Proceed with program and general education outcomes assessment plan and revise program outcomes. In progress Completed No longer applicable After receiving reaccreditation with commendations for the ECE and ASLID program, the task of reviewing the entire curriculum in preparation of conversion from quarters to semesters was begun. This review did not simply re-name existing courses and continue on in their original scope and sequence. Extensive work was done beginning with a review and revision of program outcomes, and the development of extensive learning matrices to delineate when specific skills would be introduced, practiced and mastered. The revised semester program was modified to reflect pedagogical changes in the fields of early childhood education and of interpreting for the deaf. An already strong program of teacher preparation was made even stronger with greater opportunity for students to experience the interrelationship of skills from course to course. Work co-operatively with area high schools and universities to develop a seamless path from High School through an Associate degree and into a Bachelor’s program. In progress Completed No longer applicable Articulation agreements through Miami Valley Tech Prep have been struck with area high school ECE programs. Below are the Recommendations for Action made by the review team. Describe the progress or changes made toward meeting each recommendation over the last year. RECOMMENDATIONS Status Progress or Rationale for No Longer Applicable Improve documentation of actual program outcomes attainment to demonstrate that data-guided results are used to focus improvements. In progress Completed No longer applicable An ECE Program Outcome Assessment was developed to determine students level of concept acquisition relevant to the ECE program outcomes. Collection of data and assessment of key content outcomes was completed fo all sections of ASL 101, 202, and 261 This assessment will be piloted as a pre and
Section III: Assessment of General Education & Degree Program Outcomes The Program Outcomes for the degrees are listed below. All program outcomes must be assessed at least once during the 5 year Program Review cycle, and assessment of program outcomes must occur each year. General Education Outcomes To which degree(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) Oral Communication All programs 2011-2012 ECE: Performance Appraisal Evaluation from student teacher, cooperating teacher and Sinclair faculty. ASL: Performance Appraisal Evaluations (of voicing skills) from ASL ASL 201, 202, 203, and 204 ECE: Data collected from 3 sources ( student teacher, cooperating teacher, and Sinclair faculty) related to the designated skills in Program Outcomes 4,5 and 6. Scores ranged from 3.0 to 3.8 with a minimum of a 2.0 for competency. (See Table 4,5 and Appendix A) ASL: The course success rates in these courses were lower than usual due in part from poor public speaking skills. Written Communication All programs 2011-2012 ECE: Performance Appraisal Evaluation from student teacher, cooperating teacher and Sinclair faculty ASL: Written communication skill assessment is embeded across the curriculum (content courses, ASL courses and ECE: Data collected from 3 sources ( student teacher, cooperating teacher, and Sinclair faculty) related to the designated skills in Program Outcomes 4,5 and 6. Scores ranged from 3.0 to 3.7 with a minimum of a 2.0 for competency. (See Table 4,5 and Appendix A) ASL: Previous assessments indicated that written communcation skills of ASLID students was highly variable at the beginning and intermediate levels, with some students writing ability
Interpreting courses). insufficient to be fully successful in ASL courses. Critical Thinking/Problem Solving All programs 2012-2013 Values/Citizenship/Community All programs 2013-2014 Computer Literacy All programs 2014-2015 Information Literacy All programs 2015-2016 Program Outcomes To which course(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) Early Childhood Education Utilize critical thinking skills to promote child development and learning. ECE 1101 ECE 2300 ECE 2301 ECE 2101 ECE 2102 ECE 2100 ECE 1201 ECE 1200 ECE 2201 ECE 2202 2011 Performance Appraisal Evaluation from student teacher, cooperating teacher and Sinclair faculty Data was collected for program outcome 1 for winter, spring, summer and fall 2011. The results from all respondents indicated the ratings for ECE 281 Student Teachers for all quarters ranged from a 2-4 with a mean of 3.4. Student Teachers rated themselves a mean of 3.6 with a range of 2-4. Cooperating Teachers rated Student Teachers a mean of 3.5 with a range of 2-4. Sinclair Faculty rated Student teachers a mean of 3.13 with a range of 2-4. The ratings of this program outcome exeeds the minimum criteria of a rating of 2.0 (equivalent to the letter grade "C") to meet the requirements to successfully pass the capstone course. Identify resources and apply techniques for building diverse ECE 1101 ECE 2200 2011 Performance Appraisal Data was collected for program outcome 2 for winter, spring, summer
Demonstrate competency in both American Sign Language and spoken and written English. ASL 1111, 1112, 1228, 1229, 1231, 2232, 2212, 2236; ENG 1101, 1201 2010, 2011, 2012 Formative performance appraisals in the ASL courses (ASL 111, 112, 113, 212, 213,228, 229. 230) Summative performance appraisals in ASL courses (ASL 207 231.232 and 233) including written translation, oral interpretation, signed interpretation, sign production, practicum site mentor written feedback, and student self assessment. Course success rates in ASL 262, 262 and 263 each exceeding 90%. Apply knowledge and skills to function as cross-cultural mediators in order to transmit and transfer culturally based linguistic and nonlinguistic information. ASL 1101, 1102, 1116, 2201, 2202, 2207, 2300, 2261, 2262; SOC ???? 2010, 2011, 2012 Formative assessments in ASL Summative assessments of interpreting competency Course success rates in ASL 262, 262 and 263 each exceeding 90%. Demonstrate a minimum of competency in interpreting between ASL and English. ASL 2201, 2202, 2207, 2236, 2212, 2261, 2262 2010, 2011, 2012 Formative performance appraisals in the ASL courses (ASL 111, 112, 113, 212, Course success rates in ASL 262, 262 and 263 each exceeding 90%.
213, 228, 229. 230) Summative performance appraisals in ASL courses (ASL 207, 231.232 and 233) including written translation, oral interpretation, signed interpretation, sign production, practicum site mentor written feedback, and student self assessment. Demonstrate knowledge of theoretical, ethical and practical foundations of the interpreting field necessary to pass the RID National Interpreter Certification (NIC) written exam. ASL 1102, 2201, 2202, 2207, 2300, 2261, 2262 2010 Common assessment tool administered across all sections of ASL 101, 202 and 261. The results of the common assessment tool indicates a progressive command of core content components in line with the courses' outcomes.. Develop skills in critical thinking, computer literacy, information literacy and values/citizenship/community. ASL 1102, 1116, 2231, 2261, 2262; ENG 1101, 1201; BIO 1101; PSY 1100; SOC ????; MAT 1440 or 1470; COM 2206 or 2211, 2013 ** Not yet assessed
Elementary Education N/A N/A N/A -- We do not teach Elementary Education in our depatment. Demonstrate ability to think logically and solve problems using analysis, synthesis and evaluation. MAT 1190, MAT 1250 N/A N/A N/A Recognize and articulate an understanding of the increasing interdependence of world cultures and their consequences. ART 2236, PSY 2225, GEO 1201, SOC 2215, HUM 1130, GEO 1101, PLS 2000, LIT 2170, LIT 1145 N/A N/A N/A Demonstrate responsibility and accountability in accomplishing goals. SCC 1101 N/A N/A N/A Communicate effectively in a variety of ways with varied audiences through writing skills, oral communication skills, listening skills, reading skills, computer literacy and information literacy. ENG 1101, 1201, BIS 1120, COM 2206, COM 2111 N/A N/A N/A Apply education theory and practices, including curriculum theory and instructional methodologies; the influence of diversity; the multiple EDU 1100 EDU 1105 PSY 1105 2011-2012 3 tests administered in EDU 100; 3 tests administered in EDU 105. Students exceeded 70% standard on average on tests administered in EDU 100 and EDU 105. ( See Table 7)