Student Learning Outcomes – Pilot 1, 2006/2007



Student Learning Outcomes and Methods of Assessment – T3 Pilots 2007/2008

1. ACCT205, Principles of Financial Accounting – Beth Lasky

|Student Learning Outcome |Assessment of Student Learning |

|Record business transactions using accrual method double-entry |Graded Algorithmic Homework problems via internet |

|“Generally Accepted Accounting Principles” |Observation of discussion, Socratic Method |

| |Take home practice tests gone over in class |

| |Problem oriented tests |

|Prepare and interpret basic financial statements for businesses |Graded Algorithmic Homework problems via internet |

| |Observation of discussion, Socratic Method |

| |Take home practice tests gone over in class |

| |Problem oriented tests |

|Use accounting information to identify organization’s goals, problems,|Graded Algorithmic Homework problems via internet |

|and opportunities, and make rational business decisions |Observation of discussion, Socratic Method |

| |Take home practice tests gone over in class |

| |Problem oriented tests |

|Have an increased awareness of proper ethical business conduct |Discussion of presentation on accounting fraud |

| |Homework and test problems on internal control methods |

| |Extra credit paper on accounting fraud |

2. ACCT218, Payroll Accounting – Kim Gatzke

|Student Learning Outcome |Assessment of Student Learning |

|Understand what is involved in payroll accounting |Review and discuss the various laws governing payroll responsibilities|

| |Assessments, continuation problem, payroll project |

|Compute Gross Pay for Employees |Prepare problems and exercises that demonstrate how to compute regular|

| |pay and overtime pay in accordance with the laws and regulations |

|Compute deductions from gross pay |Prepare problems and exercises that demonstrate mandatory and |

| |voluntary deductions |

|Compute federal and state payroll forms |Complete accurate federal and state payroll tax forms based on |

| |reporting requirements |

3. ADOT101, Keyboarding – Elaine Tolliver

|Student Learning Outcome |Assessment of Student Learning |

|Utilize proficiently the keyboard |Complete daily warm-ups |

|Demonstrate their understanding of proper keyboarding techniques |Develop techniques for counting errors |

|independently | |

|Continue to build speed and accuracy with the use of timed writings |Keep speed charts |

|provided by the textbook | |

|Use Microsoft Word efficiently in creating and formatting most |Format business documents |

|frequently used business documents such as letters, tables, memos and | |

|reports | |

4. ADOT105, Survey of Computer Applications – Krista Lawrence

|Student Learning Outcome |Assessment of Student Learning |

|Use discipline-related terminology appropriately |Creation of a portfolio, review questions, exams, tests |

| |Collaboration in groups to present the definitions and use |

|Develop skills with the applications in specific circumstances |Tutorials, projects, exams, tests |

| |Assignments with guided direction |

|Organize and present information orally and in writing with the use of|Oral presentations, exams, tests |

|visual aids | |

5. ADOT106-1W1, Word Processing – Ruby Holliday

|Student Learning Outcome |Assessment of Student Learning |

|Define word processing terms |Type the exercises from each chapter and be graded on selected ones. |

| |Unit tests composed of exercises from the chapters will be given along|

| |with a final theory exam. |

|Open, format, close, save, print and revise WORD files. |Unit tests composed of exercises from the chapters will be given along|

| |with a final theory exam. |

|Use a templates and wizards to create documents |Unit tests composed of exercises from the chapters will be given along|

| |with a final theory exam. |

6. ADOT178, General Office Procedures – Cheryl D. Green

|Student Learning Outcome |Assessment of Student Learning |

|Explain how an office is managed |Graded course assignments (students are provided with a |

| |requirement/grade sheet by instructor) |

|Prepare business documents |Projects and activities, Application problems, graded w/ rubric |

|Present orally and professionally (proper attire) a research topic |Topics from Textbook, Reports, graded w/ a special rubric to rate |

|individually and in a group |individual and group presentations |

|Increase self-confidence |Rubric to rate oral presentations and give to students before |

