengths,weaknesses,opportunities,and threats. ANoverallevaluation wasalso provided. (5) 10 points -Identification ofsignificantaccountingpolicies andmethods, such asdepreciation andinventorymethods anddescriptions ofeach. Assessment ofcompleteness ofdisclosure ofinformation, andif applicable,description ofany changes ofaccountingprinciples and/orestimates. (6) 10 points -Analysis ofcontingenciesandcommitments,such as liabilitiesinvolving lawsuitsand estimatedassessments. (7) 10 points -Overallevaluation andsummary report,andrecommendation

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

as to whether toinvest in thecompany, bothon a short termand long termbasis. Thisincluded anassessment ofculture, attitudetoward ethics,etc.

Success wasdetermined tohave scored atleast 80 percentof the maximumpossible 100points on thisactivity.

AccountingAssociate

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

On aclosed-book,proctored examproblem,students had toprepare - incorrect format-general journalentries for themanufacturingaccounting of afactory. The"journalizing"work uses all theimportantanalytical aspectsof FinancialAccounting butalso incorporatesthe new material,concerningmanufacturingaccounting,students are justthen learning intheir ManagerialAccounting class.

Students whoscored 75% orhigher on the 10general entryproblem, wereassessed ashaving achievedthe goal oflearning generaljournal entriesformanufacturingaccounting.

12 11 No Change Many studentshave FinancialAccountingcourses that donot teach the"journalizing" orat least do notincorporate verymuchjournalizingpractice.

Currently, Iprovide lots ofadditionalpractice onjournalizing - incase I have toteach thatprocess to mynew ManagerialAccountingstudents.

The institutioncould show itssupport for theAccountingprogram byprovidingAccounting tutors(the norm at

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

other communitycolleges anduniversities). Many studentsare tooself-conscious toask for this helpof their "second"accountinginstructor, orhave schedulesthat don't allowthem to meetwith instructorsfor tutoringeasily.

AccountingAssociate

Computedepreciation ofplant andequipment usingvarious methodsof estimation,record exchangeand sale ofassets.

Students weretested on threemethods ofdepreciation,including thestraight-line,production, anddouble-declining-balance methods. The studentswere asked tocomputedepreciation ofassets undereach method,given the cost,estimatedresidual value,and estimatedlife of the asset. Students werealso asked torecompute thedepreciation aftera specifiednumber of yearshad passed inthe case whereeither theestimated usefullife or residualvalue of theasset wasupdated. Students werealso required to

Students weretested on theinformationdescribed aboveby completingtake-homequizzes andin-class examson the materialspecified above. The quiz andexam questionswere in themultiple choiceand true-falseformat, as hasbeen the formatof the CPA examand as iscommon to thetesting ofinformation inthe accountingfield. Answers tomultiple choiceand true-falsequestions arewidelyconsideredobjective andthereby subjectto validationbased on thestudents'choices. Iconsidered a

90 77 No Change None Required: This subject doesnot require anyadditionalresources orprofessionaldevelopmentactivities.

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

computedepreciationunder each of themethods for ayear in which theassets werepurchased on adate other thanthe beginning ofthe year.

Students werealso tested onthe dispositiongain or loss onan asset, both incases where theasset was sold,and also in thecase where theasset wastraded-in. Thestudents werealso required tobe familiar withthe like-kindexchange rules,requiring that again on the tradeof similar assetsmust bepostponed foraccountingpurposes andrecognizedthroughdepreciationdeductions overthe life of thenewly acquiredasset.

student to haveachievedcompetency inthe area ifhis/her gradewere 75% orbetter on thequizzes andexams over thismaterial.

AccountingAssociate

Prepare financialstatements fromincompleterecords andcorrect errorsmade previouslyin recordingtransactions andevaluatingaccounts.

Prepare aStatement ofCash flows

Format,accuracy, andunderstandability

25 20 No Change Continue withpretests of eachchapter.

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

Spring 2006 Art Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Art Exhibit criticalthinking.

students mustreproduce a 3dimensional stilllife set up onto a 2 dimensionalcanvas. Theymust be able toassess valuechanges andreproduce colorby color mixing.

Believebability....I did a visualassessement oftheir product. they were gradedon their ability toproduce abelievable formin paint.

9 9 No Change There may beopportunities forthis teacher tolearn newtechniques fromotherprofessionalartists in thenear future. Itwould be great ifTCC wouldprovide fundingfor this.

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

Art Ability to workwith the toolsand techniques.

Objectives• To learnhow to pan witha camera tosuggest theexperience ofmotion.• To learnhow to freeze amoving object inmotion.AssignmentProduce one highquality black &white print wheremotion isparamount.Humans must bethe subject ofyour photos. Youcan either chooseto use a longshutter speedand pan (shortfor “panoramic”)the camera, oruse a very shortshutter speed tofreeze action:1. If youwish to pan the

Your grade willbe based on yoursuccess inconveyingmotion,processing andprintingtechnique,composition, andpresentation. Ineither technique,the subject of thephotograph mustbe in sharpfocus.

9 9 No Change Maintain supportfor art curriculumand technologyrelated courses.

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

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InstructorAction

InstitutionalAction

DesignatedNeeds

camera, use along shutterspeed (1/15 of asecond to 1second) andmove the camerain synch withyour subject.This will capturethe feeling of abody in motion.2. If youwish to freezeaction, use ashort shutterspeed (1/500 or1/1000 of asecond) to freezethe motion of abody in space.When using longshutter speeds tosuggestmovement, it isbest to try tohave the subjectin sharp focus asmuch aspossible. Movethe camera withthe subject asyou shoot.Pre-focusing thelens will bebeneficial. Or,place the cameraon a tripod andhave yoursubject stand stillwhile objects inthe backgroundare in motion. Ifyou have a zoomlens, you mighttry zooming thelens halfwaythrough theexposure forinterestingresults. Whilethis is not a useof the panningtechnique,

Discipline/Program

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DesignatedNeeds

interestingresults can beachieved with it.

Use a shortshutter speed,1/500 or 1/1000second, to freezemotion of a bodyin midair. Yoursubject could bea basketballplayer leaping inthe air, or a childjumping on atrampoline, etc.A shallow depthof field isnecessary! Avoiddistractingobjects in thebackground.Composition• Bemindful of whatis in thebackground. Thebackgroundshould notdistract theviewer, butenhance thesubject. Avoidplacing yoursubject in thecenter of theimage. Use the“rule of thirds.”• Exploredifferent angles;shoot from aboveor below.• Checkyour depth offield. A shallowdepth of field ismost effective forfreezing action.• Becertain you havea strong centerof interest

Discipline/Program

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AssessmentActivity

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InstitutionalAction

DesignatedNeeds

Art Exhibit critical

thinking. Using a randomlyselected piece ofart work eachstudent is toevaluate thevisual using theappropriateartistic languageand guidline. The student is tomake a directcorrelation to thepiece of work foreach elementselected aspertinent.

The student mustutilize thePrinciples andElements ofDesign whenevaluating thespecific piece ofartwork. Thismeans being ableto decide whichprinciples andelements areapplicable totheir specificvisual. Thestudent mustthen referenceeach element indirect correlationto specific partsof the art work.Each studentmust also be ableto identify theirassigned piece ofart work, theartist, themedium usedand the place ofholding. This isaccompanied bya briefbiographicalprofile of theartist consistingof the artists fullname, birth date,country of originand date ofdeath ifapplicable to theartist in question.

4 4 No Change There is acontinued needfor pertinent andexcellent visualmaterial to sharewith the LiberalArt Classes. Thisincludescontinualupgrading of thetechnologicalapparatus withwhich the visualsare shown. Without clear andsharp disiplays,thestudent-teacher-classroomexperience inArt, as well asHumanities, isgreatly impaired. It is alsoimperative thatinstructors aregiven ampleopportunity toupgrade theirskills in thenecessary areasof technology.

(1.) ComputerTechnology /Software: (2.) GuestSpeakers / FieldTrips: (3.) None:

Art Exhibit criticalthinking.

Students willcompare twoworks of art inessay format

Students mustutilize conceptsof art theory asstudied in classand apply themto art we have

11 10 Students willstart visitingmuseums earlierin the semester.

Allow certainclasses to includea description fora specific section.The studentswanted to spend

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

not discussed asa class.

additonal timewith me inmuseums. Thiswas not possiblefor severalstudents whohad a classbefore or aftermine. Thestudents thoughtthey would selecta schedule toaccomidate sucha class requiringtravel time.

Art Demonstratecomputerproficiency as itpertains tosubject

The project wasto design amagazine cover& spread utilizingall 5 steps of thedesign process.This projectrequiredextensive use ofcomputerhardware andsoftware tosuccessfullycomplete theassignment. 3 ofthe 5 stepswithin the designprocess requiredthe computer.These three wereresearch,computer-basedcomprehensives,and preflight.

Within the designprocess, thestudents wereasked to gatherresearch via theweb thatpertained directlyto the genre ofthe magazinechosen to design.From thegatheredresearch, thesecondrequirement wasto make thentake thumbnailconcepts to thecomputer andbegin working uptheir designsusing a digitalscanner,Illustrator,Photoshop, andInDesign. Thesecomputergeneratedcomprehensiveswere thenreviewed atmid-critique (halfway point ofproject) andgiven specificinstructions onfurther execution

8 6 During thecourse of theproject, I gavepertinent lectureson how toeffectively utilizePhotoshop,Illustrator, andIndesign tosuccessfullycompleteassignments.Many of thestudents hadnever used anyof the requiredprograms andwere not thatfamiliar with MacOS X. By the endof the semester 6out of 8 studentssucceeded inusing the Macand all requiredsoftware forgraphic designprojects. Thecomputer willcontinue to beused forresearch, comps,and finalizationof assignments.

As a prerequisiteto the course, itwould be nice tohave thestudentscomplete a basicphotoshop andillustrator classso that moretime can bespent refiningtheir designsutilizingadvancedtechniques withinthe softwarerather than themjust gettingintroduced to theprograms basicsand having tolearn all of thenon-computerdesign basicssimultaneously.Having theseprograms as aprerequisite, willhelp the studentsadvance theirdesign skills thatwill allow formore finishedconcepts for theirportfolios--whichwill also makethem more

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

using computersoftware/hardware tools. At thefinal critique,students wereasked to collectand preflight allof theirPhotoshop andIllustrator filesusing Indesign.In the end,successfulstudents wereable to provideresearch thatdirectly appliedand was used inthe final designtreatment, wereable to converttheir hand-drawnsketches tocomputer basedcomps then turnthose roughcomputer compsinto perfectedfinal designs, andto turn in a CDwithcollected/preflighted digital files aspart of grading.The studentswere given a setamount of pointsfor each stepcompleted.

competitive inthe job market orfor getting into 4year designprograms likethat at OSU, OU,TU, NSU,...

Spring 2006 Biology Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

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

BeginningStatisticalInquiries into theScientificMethod:Jelly-Side-DownTaken fromhttp://www.accessexcellence.org/AE/AEC/AEF/1996/brekke_method.htmlBy Gary Brekke

Backgroundinformation:

This activitydescribes howscientists use thescientific methodto answerquestions aboutthe world aroundthem. Allowsyou to explorethe scientificmethod in anopen-endedfashion. As in“real science”,there is no “rightway” to solve theproblem. Beready foranything. Youwill need to becooperative andopen to the ideathat not all ideasmight work. Buteven anunworkable ideaserves a purposein science

MaterialsNeeded:

Several slices ofplain white breadfor each group asassigned byinstructor.JellySpoonMeasuring stickNewspaper

Procedure

It is a busyMonday morning. Your toast justpopped out ofthe toaster. Youare putting grapejelly on it. Thenit happens. Asyou are pickingup the toast up,it slides off thetable and landsjelly side downon the floor!!%!#@#$ Another typicalMonday. Whydoes toastalways seem toland jelly sidedown? Or does itland jelly sidedown? Howcould you findout?

Posing: Asscientistsobserve thenatural world

6 6 No Change No additionalaction is neededat this time. Thank you!

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

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NumberAssessed

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InstructorAction

InstitutionalAction

DesignatedNeeds

inquiry.

Scientists areinterested inexplaining howthe natural worldworks. Theyobserve things inthe world thatthey do notunderstand andthey askquestions. Scientists designexperiments tofind answers totheir questions. Scientists provideresults of theexperiments toother scientistsby writingreports, calledpapers, whichare put intosciencemagazines,called journals. Other scientists,and the generalpublic, read thepapers anddecide if thescientist’sexperimentalwork andconclusions werecorrectlyinterpreted. Over the yearsscientists havecome up with astandardprocedure, calledthe scientificmethod, fordesigningexperiments.

The ScientificMethod is a setof scientificprocesses that

they see thingsthat they do notunderstand. They posequestions aboutthe observationsthey make. Posing questionsis the first step ofthe scientificmethod. Write aquestionconcerning thefollowingobservation:

Observation:When toast slidesoff a table italways lands jellyside down.

Question:_________________________________________________________

The question(s)posed above arereworded intowhat scientistscall a hypothesis,which is astatement that isa possibleanswer to thequestion. Fromthe hypothesis, aprediction can beformed. Aprediction isbased on thehypothesis, andstates in advancethe result that isexpected to beobtained fromtesting thehypothesis. Predictions areusually written as

Discipline/Program

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AssessmentActivity

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NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

scientists use tosolve problemsobserved in theworld aroundthem. Eachproblem uses adifferent set ofprocesses, oruses theprocesses in adifferent order,to solve theproblem. It isthe job of ascientist toassemble a planusing theprocesses tosolve a problem. Scientistsgenerally poseproblems, predictanswers to theproblem, probethe problem byexperiments and“persuade”(inform) othersby writing papersdescribing theresults of theexperiment.

“BeginningStatisticalInquiries into theScientificMethod” or“Jelly-Side-Down” is the firstlaboratoryexperience of thesemester andreinforcestextbookconcepts of whatthe scientificmethod is andhow it is used byscientists. Inthis activity, youdescribe whathappens when a

an “if and then”statement. Writea hypothesis forthe jellied toastobservation. Change yourhypothesisconcerning thejellied toast intoan if/thenprediction.

Hypothesis:________________________________________________________

Prediction:_________________________________________________________

The third step ofthe scientificmethod isprobing, whichinvolvesdesigning acontrolledexperiment totest thepredictionconcerning thehypothesis. Experiments maybe simple orcontain manyparts andprocessesdepending on thenature of theprediction to beanalyzed.

Controlledexperiments arebased on thecomparison of acontrol groupwith an

Discipline/Program

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AssessmentActivity

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InstitutionalAction

DesignatedNeeds

piece of jelliedtoast is droppedoff a table. Fromtheseobservations,you pose aquestionconcerning whichside of the jelliedtoast will land onthe floor. Aprediction isformulated thatmight answer thequestion. Youthen designexperiments toprobe theprediction. Theexperiments arecompleted, datacollected andconclusionsdrawn. Finally,you report to therest of the classthe validity ofyourexperimentalconclusions.

experimentalgroup. Thecontrol groupand theexperimentalgroup areidentical exceptfor the one factorbeing tested forin theexperiment. Thisfactor is calledthe “independentvariable”. Theindependentvariable is thefactor in anexperiment thatthe scientistchanges ormanipulates. The dependentvariable is thefactor thatchanges as aresult of whatthe scientist doesto theindependentvariable. Controlledexperimentsusually changeonly one variableat a time so thescientist knowswhat is beingchanged andwhat is beingtested. Information,called data, iscollected as theexperiment iscompleted. Aftercompleting anexperiment thescientist analyzesthe data. Conclusionsabout the posedquestion are thendrawn from the

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DesignatedNeeds

analyzed data. Ideas: examinethe effects oftable height,change the speedwith which thebread is slid offthe table, etc.

Design acontrolledexperimenttesting yourjellied toasthypothesis. Write the outlineof thisexperiment inthe space below:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Have theinstructor checkthe aboveexperimentalplan. Conductthe experimentand record thedata below:

Discipline/Program

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_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

To persuade(inform) otherscientists thattheirexperimentalconclusions arecorrect, scientistswrite papersexplaining theresults of theirexperiments. These papers arepublished insciencemagazines orjournals. Otherscientists readthe papers andmake commentson theexperiment andresults. If theydisagree with the

Discipline/Program

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way theexperiment wasdesigned or theresults they cando theexperimentthemselves andwrite up theirown paper,trying topersuade othersthat they arecorrect. In thisway, scientistscheck on eachother’s workmaking sure thatall results andconclusions areaccurate.

When calledupon by theinstructor, giveyour results andconclusions.

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

review questionsubmitted viasafe assignment- prokaryotesand eukaryotes,which is mostbeneficial andmore complex.

Students areevaluated onanswer content,biologicalterminology,grammar, andspelling.

45 35 No Change Students seemedto have a betterunderstanding ofbasic cellstructure.

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

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

Assessment isnot limite to oneactivity, but avariety of labexperiencesincludingdissection andstudy of bonestructures.

Students arerequired to turnin (once perchapter) labreviews thatassess theirunderstanding oftheinterrelatednessof body systemsof the human toone another.

41 34 No Change Many times Ibelieve it wouldbe beneficial forTCC to offermoreprofessionaldevelopment inour specificsubject areasrather than ingeneraleducation.

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

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DesignatedNeeds

evolution. Success ismeasured by anoverall gradeearned. Asuccessful gradewould be one of70% or higher.

Subject specificprof.developmentwould better helpsome instructorskeep up withchanges inpresentingmaterial.

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

On-line quizconcerning theAnimal Kingdomand ecology andhow organismsand ecologyinter-relate

This was amultiple choicequiz and it wasexpected by theinstructor that atleast 2/3 (67%)of the studentstaking the quizwould score a70% or better onthe quiz

18 14 No Change None for thisparticularassessment

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


Each studentdetermined theamount ofcalories (energy)needed to meettheir BasalMetabolic rate(daily energyneeds). Eachstudent alsoproposed anexercise plan toinsure theamount ofenergy taken inequaled theamount ofenergyexpended. Students learnedthe EnergyBalanceEquation. Theamount ofcalories orenergyconsumed shouldequal the amountof caloriesexpended.

Students weregiven guidelinesto produce a"one-day"nutritious dietplan that mettheir daily energyrequirements. The plan was toincludebreakfast, lunch,dinner, snacks,beverages andone of the mealshad to be a"healthy" fastfood option. From thisproposal, thestudents inputdata into theEvaluEat Analysisprogram andprinted a nutrientbreakdown. Apersonal profilewas made on theEvaluEatprogram as wellwhich told themthe amount of

15 12 No Change Nothing neededfrom TCC.

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

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calories theyneeded daily. The students hadto get within 100calories of theirenergy needsand balance theneeds with anexercise programof their choice.


Lab 3 How FitAre BiologyStudents?

Students workedin teams tochoose ahypothesis,design andexecute andexperiment,tabulate andinterpret data,and formconclusionsconcerningfitness levels instudents.

45 45 No Change this is a veryeffective exercisedesigned toteach thescientificprocess--nomodificationsnecessary

(1.) ProfessionalDevelopment -TCC Programs: (2.) None: (3.) None:


Using textbook:Biology,Campbell andReece, 7thEdition and laboratorymanual:Introduction toGeneral Biologyfor Majors,Phillips, 4thEdition. Lecturescovering Chp 6-A Tour of theCell, Chapter 8 &9- Introductionto Metabolismand CellularRespiration,Chapter 13 - 21Unit Three-Genetics.

CompletedLaboratoryexercises andexams.

15 11 No Change No Change (1.) None: (2.) None: (3.) None:

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Laboratoryexercises #5 -Eukaryotic cellstructure andfunction, #8 -Cellularrespiration, # 12& 13 - What isDNA? and DNAreplication, Whatis the Geneticcode?


As homework,students wereinstructed toread the OrganicCompoundschapter (3) inthe Raven,Johnon, Losos,Singer textbook. Following, was apowerpointpresentation ofthis chapter. Thestudents receivedan outline of thepowerpoint andthey took notesduring lecture inorder to fill in themissinginformation.

The structure ofthe four majorclasses ofbiologicalcompounds wasdiscussed, alongwith a discussionthat livingorganisms arecomposed ofthese four majorclasses ofbiologicalmolecules. Inaddition, wediscussednutrition and howit relates to this

The formal reportregarding theidentification oforganiccompounds andthe fast foodnutritional surveywere worth 25points. Studentswere consideredsuccessful if theyreceived 17.5 outof the 25 pointsavailable (70%).

47 35 Although 74.5%of the studentswere successful,I would like totry and increasethis percentage. Students had themost trouble withwriting theformal report. Inthe future, I willtry to morethoroughlydiscuss theproper methodfor submitting aformal report. Hopefully, thiswill improve thepercentage ofstudents that aresuccessful.

TCC providesadequateresources forteaching thisgoal.

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chapter onorganicmolecules.

Following lecture,the studentswere involved ina laboratory thathelped themlearn to how todistinguishbetween the fourclasses ofbiologicalmolecules usingbiochemical tests(tests that couldbe used toidentify thesecompounds infoods, etc.). Thestudents thenprepared aformal reportabout one ofthesebiochemicaltests. Inaddition, thestudents wereasked toevaluate thecaloric andorganic contentof their favoritefast food meal.

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

Studentsperformed aninquiry- basedlaboratory todetermine "HowFit Are BiologyStudents." Studentsfollowed thescientific processguidelines todemonstrateability togenerate andtest hypotheses.

Students wrote alaboratory reportof his/herfindings. Thereport evalautedstudent'sunderstanding ofthe scientificprocess. Elements in thereport included: a testablehypothesis,organized resultsobatined in asequential and

27 25 No Change TCC fundingsupport islagging behindthe need andnumber ofstudents weserve. I have hadto increase thenumber ofstudents workingin a group due toshoratge offunds.

(1.) Other: Fundsfor supplies andequipment(2.) None: (3.) None:

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research in adynamicenvironment.

logical manner,illustrated resultson a well labeledgraph. Thediscussionanalyzed andinterpretd resultsin light of thefindings andhypothesisgenerated.


Studentsperformed aninquiry-basedlaboratory. Studentsdeveloped alaboratoryinvestigation todemonstratehis/herunderstanding ofdiffusion andosmosis. Studentsgenerated aseries ofhypotheses totest. They set upthe experimentaldesign, gatheredand grapheddata, reportedoutcome ofresults andanalyzed andinterpreted theresults in light ofthe hypothesestested in aformal laboratoryreport.

The laboratoryreport wasgraded on eachcomponent of thescientificprocesss.

28 27 No Change Additionallaboratorysections withoutadditionalincrease infunding haveprevented usfrom acquiring allthe materials,supplies andequipment weneed. Studentsare performingthe laboratoryexercises inlarger groups.This is not anideal situation ina laboratorycourse.

