| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| CSULB | Yes | University catalog; mission and vision statements | Outcomes are assessed using institution-wide student surveys (NSSE) and student achievement tests (CLA); information is also gathered from assessments in General Education and in the undergraduate and graduate majors, from professional accreditation associations, from alumni and employer surveys, and from regional and national rankings of CSULB; from co-curricular reviews and evaluations and QA initiatives | The Division of Academic Affairs, the Academic Senate, the Associated Students, Inc., and special task forces and committees at the university, college, and program levels, as well as in the Division of Student Services | Findings are used to formulate broad planning efforts and to inform the campus community of progress toward institutional goals | WASC 2001 |
| General Education | Yes | GE policy; GE certification & recertification processes; GE course syllabi | Outcomes are assessed by the GE Coordinator, the General Education Governing Committee, and the participants in the institution-wide GE assessment plan, including faculty experts in the GE outcomes areas, via the S.A.G.E. process; other outcomes are assessed at the course and degree program levels, and at the institutional level (see above) | The GE Coordinator, the GEGC, participants in S.A.G.E., GE course instructors, academic programs, colleges, and institution level bodies such as the Academic Senate | Findings are used to determine the extent to which GE outcomes are met; to recommend changes to GE policies and procedures; to develop faculty development for instructors who teach in GE courses; | Planned for 2010 |
| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| BA Art - Option in Studio Art | Yes | Department Webpage | CURRICUAR ACTIVITIES/ REQUIREMENTS (program requirements and course requirements)
ADDITIONAL ASSESSMENT INDICATORS
|
Faculty and Art Department Foundation Program Advisory Committee involved in ongoing review of program effectiveness | Adjustments are made to course outlines, course syllabi, and other curricular requirements | CSULB 2008; NASAD 2006 |
| BA Art - Option in Art Education | Yes | Department Webpage | CURRICUAR ACTIVITIES/REQUIREMENTS (program requirements and course requirements)
ADDITIONAL ASSESSMENT INDICATORS
|
Faculty and Art Department Foundation Program Advisory Committee involved in ongoing review of program effectiveness | Adjustments are made to course outlines, course syllabi, and other curricular requirements | CSULB 2008; NASAD 2006 |
| BA Art - Option in Art History | Yes. | Department Webpage | CURRICUAR ACTIVITIES/REQUIREMENTS (program requirements and course requirements)
ADDITIONAL ASSESSMENT INDICATORS
|
Faculty | Adjustments are made to course outlines, course syllabi, and other curricular requirements | CSULB 2008; NASAD 2006 |
| BFA, Options in Art Photo-graphy; Ceramics; Drawing & Painting; Illustration; 3-D Media (Fiber, Metal, Wood); Sculpture; Graphic Design; Printmaking | Yes | Department Webpage | CURRICUAR ACTIVITIES/REQUIREMENTS (program requirements and course requirements)
ADDITIONAL ASSESSMENT INDICATORS
|
Faculty and Art Department Foundation Program Advisory Committee involved in ongoing review of program effectiveness | Adjustments are made to course outlines, course syllabi, and other curricular requirements | CSULB 2008; NASAD 2006 |
| Master of Arts in Studio Art | Yes | Department Webpage | IN-CLASS ACTIVITIES
ADDITIONAL ASSESSMENT INDICATORS
|
Faculty | Adjustments are made to course outlines, course syllabi, and other curricular requirements | CSULB 2008; NASAD 2006 |
| Master of Arts in Art History | Yes | Department Webpage | IN-CLASS ACTIVITIES
ADDITIONAL ASSESSMENT INDICATORS
|
Faculty | Adjustments are made to course outlines, course syllabi, and other curricular requirements | CSULB 2008; NASAD 2006 |
| Master of Arts in Art Education | Yes | Departmental web page | IN-CLASS ACTIVITIES
ADDITIONAL ASSESSMENT INDICATORS
|
Faculty | Adjustments are made to course outlines, course syllabi, and other curricular requirements | CSULB 2008; NASAD 2006 |
| MFA in Studio Art | Yes | Department web page | IN-CLASS ACTIVITIES
ADDITIONAL ASSESSMENT INDICATORS
|
Art Department Graduate Studies Committee involved in ongoing review of program effectiveness | Substantial curriculum changes in 2007. | CSULB 2008; NASAD 2006 |
| BA Dance | Yes | Department web page | Oral feedback from dance department faculty, staff, and supervisors. | Department assessment coordinator, faculty, staff | Creation of a new form for written feedback to dance majors that will also provide evidence of student learning for future evaluations | 2008 |
| BFA Dance | Yes | Department web page | Post-performance evaluation (PPE) form; BFA juried technique assessment (JTA) form; oral feedback from dance department faculty, staff, and supervisors | Department assessment coordinator, faculty, staff | Development of a new dance production evaluation tool so students will receive evaluation from current instructors as well as from local dance professionals. | 2008 |
| MA Dance | Yes | Department web page | Exit survey | Assessment coordinator, faculty | Creation of a new survey more aligned with student learning outcomes | 2008 |
| MFA Dance | Yes | Department web page | Exit survey | Assessment coordinator, faculty | Faculty will consider evidence in Fall 2008 semester | 2008 |
