COLLEGE OF HEALTH AND DEVELOPMENT Program Reviewed: Public Health (Master’s in Public Health) The Masters of Public Health program is in the department of Health Sciences. The MPH program was reviewed and re-accredited by the Council on Education for Public Health in Fall 2013, for seven years, until 2020. Conforming to the accrediting body’s review template, the accreditation report includes results of the assessment of courses in the curriculum and the thesis/project, and of the core learning activities occurring in the program’s culminating internship; the MPH program does not have program SLO’s. The internship provides MPH students with well-defined experience that emphasizes practical application of skills and knowledge gained in core coursework. Student Learning Objectives related to the required internship are: Apply learned concepts and skills to a practical setting; Accept responsibility, assess situations, make or recommend decisions based on the assessment, and evaluate the effectiveness of his/her work; Adapt well to work in difficult situations, manage time effectively and sue the agency resources, procedures and structure effectively; Communicate effectively both orally and in writing; Present negotiate and resolve conflicts in a professional manner; Work effectively in diversified task-oriented groups as well as with clients, and; Adhere to commitments made to the agency, colleagues, and clients, with professional integrity and impartiality. The MPH program has a well-developed plan for assessing the knowledge competencies delivered in the core curriculum, individual student meeting thesis/project requirements, and individual learning of the internship SLOs. The MPH’s final self-study indicates goals were met. COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Program Reviewed: History (BA) 1a. Student Learning Outcomes reviewed. The program has developed SLOs for the BA: Historical Knowledge and Understanding: Students can describe and explain causes and consequences of change over time across different eras, global regions, and diverse societies. Intellectual Inquiry, Critical Thinking, and Historical Analysis: Students can devise a research project driven by a thesis, informed by historiographical contexts, and structured by a clearly articulated analytical framework appropriate to the field of study. Students can defend a historical interpretation with analytical clarity and critical use of primary and secondary sources.
general, the respondents did not feel that the TPA helped them learn important knowledge and skills (only 24 percent agreed). The college made several changes based on the results of the TPA survey. It reviewed the sequence of the credential courses to better support the TPEs. Additional orientation sessions were held for students. In addition, the College joined with the student group Associated Students Incorporated (ASI) to provide TPA preparation sessions in winter 2011. The unit plans to merge TPA data with directed teaching evaluations to assess whether the TPA predicts teaching performance in the field. Other Significant Findings The College was commended for: 1) Developing a new conceptual framework in 2008; 2) Updating the Strategic Plan through the development of the Strategic Priorities, Initiatives, and Objectives document, and thus fulfilling the recommendation made by the PRS in 2006 to strengthen the Strategic Plan; 3) Achieving continued accreditation by the National Council for Accreditation of Teacher Education (NCATE); 4) Achieving above the CSU mean on the quality of CCOE teacher candidates and Education Specialist; 5) Developing innovative programs, including the Los Angeles Urban Teacher Residency program (LAUTR), the Principals’ Residency Network (PRN), and the Doctorate in Educational Leadership; 6) Developing a CCOE assessment data warehouse in 2009; and 7) Achieving a two-year accreditation in 2011 by the Council for Accreditation of Counseling and related Educational Programs (CACREP) for the MS in Counseling degree program. Philosophy Student Learning Outcomes-BA Philosophy Expected learning outcomes for undergraduate programs focus on (a) knowledge of philosophy, and (b) acquisition of the interpretive, analytic and critical skills of philosophical inquiry, including the ability to construct and evaluate arguments. Knowledge Outcomes: Knowledge of some of the philosophical texts in the history of Western philosophy Knowledge of contemporary philosophical methods Knowledge of some of the main currents and issues in contemporary philosophy for example, in metaphysics, epistemology, logic, philosophy of language, philosophy of mind, philosophy of science, philosophy of law, ethics, political philosophy, and aesthetics. Knowledge of the fundamentals of logic and critical thinking. Ability Outcomes: The ability to understand, analyze, and critically evaluate complex arguments and theories. The ability to identify and critically evaluate the underlying presuppositions of methodologies, theories, and arguments in various areas, e.g., science, law, religion, and public policy. The ability to develop reasoned support for one's own opinions on theoretical and practical matters.
make conjectures and solve problems; and (c) model problem situations and solutions, and develop algorithms (including computer programming). Summary of findings Direct assessment of student learning in preparation for Program Review also focused on student learning in the Major Learning Outcomes and in Senior Capstone. In 2011-12, the faculty focused their annual assessment project on Major Learning Outcome 4: Mathematics as Communication, specifically “how students articulate mathematical ideas verbally and in writing.” Sparked by concern that students were not as prepared for Senior Capstone as expected, faculty assessed randomly selected student work from courses at the 100, 200, 300 and 400 levels. As a result, faculty were able to document how Math majors were producing more sophisticated writing as they progressed through the curriculum, a sign that the scaffolding of student work in this area in the major was actually working better than expected. However, planned improvements in response to this finding include the development of better rubrics to assess student work in the MLO courses so as to create clear expectations about what kind of communication skills are expected of Math majors. One additional lesson from the Math program review was actually seeing the effect of assessment work conducted in connection to the prior program review in 2007. As a result of that review, faculty focused close attention on developmental math classes; as a result of changes made in their approach to these classes, students made significant improvement their learning. These classes, offered in large-classroom format with technology-infused curriculum, group activities, and support from Instructional Student Assistants, enhanced with more rigorous curriculum led to an increase in the pass rate for these developmental classes to around 90%, a 25% increase since the last program review in 2007. Significantly, their program review suggests that increasing success in these developmental courses is a major factor in greater retention rates. Music Major Learning Outcomes MLO 1: Historical and Theoretical Analysis: Students identify genres from different periods and integrate historical and theoretical perspectives in analyzing contemporary styles. MLO 2: Community Issues Analysis: Students understand and analyze societal issues associated with the production, dissemination and consumption of MLO 3: Comparative Analysis: Students understand compositional processes, aesthetic properties of style and the ways these shape and are shaped by artistic and cultural forces MLO 4: Moral and Ethical Analysis: Students understand and address moral and ethical issues.