STARK STATE COLLEGE ASSESSMENT SUMMARY REPORT

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1 STARK STATE COLLEGE ASSESSMENT SUMMARY REPORT Department/Division Education and Human Services Division Degree Program(s)/Options(s)/Certificates(s) Early Childhood Education; Early Childhood Education Interventionist; Human and Social Services; Human and Social Services Gerontology option; AA Criminal Justice Law Enforcement Academy; AA Criminal Justice Corrections; OBR One Year Certificates (4) American Sign Language Certificate, Administrators Certificate for Early Childhood Professionals, Criminal Justice/Homeland Defense, Law Enforcement Academy; Career Enhancement certificates (3) in Gerontology, American Sign Language, and Family Services; Associate of Applied Science in Paralegal Studies Chair/Dean Carrilyn E. Long Academic Year (20xx/20xx) 2010/2011 The annual assessment summary report assists the College in documenting assessment progress and provides department chairs with assessment data needed to complete their academic program review. Department chairs will summarize information for the courses assessed in their department during the academic year. Chairs will forward their department summary report to their dean by June 14. Deans will summarize information for the courses assessed in their division and forward their division report to the Provost by July 7. The Provost will prepare an Academic Affairs assessment report by July Summary of milestones a. /Courses assessed/eligible courses= 17/34 = 50% (ex. 8/45=18%) Faculty: 14 FT 34 Adjunct Modality: 60 F2F 2 W2 3 W3 0 W4 Campus: 44 Main 19 Satellite 0 Dual Enrollment 0 Early College Time: 38 Day 20 Evening 1 Weekend b. Courses re assessed/eligible courses=2/2 = 100% (ex. 8/45=18%) There was a third course that was not reassessed due to one assignment in one section falling below 70%. That instructor did not teach the course again and the entire course did not need to be reassessed. Faculty: 2 FT 0 Adjunct Modality: 1 F2F 1 W2 0 W3 0 W4

2 Campus: 2 Main 0 Satellite 0 Dual Enrollment 0 Early College Time: 2 Day 0 Evening 0 Weekend c. Program, option, certificate assessed/eligible program, option, certificate= 4/5 = 80% (ex. 1/3=33%) d. Departments assessed/ eligible departments= 2/2 = 100% (To be completed by Deans ONLY) (ex. 4/4=100%)

3 2. Provide a brief summary of the previous year s data that was collected related to the outcomes and the plans for improvement implemented. Did the plans for improvement implemented assist the department in achieving the goals? Education: During the academic year the achievement level of 70% or higher was recorded for each evaluation method. The faculty and the department chair did identify some areas for improvement. These include additional course objectives to support the GLOs, more frequent program faculty meetings including adjuncts, identifying teacher candidate dispositions and development of a rubric to measure practicum students teacher dispositions. These changes were implemented during Human Services: Late and missing assignments were identified as a major contributing factor to the percentage of students who were not successful in some of the evaluation methods. Improvements identified to address this issue were: establish a process to moniter progress on major assignments throughout the semester; include planned orientation to the Stark State Digital Library; create discussion within the program regarding late assignment polices. Other improvements identified were adding course objectives to support the GLO(s); developing rubrics for more consistent evaluation; establishing consistency in types of assignments used for evaluation; more frequent program faculty meetings including adjunct faculty; and identifying teacher candidate dispositions and development of a rubric to measure practicum student teacher dispositions. The plans for improvement were implemented and did assist the department in achieving the goals. One class that needed to be reassessed (Methods in Practice II) was not reassessed due to the fact that the instructor who had a measurement below 70% (fall2010) did not teach the class Spring During this academic year, the following courses were assessed: Fall 2010 included: SWK 121 Introduction to Social Welfare, SWK 125 Substance Abuse, SWK 130 Methods in Practice II, PSD 101 Student Success. Spring 2011 included: SWK 124 Methods in Practice I, SWK 126 Human Behavior and the Social Environment, and SWK 127 Group Processes. 3. List the evaluation methods used to evaluate the GLOs and PLOs. Refer to examples on the course assessment templates and in the assessment handbook available on mystarkstate. General Learning Outcomes (GLOs) Program Learning Outcomes (PLOs) Individual oral Rubric for Class Presentations ASL Observation: community Learning Experience Reports examination/presentation Discussion and Participation Quizzes Quizzes Midterm Exams Classroom Bulletin Board Midterm Exams Research paper Article Critiques/Classroom Newsletter Final Exams