| BFA Interior Design | Yes | Department web page | Presentation of junior projects to faculty and invited professionals; verbal and written feedback on evaluation forms; evaluation of designs completed with software (CAD, 3D-Max, etc); evaluation of student resumes, portfolios, and graphics; | Faculty, invited professionals | Development of a new course on making presentations; incorporation of more software tools into design courses; | 2008 |
| BS Industrial Design | Yes | Department web page | Portfolio review; work-in-progress exhibitions; professional project reviews; industry project reviews; senior portfolio show | Faculty | Adoption of an ongoing planning process; proposal to reintroduce the graduate program | 2008 |
| BA Film & Video | Yes | Department web page; self-study for program review | Course-embedded quizzes and examinations; student media demonstrations are critiqued with oral and written feedback | Faculty | Inclusion of more opportunities for students to demonstrate learning in foundation courses; development of expectations for levels of student performance in appropriate use of media (film, video, sound, lighting) | 2007 |
| BA Music | Yes | Department handbooks; web page | Performance assessment at junior and senior recitals using specially designed forms | Comparisons of previous to current data; and ongoing analysis and modifications of the recital form assessment tool | 2008 | |
| BM Music | Yes | Department handbooks; web page | Performance assessment at junior and senior recitals using specially designed forms | Faculty | Comparisons of previous to current data; and ongoing analysis and modifications of the recital form assessment tool | 2008 |
| MA Music | Yes | Department handbooks; web page | Written qualifying exams; thesis; participation in conferences; juried exam each semester; final recital of original works; performance-related project report | Faculty | Comparisons of previous to current data; and ongoing analysis and modifications of the recital form assessment tool | 2008 |
| MM Music | Yes | Department handbooks; web page | Written qualifying exams; thesis; participation in conferences; juried exam each semester; final recital of original works; performance-related project report | Faculty | Comparisons of previous to current data; and ongoing analysis and modifications of the recital form assessment tool | 2008 |
| BA Theatre Arts | Yes | Department web page | Departmental database tracks effectiveness of classroom preparation for student performance in execution of their various crew responsibilities | Faculty | Student tracking will be continued to provides an overall assessment of student learning outside of courses | 2008 |
| MFA Acting | Yes | Department web page | Students are asked to assess the effectiveness of departmental efforts at thesis monitoring; faculty assess quality of written work compared to oral defense of the thesis | Faculty | Consideration of revisions to thesis or project report requirements and/or informal writing remediation | 2008 |
| MBA/MFA | Yes | Degree proposal | Program will use portfolios, and an alumni survey | Faculty from both colleges | Program will begin in Fall 2008 | n/a |
| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| BS Business | Yes | College web page; course syllabi | National Survey of Student Engagement (NSSE); CSU-BAT (standardized capstone exam); course-embedded pre- and post-tests; CLUE formative and summative assessment of communication skills; case studies; evaluation of teamwork; preparation and presentation of oral and written business communications; capstone course simulation. | College Faculty & Student Learning Task Force (SLTF) assess whether students met expectations or not | Faculty & SLTF recommend improvements in courses and across the curriculum | CSULB AACSB |
| MBA | Yes | College web page; course syllabi | EBI survey of student learning gains on critical thinking, teamwork, ethics, leadership and management of technology (indirect assessment); written case study analysis; capstone and other course projects; individual oral and written presentations; simulations; group projects and teamwork; group presentations and peer evaluation; course-embedded essay questions;; quantitative analyses; spreadsheet analysis | College Faculty & Student Learning Task Force (SLTF) assess whether students met expectations or not | Faculty & SLTF recommend improvements in courses and across the curriculum | CSULB AACSB 2002 |
| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| BA Liberal Studies | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | CSET examination; historiography essay; art critique essay; | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Spring 2008 |
| MA Education; Curriculum & Instruction, Elementary Education | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Narrative inquiry paper; historical synthesis paper; curriculum analysis report; action research proposal; comprehensive exam or thesis; exit survey | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006; |
