Spreadsheet: 01a66e57-b0e9-4aba-8676-2c49996a7dbb
Sheet: Sheet1

GELO Category | Courses Reported | Course SLOs.  The student will be able to… | Align with GELO? | Summary of assessment results (briefly describe student success on the outcome)  DOUBLE CLICK TO EXPAND THE CONTENTS BELOW TO SEE THE ENTIRE SUMMARY and FOLLOW-UP | Plans for follow-up changes (Changes in teaching methods, curriculum, etc.) | Rating of Success (no, low, moderate, high)
 | Chem 420 | • integrate the fundamental concepts of general chemistry into the structure and reactivity of organic compounds |  | At 13th week of semester, 64% of students complete homework on time. 12% are near completing and the rest are lacking behind. At 13th week of instruction, 80% of all students have a C or better overall grades, 20% have D and Fs. There is a strong link between complete homework on time and pass the course. | Link completion homework with success in the course. More actively promote the importance of practice.
 | Chem 420 | • explain the fundamental concepts of organic chemistry |  | At 13th week of instruction, over 70% of students are able to explain the concept mostly correct in quizzes. | No change needed.
 | Chem 420 | • predict the products of chemical reactions |  | Students were tested in [NAME] and then in exam3. For quiz 6, 54% students were scored 70% or higher; 8% were over 60%. In the exam 3, they were asked again to predict reaction products for alkene reactions. 60% were scored 70% or higher; 25% were scored over 60%. | More exercise in different formats to help students.
 | Chem 420 | • design multiple-step syntheses to prepare organic compounds |  | Students were test in quiz 6 and then in exam 3. For quiz 6, 25% students were scored 70% or higher; In the exam 3, they were asked again to propose a alkene synthesis, 56% were scored 100%; | Synthesis questions are more complex and require in depth understanding of material, these chem420 students have demonstrated that they can design syntheses with practice.
 | Chem 420 | • deduce the structure of organic compounds from chemical reactivity and spectrospopic data |  | Students were test in exam3. In the exam 3, 41% were scored 100%; 28% were scored over 50% and remaining still failed the task. | Spectra interpretation has always be a difficult concept for students, with more practice, students can break down problems and work through.
 | Chem 420 | • prepare a structured laboratory notebook. |  | Students were giving open notebook lab exams at the end of semester. Lab exam questions are designed to testing their understanding of laboratory theory. The questions are from their experiments and from their notebooks. Overall for fall 2010 semester, 29% students scored 90% or higher, 46% scored above 80% and 17% scored above 70%. | More emphasis on how to keep a structured notebook so that students will understand why they are required a detailed notebook.
 | Chem 420 | • set up and perform basic organic chemical isolation and purification procedures; operate a variety of modern instrumentation (GC, GC-MS, HPLC, FT-IR). |  | The assessment results are from their lab exam. There are two formats in the final exam, one of them is that students are given a known lab procedure, they are asked to dissect the procedure so that they can demonstrated they understand the basic chemical isolation and purification. 42% of students demonstrated that they understood the principles of isolation and purification very well while 58% needs improvement. | Consider to intruduce after lab quiz to emphasize the importance of understanding any laboratory procedure.
 | Chem 420 | • analyze and interpret experimental data |  | 90% of students can inerprete basic IR and NMR spectrum in the final lab exam. | No change needed.
 | Nutri 300 | Discuss dietary fibers (Nutrients and Health) |  | Students (correct respons) for HYBRID section was 56% and 75% for full section regarding soluble fiber and bile sequestering question | I need to develop online tools to more actively engage students via discussion; using case studies is one example.
 | Nutri 300 | Discuss Major Nutrients and Metablic Processes (Saturated Fat, Omega-3 fats, Lactose) |  | Success (correct response) in HYBRID sectios for Sat Fat, Omega 3, and Lactose were 73%, 80%, and 100% vs. FULL sections 81%, 75%, and 74% | For the hybrid class in particular, I want to use the D2L environment more actively: e.g., case studies. For inclass, I want to use case studies as a review vehicle
 | Nutri 300 | Analyze and Evaluate a Nutrition Food Label |  | Success (correct response) for two questions on food labeling in the HYBRID section (quiz questions) were 80% and 80% and in the full section were 88% and 60% for identical questions | I can add an inclass (full term) and online (HYBRID) project for students to do for credit or review.