4 Final exams Classroom Activity Plans and ASL Practicum Performance Evaluation Presentations Written Reports/Assessments Reflective Journals Course Projects Portfolio assessments Field Observations/ Weekly Lesson/Activity Plans Lesson Plans/Resume ANGEL Discussions E mail Practicum Site Visit Evaluation Performance in supervised Cooperating Teacher/Site Cooperating Teacher Evaluation practicums Supervisor evaluation Capstone Experiences Practicum Portfolio Practicum Portfolio: Capstone Experience Global and Diversity Awareness Civic, Professional, and Ethical Responsibility Information Literacy Demonstrate an understanding and practical application of the Social Worker Code of Ethics (National Association for Social Workers) Research Project Quantitative Literacy Demonstrate the ability to provide the following client services: Intake and screening; assessment and referral; case management and outreach; documentation of observations and interventions; termination Demonstrate sensitivity to the unique needs of individuals, families, ad diverse groups. Demonstrate awareness of social issues related to aging, the aging process, and skills that facilitate working with adults.

5 4. What evidence do you have that students achieved or did not achieve the learning outcomes? (Please include evidence of students achieving the learning outcomes.) The GLOs that were identified on the master syllabus for all courses that were assessed, were reviewed for accuracy. The course objectives were then identified to support the GLOs. All evaluation methods used to measure and evaluate student success of each GLO were identified. Based on this information, the level of achievement for each evaluation method was reported, using the number of students earning 70% or higher out of the total number of students who completed the evaluation tool and who completed the course. If the achievement fell below the minimum college wide standard, planned improvements were identified to improve student learning. 5. Outline and summarize the action plans that have been developed to improve student learning based on the evidence for this year. Education: Ten courses were assessed this academic year. Two classes, EDU 223 Community & Family Based Programs and ASL 122 American Sign Language I, were identified for improvement. The assessments used for EDU 223 all were above the 70% benchmark, but faculty found that not all outcomes were assessed based on specific data and there were assessments which did not align with a stated course objective. This course is also eligible for an Early Childhood Education TAG. The course objectives have been revised and assessments identified. The revised course will be assessed again in Fall Three sections of ASL 122 were assessed. Each section had a different assessment fall below 70%. To improve student success faculty suggestions include doing more small group practices and reviews, modifying learning activities, and change time of class that assessment is delivered. Human Services: Seven courses were assessed this academic year. Five courses were identified for improvement. These classes include: Group Processes SWK 127, Methods in Practice I SWK 124, Methods in Practice II SWK230, Introduction to Social Welfare SWK 121, and Human Behavior and the Social Environment SWK 126. Of the sections assessed, there was at least one evaluation method that fell below 70% in at least one of the sections for each of the five courses. These courses will be reassessed in fall The action plans that have been developed to improve student learning are as follows: Change course sequencing of assignments Utilize Libguides, create exercise on exploring Ohio Link and library tab on mystarkstate Explore active learning strategies and other testing methods Exam reviews Review expectations for scholarly journals

6 Modification of delivery methods 6. What steps did you take to ensure shared responsibility from faculty/staff/students/advisory boards/etc. for student learning and assessment of student learning? Education: Full time faculty, two adjunct faculty, and the department chair coordinated the assessment of one or more courses for fall and spring semesters. They included all other instructors that also taught the course, both full time and adjunct. Chosen courses were offered on main campus and at satellite campuses. All courses assessed were face to face modality and included day, evening and weekend classes. The department chair had meetings with the all faculty and follow up meetings with faculty who were coordinating the assessment of each course to ensure the accuracy of the data being reported. Human Services: Actively engaging faculty, both full time faculty and adjunct, helped support object assessment of the courses. For Fall 2010, four courses were selected to assess. For Spring 2011, three courses selected to assess. Each semester, a random sample of courses offered in different modalities, different times, and different campuses ensured shared responsibility for student learning and the assessment of student learning. Meetings were held by the Department Chair and full time faculty members with adjunct faculty members to ensure accuracy and validity of the data being reported. Planned improvements based on faculty recommendations will be discussed at the beginning of the semester during faculty meetings and implemented during the Fall 2011 and Spring 2012 semesters. 7. Identify the steps you plan to take to improve the effectiveness of the efforts to assess and improve student learning for next year. Steps for Improvement Resource(s) Needed Monthly program faculty meetings Development of rubrics for consistent evaluation of written assignments Review course objectives for accuracy Meeting room Review and revise course objectives and assessments Modify learning activities (ASL 122)

7 Small group practice and small group review (ASL 122) Discussion between faculty for more consistency Assess at the end of class

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