| MA Education; Reading & Language Arts | Yes | Accreditation & program docs; syllabi; assessment plans; web site (ongoing) | Development of a two-year plan; observation and case study analysis; research paper; use of technology (WebQuest); culminating learning experience; comprehensive exam; thesis; exit survey; alumni survey | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MA Education; Early Child-hood Education | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | E-portfolio; student teaching experience; knowledge and disposition interview; personal essay; self-evaluation of competence; research paper; planning and implementation of a “Parents Workshop,” case studies; multimedia presentation; planning and implementation of “Child Advocacy,” ethnographic research report; exit survey; comprehensive exam or thesis; alumni survey | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MA Education; Dual Language | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | International case study; literacy assessment portfolio; curriculum audit; home and school events report; research plan; review of literature; action research study; final reflection; comprehensive examination; exit survey | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MA Education; Curriculum & Instruction, Secondary Education | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Literature review; historical synthesis paper; narrative inquiry paper; curriculum analysis report; action research proposal; action research study; thesis/comprehensive exam; exit survey | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MA Educational Administration | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Developmental portfolio; case study analysis; urban school study; interview and/or field research project; field experience plan; critique of school planning processes; exit portfolio; thesis or research study; student survey; professional development plan; action research project; oral presentations; administrative portfolio | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MA Education; Educational Psychology | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Research and/or evaluation paper; article critique; course embedded exams; culminating project; thesis or comprehensive exam | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MA Education; Educational Technology | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Web design project; multimedia project; culminating experience project; comprehensive examination; thesis or project; e-portfolio; | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MA Education; School Librarian | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Collection development plan; reading analysis; lesson plan and delivery; cataloging assignment; management plan; technology plan; student population case study; field experience observation; e-portfolio; comprehensive examination or thesis; exit survey; post-graduate survey | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MA Education; Social & Multicultural Foundations | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Thesis, comprehensive exams or final project; signature assignments; academic writing assessment; critical engagement and dialogue assessment | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2009 |
| MS Special Education | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Field experiences; intervention project; course embedded examinations; case study of an assessment plan; lesson planning; teamwork; reflective practice assignment; model program project; individualized transition project; exit interview; portfolio; comprehensive exam or thesis | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MS Counseling: Marriage & Family | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Comprehensive exams or theses; signature assignments; field experience/clinical hours; clinical skills assessment | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MS Counseling: Student Development in Higher Education | Yes | Accreditation and program documents; syllabi; assessment plans; web site (in process) | Practicum and fieldwork exercises; case studies; design and implementation of formative evaluations and research projects; self-assessment survey; advancement interview; course-specific projects evaluated with rubrics; supervisor evaluation; comprehensive examination; thesis; exit survey; focus groups. | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| MS Counseling: School Counseling | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Course-embedded examination questions; field work assignments; reading response assignment; comprehensive examination; case study; practicum supervisor evaluation; program evaluation project; exit interview; alumni survey | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | CSULB Fall 2006 |
| Ed.D. Educational Leadership | Yes | Accreditation and program docs; syllabi; assessment plans; web site (ongoing) | Signature assignments; qualifying paper; dissertation | Program faculty meet annually to review and interpret outcome data. Annual reports are prepared. All outcomes reviewed in a 3-year period. | Faculty use data to make changes to programs, courses, and teaching practice. Findings reported annually and in accreditation reports. | WASC Spring 2006 |
| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| Ph.D. Engineering & Industrial Applied Mathematics | Yes | Self-study for program review | Preliminary examinations; doctoral research and dissertation | Faculty from CSULB and Claremont Graduate University | Address student concerns that arise from having a joint program | CSULB 2004 |
| BS Aerospace Engineering | Yes | Web page; self-study for accreditation; | Course-embedded exams; student surveys; student self-assessment; | Faculty | Identified specific areas of the curriculum needing improvement; developed a new module on aerospace system design | ABET 2007 |