 | Nutri 300 | Analyze and Evaluate Personal Dietary Intake |  | For the diet project, success can be assess in different different manners: completion (on time) and scores. Completion for the full sections were: 103/118 for part I, 101/118 for part II, and for part III 101/118 and for the HYBRID section is was 39/43, 32/43, and 33/43 (credit not given for one student, parts I and II). Since completion of parts I and II usually indicate a 100% (either you do it correctly or you don't), comparison of part III of the diet project = HYBRID class scored a 87% on part III and the full term sections 94%. | 1. Considering adding language to my syllabus that emphasizes the importance of the diet project (student can not pass the course without completing it, etc.). 2. While I post online help materials in D2L - (checklist) - I can also "push" materials to students via email attach, and go back to including a mandatory "check online" on the cover page of the diet project. 3. I will reach out to those students that do not turn in their parts I and II to what I can do to help them alone (e.g., via office hours, late credit, etc.)
 | Psych 320 | Demonstrate understanding of the theoretical and applied applications of social psychology |  | Assessment method 9 was a series of three short papers each student wrote (at the beginning, midpoint, and end of the semester) addressing three controversial issues in social psychology. Students were required to analyze each issue, applying theories in social psychology. Each analysis was scored using a rubric. The average score for the second paper showed a 7% (SD = 6%) increase when compared to the average score of the first paper in two sections of the social psychology course at SCC. The average score for the final paper showed a 1% (SD = 6%) increase when compared to the average score for the second paper in the same two sections. | The series of short papers as described in Assessment Method 9 in which students must demonstrate understanding of controversial issues in social psychology and apply this understanding in the analysis of these issues will be continued.
 | Psych 320 | Examine thoughtfully and critically the questions: Why do people behave as they do in groups? How does an individual change the group and how does the group change the individual? |  | Assessment methods 1 and 6 consisted of a 100-question midterm examination and a 100-question final examination in which approximately one-fourth of the questions tested the students' application of theories of group processes. The median final examination score (89%) improved by 3% (SD = 11%) when compared to the median midterm examination score (86%, SD = 11%) in two sections of the social psychology course at SCC. | Improve the learning and assessment method with the addition of a portfolio assignment for all social psychology students consisting of observations and analyses of behaviors of individuals in group situations.
 | Psych 320 | Apply social psychological theories/concepts in the "real world." |  | Assessment methods 1 and 6 consisted of a 100-question midterm examination and a 100-question final examination in which approximately one-fourth of the questions tested the students' application of theories of group processes. The median final examination score (89%) improved by 3% (SD = 11%) when compared to the median midterm examination score (86%, SD = 11%) in two sections of the social psychology course at SCC. Assessment method 9 consisted of a voluntary service learning project using guidelines established in the service learning program at SCC. Students applied social psychological theories/concepts in the "real world" by evaluating their service learning experiences in a journal which was scored by the instructor. | Improve the learning and assessment method by adding a requirement for all social psychology students to apply social psychological theories/concepts in the "real world" by participating in the service learning program in the Sacramento community.
 | Psych 320 | Evaluate diversity issues (e.g. ethnicity, gender, age and sexual orientation) and their impace on social psychology |  | Assessment method 9 was a series of three short papers each student wrote (at the beginning, midpoint, and end of the semester) addressing three controversial issues in social psychology. The issues analyzed included diversity issues. Students were required to analyze each issue, using theories in social psychology. Each analysis was scored using a rubric. The average score for the second paper showed a 7% (SD = 6%) increase when compared to the average score of the first paper in two sections of the social psychology course at SCC. The average score for the final paper showed a 1% (SD = 6%) increase when compared to the average score for the second paper in the same two sections. | The series of short papers as described in Assessment method 9 in which students must evaluate current diversity issues (e.g. ethnicity, gender, age, and sexual orientation) and their impact on social psychology will be continued.
 | Psych 320 | Describe how social psychology and its applications are interwoven with social and political institutions. |  | Assessment method 7 consisted of several guided small-group discussions regarding how social psychology and its applications are interwoven with social and political institutions. Each group produced a summary of each discussion. The summaries were scored by the instructor. Assessment was in the form of observations by the instructor regarding improvement in the understanding of how social psychology and its applications are interwoven with social and political institutions as shown in the summaries. | The addition of a small-group creative alternative media project presented orally and visually to the class that describes how social psycholoogy and its applications are interwoven with social and political institutions.
