Division | Department | Course | Student Learning Outcome | Academic | Quarter | Modality | Method of | Description of Method | Number of students exceeding expectations | Number of students meeting expectations | Number of students approaching expectations | Number of students who do not meet this outcome | N/A Not Applicable (withdrew, absent, ...) | Reflection | Enhancement/Action | |||||||||||||||
LA | Communication Studies | COMM 16 | SLO 1 - Develop increasing communication competence in building and maintaining relationships by adapting to other people, the goals of the speaker, and the requirements of the interpersonal communication context (e.g., cultural, social, and business). | 2019-2020 | Fall | Other | Portfolio R | As we moved through the course, I had th | 26 | 26 | 3 | 2 | 1 | 26 out of 29 students stated that they saw improvement in their communication competence, specifically in building and maintaining relationships by adapting to other people, the goals of the speaker, and the requirements of the interpersonal communication context. Many of the students said that their progress was not linear, and they found themselves falling into bad habits. They also noted that they continued to push against their bad habits by applying the theories and concepts discussed in class. | Two of the three students who did not see improvement said it was because they forgot their plan of action while they moved through the quarter. One student did not complete the portfolio, and therefore, did not see any improvements. In the future, it might be useful for me to assign accountability partners. This could potentially help the students check in with each other, and remind each other of what they agreed to work on during the quarter. | |||||||||||||||
LA | Communication Studies | COMM 16 | SLO 3 - Evaluate and assess the effectiveness of interpersonal communication through self-reflection and shared feedback. | 2019-2020 | Fall | Other | Other | The students’ final assignment was to writ | 28 | 28 | 0 | 1 | 1 | The students said that the assignment helped them see the conflict from a different perspective, and helped them evaluate how they contributed to the conflict as well. There would have been a 100% success rate, but one student did not complete the assignment. | In the future, I will set up conferences with students in order to provide them with more specific guidance. The one student who did not complete the assignment later mentioned to me that she was confused by the assignment. The conferences would help the students begin to conceptualize what to write, and give them more one on one instruction. | |||||||||||||||
LA | Communication Studies | COMM 10 | SLO 1 - Display increasing confidence in ability to use a range of speaking, listening, and collaboration skills. | 2019-2020 | Spring | Online wit | Presentati | Team Survival Speech Small Groups of 4-6 | 20 | 10 | 0 | 0 | 0 | Based on post-analysis, every individual contributed during the presentation (speaking). Some individuals spoke up more than others during team meetings. Most students felt acknowledged during brainstorming sessions (listening). Consensus building was effective for four out of six teams (collaboration). Two teams expressed difficulty collaborating with students who had limited access to Internet or a working camera. While two-thirds of teams (four out of six) received scored 90% or better, all teams completed the project with a passing grade and showed an improvement in speaking, listening, and collaboration skills. For this reason, SLO 1 for COMM 10 (“Display increasing confidence in ability to use a range of speaking, listening, and collaboration skills”) was met for all students in class. | A few students were meeting from different times zones. Not all students had reliable access to Zoom technology. In addition to Google Docs, it may help to find more effective ways for students to collaborate asynchronously in small teams | |||||||||||||||
LA | Communication Studies | COMM 10 | SLO 4 - Identify, locate, evaluate and use information technologies and information sources | 2020-2021 | Winter | Online wit | Demonstr | Assessment Method: Demonstration (A). | 26 | 26 | 1 | 5 | 0 | Assessment Data Summary: Based on a class of 32 students. Quantitative measure: 26 students received a 10 out of 15 or better (25/32 or 81% success rate). 5 students did not complete assignment and received a 0 out of 15. 1 student completed assignment and received a 9 out of 15. Qualitative measure: 23 our of 32 students cited their sources effectively in their speech (72% success rate). The challenge remains citing source in the Evidence-3-Step method. Although students can summarize their research, we need to work on analyzing and interpreting the information. Reflection and Analysis: Although an 81% quantitative success rate was achieved, nearly one-fifth of the class failed to complete the assignment or did not demonstrate an sufficient understanding of how to properly cite sources. This could be due to a variety of reasons. Teaching and practicing informational literacy, although essential to critical thinking, is one of the less engaging and dynamic parts of my course. Those who missed class that day or were new to citing sources at the college level need ongoing practice. Rather than keep on pushing for students to master this concept, it may help to take a step back and evaluate why this is such a vital skill. More important than knowing how to cite sources flawlessly, the real selling point for information literacy is for students to elevate their confidence, credibility, and audience trust. | Enhancement/Action: Students learn from example, not lectures. As an instructor, I could do better in how I model information literacy in class. Citing sources in an accurate, yet meaningful and authentic manner is something I could improve on. Sharing best practices with colleagues and finding more engaging activities and videos would elevate the Information Literacy assignment. Instead of focusing on finding credible sources, it might be a fun or challenging assignment to seek out examples of misinformation. Perhaps even framing the dry term “Information Literacy” as a “Credible Speaker” or “Trusted Source” might resonate with students more. | |||||||||||||||