| MS Aerospace Engineering | Yes | Web page; catalog | Course-embedded exams; attendance at professional conferences; thesis; | Faculty | A one-unit research methods and technical communications course was developed for graduate students | CSULB 2008 |
| BS Chemical Engineering | Yes | Web page; self-study for accreditation; | Chemical Engineering Advisory Council (CEAC) judged student posters and professional presentations; videotaped presentations critiques by student peers; CEAC judged student capstone design projects; individual and group work on laboratory projects; use of electronic resources; attendance at professional meetings and/or tours of industrial plants; attendance at student club seminars; exit survey; webpage for alumni evaluation of the degree program (ABET) | Faculty; course instructors assess student evaluations of teaching; CEAC meetings; | Revised mission statement; develop guidelines or templates for student presentations; change in pre-requisites; adopt simulation exercises; course-based Advisory Groups from industry provide formative as well as summative evaluation; instructor assignment to teams; integrate technology; | ABET 2007 |
| BS Civil Engineering | Yes | Web page; catalog | Embedded quizzes and exams on substantive knowledge across multiple courses and multiple sections; use of rubrics to assess lab reports; external evaluations from the Engineering industry evaluate team projects; | Faculty teaching in the degree program; | Extensive review of the curriculum; coordination across multiple course sections; development of rubrics; increased access to software | ABET 2007 |
| MS Civil Engineering | Yes | Web page; catalog | Comprehensive examination; written and oral presentation of final project; alumni survey | Faculty | In progress | CSULB 2008 |
| C.E. (Civil Engineer) | Yes | Assessment report 2008 | Program has been inactive for past five years | Inactive | Inactive | 1996 |
| BS Computer Engineering | Yes | Web page; self-study for accreditation; | Comprehensive alumni survey of all Computer Science alumni from the past 10 years; interviews with current students; direct observation from external accreditation site visit team | Faculty consult with students and experts and then take action | New, two-course sequence in design; students working in teams propose project designs and them implement them | ABET 2007 |
| BS Computer Engineering Technology | Yes | Assessment report | Direct assessment via course-embedded exam questions on basic concepts of applications of mathematics in engineering technology | Faculty | Identified topics where students had greatest difficulty and modified lectures to emphasize these topics and provide more examples and homework assignments | 2002 |
| BS Computer Science | Yes | Web page; self-study for accreditation; | Comprehensive alumni survey of all Computer Science alumni from the past 10 years; interviews with current students; direct observation from external accreditation site visit team | Faculty consult with students and experts and then take action | Introduction of a new student advising specialist; review and modification of responsibilities of academic advisors; separate advising process for CS from CE; mandatory advising meeting for all students; minimum advising hours per semester; establishment of advising goals; more faculty advising | ABET 2007 |
| MS Computer Science | Yes | Catalog and Web Page | Course evaluations and two student surveys each semester; advisory board input; course embedded examinations in required courses; thesis or comprehensive exam; | Graduate Advisor and Graduate Committee confer, then recommend curricular upgrades to the faculty | Course offerings and course content are upgraded each academic year | 1996 |
| BS Construction Engineering Management | Yes | Catalog | Lab reports assessed with rubrics; student participation in bid competition; team projects and reports; | Faculty | Further investigation of peer evaluation of student work compared to 360-degree evaluation method; improvements in the bid competition | 1996 |
| BS Electrical Engineering | Yes | Web page; self-study for accreditation; | Course evaluations; student surveys; advisory board and industry input; capstone projects; input from professional organizations | Faculty; Departmental Continuous Program Improvement (CPI) and Assessment Committee; Department Advisory Council | Better documentation of student completion of required courses before degree is awarded | ABET 2007 |
| MS Electrical Engineering | Yes | Catalog | Course-embedded exams and homework; comprehensive final oral exam; thesis or project; student exit survey | Faculty; EE Graduate Studies Committee reviews assessment data and recommends changes; EE Department Advisory and Development Council review data and provide suggestions | Course contents changed and additional materials developed; review of citations for thesis; scope of final projects reduced; | 1996 |
| BS Electronics Engineering Technology | Yes | Assessment report | Direct assessment via course-embedded exam questions on basic concepts of applications of mathematics in engineering technology | Faculty | Identified topics where students had greatest difficulty and modified lectures to emphasize these topics and provide more examples and homework assignments | 2002 |
