DIVISION ANNUAL PROGRAM REVIEW 2008-2009
Division: Arts and Humanities
Prior to completing the Annual Program Review, please review, discuss and analyze:
1. Findings from course assessment activities and applicable program SLO assessments
2. UHCC Annual Report ofProgram Dataprovided by OPPA
3. Environmental scanning information available on DocuShare:
And online:
When questions reference course or program SLO assessment, please provide a summative analysis rather than listing the text directly from the assessment templates.
Based on completion of last year’s review, did your Division make any changes? If so, what changes were made and what was the result?
The English Literature discipline instituted a completely online version of the ENG 255 course. During the spring semester, the course filled to capacity on the first day of registration. During the fall, a third section had to be opened (and it filled) to meet demand.Hawaiian Studies created a new course, HWST 298: Contemporary Hawaiian Issues to satisfy student’s needs for currency and rigor in Hawaiian Studies.
Humanities 262 was reintroduced after a long hiatus (HUM 262: Pacific Literature).
Hawaiian Studies and Art added Saturday morning sections to meet student demand.
STUDENT LEARNING AND ACHIEVEMENT
- Describe major actions taken as a result of course or program assessments. What has been learned from assessments? What plans arethere for changes in the future? Please summarize. (Complete details are stored in the Assessment Templates on DocuShare.)
COURSE
Assessed / What was learned from Assessment / Changes made or
Actions taken for improvement / Plans for future changes
ENG 255 / This was the first semester that we’d offered an online version of this course, and that’s when we assessed it. Most of the delivery relies on discussion-board activities and documents prepared by the instructor. As a result, students probably need a bit more guidance in the form of lecture from the instructor because students are not adequately taking advantage of the documents already posted to the site. / During the second semester teaching ENG 255, more “moment of need” comments have been posted by the instructor, and many more instances have occurred of the instructor pointing the students to the documents that are already on the site that they have been neglecting. / In the spring 2009, an online version of ENG 256 will be offered. As we assess it and compare the results to the ENG 255 online course, great lessons should be learned. ENG 256, by its nature, demands more “lecture”-type material from the instructor than does ENG 255. So, it will be interesting to compare SLO results (all of our literature courses share basically the same SLOs).
ENG 254 / This is the first course we’ve assessed that failed to meet the expectations of the majority of SLOs, and it is also the first course we’ve assessed that has only been taught by a lecturer. / Discussions have taken place with lecturers to stress the method of evaluating SLOs and methods to achieve those SLOs. / At the end of the fall semester, and from this point forward, we will have a workshop for lecturers stressing the expectations of course SLOs, including pedagogical approaches that might help in achieving them.
ENG 253 / The students in this course are meeting and exceeding the SLO expectations. However, student could benefit from more explanation relating to essay requirements. / The instructor created a manual for students labeled “Guidelines for Writing Literary Analyses.” This document has helped students in forming—at least structurally—appropriate essays. / The “Guidelines for Writing Literary Analyses” will continue to be delivered to students and retooled as need dictates.
ENG 252 / The students in this course are meeting and exceeding the SLO expectations. However, student could benefit from more explanation relating to essay requirements. / The instructor created a manual for students labeled “Guidelines for Writing Literary Analyses.” This document has helped students in forming—at least structurally—appropriate essays. / The “Guidelines for Writing Literary Analyses” will continue to be delivered to students and retooled as need dictates.
History 151 &
History 152 / In assessing both world civilizations courses, history faculty members learned that students were lacking in knowledge of geography. Students were also weak and poor in basic skills such as reading and writing. / Changes made include assignments specifically dealing with geography, assignments that emphasize reading comprehension along with more writing assignments. / Continued emphasis on geographic knowledge and the continued assessment of such knowledge.
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COURSEAssessed / What was learned from Assessment / Changes made or
Actions taken for improvement / Plans for future changes
PHIL 100 / Expectations concerning student achievement are consistently satisfied. We’re right on track. / We should continue to provide excellent instruction for our students. / We will continue to strive for and achieve excellence in instruction.
PHIL 101 / Expectations concerning student achievement are consistently satisfied. We’re right on track. / We should continue to provide excellent instruction for our students. / We will continue to strive for and achieve excellence in instruction.
PHIL 102 / Expectations concerning student achievement are consistently satisfied. We’re right on track. / We should continue to provide excellent instruction for our students. / We will continue to strive for and achieve excellence in instruction.
PHIL 110 / Expectations concerning student achievement are consistently satisfied. We’re right on track. / We should continue to provide excellent instruction for our students. / We will continue to strive for and achieve excellence in instruction.
Drama 221 / We decided we had too many SLO’s, and many of them were worded incorrectly / We decided we would slim down to three SLO’s and reword them to meet the approval of the committees / We plan to do this for the next SLO assessment.