| |presentations are delivered |

7. ADOT264, Database Applications – Warren Duclos

|Student Learning Outcome |Assessment of Student Learning |

|Use MS Access to construct new relational database components when |Completion of projects related to chapter concepts |

|given a selection of real-world work case situations |Chapter quizzes which assess students’ understanding of concepts |

| |Hands-on MyITLab assessments covering skills and concepts mastery |

|Use MS Access to revise existing relational database components when |Completion of projects related to chapter concepts |

|given a selection of real-world work case situations |Chapter quizzes which assess students’ understanding of concepts |

| |Hands-on MyITLab assessments covering skills and concepts mastery |

|Plan and construct relational database tables so as to enable |Completion of projects related to chapter concepts |

|efficient data collection, storage and maintenance |Chapter quizzes which assess students’ understanding of concepts |

| |Hands-on MyITLab assessments covering skills and concepts mastery |

8. ADOT265, Spreadsheet Applications – Mary Logan

|Student Learning Outcomes |Assessment of Student Learning |

|Create, develop, manipulate, and enhance spreadsheets using basic |Constructing a full set of financial accounting statements, |

|Excel skills |demonstrating financial strategies for improving performance and |

| |growth of existing businesses or starting new ones |

| |Hands-on MyITLab assessments covering skills and concepts mastery |

|Perform common business calculations and analyses using formulas and |Chapter skills exams covering execution and understanding of the |

|functions |content |

| |Hands-on MyITLab assessments covering skills and concepts mastery |

|Construct a full set of financial accounting statements using Excel |Challenge questions presenting business situations requiring students |

|skills |to choose appropriate skills learned in the chapter and use them |

| |creatively to come up with a solution |

| |Hands-on MyITLab assessments covering skills and concepts mastery |

9. ARCH 110, Architectural Design I – Victor Mirzai

|Student Learning Outcomes |Assessment of Student Learning |

|Write with creative thinking (design concept). The strategies in | |

|decision-making for problem solving and learning by doing of real life|Real-life architectural projects, tests, and a portfolio |

|architectural projects. | |

|Estimate numerical data by extracting, analyzing, and interpreting |Real-life architectural projects, tests, and a portfolio |

|data, applying mathematics and terminology in solving design problems.| |

|Demonstrate the use of application scientific and artistic techniques |Real-life architectural projects, tests, and a portfolio |

|(collect observations and evaluate the validity of the conclusion) by | |

|following sequential design steps to analyze and solve the design | |

|problem. | |

|Identify significant theories and philosophies of Architectural styles|Real-life architectural projects, tests, and a portfolio |

|which societies and individuals have adopted. They will be able to | |

|clearly analyze the style by producing data which will support the | |

|basic ingredients of the problem. | |

|Conduct public speaking activities, small group communication skills, |Real-life architectural projects, tests, and a portfolio |

|and interpersonal communication. | |

|Apply basic computer technology when using systematic and article |Real-life architectural projects, tests, and a portfolio |

|processes by using the internet to research data for Architecture. | |

10. BIOL101, Introductory Biology Lecture – Amanda Rosenzweig

|Student Learning Outcome |Assessment of Student Learning |

|Use problem solving, analytical and communication skills that will aid|Group tasks w/ discussion, critical thinking, and application skills |

|in building a foundation for lifelong learning and career development | |

|Evaluate and discuss contemporary social and ethical issues related to|Forums |

|biology | |

|Communicate effectively in both speech and writing |Class discussion |

| |Group presentations |

|Apply basic computer technology and locate educational and biological |BlackBoard assignments |

|resources |Computer assignments (Soft Chalk) |

|Make connections across the content and the concepts presented |Quizzes |

|throughout the course. |Tests |

| |Discussions |

11. BIOL102, Introductory Biology Lecture II – Marceau Ratard

|Student Learning Outcome |Assessment of Student Learning |

|Demonstrate ecological and scientific literacy to explain the function|Discussion assignments |

|of natural ecological systems | |

|Apply a learned strategy to address novel ecological issues/problems |Case study – apply concepts covered in class |

|Explain the complexity of the social, economic, and political dynamics|Case study – present point of view of different stakeholders |

|affecting solutions to ecological problems | |

|Demonstrate an awareness of how individual choices affect ecosystems |Calculate ecological footprint – online tool |