| BS Engineering | Yes | Web page; assessment report | Comprehensive alumni survey of all Computer Science alumni from the past 10 years; interviews with current students | Faculty discussed results | Graduate student hired to provide students with feedback on their technical writing skills; students received detailed critiques | 1996 |
| MS Engineering | Yes | Catalog | Direct assessment via course-embedded exam questions on concepts of applications in engineering. Comprehensive examination; written and oral presentation of final project | Faculty engaged in a process of continuous improvement | Course contents changed and additional materials developed upon review results finalized | 1996 |
| BS Engineering Technology | Yes | Catalog; assessment report | Direct assessment via course-embedded questions in required courses on knowledge areas | Faculty; | Identified topics where students had greatest difficulty and modified lectures to emphasize these topics and provide more examples and homework assignments | 2002 |
| BS Manufac. Engineering Technology | Yes | Catalog; assessment report | Direct assessment via course-embedded questions in required courses on knowledge areas | Faculty; | Identified topics where students had greatest difficulty and modified lectures to emphasize these topics and provide more examples and homework assignments | 2002 |
| BS Mechanical Engineering | Yes | Web page; self-study for accreditation; | Student surveys; student self-assessments; | Faculty | Student learning was found to be satisfactory and will continue to be monitored | ABET 2007 |
| MS Mechanical Engineering | Yes | Catalog | Course-embedded exams; course projects; thesis or final project; | Faculty | Development of a new course to assist students with development of oral, written, and graphical communication skills | 2001 |
| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| BA Communicative Disorders | Yes | Department web page; student orientation; postings; | Course-embedded exam questions; case study presentations; group presentations of sample cases and written reports; group responsibility for acquiring evidence for method of practice; student evaluation of instruction | Faculty; all faculty conduct assessments of student learning in all courses; discussions of results are held at several faculty meetings each year and at the annual faculty retreat. Several faculty have modified the delivery of content and the methods of assessment, as well as departmental curriculum changes. | Formative assessment was used following exams to give students the opportunity to improve; exam questions and answers were analyzed for improved future performance; case presentations were repeated until successful; results of student evaluations of instruction used to improve student success. | 2002 |
| MA Communicative Disorders | Yes | Department web page; student orientation; postings; | Final student documentation of clinical experiences; student self-assessment of skills; supervisory evaluation of student field performance; capstone projects; independent research projects; thesis; participation in faculty research; exit interviews; praxis exam pass rates (national standardized exam); | Faculty, with input from the Departmental Advisory Board and other members of the community and alumni; suggested changes are considered at annual retreat | Creation of a student advising checklist; potential for a cohort-based program considered; amendments to the strategic plan; improvements to the graduate orientation meeting | 2002 |
| BS Criminal Justice | Yes | Dept. assessment plan (new) | Pre- and post-tests of knowledge of content; student performance in a senior integrative experience, evaluated with a rubric; evaluation of students who complete internships; senior exit survey | Faculty; annual reports on assessment activities shared with all faculty and college Dean; discussed at regular faculty meetings | In progress | 2005 |
| MS Criminal Justice | Yes | Dept. assessment plan (new) | Pre-tests during graduate student orientation and post-test during required comprehensive exam; thesis; exit survey | Faculty; annual reports on assessment activities shared with all faculty and college Dean; discussed at regular faculty meetings | In progress | 2005 |
| BA Family & Consumer Sciences BS Dietetics & Food Administration |
Yes (for each program) | Catalog; syllabi; Beachboard; self-study for accreditation | Course-embedded exam questions; research projects and reports; presentations; workshops, shows, and demonstrations presented to the public by students; student surveys; internships; student professional development; shadowing professionals; interaction with guest speakers; alumni surveys | Faculty, department assessment coordinator | Faculty will develop additional exercises to allow students to apply academic material to practical situations; additional ways will be developed to track life-long learning by students | 2008 |
| MA Family & Consumer Sciences MS Nutritional Science |
Yes (for each program) | Catalog; syllabi; Beachboard; self-study for program review | Qualifying examinations; thesis or culminating project; | Faculty, department assessment coordinator | Students no longer admitted on provisional basis; all graduate coordinators have been merged into one position; a checklist was created to help graduate students move through the program quickly; all students must now take research | 2007 |