ASAN 203 / There are convincing indications that non-conventional hands-on experience in culture learning is an excellent pedagogical approach and assessment tool. / Continue to administer the pre- and posttests to get some empirical picture of student learning. / Develop an assessment rubric to measure degree of student participation and learning.
ASAN 204 / The oral history project is likewise a powerful pedagogical approach and assessment tool in this course. This undertaking promotes the development of interpersonal and leadership skills, critical thinking, and oral/written communication skills – on top of the learning about the concepts and theories related to the course. / Continue to administer the pre- and posttests to get some empirical picture of student learning. / Invest more time in enabling students to “historically contextualize” their oral history interview and analysis.
PROGRAM SLO
Assessed (CTE only) / What was learned from Assessment / Changes made or
Actions taken for improvement / Plans for future changes
Art 105B / SLO’s needed to be revised and rubrics created / Art 105B faculty are working with assessment coordinator to improve assessment methods. / Changes to SLO’s are planned.
Art 243 / SLO’s needed to be revised and rubrics created / Art 243-244 faculty are working with assessment coordinator to improve assessment methods. / Changes to SLO’s are planned.
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- Using data from course/program SLO assessment, describe 1-2 specific examples of evidence (beyond the awarding of individual course
Grades) that students actually are achieving stated learning outcomes?
A random sample of the final essays from one-fourth of the students in the ENG 255, ENG 254, ENG 253, and ENG 252 classes were assessed. Each SLO was evaluated based on the following rubric:1 = Does not meet expectations
2 = Meets expectations
3 = Exceeds expectations
ASAN 203: Philippine History and Culture
SLO #2.Formulate theoretical constructs and createconcrete representations ofthe cultural history of the Filipinos.
To demonstrate their familiarity with and appreciation of Philippine art and culture, students constructed representations of Philippine cultural icons and shared them with the community during the Leeward Community College Family Fair and International Festival on campus, Pasko sa FilCom at the Filipino Community Center, and Filipino Fiesta in Waikiki.
SLO #4. Assess and critique the representation of Filipinos, their customs and traditions in art and media.
Using videos of Bayanihan – The Philippine National Folk Dance Company –Philippine customs and tradition were examined as represented in the performing arts. Videos included the various Bayanihan video suits: Cordillera Dances, Rural Folk Dances, Muslim Filipino Dances, and Filipino Spanish Dances.
ASAN 204:Filipinos in the United States
SLO #5.Document theexperiences of Filipino migrants in Hawaiior the continental US through oral history.
Oral history project undertaken by students to document and learn from the experiences of migrants in Hawaii and the United States were assessed using the Oral History Project Assessment Rubric* adapted from the Teaching Rubric created for National History Day (
In ENG 255, the averages for the six SLOs ranged from 1.8 to 2.1.
Each SLO was assessed for each paper by two readers, and then the averages for all five papers were generated.
History 242: Asian Civilization II underwent SLO Assessment. SLO # 2: “Distinguish among and describe major Asian philosophical and religious traditions, value systems and institutions, and explain their role in the development of modern Asian societies.” was assessed via an essay question.
Results of this assessment demonstrate that the material to answer the question has been presented in a way that the students gain understanding of the interaction of different religious traditions in early-modern India. This assessment indicated that the students are acquiring the intended information and understanding, and are able to express this understanding with some depth.
History 232: Modern Europe II underwent SLO Assessment. Students were provided a questionnaire with five questions to answer in no more than one sentence. Given twice, once before the SLO was covered in class, and again at the end of the semester, results of the assessment demonstrate that a large number of students in the pre-test left blank answers. This indicates lack of prior knowledge. In the post-test, in 4 of the 5 questions, the correct answers indicate the material is being adequately covered in class.
History 151: World Civilizations I and History 152: World Civilizations II both underwent SLO assessment. Students in all the sections offered in the Spring of 2007 were given all 12 SLOs for History 151 or History 152 and were asked if they knew or understood them. They were to answer on a scale from Not Hardly to Very Well. This was done at the beginning of the semester and the same SLOs were provided at the end of the semester.
Students were asked to compare what they knew and understood at the beginning of the semester versus what they knew and understood near the end of the semester. The end of the semester assessment indicated an overall improvement in student responses that indicated they knew the History SLOs “Very Well.”
Although this exercise adequately assessed both courses a lesson was learned from this exercise. There is a need to devise an assessment tool that asks more specific questions related to the broad concepts associated with the course SLOs.
A pilot test of new, more specific questions was done for both World Civilizations I and World Civilizations II to assess SLOs. . The pilot test showed promise and we are continually refining our assessment of these courses.