12. BUSL250, Legal Environment of Business (Business Law) – Tara Pembo

|Student Learning Outcome |Assessment of Student Learning |

|Demonstrate an understanding of the legal principles of business |Discussion |

| |Legislative Project |

| |Midterm essay exam w/ classroom discussion |

| |2 Objective exams in which they are encouraged to explain their |

| |answers |

|Demonstrate the knowledge of civil, common, and tort law that apply to|Discussion |

|those involved in developing and running a business |Legislative Project |

| |Midterm essay exam w/ classroom discussion |

| |2 Objective exams in which they are encouraged to explain their |

| |answers |

|Identify the Legal Issue of any and all cases and scenarios they |Discussion |

|encounter in their textbooks and the real world |Legislative Project |

| |Midterm essay exam w/ classroom discussion |

| |2 Objective exams in which they are encouraged to explain their |

| |answers |

|Apply these legal issues to come to a conclusion of what would be a |Discussion |

|just outcome |Legislative Project |

| |Midterm essay exam w/ classroom discussion |

| |2 Objective exams in which they are encouraged to explain their |

| |answers |

13. CADD125, Drafting I – Lorraine Zeringue

|Student Learning Outcome |Assessment of Student Learning |

|Create an accurate technical drawing with the ability to expand on |Lab assignments |

|knowledge of engineering and architectural plans |Revisions of lab assignments |

| |Mid-term exam |

|Demonstrate mature drawing habits and techniques to produce organized |Daily class packet – worksheets |

|and neat drawings | |

|Explain drafting principles and use proper drafting terminology |Quizzes |

14. CADD1201, Introduction to Computer Aided Drafting – Ken Krieger

|Student Learning Outcome |Assessment of Student Learning |

|Building on traditional technical drawing methods, create construction|Lab exercises |

|type 2D drawings to industry standards using CAD tools |Lab problems |

| |Questions from the text |

| |Portfolio |

| |Exams |

| |Quizzes |

|Set up and print CAD technical drawings and documents to industry |Lab exercises |

|scales and standards for professional presentation |Lab problems |

| |Questions from the text |

| |Portfolio |

| |Exams |

| |Quizzes |

15. CULA105, Theory of Meat, Poultry, and Seafood – Nancy Burback

|Student Learning Outcome |Assessment of Student Learning |

|Differentiate between all parts of beef, lamb, veal, port, poultry, |Hands-on identification of parts of meat in the lab |

|and game | |

|Accurately order and explain the different cuts of meat |Develop knowledge using flash cards and working with buzzers to answer|

| |identification questions in group discussion |

| |Tests – multiple choice, fill-in-the-blank, matching, and discussion |

| |questions on information from book and lectures |

|Accurately cut and cook meats, poultry, and game |Hands-on demonstrations of learning in lab |

| |Tests – multiple choice, fill-in-the-blank, matching, and discussion |

| |questions on information from book and lectures |

|Accurately identify all weights and measurements required for recipes.|Develop knowledge using flash cards and working with buzzers to answer|

| |identification questions in group discussion |

| |Tests – multiple choice, fill-in-the-blank, matching, and discussion |

| |questions on information from book and lectures |

|Accurately follow a recipe both individually and with a group |Hands-on, collaborative learning with actual recipes in individual and|

| |group demonstrations |

16. ENGL101, English Composition I – Cathy Gorvine

|Student Learning Outcome |Assessment of Student Learning |

|Develop and organize ideas to support an explicit thesis statement |6-8 formal writing assignments |

| |Departmental Exit Exam |

|Accurately quote, summarize and paraphrase |6-8 formal writing assignments |

| |Departmental Exit Exam |

|Edit to correct errors in grammar, punctuation, spelling, and usage |6-8 formal writing assignments |

| |Departmental Exit Exam |

17. ENGL102, English Composition II – Missy Diaz

|Student Learning Outcome |Assessment of Student Learning |

|Read with comprehension |Discussion and participation assignments, homework, quizzes |