| MS Gerontology | Yes | Catalog; self-study for program review | Written evaluations of student performance from internship supervisors; job placement of program graduates; thesis or culminating project; presentations at professional meetings | Program director and affiliated faculty | Adopted a requirement for a professional portfolio; added a student self-evaluation of the internship experience; | 2006 |
| BS Health Care Administration | Yes | Web page, self-study for accreditation | Samples of student papers were rated by panel of faculty using a rubric; | Faculty and Program Advisory Board | Results to be shared with faculty at fall 2008 retreat for discussion of program improvement | 2008 |
| MS Health Care Administration | Yes | Web page, self-study for accreditation | Student self-assessment; student exit survey; alumni survey; written internship evaluation | Faculty and Program Advisory Board | Changes in course design, delivery, and content | 2008 |
| BS Health Science | Yes | Catalog | Descriptive epidemiology group presentations; practical application activities; essays; homework; term papers; use of information technology; analysis of health needs; student journal tracking of healthy behavior; student development of lesson plans; written grant proposal; population-based health intervention; student exit survey; alumni survey; | Faculty meet for half-day retreat in fall semester prior to classes beginning to review evidence and suggest improvements | Results to be shared with faculty at fall 2008 retreat for discussion of program improvement | 2008 |
| MS Health Science Masters in Public Health (MPH) |
Yes (for each program) | Course syllabi; standard course outlines | Comprehensive examination; professional involvement and leadership; graduation rate (degree completion); students seeking advanced degrees; written evaluation of internships; | Faculty | Consideration of additional methods of assessment such as a web-based portfolio | 2008 |
| BA Kinesiology BS Kinesiology |
Yes (for each program) | Assessment plan | Portfolios; fitness evaluations; student lesson plans; lab reports; video-tape evaluations of teaching; case studies; service learning journals; medical profile logs; physical practical examinations; feedback on student practicum; peer critiques; | Faculty | Individual faculty members will review exams and assignments with students who do not obtain satisfactory grades | 2007 |
| MA Kinesiology MS Kinesiology | Yes (for each program) | Assessment plan | Written comprehensive examination/thesis/culminating project; oral exam/thesis/project presentation; portfolio; | Faculty | Communicate with students and faculty about new portfolio and assessment requirements | 2007 |
| BS Nursing | Yes | Self-study for accreditation; catalog; web page | Graduation rates; licensing board examination pass rates; employer ratings of the program; student and alumni surveys; critical thinking assessments; supervisor ratings of student performance on internships | Faculty | The department continues to monitor student performance on 11 outcomes required by the accrediting agencies and to improve performance where necessary | 2004 CCNE |
| BS Occupational Studies | Yes | Assessment Plan | Applied projects in some courses; course-embedded questions | Faculty | Department thoroughly reorganized all degree programs following the last program review | 2006 |
| MA Occupational Studies | Yes | Assessment Plan | Thesis, comprehensive exam, or culminating project | Faculty | Department thoroughly reorganized all degree programs following the last program review | 2006 |
| MS Emergency Services Administration | Yes | Assessment Plan | Thesis, comprehensive exam, or culminating project | Faculty | Department thoroughly reorganized all degree programs following the last program review | 2006 |
| MPA | Yes | Web page; Course syllabi; student handbook | Student portfolio; signature assignments embedded in required courses; reports from internship supervisors; culminating project | Faculty | Department continues to experiment with new culminating project format to improve student learning | NASPAA 2001; CSULB 2002 |
| BA Recreation | Yes | Web page; self-study for program review | Professional portfolio; capstone course personal philosophy paper; development of a policy and procedure manual; course-embedded exam questions; supervisor evaluation of student performance on internship; | Faculty; discussion at two-day Fall retreat, plan for implementation of recommendations | Consideration of how to present the portfolio to internship supervisors; change in the format of required philosophy paper; updated student internship manual; discussion of curricular revisions in response to changing accreditation standards | NRPA 2007 CSULB 2008 |
| MS Recreation Administration | Yes | Web page; self-study for accreditation | Critiques of academic research articles; development of thesis or culminating final project; analysis of data sets; alumni survey; tracking awards and accomplishments of graduates | Faculty; discussion at two-day Fall retreat, plan for implementation of recommendations | Assignments changed to increase global reviews of student work and to expedite progress to degree; graduate curriculum modified to increase focus on core SLOs | CSULB 2008 |
| BA Social Work | Yes | Web page; course syllabi | Course-embedded examinations; student self-inventories and self-appraisals; formative as well as summative assessment; evaluations of student interns by fieldwork supervisors; alumni survey | Faculty are engaged in an ongoing process of continuous improvement | Department has responded to many student concerns including classroom access, office hours, and advising | CSWE 2001 |
