Annual Assessment Reports by Colleges and Departments
http://hdl.handle.net/10211.3/124878
Collection of Office of Academic Assessment and Program Review Annual Assessment Reports2024-03-29T01:45:13ZThe ALL Undergraduate in Business Programs' Annual Assessment Report to the David Nazarian College of Business and Economics 2018-2019
http://hdl.handle.net/10211.3/214481
The ALL Undergraduate in Business Programs' Annual Assessment Report to the David Nazarian College of Business and Economics 2018-2019
The All Undergraduate in Business programs' 2018-19 annual assessment report to the David Nazarian College of Business and Economics for the Office of Academic Assessment and Program Review. Following its established assessment cycle, the AUBP measured and analyzed student work in its SLO Group 1, and closed the loop on its 2017-18 findings with respect to its SLO Group 2. Direct and indirect assessments of Oral and Written communication, Critical Thinking/Problem Solving, and Ethics were conducted, with overall results in the direct assessments indicating that students met departmental benchmarks of 85% Very Good to Good Enough in the Oral Communication category of Organization but not Delivery; and in Written Communication as measured in course work but not as measured by UDWPE results. Students failed to meet benchmark in all categories of Ethics. Interventions in response to those areas where students did not make benchmark are included in the report, along with complete tables of all results (direct and indirect) and descriptions of how the assessments were conducted and analyzed. Interventions in response to the 2017-18 assessments are described as including the modification of prompts accompanying assessed assignments to ensure greater clarity, a revision of all program SLOs to ensure their relevance to the current business environment (new PSLOs included in the report), and the adoption of a new two-year assessment cycle by which data on all PSLOs will be collected in the first year, followed by analysis and application in the succeeding year (to be implemented in AY 2019-20). The College will also participate in the 2019-20 General Education Section D assessments.
Describes the all Undergraduate Business programs' assessment activities for the academic year 2018-2019.
2019-12-12T00:00:00ZThe Manufacturing Systems Engineering Management (MSEM B.S.) Department Annual Assessment Report to the College of Engineering and Computer Science 2018-2019
http://hdl.handle.net/10211.3/214480
The Manufacturing Systems Engineering Management (MSEM B.S.) Department Annual Assessment Report to the College of Engineering and Computer Science 2018-2019
The Manufacturing Systems Engineering Management (MSEM B.S.) department 2018-19 annual assessment report to the College of Engineering and Computer Science for the Office of Academic Assessment and Program Review. An ABET accredited program, the department followed ABET's six-year assessment cycle guidelines, directly assessing all 7 PSLO, after correlating them to the course learning objectives of those courses chosen from the course assessment matrix (n=8)for assessment. Results show students meeting or exceeding targeted benchmarks (70% or C-) in all areas. Detailed descriptions of the assessment methodology, along with course alignment matrices and result graphs, are included in the report.
Describes the Manufacturing Systems Engineering Management (MSEM BS) department's assessment activities for the academic year 2018-2019.
2019-12-12T00:00:00ZThe Mechanical Engineering (B.S.) Department Annual Assessment Report to the College of Engineering and Computer Science 2018-2019
http://hdl.handle.net/10211.3/214479
The Mechanical Engineering (B.S.) Department Annual Assessment Report to the College of Engineering and Computer Science 2018-2019
The Mechanical Engineering (B.S.) department 2018-19 annual assessment report to the College of Engineering and Computer Science for the Office of Academic Assessment and Program Review. Adapting its six-year assessment cycle to a new set of ABET-prescribed PSLOs, the department administered signature-assignment quizzes mapped to the new outcomes to students in every core course (n=13). Aggregating eleven semesters worth of data via Moodle and Canvas, the program assessment committee found that students averaged scores of 53.9, 52.0, 65.8, 72.0, 91.0, 73.5, and 55.5 on PSLOs 1-7, respectively. Indirect assessment measures are also reported, including EBI survey data, Senior Exit interviews conducted by the Department Chair at the end of each academic year, Industry Liaison Council feedback data, Senior Design Show Case data, and Senior Design Critical Design Review (CDR) advisory board feedback. All assessment results were included in the comprehensive self-study submitted to the department's ABET Program Evaluator during the Fall 2019 campus visit, along with descriptions of actions taken to ensure continuous improvement in the program, for a re-accreditation that is reported as being successful with no identifications of weakness or deficiency in the program.
Describes the Mechanical Engineering department's assessment activities for the academic year 2018-2019.
2019-12-12T00:00:00ZChild and Adolescent Development Department Annual Assessment Report to the College of Health and Human Development 2018-2019
http://hdl.handle.net/10211.3/214178
Child and Adolescent Development Department Annual Assessment Report to the College of Health and Human Development 2018-2019
The Child and Adolescent Development department 2018-19 annual assessment report to the College of Health and Human Development for the Office of Academic Assessment and Program Review. The department directly assessed PSLO 4 (Information Literacy) in CADV 310, 350, 352, 380, 381, 453, 460, and 470 via a standard quiz designed for the assessment and administered through Canvas, as well as PSLO 1 (Critical Thinking) in CADV 394 and 494 (both internship courses) via a rubric scored culminating experience paper assignment. Results from the assessment of PSLO 4 are reported per question (n=31), with mixed results ranging from 25% of students answering a question correctly to 100%, but overall scores failing to meet a departmental benchmark of 80% correct answers. Results from the assessment of PSLO 1 indicate that 6.7% of interns (3/45) wrote culminating papers that were evaluated as "introduced," another 49% of interns (22/45) wrote culminating papers that were evaluated as "practiced" or proficient, while another 44% of students (20/45) wrote culminating papers that were considered "demonstrated" or "competent," with a goal of all students eventually demonstrating "competent" work with regard to this SLO. Assessment instruments and rubric are included in the report. In 2019-20 the department plans to participate in the General Education Section D assessments, assessing CADV 150: a high DFU lower division GE course among both majors and non-majors.
Describes the child and adolescent development department's assessment activities for the academic year 2018-2019.
2019-11-14T00:00:00Z