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

Biology Students willdemonstrate anunderstanding ofthe scientificprocess in thebiological worldas it isimplemented bythe Scientific

Students whereshown aexperimentwhere an aquaticplant(spyrogria)was subjected tovarious colors ofthe light, to seewhich color was

The studentsshould havenamed thedifferent colors oflight as theindependantvariable and the# of bacteria inthe differnt

41 30 1. Spend moretime going overadditionalexperiments andiding thevariables.2. Have thestudents designtheir own

Continue to haveteachers sharetheir ideas witheach other,sharing sitesthey find andresources theyuse.

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Method. Thestudent willfurtherunderstand theneed forcontinuedbiologicalresearch in adynamicenvironment.

utilized the mostinphotosyntehsis.Areobic bacteriawere used todetect thepresence ofoxygen, theywould congegatein the color of light thatproduced themost oxygen.The studentswere to identifythe independantand dependantvariables.

colors of light asthe dependantvariable.

experiment andidentify thevariables.

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

Identification ofunknownmicroorganism

Students mustbe able to applystandardmicrobiologytechniques suchas microscopicobservation,staining, growthcharacteristics onmedia, andbiochemical teststo identify anunknownmicroorganism. They must beable to constructa dichotomouskey and interpreta chart inBergey's Manualto help directthem toward acorrectidentification. The tests andprocesses usedto identify are asimportant as thefinal correctidentification ofthe organism.

40 38 No Change No additionalresources areneed for theassessment.

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

Biology Students willdemonstrate an

On a test thestudents were

They were to listthe steps; define

13 9 No Change I think theproblem was with

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understanding ofthe scientificprocess in thebiological worldas it isimplemented bythe ScientificMethod. Thestudent willfurtherunderstand theneed forcontinuedbiologicalresearch in adynamicenvironment.

instructed to usethe steps of thescientific methodand explain howDr. Goldbergerwas able to showthat the disease,pellagra, was anutritionalproblem, not acontagiousdisease.

an problem,research theproblem, make ahypothesis,design a test forthe hypothesis,explain the testin detail, drawconclusions, andpublish theresults. Thenthey had to tellwhat furtherproblems Dr.Goldberger raninto with theother doctors andscientists andwhat he did about it.

attendance andthe fact thatsome of thestudents did notkeep up withBlackboard(announcements,chapter outlines,and coursedocuments). Ifound that theyoungerstudents, on awhole, did not doas well as theolder students. Igave thestudents links toDr. Goldbergerand even printedoff one of thelinks and gaveeach student thatwas inattendance acopy.

(3.) None:


Studentsparticipated in alab activity thatdemonstratedprinciples ofgentics. Studentswere givenbackgroundinformation onhow to set upand use apunnett square. The punnettesquare is amethod that aidsthe student inpredictingpossible offspringratios afterpreforming aparental cross.The studentswere asked topair up with apartner and setup a punnett

The sudents wereassessed thenext lab period inthe form of aquiz. They hadto understandthe differencebetweengenotypic andphenotypic ratiosthat they learnedthe week before.Based on theinformation giventhe students hadto successfullycomplete apunnette squareand state thegenotypic andphenotypicratios. The quizwas worth 10points. Thestudents werealso tested on

18 18 That depends onthe requestedchanges.

I would be gladto hear anyfurtherinformation onthe subject.

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square based ontheir own allelesfor differentcharacteristics(ex: widowspeak, hitchhikers thumb,curly hair). Thestudents alsocompletedpunnette squaresgiven informationon incompletedominance, sexlinkedinheritance andblood type.

this concept onthe mid termtest.


Disease Report:Select abacterial,protozoan,fungal, viral orprion disease. Review theinformation onPlagiarism onBlackboard andHandouts beforeyou beginwriting. Youshould have five(or more)references, citedin standard form,for yourbibliography. You must submityour report toSafeAssignmenton Blackboardand receive aplagiarism scoreof 25% or less. Directions forsubmitting yourpaper will beposted onBlackboard.

You will have theopportunity topresent a short

1. The studentmustdemonstrate anunderstanding ofthe basic lifeprocesses asthey realte to thedisease process,including, but notlimited to to,microbial growthand culturingtechniques,genetics andimmunology.

2. The studentmust be able toanalyze theinformation theyobtain on theirdisease and, intheir own words,assess theirdisease'spotential forharm to thepatient,healthcareworks, theenvironment andsociety ingeneral.

34 32 I have found thatmany studentsfind it hard toaccumulate dataon a topic,process it andpresent it theirown words; inother words,recognize andavoid plagiarism. I would like tohave moreexamples ofappropriate andinappropriate useof references.

I think it mightbe useful if TCChad a "How toRecognizePlagiarism" siteon the TCC web,similar to butmaybe a littleless involvedthan the IndianaUniversity sitehttp://www.indiana.edu/~istd/overview.html

(1.) Other: Coulda "How toRecognizePlagiarism" website be linked tothe writing lab(2.) None: (3.) None:

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summary of yourresearch reporttopic for 10points extracredit when wecover diseases inlecture. Following thediscussion ofyour disease, youwill present fourobjectivequestions to theclass and postyour questionson ourBlackboardDiscussionBoards. Examquestions will beselected fromstudentpresentationquestions.

Spring 2006 Business Assessment Report

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Business Develop andimprovekeyboardingspeed andaccuracy.

Frequentthree-minutetimed writingswereadministered.

Successfulcompletion of atleast 17 networds per minuteon threethree-minutetimed writings.

16 16 No Change None. (1.) None: (2.) None: (3.) None:

Business Demonstrate anability tocommunicateeffectivelythrough writtencommunicationmethods.

WeeklyDiscussions overvarious topics

First posting byTuesday of theweek.Minimum numberof postingsrequired.Quality ofpostings: Information thatis full of thought,insight, andanalysis;Connections toprevious orcurrent contentor to real-lifesituations;Contains rich andfully developednew ideas,connections, orapplications;Spelling,grammar, andpunctuationcorrect

21 19 Add one morecommunicationon my part thatreminds thatstudents what isexpected. Ialready send outthe gradingrubric in threelocations insideBlackboard, but Iwill add ane-mail to thestudentsdirecting them tothe gradingrubric andexpectations ofthe discussionboards.

Students appearto be unpreparedor underpreparedfor the rigors ofonline classes. Research intothis area mayprove to bebeneficial. Inaddition,instructorsupport to attendprofessionaldevelopment inthe area of onlinelearning wouldbe beneficial.

(1.) ProfessionalDevelopment -External:Workshops areeverywhere andwe should beattending(2.) None: (3.) None:

Business Know techniquesto developbusiness plansand forecasts.

As a groupproject, studentscreated andpresented abusiness plan ona business oftheir choosing.

Students weregraded on theviability of thebusiness,creativity and theoverall quality ofthe plan and thepresentation. Theinstructor playedthe role of abank officer

9 6 No Change It isrecommendedthat TCCendeavor todevelop student'sskills in writingcomprehensiveand coherentplans that will bewell received in abusiness

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

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deciding whetheror not to fundthe groupprojects.

environment.Students need tolearn the realitiesand demands ofthe businesscommunity.

Spring 2006 Chemistry Assessment Report

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Chemistry Demonstratemastery of theunique languageof chemistry

Goal 1: determine ifstudents couldcorrectly identifythe names oforganiccompounds; Goal 2: determine ifstudents couldcorrectlyascertainproperties oforganiccompoundsbased on aciddissociationconstants orother factorsaffectingstability.Goal 4: determine ifstudents couldcorrectlydetermine theidentity ofunknowncompoundsbased onInfrared spectraldata they hadcollected in lab.

Goal 1: Six (6)multiple choicequestions ofname (based onIUPACnomenclature) ofstructurespresented. The% of thosetaking the examwho chose thecorrect answerwere reported.Goal 2: Three(3) multiplechoice questionspertaining to aciddissociationconstants ofcompounds andother facotorsaffectingstability. The %of those takingthe exam whochose the correctanswer werereported.Goal 4: In alaboratoryexercise,students weregiven fourunknowncompounds andasked to take aninfrared spectraof each andidentify thecompounds (froma list of 24choices). Theirresults wereturned in as awritten lab

22 14 No Change Tulsa CommunityCollege shouldcontinue toprovide qualityinstruction inorganicchemistry. Additionallaboratoryequipment suchas a NuclearMagneticResonancespectrometerwould be verybeneficial.

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report. The classaverage % of thepossible pointsfor that labreportassignment werereported.

Chemistry TCC chemistrygraduates will beable todemonstrateability to applylogical andmathematicalstrategies tosolve chemicalproblems

1) GaveAmericanChemical SocietyStandardizedexam (FirstSemesterGeneral ChemForm 2005) tostudents.2) Analyzed theresults bystudent for 18questions on theexam thatrepresented arange ofchemistryproblemsinvolvingcalculations aswell asconceptualunderstanding.There were atotal of 70questions on thetest. 3) Looked atseveral possiblebenchmarks indeterminingsuccess ( 70%,67%, and 56%of the 18problemsansweredcorrectly.)

Of 16 studentscompleting theexam on 5/1/06,only 1 met thebenchmark 70%or better (13 ofthe 18 problemscorrect.)Three studentsscored 12 or 13out of 18 correct(67% or better.)Six studentsscored 10 ormore problemsout of 18 correct(56% or better.)

This examrepresents a veryrigorous criterionfor determiningthe success rateof our students inbeing able toproblem-solve;the exam coversall possible topicsfor Gen Chem I,it is high stakesbecause it isgiven as acomprehensivefinal exam forthe course, and itis time limited to2 hours. Sixquestions on theexam dealt withtopics we had nothad time tocover- those 6questions werenot among the18 tabulated for

16 6 No Change The Collegeshould continueto support theefforts ofinstructors to beinnovative indevelopingstudents' abilityto problem-solve.

Many studentsare still able toenroll in Chem Iwithout goodalgebra skills.They may havetaken and"passed" CollegeAlgebra with a Cor a D but theyare unable torearrange simpleequations tosolve for aparticularvariable. There isno pre-requisiteto have taken anintroductorychemistry coursein high school orPrinciples ofChemistry, butthe ability ofstudents to learnthe material atthe levelexpected forGeneralChemistry wouldbe greatlyenhanced byhaving such apre-requisite in

(1.) TestingCenter Support: (2.) AcademicSupport Labs: (3.) Prerequisites/ Curriculum:

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this assessment.As the instructor,I took the examfor the first timewhile thestudents weretaking it, and ittook me nearlythe full two hours to complete theexam myself, soit is not verysurprising to methat a number ofstudents did notcomplete theentire exam.

Onlinealgorithmichomework(Eduspace) wasused over thecourse of thesemester forproblem-solvingandapproximately11% of thesemester gradewas based onthis homework;approximately2/3 of theproblemsrequiredcalculations ofsome sort. Of 17studentsassessed forhomeworkgrades, 8received 100%or more of thehomework points(including bonuspoints for doingadditionalproblems beyondthose required.)Of the 17studentsassessed, 12

place.

More class-timecould be spenton interactivework with lesstime lost toexams andquizzes ifcomprehensivetesting centerswere available onevery campus.Continue toincrease theavailability ofwell-trainedtutors; allowprofessionaldevelopmenttime during thework-day forcross-trainingmath tutors toalso be able tohelp studentswith chemistryproblems.

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achieved morethan 75% of theavailable pointsfor homeworkproblems andbonus problems. Students can doproblem-solvingif they aremotivated to doso but underpressure, theyseem to forgetmuch of whatthey have beenable to do overthe semester.

A betterassessment ofthe overall abilityof students to doproblem-solvingwould probablyfall somewherebetween therigor of the ACSexam, and thecompilation ofhomework data.

Problem-solvingwill continue tobe a focus of thiscourse. I believethe immediatefeedback thatstudents getwhen they usethe onlineEduspace systemfor homeworkhelps them toprogress in theirproblem-solvingabilities. There isstill much roomfor improvement.

Chemistry Demonstratemastery of theunique languageof chemistry

Approximately20% of thepoints on everyexam are based

For each studentin the class, theaverage numberof correct

16 12 No Change None required. (1.) None: (2.) None: (3.) None:

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on defintions ofvocabularywords.

vocabulary wordsfor the first twoexams of thesemester wascalculated. Thebenchmark of80% correct (anaverage of 16out of 20) waschosen. For thisassessment, 12of the studentsgot an average ofmore than 16 ofthe vocabularywords correct.

This is alower-order typeof learning; ingeneral moststudents havelittle problemwith this type ofquesiton.

Chemistry Demonstrateability to usemoderntechnologicalmethods of dataacquisition andanalysis

Students inChem I perform4 labs usingVernierequipment eachsemesterfor dataacquisition andanalysis.

Assessmentbased on labreport grade forendothermic-exothermic @ 20 ormore out of 25 : 15 studentsassessed; 15successful

Students needmoreopportunities forhands-on. Wehave addedenoughcomputers forstudents to workin groups of 3,but working inpairs wouldincrease thehands-onexposure.

15 15 No Change Sufficientnotebookcomputers toallow students towork in pairswould improvethe amount ofhands-on timeseach studentexperiences.Notebooks arepreferred todesktopcomputersbecause there islimited space byeach computerfor setting up theequipment andthis leads tocrowding in thelabs.

(1.) ComputerTechnology /Software: (2.) None: (3.) None:

Chemistry Demonstrateability to use

Most of thelaboratory

The studentsuccessfully

24 20 I need to providemore training in

CHE 1315students are not

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moderntechnologicalmethods of dataacquisition andanalysis

experiments inCHE 1415 use aVernier dataacquisition andanalysis system. A module collectsanalog data fromprobes andconverts it todigital data asoutput to a PC. Software allowsthe student toanalyze the data.

In oneexperiment,studentsmeasured thefreezing pointdepression ofrelated solutions. Processing thedata allow thestudent todetermine themolecular weightof an unknowncompound.

achieved thisgoal if theyreported amolecular weightthat was +/-10% of theknown value.

the use of theVernier system. I had beenrelying on“training byusing”. I willnow devote 1/2hour of recitationtime to “handson”demonstrations.

exposed tocomputer aidedexperiments. Ifthe facultydecides that thisexposure isdesirable, thenthe adjuncts willneed to betrained.

(3.) None:

Chemistry TCC chemistrygraduates will beable todemonstrateability to applylogical andmathematicalstrategies tosolve chemicalproblems

I created ahomeworkassignment withquestions thatrequired studentsto apply multiplechemistry andmath concepts inorder tocomplete theproblem set.

I graded theassigment to seewhich problemsstudent were notable to solve andexamined eachproblem to seehow the studentapproached theproblems.

9 5 In the future Ithink I will startat the verybegining of thesemester bygiving studentsintegrative andcritical thinkingquestions bothfor assigmentsand in classwork. I will placemore emphasison the types ofproblems thatwill makestudents stopand think aboutwhat they knowand how to applythat knowlege toeach situation. Ialso think I will

I think thebiggest problemfor studentscoming intochemistry is thatthey expect to beable to memorizeeverythingwithout having tounderstand it orapply it. Formyself, I coulduse some helpcoming up withideas andin-class activitiesthat would helpto teach mystudents anycritical thinkingskills they needfor chemistry.

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

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start thesemester bygiving a generalreview of algebraand math neededfor chemistry,because mystudents havereally struggledin the past withmath concepts.


Operation ofSpectrometer forlinear calibrationplot

Obtain a linearcalibration plot

42 37 No Change No Change (1.) None: (2.) None: (3.) None:


Students weregiven instructionsfor accessing aninteractivewebsite thatallows them toperfom virtuallabs on gas laws.This virtual labhas a pressurechamber, acylinder filledwith an ideal gaswith a movablepiston thatstudents cancontrol to do theexperiments.Conditions forthe experiment,such as amountof gas,temperature,pressure andvolume can bemanipulated suchthat two of thevariables can bekept constantand the othertwo varied. Aplotting tool isincorporated in

In a lab reportstudents wereasked thefollowing types ofquestions withreference to theirdata in eachexperiment. Twopoints wereawarded forcorrectly andcompletelyanswering eachquestion.

1) Choose from 3types of graphshown (linear,parabolic,hyperbolic) whichone closelyresembles thedata obtained.2) From theshape of thegraph, describethe relationshipbetween the twovariablesgraphed.3) Identify thegas lawdescribed by the

15 13 Because it isdifficult to gradelab reportson-line, whichrequires typing inthe corrections, Ido not returngraded labreports to mystudents.Instead, Iprovide answerkeys. One of thestudentssubmitted a labreport that wasidentical to aprevious answerkey. When Iconfronted her,she deniedhaving obtainedit from anyonewho has takenthe course. Igave her a zerofor the lab andtold her that it ishighly unlikelythat we woulduse exactly thesame words inthe explanations.

TCCadministrationcan help preventacademicintegrityviolations byprovidingenhancedsecuritymeasuresthrough ourBlackboardservers.

(1.) ComputerTechnology /Software:Softwarepreventingstudents fromopening otherwindows whiletaking a test.(2.) None: (3.) None:

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the program anddisplays thepoints generatedon a graph as theindependentvariable ischanged. Thestudentsperformed twoexperimentsunder prescribedconditions andwere asked toanswer questionsdesigned toevaluate theiranalysis andinterpretation oftheir graphs aswell as theirability to identifythe specific gaslaw described bythe graph.

behaviorobserved in #2)4) Predict themagnitude of theother variablegiven the valueof the firstvariable, showingthe calculationusing theequationdescribing theappropriate gaslaw.5) Apply thespecific gas lawto explain abiologicalfunction (i.ebreathing) or acommonprecautionarymeasure forstorage ordisposal ofaerosol canspacked withpropellants underpressure.

My colleaguewho teaches thesame course andI have takensteps to preventthis fromhappening again.We will revise theway analysisquestions areasked andprevent printingand copying ofthe answer keysby convertingthem topasswordprotected pdffiles using AdobeAcrobat.Additionally wewill revise thelabs themselvesalthough we arelimited by thefact that we canonly use ordinaryhouseholdchemicals thatstudents canpurchase.Liability concernsprevent us fromincludingchemicals in thelab kit providedto each student.

Spring 2006 Child Development Assessment Report

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ChildDevelopment

Explore currentissues andconcerns in childdevelopment,such as but notlimited tofunding,prevalenteducationalphilosophy,multi-culturalism,self-esteem,optimal learningenvironments,developmentallyappropriatematerials, andchild guidance.

WrittenAssignment Due:April 10 - 20pointsDiscussionPosting in GroupsDue: April 10 - 5pointsGroupDiscussion: April10-14NOTE: Read andstudy Chapters11, 12, 13, 15,16, & 17 beforecompleting thisassignment.Go to Externallinks and find theonline websitesand under SelfAssessments andfind theTolerance andHidden Bias link. Click on the link. At the bottom ofthe next pageclick onTolerance.org'stutorial. On thenext page clickTake a test atthe top right sideof the page. DONOT read theinformation onthis page beforecompleting theassessment. Complete theassessment. Then read theinformation onthis website

PaperAssignment: Include areference list ofassessmentwebsites writtenin AmericanPsychologicalAssociation (APA)formatting style.

Note: Make anappointment withthe reading andwriting tutor atone of the TCCCampuses forhelp with APAformatting style. Type yourassignment inMicrosoft Wordand save it to adiskette or yourhard drive. Writein completesentences usingcorrect spelling,punctuation,grammar, andcapitalization.Remember to putyour name onyour paper.To turn in yourassignment youwill upload yourfile into thisassignment area.Upload the file byclicking onBrowse, thenclick on your filename, and clickopen.

16 13 1. Encrouragestudents to takethe AmericanPsychologicalAssociationDocumentationcourse beingoffered in May.2. Refer studentsto the readingand writing tutorfor help withwriting skills.3. Use DiscussionGrader in newBlackboardupgrade forassessment ofDiscussionBoard.4. Use a differentwebsite for theactivity. Thisone was difficultfor somestudents tonavigage.

No change. (1.) None: (2.) None: (3.) None:

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including HiddenBias: A PrimerAboutStereotypes andPrejudices.

Write a one pagesummary andanalysis of theresults of yourassessmentresults includinga description ofyour bias,stereotypes, andprejudices. Explain what youlearned aboutyourself includingthe awarenessyou gained fromtheseassessmentregarding yourbias andprejudices. Explain how youwill you use thisinformation toimprove yourattitudes aboutandunderstanding ofothers who arenot like yourself. Explain how youwill use thisinformation tohelp yourselfprofessionally todevelop positivepersonalinteractions andcommunicationswith others.

GROUPDISCUSSION: 5Points Question:

Explain how youwill ensure that

DiscussionRequirements:

1) ClICK ONSTART NEWTHREAD and postyour ownresponse to theabove questionsby clicking on"Start NewThread". Due by11:59 pm, April10.

2) Read each ofyour groupmembers’ newthread responseto the questionabove and CLICKREPLY undereach person'sposting to begina discussion withthat person.Respond to eachother at least twotime during thediscussion periodApril 10-14.

3) Read whateach personwrote about yourown response tothe question. Begin adiscussion witheach and reply toeach person atleast two timesduring thediscussion periodApril 10-14.

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the children inyour care,classroom, andschool will feelsafe andaccepted; and,are not bullied ordiscriminatedagainst becauseof race, culture,religion, gender,or sexualorientation.

ChildDevelopment

Explore currentissues andconcerns in childdevelopment,such as but notlimited tofunding,prevalenteducationalphilosophy,multi-culturalism,self-esteem,optimal learningenvironments,developmentallyappropriatematerials, andchild guidance.

Students wrote afinal summarypaper aboutearly fieldexperienceactivities.

Students weresuccessful inmeeting this goalif they indicatedin the content ofthe final paperthat theyexperienced oneor more of thefollowing currentissuses &concerns in childdevelopmentand/or educationduring their fieldexperience;funding,multiculturalism(cultural,socioeconomicdifferences),self-esteem,optimal learningenvironments,development ofappropriatematerials, childguidance,disabilities.

14 10 No Change Continue with thesummary paperafter the fieldexperienceactivity. Instructions insyllabus will needto be morespecific andinclude examplesof the types ofcriteria listedabove to helpguide thestudents betteron the writing.

(1.) LRC / LibraryResources &Services: List ofresources forstudents to useprior to the fieldexperiencerelated tomulticulturalism,special needschildren, etc..(2.) None: (3.) None:

Spring 2006 Computer Information Systems Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

ComputerInformationSystems

Utilize criticalreading, thinking,and writing skills.

Critical Thinking Students createdan integratedfinal project thatrequired researchcritical thinking,effectivecommunicationsthrough the useof technologyand computerproficiency. ThestudentsconductedInternet rsearchon a vacation tothe foreignlocation of theirchoice. Theythen composedan essay basedon that researchthat reported ondescription of thevacation, howthey would travelto the location

6 6 No Change Don't know whatyou want here.

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


Code problemsolutions incommonly usedprogramminglanguages fromequivalentprogramdefinitionspecifications.