|Analyze ideas, opinions, patterns, and themes |Writing assignments |

| |Research paper |

| |Written argumentative final exam |

| |5-minute speech |

|Synthesize ideas on a variety of topics |Writing assignments |

| |Research paper |

|Integrate current, accurate, and valid information from various |Writing assignments |

|sources, without incident of plagiarism |Research paper |

|Apply critical thinking skills to real world experiences, including |Writing assignments |

|other disciplines |Research paper |

| |Critical reflection |

18. ENGL205, Introduction to Short Story and Novel – Elizabeth Feltey

|SLO |Assessment of Student Learning |

|Relate literary works to personal experience |2 exams |

| |2 literary response essays |

| |One research project |

| |Research portfolio |

| |Quizzes |

| |Discussion board participation |

|Analyze/interpret literary works |2 exams |

| |2 literary response essays |

| |One research project |

| |Research portfolio |

| |Quizzes |

| |Discussion board participation |

|Analyze others’ literary criticism and apply relevant critical |2 exams |

|opinions to one’s own analysis and interpretation of literature |2 literary response essays |

| |One research project |

| |Research portfolio |

| |Quizzes |

| |Discussion board participation |

|Analyze relationships among selected elements of literary form and |2 exams |

|thematic content (e.g. setting and characterization, or symbol and |2 literary response essays |

|theme) |One research project |

| |Research portfolio |

| |Quizzes |

| |Discussion board participation |

19. ENGL212, American Literature II– Emily Cosper

|Student Learning Outcome |Assessment of Student Learning |

|Analyze and interpret a text in writing |Essay writing/essay exams |

|Evaluate primary and secondary sources and integrate into an original |Essay writing/group presentations |

|response | |

|Articulate the connections between literature and larger world issues |Small group discussion |

| |Class discussion |

| |Response journals |

|Synthesize ideas on a variety of topics |Essay writing |

| |Essay Exams/ |

| |Discussion |

| |Presentations |

| |Response Journals |

20. ENGL221/222, Survey of British Literature I & II – Janet McArthur and Brenda Bryant

|Student Learning Outcome |Assessment of Student Learning |

|Integrate knowledge across a wide range of contexts – thematically, |Essay Exam at mid-term and final |

|historically, and psychologically |Discussion Board responds and Classroom Discussion |

| |Paper |

| |Group Presentation |

|Independently synthesize and analyze |Individual paragraphs |

| |PowerPoint Presentations – organize group presentations |

| |The Power Point presentations were games (Jeopardy and Britwood |

| |Squares) |

|Debate ideas in a meaningful way |Essay Exam at mid-term and final |

| |Discussion Board responds and Classroom Discussion |

| |Paper |

| |Group Presentation |

|Take self-responsibility for learning |One on one conversations with professor 2 times a semester |

| |Assignments feature in BB, giving students 2-week assignments w/ a |

| |deadline, giving group leaders instr. To pass on to students. Group |

| |leaders then assign paragraph topics to each student. The method of |

| |disseminating information required the students to become more |

| |responsible for their own work. |

|Demonstrate respect for others in written and oral responses |Essay Exam at mid-term and final |

| |Discussion Board responds and Classroom Discussion |

| |Paper |

| |Group Presentation |

|Articulate an appreciation for literature as a way of understanding |Essay Exam at mid-term and final |

|human nature |Discussion Board responds and Classroom Discussion |

| |Paper |

| |Group Presentation |

|Take opportunities to learn beyond what is required |Papers |

21. ESLR023/027 – 024/028 Advanced Reading and Composition I & II – Shelley Tyler

|Student Learning Outcome |Assessment of Student Learning |

|Summarize readings on a variety of topics |Journals |

| |Practice Summaries |

| |Reader Response Essays |

| |Practice Essay Exams |

| |Midterm & Final Exams |

|Communicate and support ideas in writing |Journals |

| |Practice Summaries |

| |Reader Response Essays |

| |Practice Essay Exams |

| |Midterm & Final Exams |

|Use knowledge of strengths and weaknesses to self-monitor and |Grammar practice assignments |