While a few of the averages are a bit below the overall “2” result of “Meets Expectations,” the numbers are averages, and obviously a 1.8 average reflects that there were more “2’s” than “1’s” in the class as a whole.
In ENG 254, the averages for the six SLOs ranged from 1.1 to 1.8. Obviously, some work needs to be done in this course. Specific goals are listed in number “1” above.
In ENG 253, the averages for the six SLOs ranged from 2 to 2.4. Obviously, this course not only met the expectations, but in almost every SLO exceeded them.
In ENG 252, the averages for the six SLOs ranged from 1.9 to 2.3. The “1.9” represents only one SLO, and as explained above, since these are averages, it illustrates that there were more “2’s” and “3’s” than “1’s” in the class as a whole. All of the other SLOs met or exceeded the “Meets Expectations” goal.
Philosophy courses were assessed by giving students a pre-test at the beginning of the semester and a post-test at the end. Pre-test and post-test were exactly the same. The results clearly demonstrate dramatic improvement in student comprehension of basic philosophical concepts and theories.
Drama 221
93% of students completed exercises in front of an audience, showing that their fears of performing in public were diminished.
Drama 101
84% of students who turned in play critiques, scored 80% or better
- Using institutional research data and/or UHCC Annual Report ofProgram Data, discuss any relevant issues in terms of retention andpersistence. What could be done to improve student achievement in these areas?
Based on anecdotal results for the online sections of ENG 255, retention has been a problem. The members of the discipline feel this is an inherent problem of the online delivery system. Many students register who are not prepared for the demands of a more independent-learner type of class. Many students attempt to short-change the experience by simply turning in assignments and not taking advantage of the resources available that explain how to do so: this is evident by site logs and statistics which show where the student spends his or her time on the site. Also, as noted last year,
“In English Literature, student retention and persistence could be improved if incoming students were better prepared for the rigors of analytical writing. Students have a difficult time creating argumentative and/or comparative and/or causal claims. Likewise, they are ill-prepared to handle MLA format and documentation. Finally, they are woefully unprepared for the grammatical expectations of formal literary analyses.
This is true on a larger institutional basis too. All writing intensive courses would benefit from a more structured Writing Across the Curriculum hub. Students need to see and understand the connections among the courses that writing can foster.”
When these problems in writing ability and writing preparation are brought into an online delivery system, the problems for the student are compounded.
More upfront comments about the added demands of an online course need to be delivered
The level of attrition in our courses is well within the norm for courses at this level. Retention might be improved through more effective efforts to provide financial aid, work-study possibilities and on campus child care.
Our student retention rates remain steady; students lost each semester remain small in number without significant variation.
We would like to see a class presented that helped students understand what is expected of them in college. The students that are not retained are those that expect college to be like high school.
Acceptance and opportunity. Making the students feel that the classroom is a non-threatening environment – where making a mistake while learning is acceptable, and getting another chance is conceivable – can help with retention and persistence. It is important for the students to recognize that the college values acceptance and opportunity.
Learning and fun. There is considerable reason to believe that retention and persistence are related to how a student views a class to be “worth” his/her time, energy and disposition. When students recognize that they are learning in a class and feel that it is far from a boring session, it is plausible to expect them to stay in class and finish the course.
- For AAT and CTEPrograms: Complete the table for each AS and AAS Degree in your Division (all Divisions except Language Arts; Social Science
Toinclude Substance Abuse Cert.)
Based on prior year annual end-of-academic-year reports / Insert Program Name Here / Insert Program Name Here / Insert Program name HerePerkins Indicator
Mark as M, E or D (Meets, Exceeds or Deficient)
1P1 Academic Achievement
1P2 Vocational Skills
2P1 Degrees/Certificates
3P1 Placement: Employment and Transfer
3P2 Retention: Employment and Transfer
4P1 Non Traditional Participation
4P2 Non Traditional Completion
Program Status
Mark as H, C or U (Healthy, Cautionary, Unhealthy)
Overall Program Demand based on
Annual new and replacement positions in State and County
Number of majors
Student semester hours for program majors in all program classes
Student semester hours for non-program majors in all program classes
Student Semester Hours for all program classes
FTE program enrollment
Number of classes taught
Overall Program Efficiency based on
Average class size
Class fill rate
FTE of BOR appointed program faculty
Student/Faculty Ratio
Number of Majors per FTE faculty
Cost per Student Semester Hour
Number of classes that enroll less than ten students
Overall Program Effectiveness based on
Persistence
Number of Degrees/Certificates
Number of transfers
All core indicators: 1P1, 1P2, 2P1, 3P1, 3P2, 4P1, 4P2
Program’s Overall Health
4a. (AAT and CTE Programs) If program status is Cautionary or Unhealthy, how do program faculty plan to address the weaknesses?