LA | Communication Studies | COMM 1 | SLO 4: Identify, locate, evaluate, and use information technologies and information sources. | 2020-2021 | Winter | Online - As | Demonstr | Assessment Method: An “annotated biblio | 12 | 19 | 7 | 7 | Reflection and Analysis: Target was not met, Looking deeper into the evaluations of the assignments, most students did well in finding the sources and articulating their quality and usefulness, but struggled mostly in citing them. Because the three elements were weighted evenly in the assignment, scoring 12/15 would mean the student did very good in all three elements. Struggling in one (citation format) wouldn’t give a lot of flexibility in the other two and would create the likelihood of falling short of the 12/15 threshold for success | Enhancement/Action: Two enhancements should be made: first, using the library tutorial videos seems to be a very effective starting point for finding sources, but is falling short in explaining the importance of citations; extra class attention and resources should be developed to explain this. Second, adjust the weighting and evaluation rubric of the assignment to match the focus of the SLO – although perfect citation format is an important element of “using” information sources (per the SLO), it is arguably far less important than finding them and utilizing them in the synthesis of information for a research based project. | ||||||||||||||||
LA | Communication Studies | COMM 70 | SLO5: Identify, locate, evaluate, and use information technologies and information sources relevant to organizational communication. | 2020-2021 | Winter | Online - As | Project | A major part of the class are the two Case | 22 | 22 | 0 | 0 | 0 | Reflection and Analysis: While the students showed an increasing level of competence in locating and identifying sources for the Case Studies, the quality if research still leaves room for improvement. There is still some confusion about how to correctly cite a source in APA and MLA format and oral citations lack complete addressal. A distinction is ability is seen in students who have taken the advisory COMM01 class where these skills are taught in greater detail with more opportunity for practice as compared to students who have not taken COMM01 prior to enrolling in this class. The peer evaluation done after the presentations indicate that students are aware of what makes a credible source and its importance in academic research and analysis. | 1. Create ancillary
resources to help support gaps in knowledge and ability to effectively
research and evaluate sources. 2. Create exercises/resources to help students understand and implement correct APA/MLA citation format in written work and oral presentations. 3. Dedicate class time to review of these resources and skills at least twice in the quarter. After the results of Winter 21, a speech resources section was added to the class Canvas shell dedicated to research, APA/MLA format and oral citations. |
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LA | Communication Studies | COMM 9 | SLO 4: Find, evaluate and cite sources in writing and presentations using appropriate documentation format. | 2020-2021 | Winter | Online - As | Other | Assessment Method: N: Other – Essay #3: | 5 | 10 | 10 | 5 | Reflection and Analysis: Students seem to have no trouble doing the actual research and finding sources. Many of the challenges with formatting the sources come from students being more accustomed to MLA rather than APA, and is easily fixed. The deeper issues of analysis are often resolved when students are allowed to revise the essay and receive feedback. Students report that it is due to issues of overcomplicating the assignment criteria, or not being confident in their analysis abilities. | Enhancement/Action: Sample, successful examples of this essay have already been posted. However, moving forward, annotating these essays and explaining exactly how they met the criteria may increase success. Numerous assignments (writing exercises; discussions) scaffold the actual essay, so when students go back and review those assignments, their revisions are often much improved. | ||||||||||||||||
LA | Communication Studies | COMM 8 | SLO 3: Identify, evaluate and use information technologies and sources in writing and presentations using proper attribution and citation. | 2020-2021 | Winter | Online - As | Presentati | Assessment Method: The final assignment | 10 | 20 | 12 | 10 | The good news: Students were able to do good research and find credible information, and as a result the debates were well informed and featured mostly sound argumentation. The bad news: Only a bit over half of the students correctly cited sources orally when presenting, and about a third correctly cited sources in the preparation outline. | Assuming students already know how to do citations, especially in the written outline, will need to be replaced with more detailed instructions on the basics of source citing. Additional resources on source citing will be provided through Canvas, including written explanation and video instructions. | ||||||||||||||||
LA | Communication Studies | COMM 15 | SLO 4 - Develop, present, and critically evaluate informative and persuasive group presentations that are personalized to the audience, organized with an effective plan and purpose, and use information | 2020-2021 | Winter | Online - As | Presentati | The students work in groups of 5 to create | 14 | 9 | 0 | 0 | This was my first quarter using this assignment. The students did an awesome job writing and delivering the speeches. They also did a great job finding credible sources and citing them. The main problem with the assignment was that some groups chose memes that did not specifically address socially significant topics. Although the students fulfilled the requirements of the assignment, the speeches themselves would have been more purposeful if they chose topics that held more weight. | I plan on providing more example memes for students to understand what sort of memes are useful for this assignment. I also need to specify in the assignment description that students need to choose socially significant topics. | ||||||||||||||||
Journalism | JOUR 21B | Appraise and critique feature stories for ori | 2020-2021 | Spring | Online - As | Tracked A | In an assignment, students evaluated five feature stories, and commented on the writing, sourcing and effectiveness of each. | 18 | 6 | 1 | 1 | 2 | This assessment took place late in the quarter, and showed th | This is an effective assessment, but should be updated often with new sample feature stories reflecting changes in media reporting and sourcing. | ||||||||||||||||