|self-correct writing |Rewrites of graded essays |

| |Peer and Self Grammar Editing |

| |Reader Response Essays |

| |Practice Essay Exams |

| |Midterm & Final Exams |

|Provide Meaningful feedback to peers and use feedback from others |Peer observation activities |

|effectively |Peer Grammar Editing |

| |Rewrites of graded essays |

|Demonstrate self-awareness of ability as a writer | Journals |

22. GEOL101, Physical Geology – Jacqueline Wood

|Student Learning Outcome |Assessment of Student Learning |

|Explain how Plate Tectonics is the universal theory of geology |Classroom discussion |

| |Online BlackBoard discussion |

| |Exams |

|Explain how different stresses and strains result in various |In-class group worksheets |

|geological structures |In-class group work w/ maps |

|Describe the major breakdown of the Geological Time Scale |In-class assignment |

| |Online assignment |

| |Geological time scale quiz |

| |Exams |

|Explain the differences between metamorphic, igneous, and sedimentary |Online BlackBoard discussion |

|rock and how they are related to the rock cycle |Textbook homework assignments w/ short essays |

| |Exams |

|Explain the development of costal features |Online BlackBoard discussion |

| |Online assignment |

|Determine the epicenter of an earthquake, and determine the Richter |Online assignment |

|magnitude from seismic lines |In-class assignment w/ reading |

| |Exams |

23. HORT101, General Horticulture – Bettie Abbate

|Student Learning Outcomes |Assessment of Student Learning |

|Identify and discuss the many jobs available within the Horticulture |Online group discussion |

|industry |Lab journal and report |

| |Reflective paper and survey (service learning) |

|Apply knowledge of the elements of climate and microclimate to plant |Online group discussion |

|growth under different conditions |Softchalk lessons |

| |Online written assignments |

| |Written exams: problem-solving questions |

| |Lab journal and report |

| |Reflective paper and survey (service learning) |

| |Group assessment |

|Identify and compare the five physiological processes in plant science|Online group discussion |

|and examine how each affect plant growth and development |Softchalk lessons |

| |Online written assignments |

| |Written exams: problem-solving questions |

| |Lab journal and report |

| |Reflective paper and survey (service learning) |

| |Group assessment |

|Demonstrate the skills needed to successfully initiate plant growth |Online group discussion |

|through sexual and asexual propagation |Softchalk lessons |

| |Online written assignments |

| |Written exams: problem-solving questions |

| |Lab journal and report |

| |Reflective paper and survey (service learning) |

| |Group assessment |

|Demonstrate best management practices for planting and maintenance of |Online group discussion |

|ornamental landscaping and interior plantscaping commonly used in the |Softchalk lessons |

|industry |Online written assignments |

| |Written exams: problem-solving questions |

| |Lab journal and report |

| |Reflective paper and survey (service learning) |

| |Group assessment |

24. MATH095, Introduction to Algebra I – Jennifer Johnson

|Student Learning Outcome |Assessment of Student Learning |

|Tell the difference between mathematical statements |Speed practice |

| |Create quizzes |

|Determine what types of solutions make sense |Flow chart “fill-in” |

| |“Matching” Game |

| |Amp’d True/False |

|Calculate the solution using a logical plan |“Matching Game” |

| |Property proofs |

| |Amp’ed True/False |

25. MATH096, Introduction to Algebra II – Pat Rome

|SLO |Assessment of Student Learning |

|Manipulate mathematical symbols and notation independently to solve |Take exams/quizzes |

|problems logically |Verbal explanation to justify steps |

| |Correct answers on tests |

| |Homework |

|Explain how/when to apply basic algebraic properties |Take exams/quizzes |

| |Verbal explanation to justify steps |

| |Correct answers on tests |

| |Homework |

|Work constructively in groups to solve problems |Internal discussions |

| |Responses |

| |Group work sheets |

| |Projects |

|Apply some of what is learned to everyday life |“3” projects using algebraic properties in real life situations. |

| |Projects using math logic without a math problem |

26. MUSC105, Music Appreciation – Steven Edwards

|Student Learning Outcome |Assessment of Student Learning |

|Discuss definitions of Art and Music |7 objective quizzes |

| |Discussion forum |

|Accurately use concepts and vocabulary relating to the elements of |Online Learning Center – Self-check and Practice Quizzes |

|music, specifically when listening to a piece of music |7 objective quizzes |

| |Discussion forum |

| |Assignments |

| |Midterm and Final exams |

| |Live Concert Report Project |

|Identify musical genres, styles, and historical periods |7 objective quizzes |

| |Assignments |

| |Midterm and Final exams |

|Explain relationships between music and text |Discussion forum |

| |Midterm and Final exams |

| |(Live Concert Report Project) |

|Analyze primary and secondary sources about music including |Discussion forum |

|journalism, criticism, and scholarship |Assignments |

|Write a critical reflection to a piece of music |Discussion forum |

| |Live Concert Report Project |

27. PSYC240, Abnormal Psychology – Brett Heintz

|Student Learning Outcome |Assessment of Student Learning |

|Differentiate the symptomology of various mental disorders, such as |Discussion forums |

|anxiety disorders, depression, bipolar disorder, schizophrenia, and |Case Studies |

|personality disorders. |Journal Articles |

| |Papers |

| |Tests |

|Explain 2-3 approaches (Learning theory, Psychodynamic, Cognitive, |Journal Articles |

|Humanistic, and Physiological) in treating mental disorders. |Papers |

| |Discussion forums |

| |Tests |

|Express a tentative personal philosophy regarding the causes and most |Paper |

|effective therapeutic approaches in treating mental disorders |Discussion forum |

|Apply the DSM-IV-TR Criteria for mental disorder to a character in a |Paper |

|major motion picture or work of literature | |

28. MATH 203, Statistics – Laila Bicksler

|Student Learning Outcome |Assessment of Student Learning |

| | |

| | |

| | |

29. MATH 131, Pre-Calculus Trigonometry – Chris Doyle

|Student Learning Outcome |Assessment of Student Learning |

|Determine how concepts of trigonometry are applied to solve real world|Word problems, scenarios, measuring distances on land |

|problems in a mathematical setting | |

|Recognize wave patterns in real-world situations and determine what |Practice looking at graphs and determining the best function which |

|trigonometric functions would be needed to represent them |describes the graph (homework) |

|mathematically | |

|Analyze data to solve triangles and determine areas in real-world |Finding the triangulation and surface areas (homework and tests) |

|situations | |

|Using identities to sharpen your logical and analytical thought |Take home test (one week to do it) |

|processes | |

30. BIOL 141, General Biology I – Rashad Arcement

|Student Learning Outcome |Assessment of Student Learning |

|Explain how scientific methods are used to solve problems and explain |Design an experiment where they define each part of it |

|observations | |

|Create a diagram that would illustrate how plants and animals are |Visual Diagram where they show the interconnections |

|dependent upon each other to carry out metabolism | |

|Determine the significant relationships between genetics, natural |Word problem sets – homework assignments, group discussion of it |

|selection, and evolution | |

|Demonstrate verbally or in writing how our world, from atoms to earth,|Flow charts w/ examples |

|is connected by biological levels of organization |In class, collaborative discussion |

31. BIOL 161, Introduction Anatomy and Physiology – Malene Arnaud-Davis

|Student Learning Outcome |Assessment of Student Learning |

|Explain the concept of homeostasis as it relates to the different body|Series of in-class papers |

|systems |Essay questions on test |

|Make connections between content and concepts presented in class with |Disease papers |

|personal and family health issues and be able to explain in a way that|Group discussions |

|a lay person would understand |Essay questions on test |

| |Case studies |

|Develop strategies specific to studying for science courses that will |Tests |

|help students develop a foundation for future classes and career goals|Discussion |

| |Group Feedback |

32. BIOL 251 & 252, Human Anatomy and Physiology I & II – Jim Hurrell

|Student Learning Outcome |Assessment of Student Learning |

|Demonstrate an understanding of key concepts relating to the chemical |Homework assignments |

|and cellular building blocks of the human body |Exams |

| |Unit Summaries |

| |Research Paper |

| |Final Exam |

|Demonstrate an understanding of key concepts of the body systems |Homework assignments |

|relating to body shape and body support |Exams |

| |Unit Summaries |

| |Research Paper |

| |Final Exam |

|Students will demonstrate an understanding of key concepts of the body|Homework assignments |

|systems relating to body movement and internal/external body |Exams |

|communication |Unit Summaries |

| |Research Paper |

| |Final Exam |

|Relate anatomy and physiology terms in this course to understanding |Homework assignments |

|the fundamentals of proper medical terminology |Exams |

| |Unit Summaries |

| |Research Paper |

| |Final Exam |

33. PHYS 101, Elementary Physics – Raymond Duplessis

|Student Learning Outcome |Assessment of Student Learning |

|Describe many everyday observations and occurrences involving matter, |General Pre-test |

|motion and energy |Group Pre-test |

| |Individual Post-test |

| |Midterm (1/2 semester post-test) w/ ill-defined problem, essay test |

| |Final |

|Identify variables in and solve well-formed physics problems relating |General Pre-test |

|to matter, motion and energy by applying equations derived from |Group Pre-test |

|fundamental laws |Individual Post-test |

| |Midterm (1/2 semester post-test) w/ ill-defined problem, essay test |

| |Final |

|Take real-world ill-formed physics problems and through their |General Pre-test |

|understanding of physics come to a reasonable physical conclusion |Group Pre-test |

|and/or numerical solution on the situation |Individual Post-test |

| |Midterm (1/2 semester post-test) w/ ill-defined problem, essay test |

| |Final |

|Apply problem solving skills acquired through this course to everyday |General Pre-test |

|situations |Group Pre-test |

| |Individual Post-test |

| |Midterm (1/2 semester post-test) w/ ill-defined problem, essay test |

| |Final |

34. ASLS 101, American Sign Language I – Leslie Knowles

|Student Learning Outcome |Assessment of Student Learning |

| | |

| | |

| | |

35. FNAR 126, Art History Survey II– Mae Niolet

|Student Learning Outcome |Assessment of Student Learning |

|Recognize major works and the masters who created them from each |Exams – Identify, define, essay |

|period of art studies this semester | |

|Cite the specific historical events which have a direct affect on the |Portfolio |

|way a work of art looks and its subject matter and theme |Group Project |

| |Paper – museum visit |

|Cite specific style characteristics of a period of work, of an |Portfolio – photographs |

|individual artist or works from a specific geographic area and relate | |

|them to existing works in this city | |

|Describe the various processes involved in making works of art and how|Group Project – in class |

|each medium and process affects the aesthetics and expression of a | |

|work | |

|Define and use the vocabulary of art history |Exam – identify and define |

36. PSYC 127, General Psychology – Sandra Prince-Madison

|Student Learning Outcome |Assessment of Student Learning |

|Apply the basic principles of psychology to yourself and others |Case studies and Tests |

| |Real life Psychological Project |

|Increase self knowledge and social competencies through working |Group Discussion |

|collectively with a diverse student body and instructor |Group Project – Psychological Project |

|Critical analysis of culturally sensitive articles to increase |Articles from Various Sources |

|intellectual analysis, problem solving skills and decision making to |Group Assessment |

|become critical thinkers |Reflective paper |

|Apply psychological concepts to effectively deal with anger, fears, |Journals |

|frustrations and anxieties |Reflective papers survey |

| |Peer review |

|Describe how the major perspectives would explain the various |Tests |

|behaviors |Classroom discussion |

| |Hands on assignments |

37. PSYC 225, Child Psychology – Sadhana Ray

|Student Learning Outcome |Assessment of Student Learning |

|Examine and discuss critically, any of the principles, issues or |Discussion board responses |

|conceptual approaches as presented in the course |Quizzes |

| |Midterm and Final tests |

|Connect concepts with real world situations |Essay |

| |Case study responses |

|Apply the concepts to other applied fields of study |Essay after the Midterm Examination |

38. HUMA 150, Structure of Western Thought – Shameem Choudhury

|Student Learning Outcome |Assessment of Student Learning |

| | |

| | |

| | |

39. ENGL 211, American Literature to 1865 – Paul Rosefeldt

|Student Learning Outcome |Assessment of Student Learning |

|Analyze a text for its psychological, sociological or philosophical |Short comparison analysis paper |

|themes |Longer comparison analysis paper |

| |Midtern |

| |Research paper based on comparison of two novels |

| |Final test |

|Synthesize two or more texts to find common patterns |Short comparison analysis paper |

| |Longer comparison analysis paper |

| |Midterm |

| |Research paper based on comparison of two novels |

| |Final test |

|Compare themes from past American texts to contemporary American |Short comparison analysis paper |

|issues |Longer comparison analysis paper |

|Clarify personal values through analyzing literary texts |Short comparison analysis paper |

| |Longer comparison analysis paper |

| |Midterm |

| |Final test |

40. ENGL 062, Developmental Composition II – Joe Howard

|Student Learning Outcome |Assessment of Student Learning |

|Generate and organize their own ideas into an essay written in |Write 5-7 formal writing assignments |

|predominantly error free standard English prose. |Take and pass the exit exam at the end of the semester |

| | |

| | |

41. HIST 101, Early Western Civilization – Sal Anselmo

|Student Learning Outcome |Assessment of Student Learning |

|Identify and understand how the major events, people, and ideas have |Multiple choice and essay tests |

|shaped Western society |Class discussion |

|Apply knowledge by critically writing, reading and discussing the past|Essay tests/quizzes |

|and the present |Research paper |

| |Portfolio project |

| |Class discussion |

|Use academic skills necessary for success in any college level history|Essay tests/quizzes |

|class |Research paper |

| |Portfolio project |

| |Class discussion |

42. READ 101, Analytical Reading – Linda Duerson

|Student Learning Outcome |Assessment of Student Learning |

|Demonstrate the ability to read college-level materials critically and|Guided readings |

|analytically |Student-generated outlines of essays |

| |Journal |

| |Teacher-made test |

| |Collaborative discussions |

| |Quizzes |

| |Graded homework assignments |

|Locate and print electronic reference material |Reading lab – Weaver instructional system |

| |Portfolio – research project |

| |Portfolio – short story project |

|Identify and analyze the organizational parts of both fiction and |Portfolio – research project |

|nonfiction |Portfolio – short story project |

| |Vocabulary flashcards |

| |Collaborative discussions |

| |Teacher led discussions |

| |Quizzes |

| |Graded homework assignments |

43. READ 072, Developmental Reading – Kathy Favret

|Student Learning Outcome |Assessment of Student Learning |

| | |

| | |

| | |

44. SOCI 151 - Introductory Sociology – Kellye Deel

|Student Learning Outcome |Assessment of Student Learning |

|Identify emergence of Sociology |Quizzes/Exams |

|Identify 3 core theories |Quizzes/Exams |

|Recognize how individual personal experiences are interrelated to |Research Paper |

|social issues |One-Minute Reaction Paper |

|Evaluate social issues |Discussion |

| |Research Project – Outside Project |

45. PHIL 175, Social Ethics – Angela Camaille

|Student Learning Outcome |Assessment of Student Learning |

|Identify many controversial issues in today’s world |Tests |

| |Research Paper |

| |Participation – class and virtual discussion |

|Evaluate arguments and identify faulty arguments in reason and logic |Tests |

| |Research Paper |

| |Participation – class and virtual discussion |

|Express an understanding of one’s own viewpoints and the viewpoints of|Tests |

|others |Research Paper |

| |Participation – class and virtual discussion |

46. HIST 260, Louisiana History – Charles (Treg) Fontana

|Student Learning Outcome |Assessment of Student Learning |

|Explain the failures or disappointments in city/state government over |2 papers – opinion paper w/ support |

|time and how they came about |Personal paper |

|Describe the social conditions of LA |Tests – essay portions that allow them to describe |

|Explain the influence of past LA history and how it has come down the |Tests – explanations on test |

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