Completedprogrammingassignmentsbased onprogrammingspecificationprovided by theinstructor (actingas a client)

Are Studentsable, based on aprogramspecification, tocreate a workingprogram thatmeets thesespecifications(lab02)?

6 6 No Change I don't beleivethat anyinstitutionalaction isrequired. Studentprefomed asexpected.

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


Demonstrate anunderstanding ofcurrent computerapplications,programmingand logic.

Perform the FinalProject:Combination ofthe Office Labs This project willbe created onyour computerusing MicrosoftWord, Excel,

Project wasworth 20 pointsor 5% of grade.Grade dividedinto quarters: (1) Letter Head -your BusinessName, Address,and LOGO

20 16 Students wereable to create,format,customizedocument, andintegrate wordprocessingsoftware withother

Attend moreSeminars on thelatest version ofsoftware

(1.) ProfessionalDevelopment -External: (2.) ComputerTechnology /Software: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Access, &PowerPoint. All informationwill be then beplaced into Wordand saved - notethat you willhave files inExcel, Access,and PowerPointthat you will beusing to createthis BusinessProject.Note: All workmust be originalCREATE YOUROWN BUSINESSREPORT THATWILL COMBINEALL FOUROFFICEAPPLICATIONS(Word,PowerPoint,Excel, andAccess) Use PowerPointto design yourBusiness LOGO;then save thisLOGO as aMetafile bychanging the FileType to aWindowsMetafile. Create a ProductList in Excel with3 columns(Name, Price,and Description):You need at least5 different items;save this as anExcel file. Use your Accessfile; open theTables - highlightat least two rowsof records andthen copy theseinto the

Add yourBusiness LOGOthat you createdin PowerPoint(Insert, Picture,From) [youmight have tochange thewrapping of thisobject - you cando that byclicking on theobject and goingto Format,Picture -Wrapping pagetab]; (1-5points)

(2) Add theProduct List fromExcel with theInsert File; (1-5points)

(3) Copy theTable fromAccess using theclipboard; (1-5points)

(4) OverallReport (1-5points)

Must have 15points or greaterto pass thisproject

applications.Constantupdating ofsoftware andtechnology isneeded.

Discipline/Program

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AssessmentActivity

PerformanceCriteria

NumberAssessed

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DesignatedNeeds

clipboard. Open Word andcreate a BusinessReport - you canmake this ascreative as youwish.


Demonstrate anunderstanding ofColdFusionMarkupLanguage,ColdFusionComponents,integration withMicrosoft's ActiveServer Pages and.NET as well asSunMicrosystem'sJava ServerPages, XMLhandling, sessionmanagement,and databaseconnectivity.

Write an 'AddRecord' routinethat redirects toa generic 'AddRecord' webpage, promptsthe user for akey fielddescriptor,redirects to theoriginal webpage, clears alltextboxes exceptthe one(s) withthe key fielddescriptor andgive the user toinsert a new rowinto SQL serveror abort andreturn to theoriginal recordthat wasdisplayed beforethe processbegan. If theuser clicks on the'Insert buttonthen insert a newrow into SQLServer, retrievethe new row withthe new Identityfield, and allowusers to updatethe remainingtextboxes withappropriate dataand then updatethe correct rowin SQL server.

Can an end userinsert a new rowinto SQL Serverand update therecord.

10 8 No Change Please renew thisinstructors'contract foranother year.

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

ComputerInformation

Process digitalimages obtained

Studentsassigned

Studentsdemonstrated

58 49 No Change Students lovedthe project;

(1.) ComputerTechnology /

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Systems from a variety ofsources byperforming orusing colorcorrection,compression, useof composites,filters, masks,layers, paths,channels, andother specialeffects for printand web useusing AdobePhotoshop.

Photoshopproject whereinthey create goldand diamond text(Rap Diamonds)using clouds andglass filters,layer styles, hueand saturationsettings, andstarburst brushtwinkles.

proficiency by:

1. Creating ahigh resolutioncanvas.2. Applying acolor, gradient,or texturedbackground.3. Creating thenrasterizing a textlayer.4. Selecting therasterized textand applying theclouds and glassfilters.5. Applyingstroke andbevel/embosslayer styles tothe rasterizedtext.6. Applying ahue andsaturationadjustment layerto the rasterizedtext layer.7. Add brushstroke twinklesusing thestarburst brush.

therefore, theinstructor willcontinue its use. Those studentswho wereunsuccessful withthe project didnot attempt tocomplete it. Noinstitutionalaction necessaryexcept thecontinued needto to keepacademicequipment andsoftware current.

Software:Continue toprovide access tothe latestequipment andsoftwareapplications.(2.) None: (3.) None:


Exhibit a solidfoundation incomputertechnology,computernomenclature,and the use ofmicrocomputersas productivitytools includingaccess to theWorld Wide Web.

GroupPowerPointPresentation onPurchase ofComputerEquipment for aCollege Student

Students wereassigned togroups toresearch andproduce aPowerPointpresentation onthe purchase offollowingcomputerequipment: DesktopComputer,NotebookComputer, DigitalCamera, or Video Camera.

Each student

30 30 No Change Continue toassess computerstudents withpresentationsusing theapplicationstaught in theCSC 1203 class.TCC has greatcomputerequipment forclassroompresentationsusing MSPowerPoint.

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

Discipline/Program

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DesignatedNeeds

was given aspecific part oftheir group topicto research, iesoftware needed,componentsneeded, needfor equipment,how to use theequipment.Guidelines andgrading rubricwere given byinstructor. Research wasdone usinginternet websites andinformation fromtextbook. Studentsworked with eachother to mergetheir parts for atotalpresentation. Requirements: Hard copiesof individualPowerPoint slides Grouppresentation ofPowerPoint toclassGrading Rubricswere used forindividual slides,grouppresentationslides, and groupevaluation.

Students wereable to researchinformation,make criticaldecisions, worktogether in agroup and give aPowerPointpresentation.Students learnedabout important

Discipline/Program

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DesignatedNeeds

components ofcomputerequipment topurchase, whatwas needed at astudent level,and how to usethe equipment.


Completecomplexdocuments forbusiness use.

The assessmentactivity was tointroducestudents toMicrosoft Excel inan effort toanalyze dataobtained from abusiness and toarrange the datain a spreadsheetfor an analysis. The studentswere alsorequired topresent the datagraphically in aneasy to readchart for actualpresentationpurposes.

The studentswere assessed ontheir ability todemonstrate thatthey could alsouse thismethodology toanalyze theircollege expensein a similarmethod. Theywere alsorequired topresent theiranalyses in aneasy to readchart.

13 13 The Instructorused a sampledata todemonstrate theprocess in classfor all thestudents to seeand askquestions. Thestudents foundthis helpful. Alecture was alsodone on theimportance ofusing Excel toanalyze similardata.

The Institutionused appropriatetext books tofurther explainthe process tothe students.

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


Developpresentationssuitable forprofessionalpurposes andunderstand theunderlyingfunctionality ofpresentationsoftware.

Students wereassigned to smallgroups. Eachgroup wasassigned achapter in thebook to researchand presentusing MicrosoftPowerPoint.

Student wouldneed to showunderstanding ofthe MicrosoftapplicationprogramPowerPoint, itsbasicfunctionality andsome advancedfeatures. Thestudent wouldneed to show areasonablecomfort withlaunching thesoftware,opening externalmedia (jumpdrive or CD) andpresenting aPowerPoint

10 9 No Change It would bebeneficial if avideo camerawere in theclassroom so thatwe could tapethe presentationand review itlater.

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

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DesignatedNeeds

presentationcreated by thestudent.The presentationneeded to beabout a chapterthat the classwas studying. Avery goodunderstanding ofthe informationin the chapterwas required andresearch of thesubject outsideof the classmaterials wasencouraged.


Use aspreadsheet toexpress, analyze,and solvebusiness-relatedproblems.

Test students'knowledge ofspreadsheet andanalyticalcapabilities viahands-on exams.

Students arerequired toperform at noless than a Clevel on each ofthree exams.

18 18 No Change Continuingsuccess ofstudents willvalidate theteachingmethods utilized.

(1.) Changes inProcedures: ITsupport duringweekend classesis minimal sinceonsite staffmembers are notgrantedpermissions tothe networknecessary toassist whenproblems arise.(2.) None: (3.) None:


Process digitalimages obtainedfrom a variety ofsources byperforming orusing colorcorrection,compression, useof composites,filters, masks,layers, paths,channels, andother specialeffects for printand web useusing Adobe

Students have todesign amontage fromimages that theyhave taken witha digital cameraor scanned. They have useAdobe PhotoshopCS2 to organizetheir images intolayers. From thelayers they useselection tools,text tools, layermasks, erasers,

Students aregiven a rubricthat lists theskills that will beevaluated in theirfinal product. Students printtheir montagethat is thenevaluated by theinstructor.

16 16 With theimplementationof the latestPhotoshopversion and withthe increasedknowledge of theinstructor thefinal product isalways beingevaluated at theend of eachsemester thecriteria ismodified.

As the softwarecontinues to beimproved, TCCwill need tocontinue topurchase thelastest versionthat is beingused in thegraphics designindustry. Tokeep instructorsupdated on thelatest versions ofthe programtraining and

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

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Photoshop. paint brushes,blending modes,filters, and layerstyles to modifytheir images intohow they wanttheir finalproduct to look. They also addbackgroundcolors andborders to theirtheir final image. It is then printedand placed intotheir portfolio.

certificationtraining needs tobe provided.


Exhibit a solidfoundation incomputertechnology,computernomenclature,and the use ofmicrocomputersas productivitytools includingaccess to theWorld Wide Web.

Students createdan integratedactivity using theproductivtysoftware and theinternet to createa researchdocument, anMLA report, andExcel Worksheetand a PowerPointPresentation

StudentsSubmittedrequireddocumentsreporting on theresearch criteria. They then usedthe PowerPointpresentation toreport to theclass on theirproject. All workin the project isto be originalresearch andcompleted to thespecifications ofthe project. Ifcomponents ofthe project arecompletedincorrectly,students haveopportunity tocorrect andresubmit forpartial credit onPowerPointcomponent only. Three studentsstoppedattending classtoward the endof the semesterand were notassessed.

18 18 No Change I can think ofnothing.

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

Discipline/Program

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DesignatedNeeds



Studentscompleted aProfit Analysisspreadsheet.Total Sales, TotalProfit, andPercent of TotalProfit werecalculated alongwith low, high,and averages.

Evaluations arecalculated basedupon correctformulas in theappropraite TotalSales, TotalProfit, andPercent of TotalProfit cells. Also,correct formulasare evaluated inthe Low, High,and Averagecolumns.

18 15 No Change The onlystudents who didnot get correctresults were thestudents who didnot followdirections.Assesmment wassuccessfull.

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



Students will useExcel to create abudget for a tripto anothercountry. Theywill use formulas.absolute cellreferencing,formattingfeatures, and achart.

_____BUDGET: Preparea budget for yourtrip in US dollars.Make sure youinclude suchexpenses as theplane flight,ground travel,hotel costs,sightseeing,food, and events.You may includeany additionalcosts such aspassport, visa,and airport taxesthat you believeare important.You should haveat least 6 budgetitems. Use theInternet to findreasonable costsfor each item – ifyour costs arenot reasonablyaccurate, you willloose credit.Include allnecessary labelsfor individualitems as well asfor the entirespreadsheet. Usethe sum()function toprovide a total.

17 15 No Change No actionneeded. Thosestudents who didnot successfullycomplete theassignment ranout of time andturned inpartiallycompleted work.

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

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(6 points)

_____MONETARYCONVERSIONS:Use the Internetor newspaper tofind out thecurrentconversion rate.This is the rateyou would use tochange one USdollar to anequivalentamount in thecurrency of yourcountry. Placethis rate in yourspreadsheet inthe upperright-hand cornerof the viewablearea. In a blankcolumn next tothe totalexpenditures foreach expenseitem, use aformula that willcalculate thecosts in localcurrency. Inorder to get yourformula to workcorrectly, you willneed to use anabsolute cellreference for thecell reference tothe conversionrate value for thelocal currency.Add a label tothis columnindicating thename of the localcurrency. (3points)

_____CHARTS: Usingthe budget you

Discipline/Program

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DesignatedNeeds

have alreadyprepared, createa pie chart forthe expenses.Chart either theexpenses in USdollars or theexpenses in theforeign currency.Explode thelargest sectionand clearly labelall items. Includethe chart as anembedded objectalong side thebudget. (5points)

_____FORMATTING:Make sure yourspreadsheet hasbeen nicelyformatted and isprofessional inappearance. Allitems should beappropriatelylabeled. Thename of thespreadsheetshould beincluded at thetop and shouldbe merged andcentered overthe appropriatecolumns. (4points)


Exhibit a solidfoundation incomputertechnology,computernomenclature,and the use ofmicrocomputersas productivitytools includingaccess to the

After variousstudent readingassisgnments,homeworkactivities andclass discussionsand instructorpresentations,students were tocomplete anexam over

Students were tohave a score of60% or greateron the objectiveexam to have apassing grade.

17 14 No Change There are areasalready providedby TCC, eitherthrough TCC orin conjunctionwith The EighthFloor, whichwould cover mostof these areas. There is a properassumption of

(1.) Prerequisites/ Curriculum:Short Course fortrue computernovice. Somestudents are notfamiliar withkeyboarding ormouse use, forexample.Keyboarding/mo

Discipline/Program

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AssessmentActivity

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DesignatedNeeds

World Wide Web. introductorycomputertechnology,terminology andnomenclature, aswell as somebasic uses ofcomputers,incluingaccessing andconductingresearch usingthe Internet.

prior computerknowledge for aninstructor of CISor CSC courses.

use skills alsoassumed forIntro toMicrocomputers.(2.) None: (3.) None:

Spring 2006 Dental Hygiene Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

Dental Hygiene Patient/parentcounseling onoral self care fordiseaseprevention,healthmaintenance,improvement oforal tissuehealth,appearance

Students mustwrite a treatmentplan and includewhat patienteducationinstruction theywill include foreachappointment withthe patient. Once thetreatment plan isapproved by aninstructor,students mustdeliver patienteducation to thepatient orparent/legalguardian.

Students mustindividualize andwrite a treatmentplan for eachpatient they sawwhile in Clinic 2. Instructorsobserved thestudentdelivering patienthealth educationto the patient orparent/legalguardian. Students weregraded on theability tosuccessfullyexplain anddemonstratepatient healtheducation. Theywere required todocument theproceduresperformed oneach patient.

13 13 No Change The college couldprovide anopportunity forall the dentalhygiene faculty(full-time andpart-time) toattend acallibrationworkshop.

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

Dental Hygiene Promote thevalues of oraland generalhealth andwellness.

Exam Students willsuccessfully passan exam at 70%or greater thatcovers thefollowing topics:ThePeriodontium,Clinicalperiodontalassessment,Pathogenesis ofPeriodontalDisease,BacterialEtiologic Factorsand Host

12 12 No Change None (1.) ProfessionalDevelopment -External: (2.) None: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

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DesignatedNeeds

Response(ImmuneSystem, ImmuneResponseImmunity andInfection).

Results: 12/12met goal83 =182 = 280 = 178 = 177 = 172 = 271 = 270 = 2

Spring 2006 Developmental Studies in Communication Assessment Report

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

DevelopmentalStudies inCommunication

Effective writing:Use appropriatetechniques tocommunicateideas in a unifiedand coherentmanner.

The studentswere assigned amajor writingproject in whichthey were towrite, in stagesof the using thewriting process,an essay on thetopic of their ownpersonalinterests. Thesubmitted projectwas to include amapping of theirprewriting ideas,a first draft,subsequentrevisions, and afinal draft. Evaluation of theproject wasbasedpredominantly onthe quality of thefinal draft usingspecific criteria toasses the writtencontent,grammar, andpunctuation.

The students'papers wereevaluated on thebasis of: Content(25),Organization(15),Voice-Tone-Diction (15), SentenceStructure (15),Punctuation (10),Usage/Mechanics(10), andSpelling/Readability (10). Aspecified amountof points wasawarded for eachof the abovecategories, asnoted in thenumerals withinparentheses. Inother words, thestudent couldearn up to 25points in thecategory ofContent, 15 forOrganization,and so on. Thenthe points ineach of thesecategories wassummed toarrive at the totalgrade for thewriting project.

Using thiscriteria, it wasfound that twostudents wereable tocommunicate

3 2 No Change The incorporationof TCC's WritingTutor program isinvaluable to thesuccess ofstudentsassigned thiswriting project. For this reason, Iaward additionalpoints forverification ofhaving seen atutor in thecourse ofpreparing thispaper. Verification ofthat tutoringsession issubmitted to meby the tutor.

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

Discipline/Program

Goal/Competency

AssessmentActivity

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InstructorAction

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DesignatedNeeds

their ideas in aunified andcoherentmanner. Theirscores rangedfrom 80-85%. Athird student wasonly able toachieve a scoreof 52% due tosignificantweaknesses inorganization,voice-tone-diction, sentencestructure, andpunctuation.


Informeddiscussion:Articulate anunderstanding ofa variety ofmaterials.

The studentswere placed intogroups. Theywere to utilizethe computer toaccess the LRCsite. From thissite they were toresearch acurrent eventwithin thecountry provided.After reading anddiscussing thearticle withintheir group, theythen read andhad an opendiscussion amongthe other groups.

Each member inthe group had toparticipate. When each grouppresented theother groups hadto write downtwo questionsthat were to bediscussed withinthe entire class.

18 18 I enjoyed thisactivity.

The use of theCEC for thisproject wasbeneficial. TheLRC site hasencouraged andintroducedstudents to anew avenue oflearning. Thediscussion fromarticles fromdifferentcourtries openedmany eyes.

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


Critical reading:Comprehendreadings forcommunityand/or globalcontexts.

Students read anarticle entitled"Answer's RightUnderneath YourFingers" byHarvey Mackay. The thesis of thisarticle is thatopportunities arethere for all ofus, but we mustseize them. Theauthor cited RayCharles and his

Students shouldproperly identifytopic, thesis,main pattern ofdevelopment,supportingdetails, authorbias, authorpurpose, andtone. Studentswere determinedto be successfulif they correctlyidentified all but

26 22 No Change The collegeshould continueto supportdevelopmentaleducation byproviding helpfullab materials tosupport the classand by offeringadequatesections ofdevelopmentalclasses. Students found

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

Discipline/Program

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AssessmentActivity

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DesignatedNeeds

lessons to JamieFoxx as theyprepared for themovie, "Ray". Studentsidentified thetopic, thesis,main pattern ofdevelopment,three supportingdetails, authorbias, authorpurpose, andtone. Studentsalso gave theirown personalevaluation of thearticle.

one of thecriteria.

this materialhard to master. This assessmentwas made afterstudentscompleted theunit thatpresented thismaterial.



Frame an essaywith a clearthesis andthree-pointdevelopmentalplan.

Clear andproperlypunctuatedproposition withthree points ofdivision 10 pointsClear propositionwith three pointsof division butwith somepuntuation errors 06Clear andproperlypunctuatedpropositionwithout the threepoints of division 03Unclearproposition withpunctuationerrors 00

Competencyestablished whenstudent rates"Clear andproperlypunctuatedproposition with

4 4 No Change None (1.) None: (2.) None: (3.) None:

Discipline/Program

Goal/Competency

AssessmentActivity

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DesignatedNeeds

three points ofdivision 10points"



Students wrote acause and effectessay analyzingeither the causesor effects relatedto a topic of theirchoice chosenfrom a providedlist. Examples: Analyze thereasons that aparticulartelevisionprogram is or isnot good forchildren ORanalyze theeffects of yourdecision toattend college).

Assessmentcriteria includedability tostructure acoherentthree-part essay(introduction,series of bodyparagraphs, andconclusion), todevelop a thesisand topicsentences, toprovide relevantsupportingdetails, and touse reasonablyaccuratepunctuation andsentencestructure.

5 5 No Change TCC shouldcontinue toprovide skilledwriting tutors inthe West CampusReading andWritnig Centerlocated in theTechnologyLearning Center. Tutors proviedoutstandingsupport andreenforcementfor classroomlearning. One-on-onetutoring sessionshelp studentswith individualweak areas andwithunderstandingthe importanceof thoroughrevision. WritingII students arerequired to haveone tutoringappointment foreach essayduring therevision stage oftheir essays, andsome studentsalso choose tovisit the tutorsduring the initiialdrafting stage. It's crucial thattutors beavailable insufficientnumbers and at avariety of hoursto meet thisneed.

(1.) ComputerTechnology /Software: Needfor additionalcomputer-equipped classrooms sothat classes haveaccess to quietwriting areas asneeded.(2.) None: (3.) None:

Developmental Effective writing: Toward the Part of this 23 9 Grading those Work to stop (1.) None:

Discipline/Program

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DesignatedNeeds

Studies inCommunication

Use appropriatetechniques tocommunicateideas in a unifiedand coherentmanner.

beginning of thesemester, afterwe'd worked ondistinguishingbetween passiveand active voiceand onrecognizing verbsthat come from"to be" and "tohave," we readand discussedseveralparagraphsdeveloped withillustrations. Ithen assignedthe studentstheir ownillustrationparagraph.

assignmentinvolved theircurtailing theiruse of passivevoice and ofverbs that comefrom "to be" and"to have." Before theysubmitted theirfinal drafts, theygathered in smallpeer groups togo over eachother'sparagraphs,looking for theseweak verbs tocall them to theauthor'sattention.

paragraphs, Ilearned that mystudents werepoor critics ofeach other'swork, primarilybecause theyoften couldn'trecognize anykind of verb,weak or strong. In fact, writingcompletesentenceschallenged them. Thus,throughout thesemester I triedto increase theirunderstanding oflanguage and theimportance ofverbs in writtenEnglish. Writingfilled withunintentionalfragments,run-ons, andcomma-splicesbaffles thereader. Startingwith the verb, wetried to move onto developingunity andcoherence withina paragraph, butwe keptstumblingbecause most ofmy studentssimply don'tknow how muchtime and effortlearning requiresfrom all but thegeniuses amongus.

grade inflation onall levels of theeducation systemin this country. An A, forinstance, shouldmean excellent;too often,however, itsimply meansattendance. Bythe time theyreach T. C. C.,students shouldknow how toEARN grades andwhat gradesshould mean, butmost of thoseI've encountereddon't. For twelveyears they'vedrifted throughclasses, and thegrades they'vebeen given haveled them tobelieve they'regood in English,for instance. Then they're putin adevelopmentalwriting class at T.C. C. because oftheir lack ofproficiency butare,nevertheless,astounded whentheir gradesindicate theunsatifactorynature of theirwriting. Used todrifting, theysimply don'tknow how towork to improve.