 | ET 310 | • demonstrate an understanding in the application of basic concepts of algebra and use it to solve electronic problems in DC series/parallel circuits. |  | Students meeting or exceding industy standards 82% of particpants over 70% success | Continue current practices
 | ET 310 | • demonstrate an understanding in the use and applications of calculators and other computing devices related to DC circuit solutions. |  | Students meeting or exceding industy standards 90% of particpants over 70% success | Continue current practices
 | Psych 300 | Utilize critical thinking strategies to differentiate between scientifically derived knowledge and popular beliefs about psychological topics. |  | Assessment method 9 was a series of three short papers each student wrote (at the beginning, midpoint, and end of the semester) addressing three topics in psychology. Students were required to use critical thinking strategies to examine popular and scientific positions regarding three topics, using theories in psychology in the analyses. Each analysis was scored using a rubric. The average score for the second paper showed a 14% increase when compared to the average score of the first paper. The average score for the final paper showed a 3% increase when compared to the average score for the second paper. Although the whole-class discussions appeared to be useful for checking understanding and providing clarity, it was difficult to assess whether each individual student utilized critical thinking strategies in differentiating between popular beliefs versus scientifically derived knowledge about psychological topics. | The assignment of a third paper may not be necessary since the average score on the third paper only showed an increase of 3 % when compared to the second paper, which showed an increase of 14% when compared to the first paper. The guided whole-class discussions will be used to teach the use of critical thinking strategies to differentiate between scientifically derived knowledge and popular beliefs about psychological topics. Short critical thinking exercises will be assigned to provide practice in the utilization of critical thinking strategies to differentiate between scientifically derived knowledge and popular beliefs about psychological topics.
 | Psych 300 | Demonstrate knowledge of the various subject areas of psychology |  | Assessment methods 1 and 6 consisted of a 100-question midterm examination and a 100-question final examination which tested students' knowledge of the various subject areas of psychology. The average score on the midterm was 77% (SD = 13%) with a median score of 79%. The average score on the final exam was 78% (SD = 14%) with a median score of 83%. The small-group discussions on various subject areas of psychology were scored according to whether or not the student participated in the discussions. | The midterm and final examinations will be continued. The guided small-group exercises will include a component in which students will discuss, summarize, and score their knowledge of various subject areas of psychology.
 | Psych 300 | Evaluate the various theoretical and research perspectives in psychology. |  | Assessment method 1 consisted of a 100-question midterm examination in which approximately one-fourth of the questions tested students' knowledge of the theoretical and research perspectives in psychology. The average score on the midterm was 77% (SD = 13%) with a median score of 79%. Small-group discussions on theoretical and research perspectives in psychology were scored according to whether or not the student participated in the discussions. | The midterm examination will be continued with the addition of an item analysis on the questions that test knowledge of theoretical and research perspectives. The guided small-group exercises will include a component in which students will discuss, summarize, and score their evaluations of various theoretical and research perspectives in psychology. These changes will provide more accurate assessment of students' progress.
 | Psych 300 | Examine the role that culture and diversity plays in the various aspects of human behavior. |  | Assessment methods 1 and 6 consisted of a 100-question midterm examination and a 100-question final examination in which approximately one-third of the questions tested students' knowledge of the role that culture and diversity plays in the various aspects of human behavior. The average score on the midterm was 77% (SD = 13%) with a median score of 79%. The average score on the final exam was 78% (SD = 14%) with a median score of 83%. The small-group discussions on various subject areas of psychology were scored according to whether or not the student participated in the discussions.  The second short paper students wrote examined gender differences in depression and drug addiction. The average score for the second paper was 97% (SD = 7%). Although the whole-class discussions appeared to be useful for checking understanding and providing clarity, it was difficult to assess whether each individual student learned to examine the role of culture and diversity in various aspects of human behavior. | Examinations of culture and diversity issues as part of the small group discussions, critical thinking exercises, and short papers will be continued. The midterm and final examinations will be continued with the addition of an item analysis on the questions that test knowledge of the roles of culture and diversity. The guided small-group exercises will include a component in which students will discuss, summarize, and score their examinations of the roles of culture and diversity.
 | Psych 300 | Evaluate the relative influences of biological and environmental factors on behavior and mental processes. |  | Assessment methods 1 and 6 consisted of a 100-question midterm examination and a 100-question final examination in which approximately one-fourth of the questions tested students' evaluation of the relative influences of biological and environmental factors on behaviors and mental processes. The average score on the midterm was 77% (SD = 13%) with a median score of 79%. The average score on the final exam was 78% (SD = 14%) with a median score of 83%. The small-group discussions on biological and environmental factors were scored according to whether or not the student participated in the discussions. The second short paper students wrote examined the effects of biological and environmental factors on depression and drug addiction. The average score for the second paper was 97% (SD = 7%). Although the whole-class discussions appeared to be useful for checking understanding and providing clarity, it was difficult to assess whether each individual student learned to examine the influence of biological and environmental factors on behaviors and mental processes. | Evaluations of the influences of biological and environmental factors on behaviors and mental processes as part of the small group discussions, critical thinking exercises, and short papers will be continued. The midterm and final examinations will be continued with the addition of an item analysis on the questions that test knowledge of influences of biological and environmental factors. The guided small-group exercises will include a component in which students will discuss, summarize, and score their evaluations of the influences of biological and environmental factors on behaviors and mental processes.