| MSW | Yes | Web page; course syllabi | Multicultural Counseling Inventory; Self-Appraisal Inventory; Knowledge Inventory; Comprehensive Skills Evaluation; Process Evaluation; formative as well as summative assessment; assignments and course-embedded exams; alumni survey | Faculty are engaged in an ongoing process of continuous improvement | Department responded to many student concerns including multi-cultural course content and instructional quality | CSWE 2001 |
| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| BA American Studies | Yes | New program proposal; self-study for program review | Weekly response papers; classroom participation; formal written work; in-class writing on film, music, and art | American Studies faculty | Instructors in other departments will be asked to use multiple types of academic sources in the classroom and teach students to address the strengths, weaknesses, and limitations of these sources | 2008 |
| BA Anthropology | Yes | Assessment report | Selection of student papers were analyzed by two faculty on five dimensions using a rubric | Two anthropology faculty | Undergraduate SLOs expanded to include holism, comparative, and ethnographic approaches | 2006 |
| MA Anthropology | Yes | TBA | Planning stage; responding to recommendations from internal and external program reviewers | Planning stage | Planning stage | 2006 |
| BA Asian Studies | 2007 | |||||
| MA Asian Studies | 2007 | |||||
| BA Asian American Studies | Yes | Assessment report | Samples of students’ literature review and research papers, reaction papers, midterm exams, case briefs, and final exams are evaluated by a faculty panel; comments on students’ oral presentations; | Faculty | Faculty will consider changes to improve retention rates in required courses | 2007 |
| BA Black Studies | Yes | Assessment plan | Samples of student writing from senior courses is analyzed for evidence of learning on outcomes | Faculty | More emphasis to be placed on international awareness in senior level courses | 2007 |
| BA Chicano & Latino Studies | Yes | Assessment plan | Evaluation of a sample of student papers in introductory, advanced, and culminating courses to assess improvement | Faculty | Adoption of a requirement for seniors to submit a portfolio of assignments to demonstrate learning on SLOs; integrate SLOs into rubrics used to evaluate student learning | 2007 |
| BA Chinese Studies | Yes | Assessment plan | Student learning in the Chinese language is assessed in lower division courses using standardized exams | Faculty | More attention should be paid to true beginners (students without any Asian heritage or background) | 2007 |
| BA Classics | Yes | Self-study for program review | Course-embedded questions in required courses; in-course recitations; ability to form sentences in Latin; essays and oral reports; | Faculty | Department is in the process of analyzing assessment data | 2008 |
| BA Comparative World Literature | Yes | Self-study for program review | Midterm and final examinations; written analytical course papers; individual or group presentations | Faculty | Program was undertaking major curricular reforms and therefore revising its assessment plan | 2008 |
| BA Communications Studies | Yes | Web page; catalog; assessment plans | Short writing assignments are compared, with half using instructor feedback and half using calibrated peer review | Instructors in selected courses; all faculty | Rhetoric faculty will devise a rubric to guide writing and critical analysis skills; calibrated peer review will no longer be used | 2006 |
| MA Communications Studies | Yes | Web page; catalog; assessment plans | Graduate student presentation of papers at regional, national, and international conferences; graduate student participation in departmental writing workshops; comprehensive exam pass rate | Faculty | Department will continue to track student presentations and to offer writing workshops; will identify which graduate seminars need improvement in student writing | 2006 |
| BA Economics BA Business Economics |
Yes (for each program) | Web page; catalog; | Embedded multiple-choice questions in final exams of all sections of two required courses; student computer lab exercises and presentation of data; | Faculty | Faculty established uniform curricular requirements for principles and theory courses; established baseline for student achievement | 2006 |
| MA Economics | Yes | Web page; catalog; | Two comprehensive examinations, prepared and graded by a faculty committee; progress of students through the degree program is tracked | Faculty | Continued refinement of the analysis of student progress through the graduate program to plan course sequencing and do better advising | 2006 |
| BA Environmental Science & Policy | Yes | Self-study for program review | Exams are given in a team-taught capstone course to evaluate several SLOs for this interdisciplinary degree (see BS equivalent in College of Natural Sciences and Mathematics); faculty evaluation of team presentations; faculty evaluation of team problems solving skills | Faculty teaching in the BA/BS interdisciplinary degree program | Instructors meet to discuss revisions to capstone course | 2008 |