Journalism | JOUR 80 | Demonstrate knowledge of the history, rol | 2020-2021 | Spring | Online - As | Project | Students were asked to
create and present a PR plan for a client of their choosing (real or
fictional) as a final project. Each student was assessed on the main
components of their plan (research, planning, implementation and evaluation)
and how well they were able to apply their accumulated knowledge, gained
throughout the quarter, about the PR profession and the role and function of
PR in society. Students are also assessed on identifying specific target
markets and choosing appropriate strategic communication tools to reach the
target audience(s). |
12 | 4 | 1 | 5 | I am pleased that a majority of students did well with this asse | he one component of the SLO this project does not address is the history of the PR profession. In order to be able to assess this part of the SLO in the future, I plan to have students do research on the history of PR and then take a quiz/survey to assess what they’ve learned. | |||||||||||||||||
Journalism | JOUR 80 | Compare ethical and legal case studies and | 2020-2021 | Spring | Online - As | Other | This assignment was to do a
deep dive into a real-life PR case study. Students were asked to read about
an incident involving a PR professional and determine whether his actions
were ethical or not. Students required to support their arguments by using the
Public Relations Society of America’s Professional Code of Ethics and cite
where the violations occurred |
13 | 3 | 2 | 4 | I am satisfied with the effectiveness of this assessment and pl | The enhancement/action will be to research and select a different real-life case occurring at the time of the assessment. | |||||||||||||||||
Journalism | JOUR 80 | Research and design a public relations strat | 2020-2021 | Spring | Online - As | Other | For this assignment,
students were asked to create a fictional public event to celebrate an
organization’s 25th anniversary. Once they figured out the PR/promotional
(newsworthy) hooks, they were tasked with writing a press release (using AP
Style) to generate news coverage and awareness about the event. |
15 | 2 | 2 | 3 | I think students generally did well with this assignment and see | My recommendation is to re-evaluate the course outline for JOUR 80 and consider either updating this SLO and/or adjusting the curriculum. | |||||||||||||||||
LA | Journalism | JOUR 21B | Appraise and critique feature stories for ori | 2020-2021 | Spring | Online - As | Tracked A | In an assignment, students evaluated five feature stories, and commented on the writing, sourcing and effectiveness of each. | 18 | 6 | 1 | 1 | 2 | This assessment took place late in the quarter, and showed that students had learned how to evaluate originality, sourcing and writing style in published feature stories. | This is an effective assessment, but should be updated often with new sample feature stories reflecting changes in media reporting and sourcing. | |||||||||||||||
LA | Journalism | JOUR 80 | Demonstrate knowledge of the history, rol | 2020-2021 | Spring | Online - As | Project | Students were asked to
create and present a PR plan for a client of their choosing (real or
fictional) as a final project. Each student was assessed on the main
components of their plan (research, planning, implementation and evaluation)
and how well they were able to apply their accumulated knowledge, gained
throughout the quarter, about the PR profession and the role and function of
PR in society. Students are also assessed on identifying specific target
markets and choosing appropriate strategic communication tools to reach the
target audience(s). |
12 | 4 | 1 | 5 | I am pleased that a
majority of students did well with this assessment since it not only measures
how well students learned this specific SLO, but it also measures how much
they learned and retained throughout the quarter. This final project of
creating and presenting a PR plan will continue to be a good assessment for
this SLO. |
he one component of the SLO this project does not address is the history of the PR profession. In order to be able to assess this part of the SLO in the future, I plan to have students do research on the history of PR and then take a quiz/survey to assess what they’ve learned. | ||||||||||||||||
LA | Journalism | JOUR 80 | Compare ethical and legal case studies and | 2020-2021 | Spring | Online - As | Other | This assignment was to do a
deep dive into a real-life PR case study. Students were asked to read about
an incident involving a PR professional and determine whether his actions
were ethical or not. Students required to support their arguments by using the
Public Relations Society of America’s Professional Code of Ethics and cite
where the violations occurred |
13 | 3 | 2 | 4 | I am satisfied with the effectiveness of this assessment and plan to continue to implement it in future quarters. | The enhancement/action will be to research and select a different real-life case occurring at the time of the assessment. | ||||||||||||||||
LA | Journalism | JOUR 80 | Research and design a public relations strat | 2020-2021 | Spring | Online - As | Other | For this assignment,
students were asked to create a fictional public event to celebrate an
organization’s 25th anniversary. Once they figured out the PR/promotional
(newsworthy) hooks, they were tasked with writing a press release (using AP
Style) to generate news coverage and awareness about the event. |
15 | 2 | 2 | 3 | I think students generally
did well with this assignment and seemed to understand the inverted pyramid
structure. One of the biggest challenges students had with this assignment
was using AP Style. For students to truly understand AP Style and how to use
it, it would take (at minimum) a two-week focus. The challenge is a majority
of the students who take the class are not journalism students or even
students who are going into PR, so it would be a skill set that wouldn’t
necessarily justify replacing other parts of the course/curriculum focus.
|
My recommendation is to re-evaluate the course outline for JOUR 80 and consider either updating this SLO and/or adjusting the curriculum. |