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


Critical reading:Comprehendreadings for

Students wereasked to read thearticle on "How

Students wereasked tocomplete an

5 5 No Change Continueproviding thetextbook on

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

Discipline/Program

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communityand/or globalcontexts.

to Write Clearly"by Edward T.Thompsom andthen directed toanswer thereadingcomprehensionquestions thatincluded findingthe central pointand main idea,supportingdetails andrelationships.

outline for thearticle " How toWrite Clearly" byfilling in the missing majorand minordetails.

Groundwork forColllege Readingby Bill Broderick(TownsendPress) forReading IDevelopmentqlCourses.



Activity ismultifacetedassignment ofexpositoryparagraphdeveloped fromthe following 6step process:1)Interviewstudent fromclass & takenotes; 2) Giveoral presentationintroducingstudent to class;3) Write &recieve note fromstudentinterviewed formoreinformation; 4)Plan & composeparagraph draftfrom materialgathered inprewritingexercises; 5)Participate instructured peerreview session;and 6) Submitfinal draft ofassignment ondue date.

1. Paragraphshould bespecificallydeveloped tocommunicatebasic informationabout subject.2. Information isintegrated toillustrate aunified attitudeor point of viewas the thesisdeveloped in theparagraph.3. Details ofassignment arestated clearly,smoothly linkedwith cleartransitions, andarranged in alogical sequencefor coherence.4. Writtenpresentation isorganized incorrect MLAparagraph formatwith a clear topicsentence,controlling idea,and conclusion.

15 12 No Change To enhanceteaching andlearning ineffective writingskills, it isnecessary tocontinue to takeadvantage ofopportunities forprofessionaldevelopmentsuch as theOklahomaAssociation ofDevelopmentalEducation, tocontinue toanalyze andevaluateassignments andassessment, andto continue toformally andinformally workwith colleaguesto attainfeedback andnew ideas.The resourcesneeded toenhance teachingand learning ineffective writingskills and otherdiscipline andgeneraleducation goalsinclude upgraded

(1.) ProfessionalDevelopment -External: (2.) ProfessionalDevelopment -TCC Programs: (3.) AcademicSupport Labs:Writing Centerneeds moreprofessionalstaff, materials,& updatedcomputertechnology

Discipline/Program

Goal/Competency

AssessmentActivity

PerformanceCriteria

NumberAssessed

NumberSuccessful

InstructorAction

InstitutionalAction

DesignatedNeeds

computertechnology in theWriting Center,computerequippedclassrooms, andin faculty offices.

Spring 2006 Economics Assessment Report

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DesignatedNeeds

Economics Determine theprofit-maximizingquantity of laborfor a businessfirm to employ.

several questionsfrom Quiz #6:

Answer questions7. through 14.after completingthe followingtable. Assumean output priceof $5.

Workers Widgets MPP TotalRevenue MRP MFC 00 X$0 XX 1100 100$500 $500$300 2190 90950 450300 3270 ______ ___300 4340 ______ ___300 5400 ______ ___300 6450 ______ ___300 7

If the studentcan answer ALLof the abovequestionscorrectly, Ibelieve thatshows anunderstanding ofthe concepts ofprofit maximizingin economics.

29 18 No Change Having a pre req.in college algebrasure would helpstudents in theirbusiness classes!

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

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490 ______ ___300 8520 ______ ___300 ____ 7. What isthe marginalphysical productof the seventhworker?a. 60 b. 50c. 40d. 30

____ 8. What isthe total revenuewhen six workersare employed?a. $2000b. $2250c. $2450d. $2600

____ 9. What isthe marginalrevenue productof the fourthworker?a. $200b. $250c. $300d. $350

____ 10. Whatis the marginalrevenue productof the eighthworker?a. $300b. $250c. $200d. $150

____ 11. Whatis theprofit-maximizingnumber of

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workers toemploy?a. 3b. 5c. 6d. 8

____ 12. If theoutput priceincreased to $6,what would betheprofit-maximizingnumber of workers toemploy?a. 3b. 4c. 6d. 7

____ 13. If theoutput pricedecreased to $4,what would betheprofit-maximizingnumber of workers toemploy?a. 3b. 4c. 5d. 6

____ 14. If theoutput price isback to $5, andthe MFCdecreased to$210, whatwould be the profit-maximizingnumber ofworkers toemploy?a. 5b. 6c.

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7d. 8

Economics Determine theprofit-maximizingquantity of laborfor a businessfirm to employ.

A classassignment wasgiven whichlisted 10 differentoutput andemploymentlevels withrevenue and costinformation. Thestudent had tocalculate theMarginal PhysicalProduct of eachemployment leveand the MarginalValue Product ofeachemploymentlevel and thenusing the theorywe studied inclass and thetext, determinewhichemploymentlevel wouldmaximize theprofit of the firm.

The student wasdetermined to besuccessful ifhe/shesuccessfullycompleted all thenecessarycalculations andbased on thosecalculationsselected the one(single)employmentlevel from the 10provided withmaximized theprofit of the firm.

22 22 No Change Continue toprovide theenvironment inwhich the facultlycan teach andexpand theirtechnology baseeffectively.

(1.) ProfessionalDevelopment -TCC Programs: (2.) TestingCenter Support: (3.) None:

Spring 2006 Electronics Technology Assessment Report

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ElectronicsTechnology

Use andunderstand widerange ofmeasuring/testinginstrumentationequipment suchas: ammeter,voltmeter,multimeter,wattmeter, stripchart recorder,x-y plotter,ohmeter,bridges,oscilloscope,potentiometer,and frequencycounter.

The studentsparticipated in aseries of 9laboratoryassignments thatrequired theunderstandingand use of a widevariety ofelectronic testequipment.

The studentssubmittedwrittenlaboratory resultsthat wereassessed for thelevel ofunderstanding ofappropriateelectronic theoryand thecompetent use ofelectronic testequipment.


Spring 2006 Engineering Assessment Report

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Engineering CommunicateEngineeringConceptsEffectively

Provide a caddrawing of a pingpong balllauncher. Eachgroup of four tofive studentswere to designand build a pingpong balllauncher basedupon givencriteria.

Teams wereconsideredsuccessful if thelauncher wouldfunction asspecified and acad drawing wasprovided.

21 18 In comingsemesters I amconsidering asingle largerproject with eachgroup providing aportion of thedesign. This willmore closelyresemble designteams they willbe exposed to inengineeringpractice.

No institutionalaction isrequired.

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

Engineering CommunicateEngineeringConceptsEffectively

The student willdemonstrate inwriting the abilityto solve anelectrical circuitproblem usingthe electricalengineeringconcept of Meshcurrent analysiswith aneffectiveness (oroverall accuracy)of 70% or betterby the following:1) WritingKirchhoff'svoltage lawequations2) Solvingsimultaneouslinear equationsto determine theloop currents

The coefficientsof the unknownvariables werecompared toscientificallycorrect values todetermine theaccuracy ofthe student'sresponses. Themathematicalsolution to thesimultaneousequations wascompared to thestudent'sresponses. Students had todemonstrate anoverall accuracyof 70% or betterin order toconclude that thestudenthas effectivelycommunicatedthe electricalengineeringconcept of Meshcurrent analysis.

9 9 No Change No additionalresources,professionaldevelopment, orinstitutionalprocesses areneeded at thistime relativeto thisassessmentactivity.

(1.) Prerequisites/ Curriculum:Physics & Mathpre-reqsimportant(2.) None: (3.) None:

Spring 2006 English Assessment Report

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English Effective Writing:Use appropriatetechniques tocommunicateideas in a unifiedand coherentmanner.

Students wrote acomparison/contrast essay basedon poetry foundin the literaturebook.

Students wereasked to focus onwriting an essaywith strongdevelopment,unity throughoutthe essay andcoherence tohelp the paperflow frombeginning to end.

Unity - To makea passing gradeconcerning unity,the student mustconstruct each ofthe essay'selements to bespecificallyrelated. Nosentences shouldbe placed intothe essay that donot contribute tothe goal of thethesis. If anessay containedmore than 5sentences thatwere not unified,the student didnot receive apassing grade onunity.

Coherence - Tomake passinggrade concerningcoherence, thestudent mustconstruct anessay thatcontains animportant

13 11 No Change No change at thistime

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

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element of unity:transitions. Transtitionsshould be placedbetweenparagraphs andinsideparagraphsbetween thesubpoints. If anessay did not usetransitionsproperly in 5cases, thestudent did notreceive a passinggrade oncoherence.

English ScholarlyResearch: Topresentappropriateevidence fromprimary andsecondarysources.

Studentscompleted anannotatedbibliography thatlisted a minimumof 10 sources.

To receive a "C"on thisassignment,students had toa)follow MLAdocumentationclosely, b)selectat least 8 articlesand at least 2books from ourLRC, c)provide abrief summary ofeach source andd)evaluate eachsource todemonstrate itsappropriatenessfor college-levelresearch.

18 10 I will devotemore class timeto explaining thecriteria forevaluatingsources. Manystudents choseeasy-to-accesssources ratherthan scholarlysources thatclearly related totheir topics.

The collegeshould purchasemore and moreup-to-datescholarly booksfor use inresearch.

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


Students wererequired to writea 5 - 8 pageresearch paperarguing thecauses or effectsof a currentissue. Part of ourpreparation wasevaluation ofsources, bothprint and online.The annotatedbibliography of

I looked forappropriatechoice ofsources, effectiveintegration, andsuitableapplication ofthose ideas inassigning gradeson thisassignment. Agrade of C orbetter indicatedto me successful

19 15 No Change No suggestions (1.) None: (2.) None: (3.) None:

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ten possiblesources includedsupport for thecreditbility of thesource beingdescribed. Anadditionalrequirement wasthe inclusion of 4- 8 qualityoutside sourcesthat would beproperly cited(MLA) in thepaper.

achievement ofmy goal.


Students wereasked to write a500 to 750 wordessay comparingand/orcontrastingsomething oftheir choice.

The essay shouldbe coherent andunified. It mustcontain anintroduction witha clear thesis,well-organizedbody paragraphseach with a topicsentence, and aneffectiveconclusion. There should befew mechanicalerrors, variedsentencestructure, andvivid wordchoicesexemplifyingcollege-levelvocabulary.

20 16 No Change The number ofstudents allowedin onecomposition classcould be reducedso thatinstructors mightspend more timewith eachstudentindividually.

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


AnnotatedBibliography: Students were toresearch an issuefor anargumentativedocumentedpaper. Theywere to find aminimum of tensources (one ofthe sources fromthe text wasrequired).

Discriminatingand limiting thenumber ofsources from themany available.Writing completeand accuratesummarystatements.Writingevaluativestatements thatreflected anunderstanding of

16 14 No Change Peer discussiongroups thatevlaulate theactivity and itssuccess inproducing adocumentedargumentativepaper.Meeting roomsavailable forstudent-instructor conferences.More student

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

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Students were towrite apapagraph ofsummary andone ofevaluation. These sourceswere to be thebest available tothem at thistime.

text and how touse theinformationwithin adocumentedpaper.

labs in theEnglishDepartment forstudentinstruction

English InformedDiscussion:Articulate criticalresponses to avariety of works.

The assignmentwas to familiarizethe students withthe ToulminMethod (amethod ofevaluatingargument). First,we discussed thesteps of theToulmin Method(claim, support,warrant, backing,rebuttal,qualifier). Then,I modeled asample ad as wediscussed thesteps. Fromthere, in smallgroups, studentsanalyzed anadvertisement,answeringquestions abouteach step. Finally, theypresented thereasons for theiranswers as theclass discussedeach groups'responses.

Each studentneeded toindicate he orshe understoodwhat the claimwas that theadvertiser wasmaking, thesupport, warrant,etc. that wasused. They wereto write theirresponses on thehandout; theclass and Idetermined iftheir answers fitthe definition ofeach step. Thetotal number ofpossible pointswas 10 perperson. I readthe group reportsand recordedtheir grades. Iftheir answersfailed todemonstrateunderstanding ofeach step, onepoint was takenoff.

20 17 Next time, Iwould like tohave each groupanalyze anddiscuss 2-3 ads. One was notenough tomaster theconcept. I wouldalso like to moveinto longer textsuch as an essayfor analysis ofthe ToulminMethod.

A video or DVDof the ToulminMethod would bevery helpful. Isthere even oneout there? If so,it would behelpful to showthe students howimportant suchanalysis ofargument is ineveryday life.

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


Write adescriptiveparagraph of 85 -125 wordsdescribing aroom, real orimaginary. Use

1. word length2. no linkingverbs3. no "there..."4. obviousmethod oforganization

24 23 No Change We need moretechnology -more projectorsattached tocomputers. Students couldthen watch the

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no linking verbs. Use no "there." Make sure to usean obviousmethod oforganization.

writing process inaction.


Cooperativelearning/descriptivewriting/unity/tone: Students areplaced in groupsof three. Theyview similar yetdifferent scenesfrom two movies,Beauty and theBeast and TheMask of Zorro. Each group isthen responsiblefor writing adescriptiveparagraph overeach, creatingtwo distinctlydifferent tones. Emphasis isplaced on wordchoice, unity,anddevelopment.

Paragraphs areread aloud to theentire class. Discussionfollows each onpros and cons ofthe paragraphs.

25 25 No Change None needed (1.) None: (2.) None: (3.) None:


Students wereasked to writethree differentpapersthroughout thecourse of thesemesterfollowing MLAguidelines.

Students mustbe able toidentify the claimand the varioustechniques usedby the authors tosupport thisclaim. They alsomust be able torecognize anyweaknesses inthe argumentspresented by theauthors. All thismust be donewith clear andconcise writingwhich followsMLA guidelines.

18 12 No Change The textbooksused in this classare veryresourceful. Also, thestudents worktheir way slowlybut surely fromwriting onecompleteparagraph to afull blown paper. The way theclass isstructured is verysuccessful. Those who didnot achievesuccess by the

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end of thesemester werethose who hadpoor attendanceand participation. Overall, I see noneed for changein this endeavor.


To write acompleteresearch paperfollowing MLAguidelines

Students mustbe able to writecleaarly andconcisely. Theymust have athesis statementand be able tosupport thatstatementthroughout thepaper. Theymust follow MLAguidelines andthey must use 6scholarlysources.

14 12 No Change The writingcenter was veryhelpful to thestudents as wellas the mediacenter. This wasa project thatdominated theirsemester startingwith choosing atopic, writing anoutline, andproviding awroks cited page. Then theyturned in roughdrafts whichwere edited bytheir peers. Last, they turnedin their finalcopy. Overall,this was asuccessfulendeavor for thestudents.

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


Identify theappeal in aphotograph andexplain theelements of thephotograph thatsupport theappeal.

The successfulcan correctlyidentify theappeal and itssupport.

9 9 No Change Continue tosupport effectivewritingstrategies.

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


Write awell-organizedessay ofapproximatelyfive paragraphsresponding to thefollowingquotation byEinstein: "Not

Each paragraphis unified arounda single idea. The correct essayinterprets thequotation andshowsunderstanding ofthe concept that

17 12 I am furtherdiscussinganalogies withthe class. Weare playing the"Propaganda"game to helpthem identifymany of the

I would like TCCWest to purchasehalf a dozen ofthe "Propaganda"games. We usethem best insmall groups.

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everything thatcounts can becounted," orrespond to thefollowingquotation byGeorge BernardShaw: "If youhave skeletons inyour closet,you'd best teachthem to dance."

(a) some thingsthat cannot bequantified arenonethelessimportant or (b)that we shouldconsider makingour worstmistakes apositive part ofour life story. An"A" essay wouldcomment on theirony of thesources of thesequotations, or atleast theparadoxicalnature of thestatements, orwould challengethem. Adequateperformance onthe task woulduse completesentences and beclear.

ways ideas canbe expressedwithout beingliteral. I amtrying to increasetheir awarenessof when theythemselves arenot being literalwhen theyexpressthemselves.


Think of oneword that bestdefines you. In aparagraph,define that word,using yourself asa source ofexamples anddetails. Tobegin, you maywant to freewriteabout severalwords that defineyou; then youcan select themost appropriateone.

1. Using theprocess approachto paragraphwriting, studentswill write adefinitionparagraphdescribingthemselves usingcorrect MLAstyle, grammar,spelling,capitalization,and punctuation.

6 6 No Change This is acompetentwritingassignment fordevelopmentstudents inWriting II.

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


Students were torevise aparagraph,consisting ofapproximatelyeighteensentences, for

Each studentrevisedparagragh wasgradedindividually byme. I checked forcorrections in the

39 30 No Change Students whodid not achievethe 60% orhigher on theassignment wasinstructed to doone or more of

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

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correct andeffectivesentencestructure. Revision was tocorrect thefollowingproblem areas: coherency, unity,subject-verbagreement,pronounagreement,fragments,run-ons, commasplices, subjectand verb shifts,and parallelism.Studentsunderstood thatnumerous correctrevisions werepossible.

previously statedproblem areas(coherency,unity,agreement, etc.)and checked tomake sure theyhad not creatednew problemareas. Eachproblem areathat wascorrectly revisedreceived a point.Thirty-five pointswere possible onthe assignment.If the studentreceived 21points or higher(60% or more),he or she wasconsidered ashaving asuccessfulunderstanding ofrevision of theproblem areasand passed theassignment.

the following:attend theWriting Lab andwork oninstructionalcomputerprograms; makean appointmentwith the WritingLab tutor; or doadditionalstudying thencomplete theonline exercisesfrom The LittleBrownHandbook.


Wrote asynthesis essayin which studentswere required tosynthesize thefacts and ideas offour differentessays, two fromclass reading,two that theycome up withthemselves.

Student will writean acceptable,college-levelessay in whichthey accuratelysynthesize theideas of fourdifferent essaysand accuratelyparaphrase,summarize, andquote from thesesources anddocument usingcorrect MLAformat.

12 10 Next time spendmore timeteachingstudents torespond toindividual essaysbefore askingthem tosynthesize. Also,I will design aseries of minilessons which willhelp students tohave better skillsin documentationbefore theirpaper is due.

Next time guidestudents moreclosely on theiroutlines.

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

English ScholarlyResearch: Topresentappropriate

Students wererequired to writea 5-6 page paperresearching and

Students had tofirst research andthen submit andannotated

30 28 No Change There does notneed to be anychanges. TheTCC LRC offers a

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

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evidence fromprimary andsecondarysources.

exploring thegeneral topic ofpersonal privacyversusgovernmentalsurveillance inAmerica.

bibliography todemonstratetheir ability tofind and evaluateacademicsources. Theythen composedtheir researchpaperincorporatinginformation fromthose sourcesusing proper MLAformat for in-textcitations andworks cited page.

wonderful rangeof databases forresearch.


A descriptiveessay wasassigned with thetopics comingfrom a listincluded in ourtextbook. Priorto assigning theessay, wediscussed andtook notes overthe aspects of adescriptive essayincluding adominantimpression,organization, andthe use ofsensory details. In addition, Iassigned threeprofessionalessays thatillustrated thoseaspects. Students wereasked to readand annotatethese essays togain a betterunderstandingwhat I expectedin their essays. We followed thereading with adiscussion over

The descriptiveessay was to beapproximately500 words inlength with anappropriateintroduction,body, andconclusion. Itwas to be writtenfrom a consistentpoint of view,preferrably firstperson. Also theuse oftransitions,examples andexplanationswere expected intheir writing. Grading wasdone with aCompositionGrade Sheet thatincluded suchareas as Content,Grammar/Usage,Mechanics,Sentencestructure,Vocabulary, etc.with each areacarrying aspecific pointtotal.

22 21 No Change For studentscoming into myclass fromWriting I or II, abetter grasp ofthesis statementswould allow meto spend moretime on theindividual areasused in thegrading process.

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the essays,pointing out thedominantimpression,organization, andsensory details ineach. This madethe writingprocess easier forstudents whenthey attemptedtheir owndescriptiveessays.


Essay - analyzinga line ofreasoning

Students wereasked to write afour page essayin which theyanalyzed andevaluated anauthor's claimsand subclaims byexamining theauthor's line ofreasoning. Students firstdetermined whatthe claims andsubclaims were,and they thendetermined whythe subclaimsappeared in theparticular orderin which theyappeared. Thestudents had toanalyze theauthor's choices,as well as theimpact thesechoices had uponthe audience.

17 11 Most students didnot understandthe concept of aline of reasoning,so I attemptedan in-class,group analysis ofthe essays. Nexttime I plan to doan extra day ofthis because itseemed to helpmany of them.

I feel that WestCampus alreadydoes an excellentjob in the WritingCenter assistingthe students withtheseassignments. Italso helped meto meet with allof the Comp Iinstructors toshare ideas onwhat works andwhat doesn't. Iwould like tohave a meetinglike that again.

(1.) ProfessionalDevelopment -TCC Programs: (2.) StudentAdvisement /Placement: (3.) None:


AnnotatedBibliographyAssignment

1. Find eightquality sourcesthat you thinkwill be valuable

AnnotatedBibliographyRubric

FormatToulmin ExercisePart One0 10

37 37 No Change Continue tosupport scholarlyresearch.

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

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for yourresearchedposition paper. You need each ofthe followingtypes of sources:

*Atleast two booksthat cannot befound online (yesyou have to go tothe library) *Atleast two journalarticles *Atleast one sourcefrom anewspaper *Atleast two articlesfrom an onlinedatabase *1/4 ofyour sourcesmust support theopposingviewpoint.

2. Copy all theinformation youwill need to citeyour sources inMLA format.

3. Survey, skim,and readselected parts ofeach source sothat you cansummarize them. If they are longor book-lengtharticles, then doyour best to skimthem. Alwayslook at the tableof contents, thechapterheadings, andthe index orbibliography in

20Copies of sources

0 1 2 3 4 5 6 7 8Correct SourcesUsed0 1 2 3 4 5 6 7 8

CitationsCitation OneCorrect0 4Citation TwoCorrect0 4Citation ThreeCorrect 0 4Citation FourCorrect0 4Citation FiveCorrect0 4Citation SixCorrect0 4Citation SevenCorrect 0 4Citation EightCorrect0 4

AnnotationsAnnotation OneCorrect 0 2 4 Annotation TwoCorrect 0 2 4 Annotation ThreeCorrect 0 2 4 Annotation FourCorrect 0 2 4 Annotation FiveCorrect 0 2 4

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the back. Youcan learn a lotabout a bookfrom doing thesethings before youread it at length. You will then goback and readcarefully theparts that arerelevant to yourposition paper.

4. Now, make alist. List thesourcesalphabetically byauthor’s lastname, using MLAstyle and thenwrite afive-to-tensentence blurbsummarizingeach source. Make sure toidentify theauthor’s claim,support andwarrants in yourshort summary. Indicate asentenceexplaining howyou might usethe source inyour paper.

Due Date: February 27,2005Points Possible: 100

What to turn in:Toulmin analysisof two sourcesAnnotatedbibliographyCopies of allsources (forbook, copy thetitle page and at

Annotation SixCorrect 0 2 4 Annotation SevenCorrect 0 2 4 Annotation EightCorrect 0 2 4

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least one contentpage relevant toyour research).