| MA Global Logistics | Yes | Web page; self-study for program review | Student capstone projects are presented to faculty and peers; exit interviews with graduating students; tracking of alumni employment; comprehensive examination; | MAGL faculty | Curricular revisions to strengthen skills in critical analysis of existing research | 2007 |
| BA English | Yes | Self-study for program review | Sample of end of semester essays compared to beginning essays for evidence of improvement | Instructors of composition and literature course | Instructors will ensure that first and last papers of the semester will be comparable, and will evaluate on specific elements rather than holistically | 2008 |
| MA English | Self-study for program review | Comprehensive examination and/or thesis; student satisfaction surveys | Faculty group | Faculty are considering evidence of student learning for the graduate degree program | 2008 | |
| MFA Creative Writing | Yes | Self-study for program review | Student survey on how to improve the thesis experience | MFA faculty | Revision of the MFA Student Handbook; mandatory advising; reduced teaching loads for MFA faculty to mentor students; proposals for two new courses | 2008 |
| BA French | Yes | Self-study for program review; assessment plans and reports | Post-reading assessments; exit interviews; focus groups; course-embedded exams; portfolios; capstone papers; internet assignments; | French faculty | Plan to establish exit standards for graduating students; list expected proficiency levels; develop rubric for faculty to evaluate student work | 2008 |
| MA French | Yes | Self-study for program review; assessment plans and reports | Course-embedded tests and quizzes; oral presentations; post-reading assessments; exit interviews; focus groups; translation portfolio; | Department faculty; Committee on Student Learning Outcomes and Writing Proficiency | Establish expected levels of proficiency for each SLO and assess student portfolios for evidence of learning | 2008 |
| BA German | Yes | Self-study for program review; assessment plans | Post-reading assessments; exit interviews; focus groups; course-embedded exams; portfolios; capstone papers; internet assignments; | German faculty | Plan to establish expected proficiency levels for each course and qualitative and quantitative criteria for instructor evaluation of student work | 2008 |
| MA German | Yes | Self-study for program review; assessment plans and reports | Attendance at graduate student workshops; student satisfaction surveys; summaries of class topics or texts in German; student responses to study questions; student presentations in class and/or to the instructor; analytical papers | Program faculty | Faculty are in the process of analyzing data on student learning in the MA program | 2008 |
| BA Geography | Yes | Sample of senior student papers assessed by faculty with a rubric for writing ability; student poster presentations compared to written reports; entering junior survey and exiting senior survey; | Geography faculty; | Recommendation for a senior seminar to produce students' best work for evaluation; all senior students to prepare posters; continue collecting student survey data | 2007 | |
| MA Geography | Yes | Self-study for program review; assessment reports | Students admitted on conditional status are go through formative evaluation by faculty at the end of the first semester before classified status is awarded; mandatory thesis proposal presentation; | Geography faculty; | Faculty have designed and implemented a student exit survey of graduating MA students | 2007 |
| BA History | Yes | Assessment report | Entry and exit survey of students in a high-failure rate course, monitoring of student class attendance and completion of assignments, and instructor contact of at-risk students | History instructors | Improve advising of transfer students; mandatory advising for transfers; create a companion tutorial for this course | 2008 |
| MA History | Yes | Assessment plans | Peer and faculty review of M.A. Thesis Proposals; | Faculty and peer MA students | MA students now required to formally present thesis proposal to faculty and MA peers for comments before Advancement to Candidacy | 2008 |
| BA Human Development | Yes | Assessment plans and reports | Student responses to a short video were recorded in an electronic database for analysis of writing skills | Instructors in the Human Development 307I course | In progress; results expected fall 2008 | 2008 |
| BA International Studies | Yes | Assessment plans and reports | Repeated administration of the same writing prompt to show changes in student performance over time | Instructors in the interdisciplinary International Studies program | Faculty are analyzing data from assessment of student learning over the course of the program | 2002 |
| BA Italian Studies | Yes | Self-study for program review | Analytical term papers; course-embedded examination questions; student exit surveys; focus groups of students | Instructors in the Italian Studies program | Faculty are analyzing data from assessment of student learning over the course of the program | 2008 |
| BA Japanese | Yes | Assessment plans and reports | Student performance on course embedded exercises | Japanese faculty | In progress | 2006 |
| BA Modern Jewish Studies | Yes | Assessment plans and reports | Course-embedded exam questions; oral presentations; small group assignments; games; critical text analysis; written essays | Faculty who teach in the BA program | