Spotlight on Student Learning
Assessment of Student Learning Outcomes
In the Spring and Fall semesters of 2012, 161 CHEM 101 students took the First Term General Chemistry exam created by the American Chemical Society. The 5 (of 70) multiple choice questions on this exam that cover the area of chemical nomenclature were used to assess that program goal. Using the national average correct on each question as a benchmark, our students demonstrated competency in each inorganic chemistry nomenclature question. In fact, our students exceeded the average correct by at least ten percentage points in three of the five questions. In the Spring semester of 2012, using a similar process, 27 CHEM 204 students took the Organic Chemistry Exam (cumulative over two terms) created by the American Chemical Society. Using the national average correct on each question as a benchmark, HACC students demonstrated competency in each organic chemistry nomenclature question. Program faculty have determined to emphasize chemical nomenclature throughout the entirety of these chemistry courses by including additional questions in each homework assignment and assigning a higher percentage of points to nomenclature questions on exams.
[Details of Chemistry Assessment Record (pdf)]
Computer Information and Science Engineering
A myriad of outcomes and competencies were tested. The results led to many positive changes in the curriculum. For example, course/instructional materials will be updated to ensure that all of the outcomes for the CNT 125 class will be addressed with instructional materials. Some additional class instructional material will be developed to assist the students with the concepts addressed in Objective 1. Course activities will be selected and aligned with the outcomes of the class. The main assessment tool (final exam) will be reviewed to make sure that it is assessing the CNT 125 outcomes in a reliable manner. Also, results were aligned with research and national standards. Additionally, closer supervision of adjunct faculty and standardization of course content and measurements must be considered. Use of standardized rubrics to define research assignment parameters for grading and expectations is recommended.
[Details of Computer Information and Science Engineering Assessment Record (pdf)]
The program analyzed multiple outcomes through exams, clinical competencies, lab competencies, quizzes, and clinical journals. As a result of assessment findings, various changes were made to the curriculum such as the implementation of a professionalism component to the laboratory section of CVT213 in the fall which held the students accountable for their professional conduct in the simulation laboratory. This enabled faculty to work individually with the students regarding their professional conduct. In addition the midterm evaluation was changed to include areas of interpersonal communication
[Details of Cardiovascular Technology Assessment Record (pdf)]
Cardiovascular Technology (Invasive)
Program assessment data was derived from exams, clinical competency, invasive registry examination, laboratory competency, and demonstration in the clinical setting. One aspect assessed was attrition rates. Based on the results, the program added mandatory information sessions that students must attend prior to application to the invasive or cardiac sonography program.
[Details of Cardiovascular Technology Assessment Record (pdf)]
The program seeks to maintain the standards set forth by their accrediting body. Each course is assessed to that end. One such assessment looked specifically at DA175. It was determined through student interview that the current text was extremely difficult to read and comprehend. As a result, the primary text for this course has been changed for next year, and the syllabus and lecture materials correspondingly modified and updated.
[Details of Dental Assisting Assessment Record (pdf)]
Program competencies were assessed as follows: each student will be an effective communicator with the ability to prepare and deliver oral and written presentations using appropriate technologies, each student will be able to use cutting edge technology to function in a 21st century business environment, and each student will be skilled in critical thinking and decision-making, as supported by the appropriate use of analytical and quantitative techniques. These competencies aligned with General Education Outcomes: Written Communication, Information Literacy, and Critical Thinking. The student learning outcomes informed a number of critical changes that were implemented fall 2012: ENGL 003 eligibility was added as a prerequisite , the rubric was added to the Assessment of Student Learning section of the Form 335 so that all full time faculty and adjuncts can adapt their small business plan assignments to achieve the student learning outcomes, the MGMT 121 course was re-prefixed to a 200 level to accurately reflect the rigor of the course, and BUSI 101 – Introduction to Business was added as a pre-requisite. The alignment with General Education places the program in a position to enhance student learning through closer parallels with those outcomes.
[Details of Management Assessment Record (pdf)]
The 2012 assessment focused on the outcome: Each student will be able to use cutting edge technology to function in a 21st century business environment. In addition, this assessment can be mapped to the General Education Technology Literacy Outcome: Demonstrate the ability to communicate, create, and collaborate effectively using technologies in multiple modalities. The results found that while 86% of the students in MKTG 218 were able to research and cite sources at a proficient level, students in MKTG 201 were less proficient. Based on the results, the marketing department is creating a research/citation module for students in the Marketing Program.
[Details of Marketing Assessment Record (pdf)]
The discipline has engaged in ongoing discussion and reflection of assessment, and has worked to create assessments that balance instructor autonomy with consistent procedures and levels of difficulty. Previous assessments have included questions based on passages from newspapers and books, and multiple choice vocabulary assessments. Results have shown, among other things, discrepancies in achieving outcomes between native English speakers and ESL students and a need for pre-assessment testing, and have spurred continued reflection on the effectiveness of various means of assessment. For Spring 2013, the discipline drew from this experience to strike a balance between standardization and autonomy. Through discipline-wide collaboration and consultation with the Provost and CWAC, the faculty has created a more comprehensive plan for upcoming academic years based on this model.
[Details of Reading Assessment Record (pdf)]