Turn in all theabove in amanila envelopeor folder.

All the abovemust be includedor theassignment willnot be graded.


The studentscreated anannotatedbibliography fortheir MLAdocumentedresearch paper. They had toloctate, read,and make notesfrom appropriatesources for threepoints ofargument. Thestudents thenformed an MLAannotatedbibliography.

Sources had tobe current andviable to thepoint ofargument beingpresented. MLAform fordocumantationhad to beaccurate. Summeries andquestions raisedby the article(annotation) hadto reflectaccurate readingand thoughtfulevaluation of thearticle.

13 13 No Change Adjunctprofessors needa place toconference/meetwith studentswho need help orwho want toreview theirgrade/classwork.

The English sitefor sharinglessonplans/ideas forclass workassignmentsneeds to beupdated andexpanded fornew or adjunctsto addressdepartmentexpectations/syllabusrequirements.

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


The search forand appropriateuse of scholarlyresearch in aResearch Paper,demonstratingthe students'competency inresearchtechniques, in

Definition ofAssessment

1. For theirResearch paper,the studentsmust locate aminimum of 5scholarlysources. The

13 8 1. Offeradditionalpractice in thetechniques ofresearch.2. Offeradditionalpractice incomprehendingand

While all thestudents locatedscholarlysources, theyhad difficultylocating hardcopy researchinformation. They were forcedto rely on on-line

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

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students'judgment anddiscernment, andin students'ability to utilizethe research inan appropriatemanner.

source andcontents will be appraised by theinstructor beforestudents usethem in paper. Students willdemonstratetheircomprehensionof scholarly andnon-scholarlysources.

2. The studentswill submit theirWorks Cited andtheir notes to theinstructor prior towriting thepaper. The noteswill demonstratetheir abilities toanalyze texts,articles,abstracts throughparaphrasing,summarizing,and pertinentquotations.

3. The studentswill submit arough draftincluding the useof their sourcesto the instructorfor assessment. The rough draftwill demonstratethe appropriatequality of theresearchedmaterial and theability of thestudent to utilizethat informationin an appropriatemanner.

4. The finalpaper willdemonstrate the

understanding ofthe researchedinformation.3. Offeradditionalpractice insummarizing andparaphrasing theresearchedinformation.4. Offeradditionalpractice insmoothlyintegratingresearchedinformation intothe analysis.5. Offeradditionalpractice inanalysis andevaluation.

informationwhich usuallydoes not containthe necessarycollege levelresearchinformation.

The library onthe West CampusTCC, lacks manyof the necessaryresources forcollege levelresearch. Theirhard copysources are few,and the TCCsystem does notsubscribe tosome of thebetter on-lineresearch sources,such as theGale-Thompsonlibrary. The TCCsystem needs toincrease theirlibrary resources,includingscholarly hardprint.

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quality of theresearch, theability of thestudents todiscern betweenscholarly andnon-scholarlysources; it willdemonstrate theability of thestudent toanalyze theresearchedmaterial; it willdemonstrate thecompetency ofthe student toutilize andincorporate theresearch into thethesis of thepaper.

Measurement ofCriteria

1. Examinationof each source ofinformation, withattention to theorigin and qualityof theinformation.2. Examinationof the notes fromthe sources andscrutiny ofsummarizing andparaphrasing ofinformation.3. Examinationof the roughdraft todetermine ifstudentscomprehend theresearchedinformation andhave used itappropriately.4. Examinationof the final paperto determine if

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the studentshave smoothlyintegrated theresearchedinformation tosupport thethesis of hispaper and fullydocumented theuse of allresearchedinformation.


Students wereassigned aresearchedposition paper ona topic chosen atthe beginning ofthe semester.Students were"walked through"the assignmentby beginningwith a proposal,then anannotatedbibliography ofsources, then anexploratorypaper, then anoutline andfinally a completeresearch paper.The final paperwas to bebetween 6-8pages and usebetween 10-15secondarysources.

Students weregiven a gradingrubric as well asa checklistdescribinggradingexpectations thatincluded:purpose andaudience;content;organization;style; mechanics;length; argumenttechniques;thesis; MLAusage; focus;sources; qualityand quantity ofresearch; use ofquotes,paraphrase, andsummary; andrefutation ofopposition.

19 17 Of couse thereare some parts ofthe assignmentthat I will workon for futureclasses as wealways learnsomething newfrom everyassignment. Thisis a greatassignment and Ilike the layout Iused that walksthe studentsthrough theresearch ratherthan justassigning a largepaper like this,but I will changesome smallthings like usageof the Toulminmethod earlier inthe semester todescribe writingan argument.

Improved help inthe WritingCenter. I foundseveral peoplehad problemsgetting accurate,quality, helpfulassistance in thecenter at times.

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


To write aresearch paperafter followingthe preliminarysteps ofresearch,especiallyfocusing onintegratingquotationseffectively

Using verbs fromLittle Brownresearchchapters, theinstructorchecked forintegration ofresearch notes inthe bodies of theparagraphs. Theemphasis

13 10 The instructorsees the need topractice moreduring thesemester on theneed for studentsto learn tointegratequotations. Thiscould be aweekly activity,

TCC could helpthe instructor ofFreshmanComposition Iand II bylowering thenumber ofstudents allowedin each classfrom a maximumof 25 to a

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focused on theintegration asopposed to directquotations thatare just included to stand alone inthe paragraphdevelopment. The integrationwas either rightor wrong; thequality of theintegration wasnot the focus atthis point.

leading up to theresearch projectduring the latterhalf of thesemester.

maximum of 15preferably. Thiswould allow moreindividualattention tostudents, manyof whom areenrolling incollege withoutadequatebackground inthe field ofcomposition.


Write a 750-1000word essayexplicating apoem found inour book that wehave notpreviouslydiscussed. Thispaper needs toinclude theprimary sourceand all secondarysources on a MLAformat work citedpage.

If the studentsuccessfully usedquotes fromprimary andsecondarysources, usedin-text citationsand cited thesequotes on a workcited page, thestudent would becounted assuccessful. Theyhad to have atleast one primarysource right andthree secondarysources correctfor this to beconsidered asuccess for thestudent.

24 20 No Change The professionaldevelopment TCCmetro campushas created withthe OSU Writingproject hasincreasedlearning in myclassroom as wellas the number ofstudents thatcontinue to besuccessful in allareas. Thecollaborationfrom full-timeand adjunctfaculty hasincreased myknowledge! Thank you!

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


Exploratorypre-writing: Students were towrite a sevenparagraph paperin which theyexamined aresearch topic. They were toidentify theissue, tell whatwas compellingto them aboutthis issue,

Students had tocomplete eachstep of theprocess andshow the sourcesused for thepaper. A rubricwas availablethat evaluatedcontent,organization,diction, sentencestructures, voice,and writing

15 15 No Change To confer withstudents iscritical during thewriting process. Without a facilityto do sohandicapsstudents' abilitiesto hone theirwriting skills. Aconference areaneeds to bemade availablefor all faculty

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explore threeperspectives onthis issueexplaining eachperspective andpointing outflaws in each. Finally studentswere to write apositionparagraph inwhich theyformulated athesis.

conventions. (full time andadjunct) in orderforstudent-instructor conferences totake place.


Students wereasked to write acomparison/contrast paragraph onthe similarities ordifferencesbetween a malland a communityshopping center.

YOURPARAGRAPHMUST CONTAINTHE FOLLOWINGPARTS:1. A topic2. A topicsentence 3. Three (3) keypoints thatcompares orcontrasts thetopic, and thethree (3) keypoints mustcontain at least3-5 sentenceswihich willbecome the bodyof the paragraph.4. Two to three(2-3) sentencesthat brieflysummarizes theparagraph (whichwill become yourconcludingsentences).

10 8 Provide moresample writingactivities.

Moredevelopmentalworkshops

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


DescriptiveEssay: Thepurpose of thisassignment is tohelp studentsselect meaningfuldetails so thattheir writing isvivid and

Students willdevelop awell-organized,thesis-drivenessay. Theessay mustclearly andeffectively usedescriptive and

22 20 Will spend moretime in the futureexamining eachparagraph of theessay for unitybefore studentspiece themtogether.

I could really usea forum forexchanging ideaswith otherinstructors, like alistserv orsomething ofthat nature.

(1.) GuestSpeakers / FieldTrips: Moreinformationaboutincorporatingexperientiallearning intocourse

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forceful. They areto use as manyof the descriptivetechniques wediscussed in classas possible,rememberingthat the moreprecise thewriting is, themore effectivethe essay will be. The secondpurpose of thisassignment is togive studentspractice withorganizing anessay around athesis statementand supportingtopic sentences.The use oftransitions will beessential toachieving thispurpose.

Assignment:

Describe a place,person, event orthing that hasbeen importantto you. In yourdescription,include bothobjective andsubjectivedetails.

Remember thatdescription musthave a purpose:it is not anexercise in usingadjectives. Forexample, yourpurpose could beto illustrate aproblem with theplace or person,

figurativelanguage thatclearly relates tothesis in eachbody paragraph. Student mustselect andcomply with aspecific,appropriate, andeffectiveorganizationalstrategy and usetransitionalexpressions tomake the paperflow seamlessly.

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such asdescribing theshopping mallparking lot atChristmas. Or,you coulddescribe aparticular assetof a person orplace, an assetthat others mayoverlook. Theseare justsuggestions.Your ideas willcome from theprewriting you doabout yourperson or place.

Requirements:

The essay shoulddemonstrate thefollowing skills:* selection of atopic appropriatefor collegewriting* use of acomplete thesisstatement* use ofdescriptivetechniques* paragraphingskills* use of apattern ororganizationwithin eachparagraph andtransitionalphrases thatshow thatpattern oforganization

Word count: 500to 750 words

English Effective Writing: Students plan, Successful 19 15 No Change no action (1.) None:

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Use appropriatetechniques tocommunicateideas in a unifiedand coherentmanner.

draft, and reviseacomparison/contrast essay.

students score atleast 70% on theessay evaluation.

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


Students had tofind a relevantsource from oneof TCC LRC'sonlinesubscriptiondatabases (suchas EbscoHost,Proquest, orFacts.com).Students thenhad toincorporate thissource withintheirCompare-Contrast essay by usinga directquotation, asummary, or aparaphrase anduse correct MLAin-text citation.The students alsohad to cite thisonline sourcewithin theirWorks Cited listusing correctMLA format.

Students had toturn in (withtheirCompare-Contrast essay) aResearch Log,which containedprintouts fromthe onlinedatabase sourceso that I couldcheck theirquotation/paraphrase/summaryagainst theoriginal sourceand so that Icould make surestudents includedthe correctcitationinformation intheir Works CitedList.

As I read throughtheCompare-Contrast essays, I madesure thatstudents includedinformation fromthe onlinedatabase source,that the studentsused in-textcitation correctly(by identifyingthe source andby includingnecessarycitationinformationwithinparentheses, ifnecessary), and

11 9 Students spentone class periodin the ComputerClassroom beforebeginning theirresearch process.I walked themthrough usingthe onlinedatabases. Idemonstratedbasic searchstrategies andshowed themhow to extractthe necessarycitationinformation fromthe Abstractinformation. Ialso pointedstudents to theirLittle, Brownhandbooks as aguide for correctMLA format forthe Works Citedlist. I then hadstudents performa similar exerciseoutside of classwhere they hadto find their ownonline source andcite it correctly.

However, sincewe only met onetime per week, itwas difficult forme to evaluatethis exercise andofferreinforcement orsupplementalresearch

Meeting in theComputerClassroom wasvery helpfulbecause I wasable to walkstudents throughonline researchactivities andalso give themtime to navigatethrough TCCLRC's site ontheir own.Fortunately, Iwas able toschedule thistime (probablybecause I taughtin the eveningwhen there arefewer instructorsvying forcomputer time);however, in pastsemesters, whenI have taughtduring the day, Ihave haddifficultyscheduling theCC because ofthe high demandfor this resource.TCC could betterserveCompositioninstructors byoffering anotherComputerClassroom.Another optionwould be givingall comp.instructorsclassrooms that

(1.) InstructionalEquipment: (2.) ComputerTechnology /Software: (3.) None:

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that the studentsused correct MLAformat whenciting the sourceon the WorksCited list.

If students didnot use adatabase sourcein their essays,they did notsuccessfullycomplete thistask. However,students receivedpartial credit forattempting theWorks Citedentry (i.e., ifstudents left outsome of theinformation orused someincorrectformatting, butattempted to citethe onlinesource, theyreceived partialcredit). Also, ifstudents includeda quotation,paraphrase,and/or summaryfrom this sourcewithin the essay,but did notinclude thecorrect in-textcitation (i.e.,forgot to includepage number orincludedinformation thatwhat not inappropriate MLAformat), theyreceived partialcredit.

activities forstudents whowere havingtrouble using thedatabases and/orciting thisinformationcorrectly beforethe studentsbegan workingon their essays. Ithink I couldhave provided aquiz or an "MLABowl" type ofactivity to checkforunderstandingand to reinforceMLA skills. (Ireturned thisgradedhomeworkassignment onthe same day therough draft oftheCompare-Contrast essay was dueso studentsdidn't getnecessaryfeedback intime.)

I also think Ishould havespent more timereviewing in-textcitation (whichwe learned at thebeginning of thesemester). FortheCompare-Contrast unit, I focusedmore time on theWorks Cited list,and althoughmany studentslearned how tocite asubscription

come equippedwith a computerand projectionscreen. Althoughstudentswouldn't haveindividual accessto a computer intheseclassrooms, atleast they couldview theirinstructor'sonlinenavigations. It isvery difficult toteach researchskills (which arebecoming moreand moreweb-based)without frequentand convenientaccess tocomputers duringclass time.

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databasecorrectly for theWorks Cited list,many did not usein-text citationcorrectly (i.e.,they forgot toput the author'sname and/orpage number inparentheses) ordid not formatproperly (i.e.,they misplacedthe period orused quotationmarksincorrectly). Icould havereviewed thesein-text citationskills throughlecture, quiz, orpeer reviewsession (forrough drafts).


Studentscompleted adialogue sceneusingstandardizedpunctuation fortraditionaldialogue format.

Instructions andCriteria forDialogue Scene:Student willconstruct a sceneof dialoguebetween at leasttwo characters. The purpose ofthis portion ofthe portfolio is toexhibit ability toapply fictioncomponentsessential todialogueconstruction inan original work,free ofmechanicalerrors. Thescene may be1-3 pages inlength andshould includethe following

8 5 This was my firstattempt atteaching Intro toCreative Writingas an Internetcourse. In thefuture, I willprovide aPowerPointnarrative thatdiscusses variousexamples ofdialogue. Thesuccess ratescores in thisportion of theSkills Portfoliowere lower than any other projectthese studentscompleted in thisproject (designedto demonstratebasiccomprehensionand application

Continue toprovide staffdevelopment inuse of technicalresources.

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components: •Characterdevelopment—Thecharacterizationsshould include atleast three of thefollowing:speech, action,body language,description, innerthoughts, andreactions toother characters. • DialogueDevelopment—The dialogueconstructed inthe scene shoulddemonstrate atleast two of thefollowing:abbreviateddialogue thatcreates anillusion of acompleteconversation;rising verbaltension betweentwo or morecharacters; anddiction distinct toeach character.• SceneConstruction—The scene shouldinclude all of thefollowing: scenetension;consistency innarrative voice;consistency intone; consistencyin eachcharacter’s voice. • Mechanics ofEnglish—Manuscr

of creativewritingtechniques.) Thetextbook andsupplementalinformation Iprovided forthem wasinadequate; thePowerPointnarrative wouldclarify many ofthe students'misconceptionsconcerningdialogue usage infiction writing.

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ipts should : befree ofmechanical,spelling, andpunctuationerrors; usetraditionalmethod ofpunctuatingdialogue. (For anexample, see theshort story inyour textbooktitled “SisterGodzilla” byLouise Erdrich.

Studentsdemonstratedmastery indialogue usage ifthey met criteriain 4 of 4categories;Studentsdemonstratedproficiency indialogue usage ifthey met criteriain 3 of 4categories; and Students failed todemonstrateproficiency indialogue usage ifthey met criteriain fewer thanthree categories.


Revision of aComparison/Contrast essaywritten bystudent andevaluated forrevision byinstructor

1. Demonstratesunderstanding ofrevision processby revising ownessay2. Successfullyre-writespassages markedby instructor toincludetransitionalphrases andwords forcoherence and

11 10 Next time Iwould spendmore timeshowing studentsactual examplesof original andrevisedpassages. Theyneed to envisionthe changesmade and howthey effectcoherence, unity,and effective

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unity3. Successfullyproofreads andcorrects at least85% of grammarand mechanicalerrors forcoherence andunity

writing ingeneral.


Research one ofthe followingmoments ofpersuasion andthen describe thecircumstances ofthe appeal: whatthe historicalsituation was,what issues wereat stake, andwhat made theaddressmemorable:AbrahamLincoln's"GettysburgAddress (1863);Elizabeth cadyStanton's draft ofthe "Declarationof Sentiments"for the SenecaFalls Convention(1848); FranklinRoosevelt'sinauguraladdress (1933);Martin LutherKing Jr.'s "Letterfrom theBirminghamJail"; RonaldReagan's tributeto the Challengerastronauts(1986); toniMorrison'sspeech acceptingthe Nobel Prize(1993); GeorgeBush's speech toCongress

1. Clear thesisstatement; essayhas a clearpurpose. 2.Presents therhetoricalsituation of thespeech, includinginformationabout the writer,the subject, thecontext, and theaudience. 3.Each paragraphhas a clear focus,with clearlystated topicsentences. Writeruses variedsentencestructure andeffectivelyemploys concreteand specificwords. 4. contentis adequate andthe tone isappropriate toaccomplish theessay's purpose.5. Presents theprinjciple aim ofthe text and anysubordinateaims. 6.Discusses whatmade theaddressmemorable. 7.Clarity: conveysintendedmeaning throughexact language,

11 11 No Change No institutionalaction requested.

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following the9/11 terroristattack (2001).

How would youdescribe therhetoricalsituation? Whatwould you sayabout the writer,the subject, thecontext, theaudience, andthe principleaim/purpose ofthe text? Arethere any aimssubordinate tothe principleaim?

parallelism, clearmodifiers, clearreference ofpronouns. Pointof view and verbtense areconsistent. 8.Correctness:spelling, pronounforms, verbforms andtenses,agreementbetween subjectsand verbs andbetweenpronouns andantecedents,sentencefragments,comma splicesandapostrophes.9.Uses MLA format,including correctparentheticalcitations andworks cited. 10.Presents carefullychosenreferences fromappropriateresources.


Students wereasked to write aposition paper inwhich theyarticulated aclaim of policy.After classdisscussion andreadings fromselected essayson the subjectfrom the text aswell asnewspaperarticles andjournals that Ichose for them,studentssynthesized the

Successfulstudents wrotewell organizedpapers with clearthesis and topicsentences. Theirpurpose wasclear anddefined.Successfulstudents werealso able toanticipateobjections totheir argumentsand offer cogentrebuttals.

10 6 Even though Ichecked infrequently withthe studentsduring thewriting processto make surethey were ontrack, in thefuture I will do somore often bymaking more"mini-assignments" out of theprocess.

TCC shouldconinue to stressthe importanceof writing in alldisciplines.

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information andpresented theirown opinions in afive page essay.


Prior to preparingtheir researchpaper, studentswere required tocreate anannotatedbibliography thatcontained atleast 10 sources.

To earn a "C"students had todocument 10 ormore sourcesaccording to MLArules. Beloweach citationstudents wrote abrief summary ofthe materialcontained in thesource, indicatedhow they mightuse the source intheir researchpaper, andevaluated thesource based onthe criteria for agood source.

18 16 No Change This is helpfulassignment forstudents in alldisciplines whohave to write alengthy researchpaper.

(1.) Class Size:Consider limitingsize of writingclass to 19.(2.) None: (3.) None:


Annotated WorksCited as part ofthe documentedessay project

Works Cited inalphabeticalorder accordingto MLA StyleFormatAnnotationsprovidinginformation onthe sourcesInformation onthe value of thesources for theprojectUse of completesentences

6 6 No Change Continuedupgrading ofcomputers,software,hardware, andconnections inInternet-connected classrooms. Additionalopportunities forEnglish faculty toattendEnglish-relatedconferences suchas thosesponsored byNathional Councilof Teachers ofEnglish, Teachingfor a Changeconferences thataddress all areasof teaching, andLeague forInnovationconferences toallow

(1.) ProfessionalDevelopment -External:Necessary forfacultydevelopment toenhance teachingskills and providenew ideas(2.) LRC / LibraryResources &Services:Importantresources forstudents, facultyand staff (3.) Class Size:Class size of 20for Englishclasses wouldallow faculty togive individualattention,increased inputin paper grading,and allow forinnovation in

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opportunities fordiverse learning.

teaching.


Students in fourENG 1213classes were tocomplete anannotatedbibliography on afocused researchtopic related todiscrimination. This assignmentwas apreparatory stepfor a researchpaper. Studentswere to use avariety ofresearchmethods andcritical thinkingskills to narrowthe assignedsubject to aworkable topic;locate sources onthat topic;evaluate eachsource todetermine itsappropriatenessfor acollege-levelresearchassignment;analyze therelevance of thesource to theresearch topic;summarize thecontent of thesource,particularly asthat contentrelates to theresearch topic;select eightsources thatwould synthesizewell; and presentthose sources inan appropriate

Students werejudged on thequality,relevance, and,to a lesserdegree, varietyof their sources;the effectivenessof theirsummaries; andthe precision oftheirbibliographicformat.

81 61 No Change 4 of the 20 whofailed thisassignment failedbecause ofplagiarism. Students stealsummaries fromother people'sannotatedbibliographiesonline, bookjackets, abstractsin onlinedatabases, etc. Icontinue todiscuss ethicalbehavior,plagiarism anddocumentation inclass; assignreadings onthese topics;include a aplagiarismstatement andthe TCCStatement onAcademicIntegrity in mysyllabus; requirestudents tosubmitassignments toSafe Assignment;etc. Theprevalence ofthis problem inall courses pointsto the continuingneed for moreinstitutionalawareness of thisissue, andinstitutionalefforts to fightthis problem,because thisissue cannot justbe fought inindividual

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professionalformat,specifically MLAannotatedbilbiographyformat.

classroomsalone. Inaddition , weneed to continueto provideexcellent, vettedlibrary resources,both print andonline, andcontinue toprovideprofessionaldevelopment andsupport for ourexcellentlibrarians, for thebenefit of ourstudents, whoneed as muchsupport aspossible inlearning how todo scholarly,ethical research.

Spring 2006 Fire and Emergency Services Technology Assessment Report

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Fire andEmergencyServicesTechnology

Demonstratefamiliarity with awide variety offixed fireprotectionsystems.

Students wereexpected tobecome familiarwith severaltypes of fixed fireprotectionsystems,includingresidential firesprinklersystems. Students wereexpected tomake inferencesconcerningresidentialsprinkler systemsand to synthesizerelated andfragmentedinformationbased on theinformationavailable in thetextbook andthroughindividualresearch into thesubject.

Students wereasked to identifythe reasons whymost jurisdictionsin the UnitedStates have notmandated theuse of residentialsprinkler systemsin newconstruction,when they havea demonstratedability tosubstantiallyreduce thenumber of firedeaths in theU.S. The answerto this questionwas not directlyavailable in thetextbook,althoughinformation inthe text providedsome informationupon whichinferences couldbe made. Answering thequestion requiredan analysis of theinformationavailable in thetext, makinginferences fromthat material,conductingresearch into thesubject,synthesizingrelated andfragmentedmaterial on the

40 36 No Change No actionrequired. Thesuccess rate isreasonable andwithinexpectations.

(1.) ProfessionalDevelopment -External:Opportunities forattendingprofessionalseminars andworkshops wouldbe helpful.(2.) Class Size:Smaller classsizes wouldfacilitatecommunicationswith individualstudents. (3.) None:

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subject, andformingconclusions.

Spring 2006 Geography Assessment Report

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Geography Students byapplication ofgainedknowledge fromtext, lecture, andothertechnologies willexplainphenomenalocation (“why”)in a manner thatdisplaysknowledge ofcultural andnatural factorsand processesresponsible.

Interview aperson of adifferent religiousfaith than yours. Then, write apaper describingthe religion, theinterview, andwhatyou learneddoing this lesson.

The stated goalwhich Geographywas given was to"Demonstrateeffectivecommunicationskills."The criteria wasto present acoherent,well-organized,informative, andwell-researchedpaper about thechosen religion,and also to givean idea of whatthe personinterviewedthought about it.


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

The studentswere asked towrite a two-pageessay aboutglobalization.They wereexpected todiscuss the manyissuessurroundingglobalization thatwe discussed inclass. Forexample, theywere asked topresent at leastthree benefitsand threedisadvantages ofglobalization; topoint out howindividuals,companies,and/or countries

The studentswere asked toconsider a list ofquestions that Ipresented in theassignment aswell as reflectupon our classdiscussions andcourse content. They wereexpected to beable to organizetheir thoughtsand clearlyconvey them inwriting. Iexpected them tobe able tocritically thinkabout the issuesinvolved (not justpresent the issuein

10 10 No Change At this point,everything isgoing well withthe course andthe resourcesavailable to mefor successfulteaching.

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

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(LDCs and MDCs)are affected bythis trend; andhow they thinkthe ideal ofglobalization(i.e., “levelingout the playingfield”) can workin today’s worldgiven globalinequities. Theywere also askedto find anexample ofglobalization in acurrent newssource anddiscuss why theythought it was anexample. Furthermore,they were askedto give their ownopinions onwhetherglobalization is agood, bad, orsomewhere inbetween way forthe world tofunction.

black-and-whiteterms) and beable to discussthem in a logicalmanner.

Spring 2006 History Assessment Report

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History In the disciplineof history, thestudents willdemonstrate anadequate use ofeffectivecommunicationskills.

As part of Exam,chapters 1-4, thestudents were touse an essayformat to defendor refute thefollowing quoteby A. Lincolnusing data fromall four chapters. The quote was: "No man is goodenough to governanother man,without thatother's consent." The chapterstested coveredmaterial from theoriginal settlersto the Americas,to the earliestEuropeanexploration &colonizationthrough theFrench & IndianWars,1689-1763.

Use of the formalessay format. Defense of athesis usingsupporting datafrom the text, lectures andoutside sourcesincluding thestudent's lifeexperiences. Theessay was 10%of a 100 pointobjective exam.

10 8 No Change Other thancontinued compcourses andEnglish courses,no additionalinstitutionalaction isrequired.

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


During theChapter on WorldWar II Ipresented themwith two womenwho had servedin the militaryduring that timeperiod. Theywere to researcha question forthe speakers andto ask it in class. Their assignmentwas to be able to

Their questionshad to be writtenas well as asked. The questionshad to deal withthe time periodand be of aserious naure.

15 15 No Change The studentsearned 5 pointsfor particpation. All participated inan adequate andinformativemanner.

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ask a thoughtful,researchquestion of thepresenters andparticipate in adiscussion of theissues of WorldWar II.

History For a givenperiod in history,the students willdemonstrate anadequateknowledge of thesignificantevents, ideas,behaviors andinstitutions thatmake up thehistoricalprocess.

Students wereasked to write abrief essay usingthe following: "In a shortessay, four to sixparagraphs,describe andanalyze eventsand actions thatled up to the CivilWar. Write onsignificantevents, ideas,behaviors,institutions, andindividuals thatcreated thishistoricalprocess. Giveyour personalopinions at theconclusion ofyour essay."

Students werejudged successfulif they exhibiteda clear indicationthat theyunderstoodmaterial theypresented,accuratelydescribedindividuals andevents during thetime frame, andconsidered thehistorical processin the writing oftheir essays.

22 20 No Change Continuing tomaintain theinternet/mediacenters in theclassroom isextremely helpfulin classes suchas Americanhistory. A widevariety of mapswould be veryuseful, as well. The newmaterials thatare now beingadded to themedia catalog, aswell as some ofthe oldermaterials, aid increating the rightatmosphere forsome of thehistorical periodsand events.



Students weregiven theopportunity toview the video"Paper Clips" asan extra creditassignment. After viewing thefilm, they wereto write a onepage paper withtheirobservations.

The criteria forassessmentincluded writingthe paper butalso the student'sinterpretation ofthe events in thefilm. Studentswere given theopportunity toexpress theiropinion of thefilm and theirreaction to thecontent. Iappreciated theirefforts. Thepapers I received

17 11 I am consideringadding thisassignment tofuture classes.

I would like tohave this filmadded to ourexcellent LRCcollection.

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were the mosthonest of thesemester.

History For a givenperiod in history,the students willdemonstrate anadequateknowledge of thesignificantevents, ideas,behaviors andinstitutions thatmake up thehistoricalprocess.

I am checking forcorrect responseson items takenfrom the last quizand from thefinal: Thecountry whichwas invaded byGermany in1914, the greatpower that askedfor a declarationof racial equalityto be in theLeague ofNations charter,the name of thegreat power thatrefused to take aMandate forArmenia in 1920,the countrywhose armyseized ChineseManchuria in1931, thecountry whereGuernica waslocated, thenation invadedby Germany atthe start of WWIIin Sept 1939, thenation where theD-Day invasionoccurred, theCaribbeanlocation of Sovietmissles in 1962,the author of"The SecondSex," thechronologicalorder of threeSoviet leaders,the location ofChechnya, andthe nation whereLech Walesa led

Out of the 25items above, Iseek 19 correct;that will be 76%.

3 1 No Change Nothing obtainedfrom this surveyof performance isto be consideredas instructive forfuture activity,due to the smallsize of thisSaturdayafternoon class,as only threestudentsremained in theclass out of theoriginal sevenenrolled. Moreover, one ofthose three wasexcessivelyabsent.

(1.) Other:Re-examineSaturdayenrollment,should TCCresources bedirected to moreweeknightclasses instead?(2.) None: (3.) None:

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a "Solidarity"movement. Also,I am looking forcorrectpresent-day mapcitations forthirteen largelynew orreconstitutedeastern Europeannations.


The assessmentof effectivecommunicationskills was basedon studentresponses to oneessay question inthe fourth of fivemajor semesterexams. Eachexam consists of50 multiplechoice questionsand one essaychosen fromamong threepossiblequestions worth25% of the examscore. One ofthese essays onthe fourth examwas isolated andused to measureeffectivecommunicationskills. The essaymeasured theability of thestudent tounderstand andcommunicate thesubstance andsignificance ofcomplex issues inAmerican history.

A three pointscale was used tomeasure thesuccess of eachstudent. Threewas the highestscore availableand indicatedthat the studentdemonstrated ahigh level ofability to achievethe measuredobjectives. Twowas theintermediatelevel ofperformance,indicating anunderstanding ofthe relevantideas andconcepts basedon a more limitedknowledge of thesubject. Thesestudents didnot,however,demonstrate thecompletecomprehensionof the materialthat those incategory threehad obtained. Astudent incategory two orthree diddemonstrate anadequate level of


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effectivecommunicationskills. Studentsmeasured as alevel one did notdemonstrate anadequate level ofeffectivecommunicationskills in thisexercise. Out of21 students inthis sample, 12achieved at level3 (57.1%), 2achieved at level2 (9.5%), and 7(33.3%) at levelone. Most spenttwenty-five tothirty minutes onthe essay portionof this exam. The specificquestion I usedfor this exercisewas: "Discussthe three majorcivil rights lawspassed in the1960s (1964,1965, 1968),including theterms orprovisions ofeach law andtheir significance.


EffectiveCommunication:

The studentswere asked tochoose an articlefrom anewspaper,magazine,periodical,historical journal,pamphlet andany legitimateinternet newssource. Oncethey chose anarticle, theyorganized a

22 19 In future classes,I will allow moreopportunities forstudents to getinvolved inactivities that willallow them todemonstratewhat they arelearning in theclass-room. Ibelieve that itwould bring morelife to theclass-room and

If I takeadvantage of theopportunitiesthat are providedby the institutionthroughprofessionaldevelopment, Iwill have thetools necessaryto structure myclasses to includemore studentinteraction anddevelop effective

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coherent andunified writtendescription ofwhat they readand presented anoral presentationin class to anaudience of theirpeers. Thetopics rangedfrom politics toissues concerningour economy.

In this activity,they were able tomakecomparisons ofhistorical eventsthey read aboutin the text book. They understoodthat they arewitnessinghistory in themaking and thathistory is past,present andfuture. The classcame alive withthis activity!

allow thestudents to bemore involved inthe learningprocess.

communicationamong thestudents.


I assigned aPower PointPresentation.Students wererequired toresearch andpresent anassigned topic tothe class. Thiswas an excellentassignment foreffectivecommunication.Students notonly had to usecritical thinkingskills in order todecide what toinclude, but theyalso had to get

Power PointTeams wererequired toprepare a 12slidepresentationoveran assignedtopic dealing withthe VietnamConflict.Students had toanswer severalkey points suchas thebackground totheir topic,impact at thetime, andimpact/connection to the world

9 9 One change I willconsider in thefuture -- makesure theequiptment ISfunctioning. Theusb port for theflash drivesdidn't work wellwith thecomputer in theroom. Studentsmanaged toovercome this byemailing thepresentations tothemselves as aback up. Also,the staff at Westcampus is very

We do need anew computer inWest campusroom L-102.Power Point iseasily available inthe labs and LRC.Students shouldhave no troublewith this sort ofassignment.

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up in front of theclass and presenttheir topics.Many had neverbeen up in frontof a class before,so this was anexperience forthem. It also is agood assignmentfor expandingcomputer skills.

today. They werealso required touse visuals. Theyhad to give thepresentation inclass. They alsohad to evaluatethe presentationsof theirclassmates.

helpful in solvingany anytechnology crisis.

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

ResearchAssignment of aHistorical Topic from AssignedList

Research andReview threejournal articles orbooks: cite eachsource using MLAformat, givesummary of topicin own words,critically analyzeeach article byanswering thefollowingquestions: Is thearticle or bookreliable? If so,why. Do thesources agree ordisagree? Dothey present thesameinterpretation asthe textbook? Did you noticespecific examplesof bias? Was theinformationpresentedlogically? Didone source standout as superiorto the others incontent orinterpretation? What were yourpersonalconclusions?

12 12 Continue toincorporatesimilarassignments andessay questionson exams.

I think that TCChas excellentbackup for thisassignment withthe new libraryat Metro campusand the excellentstaff who alwaysgo out of theirway to help withassignments ( Iget thisinformation frommy students). Thanks, KC

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

History In the disciplineof history, thestudents will

Studentsresearch achosen person

Students mustbe able to relateinformation

35 35 No Change No Institutionaction isrecommended

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demonstrate anadequate use ofeffectivecommunicationskills.

from Historywithin a 3-PhaseResearch Project.The first phaseconcerns Internetresearch on thebackground ofthe hisoricalfigure. Eachstudent mustgive an oralpresentation onthis backgroundinformation.

through PowerPoint or someother computergeneratedformat. Theymust be able torelate thefollowinginformation:Name, dates ofbirth and death,nationality, field,childhoodbackground,prizes, awards,and honors. Eachstudent must getup in front of theclass, to getcredit for thepresentation.

this particularproject.


Students willdemonstrate theability tothoroughly andcompletelyrespond inwriting toquestionsconcerning majorissues inOklahomaHistory.

Students whomake at least28/40 on theessay section oftheir exams willbe considered tohave successfullymet this goal. Students whomake less than28/40 on theessay section oftheir exams willnot have met thisgoal.

9 7 Additionalfeedbackconcerningessays will beprovided in thecomment spaceson theBlackboardgradebook foreach student. Ifstudents are notable to meet thiscriteria, they willbe also becontactedprivately by theinstructor andsuggestions forimprovement willbe offered.

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

Spring 2006 Human Resources Assessment Report

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HumanResources

Applyfundamentals oflabormanagement anddevelopappropriateanalyses anddocumentationessential in thecollectivebargainingprocess.

ObservedStudents in classactivity wherestudentsnegotiated newcontract betweenFord Motor andUAW. Alsoobservedstudents inregard to hearingtwo guestspeakers fromlocal Ford GlassCompany whereone personrepresented Fordand the otherrepresented theUAW

Observedprogress innegotiations,primarily inlearningdiplomacy

10 7 Diplomacnyseemed limitedso brought inguest speakerswho negotiatedunion contractsas professionals

No actionneeded. However, willbring in more HRprofessionals andunion reps innext class onlabor relations

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

Spring 2006 Humanities Assessment Report

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Humanities Demonstraterelationshipsamong the arts,society and itscultural context.

Write a paper onthe theme ofDuty vs. Passionas it plays out inthe literaturethat we havediscussed inclass. Morespecifically,describe theopinions of worksfrom theClassical era & ofthe TroubadorRomantics,criticising thestrong and weakpoints of eachand discussinghow each era'sworks reflects it'sculture's values.

Graded thestudents upontheir readingcomprehension,writing, andcritical skills, aswell as on theirability to draw ondivergentmaterials (i.e.Epic poems,ArthurianRomances,TroubedourBallads, ect.) tosupport a point.

11 8 No Change Please requireeveryone to takea Comp class intheir firstsemester! Thisclasses writingskills were prettyminimal, in somecases, althoughthey did fairlywell in all otheraspects of theproject.

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


I gave mystudents anessayassignment tocomplete duringclass at the endof the semester

At the beginningof this semester,I stated thatculture is a wayof thinking andliving,established by agroup of people,and transmittedfrom onegeneration to thenext. In otherwords, it is thebasis of commuallife. I also statedthatg a culture'svalues areexpressed in itsarts, while art isthe visualevidence thatman has lived.

14 9 I will place moreemphasis on therelationshipsbetween the artsand society.

No action isneeded

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Briefly describehow you havediscovered therelevance of theabovestatementsthrough somecivilization thatwe have studied.

Humanities Analyze a specificcreative form ofexpression

Attend and reactto a culturalevent.

Reaction essay 17 17 No Change For discussionpurposes, itwould bebeneficial to haveless students anddesks that couldbe easily movedinto discussiongroups.

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


To augment theclass discussionof Classicism,students wereasked to visit thePhilbrookMuseum of art.They were askedto complete oneof the followingtasks: 1)Describe threeexamples ofarchitecturalelements at themuseum thathave similaritiesto the Doric,Ionic, orCorinthianorders. Explainwhere theseelements werefound in themuseum, howthey compareand contrast withexamples fromthe text, andwhy they wereused in theconstruction ofthis 1920's

Understanding ofthe termClassicalUnderstandingand familiaritywith architecturalorders--Doric,Ionic, Corinthian Ability to drawcomparisonsbetween artcreated in theClassical periodand art createdin the 19th and20th centuries Use andunderstanding ofartisticvocabularly usedin formalanalysis--form,content, line,etc... Effective writtencommunication

16 8 No Change Of the 8 studentswho were notsuccessful, 6failed to turn inthe assignment,1 student did notfollow theinstructions, and1 student lackedtheunderstanding ofwhat is meant bythe term"Classical."

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home. Studentswere asked toconsider theeffect thesearchitecturalelements wouldhave upon theviewer. 2)Choose asculpture in themuseum. Formally analyzethe sculpture andthen compare itwith a classicalsculpture fromthe text. Pointsofcomparison/contrast mightinclude: materialused, sense ofmovement,emotionalism,subject matter,anatomicalrepresentation,realism ornaturalism,idealism, and/orabstraction.


Students wrotean essay thatapplied theGreek concept ofmoderation in allthings(sophrosyne) toother cultures westudied.

1. The studentcovered all sevencultures;answered thequestion fully;gave twoexamples foreach culture tosupport theirgeneralstatement.2. The studentaddressed mostof the cultures;partiallyanswered thequestion; gavesome examplesfor some culturesin support of thegeneral

11 7 I need to give apreliminaryquestion that willprovide a patternfor the studentsso that they canunderstand theintent of thequestion morereadily.


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statement.3. The studentapproached thequestion; failedto answer mostof the question;gave only oneexample.4. The studentwrote randomunrelatedinformation andno supportingevidenceprovided.


The student wasto watch themovie, "To Kill AMockingbird." He/she was towrite an essayto, "Give anexample fromthe film of thefollowingconcepts: 1.social status, 2.prejudice, 3.friendship, 4.growing tomaturity."

To show thathe/she hadunderstanding ofthe assignmentand hadsuccessfullycompleted it,he/she wouldhave to be ableto give anexample of eachof the fourconcepts. If thestudent failed tocomplete all fourconcepts askedfor in the essay,then the activityhad not beensuccessfullycompleted.

16 16 No Change To make sure thestudents had acompleteunderstandingincluding a timefor askingquestions, aboutthe assignment. If the class istaught as a fasttrack, to makesure that there isa room availablein which eachstudent hasaccess to acomputer.

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

Humanities Articulate therelevance to theirlives of conceptsand/or valuesfound in theHumanities.

Write a shortpaper assessingMargaretAtwood's "TheHandmaid'sTale."

Students wereasked to tell mewhat movedthem. What theythought wasinteresting orunusual. Howdoes the storyparallel with theclimate in theU.S. today. Whatwas yourimpression/personal thoughtsregarding the

14 14 No Change N/A (1.) None: (2.) None: (3.) None:

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movie.


2-pageexpository essayin response toVicki Goldberg's"Introduction" to_Nude Sculpture: 5,000 Years_ Students areasked to respondto the reading inthe first personafter they haveexamined DavidFinn'sphotographs ofnude sculptures. Some will alsoread the"Photographer'sPreface." Theirspecific focus isleft open. Different culturaland religiousattitudes aboutnudity (e.g.pagan vs.Christian) andthe distinctionbetween art andpornography,assuming thereis one, arecommon choices.

general essaycriteria: clarity,focus, coherence,organization,consistency, tone

13 11 I am still puttingtogether ARTstorfolders tosupport thisassignmentbeyond the_NudeSculpture_volume. In futuresemesters, I planto integrate moreof this materialinto my syllabus. Since we had toscramble to get acopy of theGoldberg/Finnbook thissemester (thepublic librarycopy has gonemissing and thismeant someprivatepurchases untilthe LRC had itsown copy) thetiming of thisassignmentwasn't optimaland students hadto workindependently. The due dateswere also pushedback too far. Iadded thisassignment tothe HON HUM Isyllabus inresponse tostudent interestthis semester. Otherwise, Ihave used it onlyin Hon HUM 2.

None at thispoint. The bookis now part of theMetroLRC/Librarycollection(Thanks!). Iexpect to keep iton reserve and touse it for bothHON HUM surveycourses atdifferent points inthe semester.

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


2-pageexpository essayin response toVicki Goldberg's

general essaycriteria: clarity,focus, coherence,organization,

9 8 I am still puttingtogether ARTstorfolders tosupport this

None at thispoint. The bookis now part of theMetro

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

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"Introduction" to_Nude Sculpture: 5,000 Years_ Students areasked to respondto the reading inthe first personafter they haveexamined DavidFinn'sphotographs ofnude sculptures. Some will alsoread the"Photographer'sPreface." Theirspecific focus isleft open. Different culturaland religiousattitudes aboutnudity (e.g.pagan vs.Christian) andthe distinctionbetween art andpornography,assuming thereis one, arecommon choices.

consistency, tone assignmentbeyond the_NudeSculpture_volume. In futuresemesters, I planto integrate moreof this materialinto my syllabus. Since we had toscramble to get acopy of theGoldberg/Finnbook thissemester (thepublic librarycopy has gonemissing and thismeant someprivatepurchases untilthe LRC had itsown copy) thetiming of thisassignmentwasn't optimaland students hadto workindependently. The due dateswere also pushedback too far. Next timearound, theessay will be dueduring the firsthalf of thesemester.

LRC/Librarycollection(Thanks!). Iexpect to keep iton reserve and touse it for bothHON HUM surveycourses atdifferent points inthe semester.

Spring 2006 Interior Design Assessment Report

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Interior Design Beknowledgeable ofthe variousmethods ofcompensationand fees fordesign services.

Students weregiven anassignment. They were ableto choosebetween twodifferent typicalprojects for aninterior designer. They had tochoose whichdesign feemethod orcombination ofmethods wereappropriate tocharge the clientof their choiceand explain why.

Answers were tobe at lest oneparagraph typedand wordprocessed. Students were touse class notesand the text tosupport theirdecissions.

12 12 No Change The text providedfor this classprovidesexcellentexplanations foreach design fee.

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

Spring 2006 International Languages Assessment Report

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InternationalLanguages

Have ameasurableproficiency inreading andwriting skills inthe targetlanguage.

Students enrolledin ITA 2113 bothon-site at TCCand at OSU viaITV readexcerpts fromnovels, shortstories, andnewspaperarticles in Italian. These detailedand descriptivereadings wereread-aloud inclass and thendiscussed over aperiod oftwo-weekintervals. Thesetexts werenon-technicalsamples of thetarget language.

The studentswere interviewedin Italian aboutwhat they hadread in Italian. Their oralresponses to thequestions as wellas essays andwrittenresponses inItalian were theassessmentcriteria. The ITVstudent couldexpress himselfequally well viathe camera aswell as by writtenItalian responseswhich were faxedto me.

8 8 No Change The plan is tocontinue the useof authenticItalian textswhich are nottechnical to helpstudents readand recognizevaried styles ofwriting in thetarget language. Reading in thetarget languageget easier withrepetiton andin-classdiscussion.

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


Readnon-technicalsamples of thetarget language(French,German, Italian,Japanese,Russian, orSpanish) withcomprehension.

Read an articlefrom a Frenchnewspaper

1) Each studenthad to give anoral synopsis ofthe article.2) Each studenthad to answerquestions toillustrate his/herunderstanding.3) Students hadto discuss thecontent of thearticle as agroup.

8 6 No Change I will continue togive readingassignments on aregular basis

(1.) MediaResources: (2.) ComputerTechnology /Software: (3.) None:


Demonstrateknowledge ofgeographicalinformation forthe country(countries)associated with

Interview native Speaker to learnabout culturaldifferences

one hourinterview and awritten paper ,discussion groupin the class

4 4 No Change none (1.) None: (2.) None: (3.) None:

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the targetlanguage(French,German, Italian,Japanese,Russian, orSpanish).


Readnon-technicalsamples of thetarget language(French,German, Italian,Japanese,Russian, orSpanish) withcomprehension.

Reading 2 articles inRussian: one onelections inBelarus(150words)another onhistory ofRussia(100words)students weregiven a 50min.period for eacharticle, theycould usedictionaries forone and nodictionary for the2nd one.On the 2nd onethey had to givea synopsis of thearticle.

100 points givenfor" A"translation;90-for "B", andso on.The 2nd one-itwas given forcloseness to thetext_100-80pts.

6 6 No Change TCC needs tooffer a RussianTranslationcourse which canbe substituted forIntermediateRussian 1 for aRussiancertificate.

(1.) StudentAdvisement /Placement:Counsellorsshould advise thestudents to takerare languageslike Russianinstead ofsteering themaway from thoselanguages.(2.) None: (3.) None:

Spring 2006 Interpreter Education Assessment Report

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InterpreterEducation

Identifyorganizations,services, andpublications inthe Deafcommunity.

Students had towrite three shortpapers on topicsrelated to DeafCulture includingeducation,community basedorganizations,and localresources bydoing researchon the Internet,the LRC andMCLC andpersonalinterviews withcommunityrepresentatives

Students alsohad to do a 7minutepowerpointpresentation on aspecific aspect ofDeaf Culture.

The papers hadto follow the MLAstyle of researchanddocumentation. The papers weregraded on qualityof informationand correctusage of theEnglish language.

The powerpointpresentation wasbased on thequality of thepowerpointpresentationitself as well asthe quality of thedelivery of theinformationbefore the class. The speech(presentation)was based oncomponets usedto judge aspeech (similarto those used ina Speech class.).

10 10 No Change I will keep thesame assignmentfor the nextsemester.

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

InterpreterEducation

Identifyorganizations,services, andpublications inthe Deafcommunity.

Given questionsaboutorganizationsand publicationswithin the Deafcommunity andinterpretingprofession, thestudent willcorrectly identfiytheagency/publication and it's

There were fourquestions on themid-termexaminationwhich addressedthis competency. Students werescoredcorrect/incorrect. Students wereassessed 100%,75%, 50%, 25%or 0. 75% was

8 7 No Change Continue tosupportinstructorattendance at theCIT conventionevery two years. This is where welearn the newesttrends in the fieldof interpretereducation: texts,materials,technology,

(1.) ProfessionalDevelopment -External:Attendance atthe Conferenceof InterpreterTrainersConvention(2.) ComputerTechnology /Software:Continue toupgrade faculty

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function. passing. teachingstrategies, etc.

computers foronline course (3.) None:

Spring 2006 Journalism and Mass Communications Assessment Report

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Journalism andMassCommunications

Gainedmarketable skillsin his or herchosenJournalism/MassCommunicationemphasis area(print journalism,broadcastjournalism oradvertising/public relations).

Students weregiven five testsand three videoediting projectsto completeusing Final CutPro, popularediting softwareused in manyprofessionalsettings.

Tests measuredstudentsunderstanding oftelvisionproduction fromdaily newsproduction tomajor event fieldproductions. Thetests alsomeasuredknowledge ofcameras,microphones,lights and otherequipment andprocedues usedin professionaltelevisionproductions.Students alsoproved theirskills by editingthree videoprojects thatprogressivelydemanded higherlevels of skillstaught such asproperly cuttingvideo, properlymatching videoto sound and theprofessional wayto shoot videowith a DV (digitalvideo) camera,microphone,lights and tripod. Top performingstudents createda professionalquaility finalproject worthy ofan audition tape

6 5 I would gradethe class a littleharder next time.

It is veryimportant tosupply the DVDthat accompaniesthe textbook. This DVD is theZettl Video Lab,3.0. This willallow theinstructor tobetter show thestudios,equipment, andprocessestaught.

(1.) ProfessionalDevelopment -External: ZettlVideo Lab, 3.0DVD(2.) None: (3.) None:

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for employment. Other studentsshowedsubstantialknowlege andimproved skills.

Spring 2006 Law Enforcement Assessment Report

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Law Enforcement Understand basiccommon law andstatutory criminallaw.

Students wereasked anapplicationquestion(multiple choice)with foursub-partsincluded in astandardexamination. Thequestionsrequiree them tounderstand andapply theelements of acomon law crimeto the factualscenariopresented.

Successfulselection of thecorrect answer infour questions.

17 11 No Change None indicated (1.) None: (2.) None: (3.) None:

Spring 2006 Management Assessment Report

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Management Utilize basicorganizationalskills in thedevelopment andpresentation oforalcommunications.

Students wereassigned the taskof working in agroup to create apresentationbased on whatthey had learnedin the class, andthen presentingthat information(as a group) tothe othermembers of theclass.

This presentationincluded - foreach student -"The three mostmotivating thingthey learned, andWhy?", "Thethree mostapplicable thingsthey learned, andWhy?", and "Thethree biggestAHHAs theyexperienced, andWhy?". Eachstudent wasrequired topresent a portionof thepresentation tothe class.

In order to besuccessful,students had to: - Participate inthe group,creating thepresentation. - Include each ofthe requiredelements. - Present aportion of thepresentation tothe class.

7 7 No Change N/A (1.) None: (2.) None: (3.) None:

Spring 2006 Mathematics Assessment Report

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Mathematics Goals 1,2, 3 & 4:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra. (4)Model real worldinformation usingdifferentstrategies foranalyzing data.

Open ended Open ended 37 23 No Change No change. (1.) None: (2.) None: (3.) None:

Mathematics Goals 1,2, 3 & 4:(1) Demonstrate

Open Ended Open Ended 23 1 No Change The institutionneeds to require

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

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knowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra. (4)Model real worldinformation usingdifferentstrategies foranalyzing data.

compliance withthe prerequistesfor CollegeAlgebra. Thismeans notallowing studentsto sign a waiverif they are nottruly preparedfor the course.

(3.) None:

Mathematics Goals 1,2, 3 & 4:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate a

Open-ended Open-ended 6 3 Optional Question shouldbe moreapplicationbased.

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

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plan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra. (4)Model real worldinformation usingdifferentstrategies foranalyzing data.

Mathematics Goals 1,2, 3 & 4:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical and

"Open-ended" "Open-ended" 19 11 No Change No additionalresources orprofessionaldevelopment isnecessary. Thisassessmentprocess workedgreat....wouldnot change it.

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

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logicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra. (4)Model real worldinformation usingdifferentstrategies foranalyzing data.

Mathematics Goals 1,2, 3 & 4:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze aproblem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties of

Be able toanalyze aquadraticfunction i.e. arevenue function,demandequation, anddetermineoptimum priceand revenuefrom such.

express therevenue as afunction of x andthe domain ofsaid functiondeterminerevenue for agiven value of xdetermine whatvalue of x givesmaximumrevenuedetermine theprice that shouldbe paid per item

27 19 No Change if anyone actuallyreads this pleasecontact me [email protected] or ext. 7250. . . I'd reallylove to know!!!

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

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different types offunctions andsystems studiedin CollegeAlgebra. (4)Model real worldinformation usingdifferentstrategies foranalyzing data.


Students weregiven amulti-stepproblem solvingactivity usingreal-world data. They were askedto read theproblem, analyzewhat informationwas relevant tosolving theproblem andwhat informationwas extraneous,formulate astrategy forevaluation,successfully solvethe problem, andcommunicatetheir solution incompletesentences. Students wereallowed to workindividually or ingroups.

Goal 1) Successis based on thestudent's abilityto draw onpreviousknowledge ofgeometricstructures andtheir properties.Goal 2) Successis based on thestudent's abilityto identifyinformation thatwas relevant tosolving theproblem,choosing aproblem-solvingstrategy, andsuccessfulimplementationof their strategy.

Goal 3) Successis based on thestudent's abilityto communicatetheir solution in acoherent mannerand in completesentences.Goal 4) Successis based on thestudent's abilityto model theirsolution inmultiple formats.

20 18 No Change No institutionalaction isnecessary at thistime.

(1.) ComputerTechnology /Software:Software thatenables studentsto solve criticalthinkingproblems in astep-by-stepprocess.(2.) GuestSpeakers / FieldTrips: It wouldbe beneficial totake to thestudents to abusiness wherethese skills areused daily. (3.) None:

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Students wererequired to usetechnology toacquire realworld data. Theywould then usetechniques andknowlegeobtained in theirCollege Algebraclass to makeprojections basedon mathematicalequations whichthey hadgenerated. Thisactivity was usedto demonstratethe use ofsomething theyhad learned inclass.

Students were tochoose a countryand acquirepopulation totalsover the last tenyears. Thestudents werethen to input thedata into theirgraphingcalculators todevelop amathematicalequation whichfits the data.Using theequation theywere to projectthe possiblepopulation ofthat country in 5years and 10years. Theywere to alsograph theirresults.

19 15 No Change Students haveaccess to onlineinformation byusing computersat TCC if theydon't haveaccess at homeor work. All thestudents had aTI-83 Plus (orhigher) graphingcalculator whichthey were able touse withproficiency. Calculators canalso be borrowedfrom the mathlab at SEcampus.

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

Mathematics Goals 1,2, 3 & 4:(1) Demonstrateknowledge of theinterrelationshipbetween collegealgebramathematics andother subjectareas. (2)Analyze a

To assess thediscipline goal ofmodeling realworld informationusing differentstrategies foranalyzing data,students weregiven data inchart form. The

To determine ifstudents met thegoal, the graphof the dataneeded to beaccurate and toscale using thescale of theirchoice. Either ofthe three graphs

5 5 No Change none (1.) None: (2.) None: (3.) None:

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problem,formulate aplan/process,and thenimplement it tosolve theproblem drawingfrom a wideknowledge baseof numerical,symbolic,graphical andlogicaltechniques. (3)Recognize,define, and thencommunicate inalgebraic and/orgraphical formsthecharacteristicsand properties ofdifferent types offunctions andsystems studiedin CollegeAlgebra. (4)Model real worldinformation usingdifferentstrategies foranalyzing data.

left column listedhours spentstudying in acomputer lab,and the rightcolumn listed thecorrespondinggrades receivedon a test. Students couldthen choose atype of graphthat would bestdisplay the datausing either a bargraph, a linegraph, or ascatter diagram. Students thenneeded to drawthe graph ongraph paper,labeling the xand y axes withinformation,determining ascale on the xand y axes tograph theinformation, andaccuratelygraphing thedata using bars,lines, or points.

could be used todisplay the giveninformation, butthe graphsneeded to belabeled correctly,the scale neededto be reasonable,and the graphsneeded to bedrawn correctly.

Spring 2006 Medical Laboratory/Phlebotomy Technology Assessment Report

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MedicalLaboratory/PhlebotomyTechnology

Determine theconcentration ofclinicallysignificantcompounds inclinical chemistryusing manualand automatedprocedures.

Over thesemester thereare 12 manuallaboratoryexercises inwhich studentsare expected todetermine thevalues ofchemistryanalytes.

Student resultsneed to be within10% of assayedvalues in order tobe consideredcorrect for thelaboratoryexercise. Forthis assessment,I consider astudent sucessfulif he achievesmore than 100points of the 120points available.

6 6 No Change The availablilityofinstrumentationin the new MLTlab will make thisa moremeaningfulactivity. Manualtesting, whileinstructional,bears norelationship totesting in theclinicallaboratory.

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

MedicalLaboratory/PhlebotomyTechnology

Isolate andidentifypathologicalorganisms inmicrobiology bymanual andautomatedmethods and testfor sensitivity tospecific drugs.

Given a varietyof "unknowns"the student wilcorrectly identifythe organism(s)within 72 hours.

Organism iscorrectlyidentified


Spring 2006 Music Assessment Report

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Music Participate inappropriatemusicensembles.

Students workedon ensemblemusic originallycomposed for fullstring orchestra,piano, or otherperformancemediums.

Studentssuccessfullyperformed musicon the TCCChamber MusicConcert.The applause andfeedback of thedirector of theperforming artsdivision, andother audiencemembers provedthat the cellochoir was a morethan appropriateensemble toperform suchmusic.

9 9 No Change Students willrecieve an A fortheir outstandingwork.

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

Music Interpret andanalyze themusic studentperforms orhears,theoretically andhistorically.

Analyze recitalpiece forharmonicprogressions,historic style andform , thenperform thepiece for recitalwith theappropriate style,including notes,rhythm,ornaments,dynamicvariation andtouch bymemory.

Performance inthe recital bymemory with theappropriate style,notes, rhythm, harmony,ornaments anddynamicvariation.

8 8 No Change Provide at least 4recital timesduring thesemester forperformance.

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

Spring 2006 Physical Education Assessment Report

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PhysicalEducation

Motor SkillsDevelopment:Demonstrateproper techniqueand trainingwithin adiscipline

Demonstrationsof specific skillsteps by studentsusing adult, childand infantmannequins androle play.

Acriterion-referenced assessment isused based onestablishedAmerican RedCross standardsof performance.With videoenactments, andtext skill steps,each studentmust successfullycompleteapproximately100 skill stepsthroughout thecourse. Exampleswould be properhand/fingerpositioning,depth and timingof chestcompressions forvictims in cardiacarrest; properbreathingtechniques;proper victimpreparation anduse of anAutomatedExternalDefibrillator;properapplication ofbandages tocontrol bleeding;properpositioning ofsoft, rigid andanatomic splintsto vcitims ofmuscle, bone andjoint injuries.

10 10 No Change None at thistime. TCC hasprovided allnecessaryequipment,including anAutomatedExternalDefibrillatortraining device toensure eachstudent is able tomeet theAmerican RedCross Standardsof skill testing.

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

Spring 2006 Physical Therapist Assistant Assessment Report

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PhysicalTherapistAssistant

Competentlytreat patients,utilizing exercise,physical agents,assistive devicesand othertreatmentprocedures andequipment tomaintain/restorephysical function,promote healing,relieve pain, andimprovefunctionalindependence.

Lab check outHot/ColdModalities- students mustassess "mock"patient usingscenariosdesigned toimplement Hot orcold modalitiesfrom a written PTevaluation andpatient history. Students mustapply and treatpatient in a safeand effectivemanner.

Students mustassess, treat orapply hot or coldmodalitiesfollowing thecriteria as setforth in theclinical skillsnotebook skill#8. All criteriamust be met forpassing grade.

32 32 No Change ContinueHot/Coldcheckouts asdesigned usingclinical skillsnotebook asreference.

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

Spring 2006 Physics / Physical Science Assessment Report

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Physics / PhysicalScience

Demonstrateproficiency in aphysicslaboratory

The proceduralpart of everylaboratoryrequires studentsto use measuringtools in alaboratoryenvironment. Inaddition manylabs require theuse of computerinterfacing andor computergraphics.

Experimentsrequire thestudent to usetools to measurea specific knownphysicalphenomenon. Inthe experimentused for theevaluationstudents wererequired toidentify theelectroniccomponents in asealed box byusingmeasurements ofvoltages andcurrents. Correctuse of thelaboratory toolswill result in thestudentidentifying therating of thehidden resistorwithin plus orminus 5 percent.Failure will beindicated by apercent error ofgreater than tenpercent.

16 16 No Change Laboratoryexercises inphysics requireeffectivemeasurementskills. The coursealready requiresfour hours of labwork per week.Thus this topic iscovered in greatdepth. Inadditionassessmentresults indicatethat furtherenhancement isnot necessary. In order tomaintainsatisfactoryresults it will benecessary toreplace andupdate somelaboratoryequipment. Inaddition someinstructors willrequestadditionaltraining atregional andnationalprofessionalconferences.

(1.) ProfessionalDevelopment -TCC Programs:Some instructorswill requestadditionaltraining atregional andnationalprofessionalconferences.(2.) InstructionalEquipment:Continualreplacement ofbroken, worn outand outdatedequipment in thePhysics Lab isrequired. (3.) ComputerTechnology /Software:Continualupdating ofcomputerequipment in thePhysics Lab isrequired.

Spring 2006 Political Science Assessment Report

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Political Science The students willmake apparentsalientknowledge ofpast and currenteconomicinfluences,politicalarrangements,and socialprocesses.

Studentscompleted aproject--usingInternet websitesand printedmaterials to: 1)analyze theFederal budget , 2)write letters tomembers of theU.S. Congress,and 3)write briefcritical essaysabout domesticand foreignpolicy decisionsby formerAmericanPresidents,recent U.S.Supreme Courtrulings, assistedsuicide, and theFederal electoralprocess.

The ability of thestudent toprepare a Federalbudget whichadressed avariety ofmilitary anddomesticprograms andprovide arationale for theposition that s/hetook in theessays.

24 20 No Change Include morepolitical scienceclasses withassignments thatuse electronicdatabaseresearch andcomputersimulations.

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

Political Science The students willmake apparentsalientknowledge ofpast and currenteconomicinfluences,politicalarrangements,and socialprocesses.

Our test onpolitical behaviorincluded thefollowingquestion: Therehas been aconcentration ofmass mediaownership duringthe past decade. This has resultedin the publicpresentation offewer politicalviewpoints. Discuss how thisaffects ourdemocracy. Thequestion was

I used 3assessmentcriteria: use ofcompletesentences;acknowledgmentof the fact thatour democracyrequires theexpression of adiversity ofcitizen opinions;and, discussionof at least oneadditional fact orinsight relevantto the need to bea discerningnews consumer.

13 11 I will continue totry to help thestudents learn tothink and toapply informationthey alreadyhave which is notdirectly relatedto the currenttest. I havebeen formattinga series ofpoliticalsituations topresent to thestudents at thebeginning of thesemester, to beworked on at

I think the schoolneeds betterscreening of astudent's abilityto read andwrite. Anyonewho has onlymarginal abilitiesin this regardshould berequired to be inremedial classes. Thereading/writinginstructor andthe subjectinstructor shouldbe encouraged towork together

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assigned 3points, andenough spacewas left for avery short essayanswer.

My standard oncompletesentences andthe conversationof democracywas absolute. For the thirdpoint, I acceptedanything elsethat indicated tome the studentunderstood themass mediasituation or theimportance offorming soundpolitical opinions. I considered agrade of 2 or 3pointssuccessful; 1 or0 points failing.

home and indiscussion groupsthroughout theterm. I hopethese scenarioswill help them tothink critically,creatively, andcomprehensively,and to realizethey have animpact on theworld beyondtheir personallives.

with the studenton the subjectassignments andtests. I think thestudent wouldbenefittremendouslyfrom this 3-wayinteraction. Onestudent whofailed the aboveassessmentsimply lacks theskills to expresshimselficoherently inwriting. Theother is a foreignstudent whosegrasp of Englishis inadequate foressay writing,though he mightdo fine onmultiple choicetests.

Political Science The students willexplaindefinitions ofcivicresponsibility in ademocraticrepublic.

Students studiedseveral wellpublicizedpoliticalcampaigns andstudy/follow theirprogressions/downfalls halfwayduring theirterms in office.

During theirresearch -students had todetermine if theycould find and/ordefine thedifferencesbetweenrepresentativeandrepresentativeness. Representative -meaning we electthose torepresent ourinterests beforethe government. The premise isthat we wouldlike to think thatwe elect peoplethat have ourbest interests atheart. That theywould use all of

15 15 No Change Students gainthe knowledge oftheory andapplication by

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

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their innateabilities such asbargaining,negotiating,lobbying andadjudicatingpublic policy forthe citizenry, butoften what wehave are thosewho becomeelected officialsand so where -some how losesight of their"representativeness"/responsibilities and fall preyto "fat cats andthe specialinterest groups"and can bebought for theirvote/influence.


The students willexplaindefinitions ofcivicresponsibility in ademocraticrepublic.

The students willstudy how ourgovernmentoperates andhow and why theprocesses whichare establishedby the U.S.Constitutioncontrol theAmerican politicalsystem. Theclass will focuson the executive,legislative, andjudicial branch. Students will betested and givenperiodic quizes toevaluate theirunderstandingand knowledge ofthe governmentand the U.S.Constitution.

17 17 No Change Institute moreoutside readingmaterial and newvisual aids, e.g.videos, cds.movies.

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

Political Science The students willexplain

Students had toselect an article

Criteria wasbased on their

200 170 No Change None needed (1.) None: (2.) None:

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definitions ofcivicresponsibility in ademocraticrepublic.

pertaining togovernment-either by newspaper,internet ormagazine-andwrite theircomments aboutthe article. Tenarticles for tenweeksthroughtout thesemester.Purpose was toexpose studentsto the worldbeyond theclassroom andthe role that theU.S. has in theworld

following theproper guidelinesas outlined in thesyllabus as toform andpersonalcomments. Could choose anygovernment,country orperson ingovernment

(3.) None:


to analyze pollingdata relating to aspecific election

select a pollanalyzing thelocal mayors raceand predict thewinner

30 30 No Change to make thestudents awareof votingbehavior

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


Critical ThinkingExercise

Read thefollowing article:The AmericanIdentity

Copy and answerthe followingquestions into ane-mail to me: (Please note youranswers must bea minimum oftwo completesentences.)

How does theauthor define'being fullyAmerican?'

What is themoral decision tobeing anAmerican?

15 15 No Change Students musthave access tothe Internet. Since all studentsdo not haveaccess outside ofTCC the FACETlab must haveadequate fundingto maintaincurrent quality.

(1.) ProfessionalDevelopment -TCC Programs:Enhance teaching/ promoteprofessionalism(2.) LRC / LibraryResources &Services:Student /Faculty access toresources (3.) ComputerTechnology /Software:Student / Facultyaccess

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What does theauthor mean by'ECLECTICISM ASA VALUE'?

According to theauthor what arethe 'limits onauthority?'

According to theauthor 'manyAmericans overthe past centuryhave proposed anew view of theState's role.' What is that roleand why is itimportant?

Spring 2006 Psychology Assessment Report

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Psychology Students willdevelop anunderstanding ofcorepsychologicalconcepts andtheories, as wellas the scientificstudy ofbehavioral andmentalprocesses.

students thrureading the textand discussion inclassroomactivities shouldbe able tounderstand thebasic principle ofgeneral psych toinclude thehistorical andcontemporarytheories in theareas ofmemory,intelligencedevelopmental,stress and otherassociatedchapters in thetext.

Criteria isassessed forunderstanding bythe taking of 9exams during thesemester. Oneexam perchapter.

22 17 No Change to be filled in bythe institutionwith anyrecommendedchanges

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


Students wereasked to design afake experiment. They were toexplain how itwould be set up,list variables and factors they haveto correct andmanipulate. They were to listthe independentvariable,dependentvariable, size oftheir sample,and explain if theyused an experimentalgroup, controlgroup or aplacebo.

Would need to beobjective andmeasurableexperiment. Student wouldneed to graspthe concept ofthe format of anexperiment. Student was ableto correctly labelthe variables and experiment setup.

I looked over,gave somefeedback andsome wereallowed tofurther clarifyand define forgrade.

18 16 No Change Students need tohave readingskills, study skills and ability tothinkhypotheticallly.

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

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Essay questionon the testregarding theconcept ofcorrelation, thecorrelationcoefficient, andthe differencebetweencorrelation andcause-effect. Thiswas worth 7points.

Students whodemonstrated agoodunderstanding ofthe question, asdemonstrated byearning 4 ormore points onthis 7-pointquestion, wereevaluated ashavingdemonstrated anadequateunderstanding ofthe conceptbeing measured,namely,correlation.

10 2 I will continuewhat I have donethus far, namely,include theconcept ofcorrelation onthe review guideand in thediscussion board.Next time I willactually say thatit will be adiscussionquestion. I willinclude severalquestions on thefinal exam thatinclude theconcept ofcorrelation. Inthis way thosestudents who donot answer theconceptadequately thefirst time will bemotivated toreview it and tryagain on the finalexam.

I have spoken tothe AssociateDean and heunderstands theresults of myassessment andapproves myaction plan.

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


The class wasdivided intogroups andasked to list aproblem that wascritical to theadolescent periodof developmentand to thenproviderecommendedsolutions to thisproblem basedon theirknowledge ofdevelopmentalpsychology.

The studentswere assessedbased upon therelevance of theproblem that wasselected. Theywere then ratedon the types ofsolutions chosento address theproblem. Andparticularly onthe likelihood ofthose solutionsbeing applicableand effectivewith the adolescentpopulation froma developmentalstandpoint.

17 16 No Change No changesuggested at thistime.

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

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52% of thequestions on test1 required anunderstanding,not merelymemorization ofdefinitions, orcore conceptsand theoriesrelevant to thestudy ofdevelopmentacross thelifespan. One ofthese questionswas "Mr. McGintyworks with hischild, Edward, toput together anew puzzle. Each timeEdward tries thepuzzle, his fatherhelps him lessand less, and herequires less helpfrom his father.This examplebest supports the______ view ofdevelopment putforth by_________.

The students hadto know what thedifferent theoriesof developmentproposed aboutlearning, andparticularly todiscern thedifferencebetween theCognitive view byPiaget and theSocioculturalview by Vygotskythrough thescenario asgiven. They alsohad to eliminatethe other twodistractors byunderstandingwhy BehaviorismandPsychoanalytictheories wouldnot apply.



Students wereinstructed towrite fourreflection papersduring thecourse. Theywere to select atopic from thechapter,summarize it forme, state theiropinion as far as the srenghts andweaknesses andthen relate it totheir personallives. The paperswere to be twopages a piece in

The papers wereto reflect a topicfrom the chapter,an article, or avideo that Ireviewed inclass.They were to betwo pages inlenght, and therewere four paperstotal.They were to betyped, and I didnot accept handwritten or latework.

17 14 No Change I am stilldissapointed inthe studentswriting skills.

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

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lenght, and werenot to be a wordfor wordrecitation of thetext. If they werenot able to tie itin to thierpersonal lives orgive a welleducatedopinion, theyreceived areduction inpoints. Thepapers wereworth 25 pointseach and were25% of theirtotal grade.

Psychology Students willutilize criticalthinking inevaluatingpsychologicaltheories andresearchevidence.

Students arerequired tocritique researchjournal articlescovering topicsrelevant to psy.

It is expectedthat students beable todemonstrate anability tounderstandcomplexresearch.Successfulcompletion ofthis project isdemonstrated bythe studentssubmitting aformal critique ofa research articlepublished by theAmericanPsychologicalAssociation. Thestudent’s critiqueshould identifyand discussvarious parts ofthe researchincludingidentifying thehypothesis thatwas tested,identifying boththe independentand dependentvariables, and

18 15 No Change Offer educationalopportunities tofaculity in thearea ofInformationalLiteracy,includingelectronicresources andtraditionalmethods ofinformationgathering.

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

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interpreting theResults andDiscussionSections of theresearch study.


A homeworkassignmentshortly after themid-term examincluded aquestion toevaluatestudents'conceptualunderstanding ofhypothesistesting. A slightlymodified versionof the samequestion appearson the finalexam.

The numbersreported belowfor "studentsassessed" and"successful . . ."refers tostudents whocompleted thequestion ashomework ANDanswered thequestion on thefinal exam (i.e.,matched cases).Because thepurpose ofdiscipline goalassessment is todocumentdemonstratedlearning of theconcept,students who didnot attempt toanswer thequestion bothtimes were notincluded in theevaluation.

Time 1(Homework):A researcherperformed aone-tailedhypothesis testusing alpha=.01.For this test, thenull hypothesiswas rejected. Acolleagueanalyzed thesame data butused a two-tailedtest usingalpha=.05. Inthis test, the nullhypothesis wasnot rejected. Canboth analyses becorrect? Explainyour answer.

Answer: No, it isnot possible thatboth analysesare correct. Thecritical region forthe two-tailedtests consists ofthe extreme2.5% in each tailof thedistribution. Thetwo-tailedconclusionindicates that theobserved datawere not in thiscritical region.However, theone-tailed testindicates that theobserved datawere in theextreme 1% ofone tail. The

10 5 I will develop acontrived datafile that studentswill use as partof an assignmenton hypothesistesting. In theassignment,students will usethe contriveddata to testdirectional andnon-directionalhypotheses whileadjusting thealpha level toobserve theinfluence suchadjustmentsmight havesugsequentinferences.

SPSS licenseagreement isneeded so thatthe course canbe taught inaccordance withthe coursedescription in thecatalog thatsays, "Thestudent will beusing the mostcurrent computersoftwareavailable as abasis for theseanalyses." TCChas not had anSPSS licenseagreement thatwould allow theinstruction ofSPSS or SASstatisticalsoftware as apart of thiscourse. SPSS andSAS are the twomost commonlyused products inbehavioral/socialscience research.

(1.) ComputerTechnology /Software: Acomputer labpopulated withSPSS software isneeded at theMetro Campus.(2.) Other: Seecomments on theprevious questionwith regards to"InstitutionalAction." (3.) None:

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observed datacannot be in theextreme 1% ofthe distributionand at the sametime fail to be inthe extreme2.5% of thedistribution.

Time 2 (FinalExam):A researcherperformed atwo-tailedhypothesis testusing alpha=.05.For this test, thenull hypothesiswas rejected. Acolleagueanalyzed thesame data butused a one-tailedtest usingalpha=.01. Inthis test, the nullhypothesis wasnot rejected. Canboth analyses becorrect? Explainyour answer.

Answer: Yes, it ispossible thatboth analysesare correct. Inthe two-tailedtest usingalpha=.05, thecritical valuewould correspondto alpha=.025 ineach tail of thedistribution.Likewise, in theone-tailed testusing alpha=.01,the critical valuecorresponds tothat level ofsignificance.Because the

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critical valueassociated withalpha=.01 ismore extremethan the criticalvalue associatedwith alpha=.025(i.e., further outin the tail of thedistribution), it isless likely thatthe researcherwould reject thenull hypothesiswhen alpha=.01.However, it ispossible that theconclusion was toreject the nullhypothesis whenalpha=.05because thatdecision wouldrequire a smallerobserved valuefor the teststatistic.

Psychology Students willutilize criticalthinking inevaluatingpsychologicaltheories andresearchevidence.

Students willread the articleCreating FalseMemories byElizabeth F.Loftus (1997)and write a paperansweringseveral questionsfrom informationin the article.Specific contentshould include adiscussion ofhuman memory,such as how falsememories can becreated, andimplications forsociety as toeyewitnesstestimony,investigations,and other socialissues.

The followingquestions wereused todeterminestudents’demonstration ofutilizing criticalthinking in theevaluation of apsychologicaltheory andresearchevidence. Did the student:1. Identifythe main point ofthis article2. Discussthe methodsused in theexperimentsabout plantingmemories aboutexperiencesshortly after birth

10 8 No Change None at thistime.

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

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(whoparticipated;what did theydo) 3. Discussand identify whatLoftus concludedbased on herreview of falsememory research4. Discussthe implicationsof this researchfor eyewitnesstestimony incourt cases5. Discussthe implicationsof this researchfor eyewitnesstestimony inaccidentinvestigations6. Discusshowunderstanding ofmemory changeddue to readingthe article 7. Reflecthis or her abilityto criticallyanalyze thearticle and usethe informationat a college level8. Followassignmentguidelines (i.e.,correctformatting;proper use ofquotes;answered allquestions)9. Producea paper withoverall technicalquality (i.e.,spelling,grammar, clearorganization of

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ideas)10. Producea paper withadequatecontent,evidence ofcritical thinking,and assimilationof ideas

Each of theabove criteriawas graded on a5-point Likertscale from 0(poor) to 5(excellent).Students whoreceived 80% orabove (40 points– 50 points) wereconsideredsuccessful.


Part of thecourserequirementsincluded awritten criticalthinkingassignment thatwas submittedthrough SafeAssignments onBlackboard. Students weredirected to go towww.socialpsychology.org, readabout PhillipZimbardo'sfamous StanfordPrisonExperiment, andrespond to 4specificquestions,applying courseconcepts andcritical thinking. An importantpart of the

Grading criteriawas documentedwithin theassignmentdetails. Correctlyciting thereference (thetextbook in thisassignment)constituted 10%of theassignmentgrade.

16 6 In the nextonline SocialPsychologycourse I teach,I'll attempt to bemore specificabout APAdocumentation,and include moreexamples ofappropriatedocumentation ordirect students toother sourcesthat exemplifycorrectdocumentation ofsources used forresearchpurposes.


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assignmentincludeddocumenting, inAPA format, thesources used andthe coursetextbook.


Test performancewithout theconsideration ofextra credit,attendance, oranynon-academicskills.

Studnet mustmeet or exceed70% on testingaverage.

111 47 No Change ? (1.) ProfessionalDevelopment -External: (2.) ProfessionalDevelopment -TCC Programs: (3.) None:

Spring 2006 Radiography Assessment Report

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Radiography Scientificallyselect the propertechnical factorsto produce thehighest qualityradiographs withthe lowestpossible radiationexposure to thepatient.

Scientificallyselect the propertechnical factorsto produce thehighest qualityradiographs withthe lowestpossible radiationexposure to thepatient.

1. Use ofclassroommultimedialecture andtraditionalinstruction2. Application oftechnical theoryperformed inradiographylaboratory

34 34 I would like toincorporate theuse of virtualx-ray simulationfor the followingreasons:1. It is a fasterand moreeffective way todemonstratechanges invariable factorsapplied to theimagingtechnique2. The use of thesoftware couldexpedite studentthroughput3. The use of thesoftware wouldbe more costeffective thanmaintaining extrafilm, processingchemicals andsupplies withinthe lab.4. The use of thissoftware enablesthe students tohave a betterunderstanding ofthe technologythey arenormally exposedto within theirrespective clinicalsettings. (Theequipmentavailable in ourradiography labis very outdated,we still usefractions).

It would be veryhelpful if thecollege couldprovide themeans topurchase x-raysimulationsoftware alongwith severallicenses for itsuse. The effectswould beimmediate andthe level ofunderstandingmore apparent.

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

Spring 2006 Religious Studies Assessment Report

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Religious Studies Use ofvocabularyproper toreligious studies

Unannouncedvocabulary quiz.These wereterms used atleast once duringthe semester anddefined on theboard by theinstructor.

7 out of 10 termsmust have beencorrectly defined.

7 7 No Change Based on theassessment, Iwould have theschool purchasemore films forthe Religion inFilm class, so asto broaden theexperience ofstudent-scholars.

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

Spring 2006 Sociology Assessment Report

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Sociology Demonstratemastery ofselectedsociologicalconcepts andprinciples.

One multiplechoice and onematchingexamination.

Did the studentcorrectly identifyat least 70% ofthe terms onboth exams?

17 8 I will utilizestrategies tohave studentsground theconcepts in theirown personalexperience. Iwill also shift toweekly termexams.

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

Spring 2006 Speech Assessment Report

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Speech Students willdemonstrateappropriate skillsin delivery ofextemporaneousoralpresentations.

An informativeSpeech that astudnet knowsabout or want toknow about

The criterianeeded for thisgoal include;

A) Verbalcommunication:1-Was thespeaker able tospeakextemporaneoulsy?2-Did thespeaker havegood voice anddiction?3-Did thespeakerpresented thespeech clearly?4-Did thespeaker useintentionalpauses in his orher speech? 5-If any visualaide being used,was it usedproperly?6-Did thespeaker putsome emotion inher or his voice.?

B) Non verbalcommunication(body action): 1- Did the thespeaker haveappropriate bodygestures such asfacial expression,eye contact.hand movement,standing upstraight,

20 17 No Change non (1.) None: (2.) None: (3.) None:

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appropriateclothing, andoverall was thespeaker poised?

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

Students mustselect a topic foran informativeand a persuasivespeech. Eachstudent mustresearch thistopic, select aspecific purposestatement andorganizeresearch materialin such a waythat will satisfytheir specificpurposestatement. Students mustthen present thisorganizedresearch inextemporaneousinformative andpersuasivespeech. Thisassignmentmakes use ofcritical thinkingon several levels. The studentmust utilizecritical thinkingwhile researchingtheir topic. Theymust choosewhichinformation ispertinent to theirtopic and theirspecific purposestatement. Thestudentcontinues to usecritical thinkingas they evaluateand orginize thierresearch materialinto a

Please seeinformationabove.

15 15 No Change Students willdemonstratecritical thinkingskills throughapplyingknowledge andunderstading todifferentcontexts,situations and/orspecificendeavors.

(1.) MediaResources: Needmuch brighterprojectors toutilize Powerpointwhile leavinglights on to seethe studentswhile they speak(2.) None: (3.) None:

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preparationoutline. Theoutline must flowfrom one mainpoint to the nextwhile supportingtheir specificpurposestatement. Andfinally thestudent usescritical thinkingduring the actualspeechpresentation. There are timeswhen the studentmust determineif a change isnecessary due toa time constraint,audienceboredom, outsideinterference andthe like. I havefound thatstudents areusing criticalthinkingbeautifully toaccomplish thisassignment. I'malso hearing thestudents statethat using criticalthinking ishelping them inother classes aswell.


In preparationfor thepersuasivespeechpresentation, thestudents aredivided into tagspeech teams. The areassignment thetopic of provingwhich is a betterfruit: the apple

The students willbe evaluatedaccording to theirwork within theirgroups: choosingof a leader,discussion anddiecisions ofspecific purpose,central purpose,and threeaspects tosupport.

12 12 No Change I would reallylove to have away to videotape the studentspresentations sothat they wouldbe able to assesstheireffectiveness indelivering theirspeeches. This isa valuable toolthat we have lost


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or the orange. Each student isasked to bring asample of thefruit that he issupporting. Thewinning teamswill take the fruitfrom the otherteams.Thestudents decideon a specificpurpose for theirspeaking; acentral purposestatement; andat least threesubpoints tosupport withevidence. Oneclass period isspent on thisaspect ofpreparation andactually doingresearch andfinding evidenceto support theirpoints. during the nextclass, the teamspresent theirspeeches, hopingto convince theaudience thatthey have donethe best job inproving whichfruit is actuallythe best fruit.

Research anddiscussion time isassessed byteacherobservation.The presentationof the persuasivespeeches will beassessedaccording to therequirements ofthe persuasivespeech. Thecreativeness inpresenting theirfruit, the amountand reliability ofthe research, andthe persuasivemethod ofspeaking isevaluated by theinstructor. The studentsshould usecritical thinkingskills on thedecisions thatare made,research that iscompleted, anddelivery ofspeeches to theclass.This is also a funassignmentwhich is aneeded relieffrom the heavyresponsibility ofthe persuasivespeechpresentation.

due to removalof the old videotaping machine. For improvingspeech making,their is no morepositive way todemonstrate theneed forpreparation andpractice than tobe able to look atyourself as yourperform. Pleasebuy a videotaping machinefor the SpeechDepartment atWest Campus.Thank you.

Speech Students willeffectivelydemonstrateskills inorganizing andpreparingextemporaneous

Public SpeakingAssignments--Mauscript,IceBreaker,Informative andPersuasiveSpeeches. The

Assessments arebased on theLucas SpeechEvaluation Fromon SpeechDevelopment--Intro---Supporting

8 8 No Change The studentsenjoyed theactivities fromthe LucasResourceCD-ROM. Theactivities

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

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oralpresentations.

student alsowork in groups toreinforce lecturematerials.

materials--Conclusion Speech Deliveryand OverallPresentation.Otherassessmentsused are theLucasInstructor'sResourceCD-ROM:Diversity andMulticulturalism,Listening Activityand Using VocalVariety.

increasedstudent interestin the materialand how itrelates to thereal world.


One activity thatmeasures thestudent’s abilityto makejudgments basedon specific andappropriatecriteria and applyknowledge andunderstanding tospecificendeavors is byassessing acommunicationproblem andresponding insuch a way thatthe listener feelsunderstood andhis or herproblemaddressed.

In aninterpersonalcommunicationscourse thestudents applyknowledge andunderstanding todifferent contextsand situationswhen speaking tovariousindividuals. It is

To demonstratecompetence inthe student’scritical thinkingskills, acommunicationscenario wasadministered. The studentcreated threestatements thatreflect effectivecommunicationusing thefollowing criteria.• Respondto relationalmessages as wellas contentmessages•Exchangeperspectives andsee the situationas thecomplainant does• Practiceempathic andpositiveresponses• Ownyour own feelingand thoughts,Use I messagesand take

20 17 Upon review ofthecommunicationassessment, theinstructor willcontinue toprepareindividualizedlesson plans thatwill re-teach andprovide extrapractice for eachclass dependingon the area ofweakness. Individualizedplans mayinclude: grouppractice withwriting andcritiquing variouscommunicationscenariosfollowed bydiscussion,individualcritiques ofvariouscommunicationscenarios, andindividualpreparation ofthecommunicationscenario with

Additionalsources (mediaand training)illustratingeffectivecommunicationskills wouldenhanceinstruction.

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

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understood thateach personrequires a “best”approach inorder tocommunicateeffectively withthem. Thespeaker must beable to recognizerelationshipsbetween variouscultures andsocieties andaddress his orher delivery andcontent in theappropriatemanner. Boththe speaker andlistener mustmake inferencesbased on carefulobservation andmake judgmentsbased on specificcriteria whenspeaking orlistening.

Before theexercise wasadministered, theclass wasengaged in adiscussion andlecture about theproper way todeal withcomplaints. Samplecomplaints wereexamined anddiscussed. Thestudents werethen given acommunicationscenario andasked to: (1)Identify at leastthreecommunicationbarriers. (2.)

responsibility forthese feelings. • Neveruse the word,“you.” Thiscauses adefensivereaction.• Useactive listeningtechniques tohelp complainantexplore &express relevantthoughts andfeelings•Remember theprinciple ofirreversibility• Keepthe channels ofcommunicationopen

Experience andobservation bythe instructorindicates thatstudents able toget 80% correctwill usuallysucceed informulatingappropriatestatementsaddressingcomplaints.

instructorcritiques andinstructions.

The results willbe used to judgewhether moreactivities aremerited andwhich studentsneed moreindividualizedinstruction.

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Write why thestatementestablishedbarriers. (3.) Reply to thestatement usingthe guidelines foreffectivecommunication.

Spring 2006 Transportation Management Assessment Report

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TransportationManagement

Demonstrateknowledge oftransportationsafety andregulations withemphasis onaccidentprevention,investigation,and analysis,occupationalsafety and losscontrol, and thehandling ofhazardousmaterials.

Mexican andCanadianRegulations.Read this sectionin the atlas andstudy PowerPointpresentation inassignment. Write a one (1)page summary ofeach (Mexicanand Canadian)and a one (1)page descriptionof thedifferences,including yourpreference andyour perspectiveon thesedifferences.

Review papersand discussbetween classmembersthrough postingson Blackboard.


Spring 2006 Veterinary Technology Assessment Report

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VeterinaryTechnology

Administer andmonitoranesthesia(including gasanesthesia)

Properly monitoran anesthetizedpatient andsuccessfullyrecover them.

Correctly placeendotrachealtube.Describe monitordevice andinformationobtained.Correctly recordmonitoring data.Appropriatelyrespond tochanges inpatient asdetermined bymonitoring.Transfer patientto recovery andmonitor throughextubation,sternalrecumbency andreturn ofprotectivereflexes.

17 17 No Change Continuedsupport ofVeterinaryTechnologyProgram.

(1.) ProfessionalDevelopment -External:Instructionalequipment(2.) ProfessionalDevelopment -TCC Programs:Expendablesupplies (3.) None:

VeterinaryTechnology

Generalanesthesia

Generalanesthesia ofequine

VT 2364, LargeAnimalTechnologycourse meetsAmericanVeterinaryMedicalAssociationcriteria to full-fill"accredited"status of the TCCVeterinaryTechnologyprogram. Generalanesthesia of theequine islectured upon, a"field" generalanesthesia

15 15 No Change Continue topromote thehousing of liveequine during thesemester. Continue toprovide thefunding to obtainthe equine foruse during thesemester. Allowfunding for aback-upgenerator to theVeterinaryTechnologyequine surgeryroom. This isnecessary toultimately

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

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laboratory andan "in-house"generalanesthesialaboratory areconducted. Allstudentscompleting theprogramexperience"equineanesthesia"during thesemultiple events. Graduatesunderstand thechallenges ofequineanesthesia. During theireducation atTCC, they meetAVMA standardsas well as futureemployingpracticingveterinarians andthe public'srequirments forequine animalsrequiringveterinary care.

provide safety forthe students aswell as theequine patient asit is moved intothe surgeryroom. Electricityis necessaryin-order for thecrane providingmovement of theanesthetizedhorse and for theventilation/anesthesia machine tomaintain thelevel ofanesthetia. Electricalblack-outs, asfrequently occurin the Vet. Tech.building, maybecome alife-or-deathissue if they wereto occur duringany of the futureequineanesthesialaboratoryperiods.

Documents

Discipline Goal / Program Competency Assessmentira.tulsacc.edu/sites/default/files/u2/Discipline-ProgramGoal... · Discipline Goal / Program Competency Assessment ... • A total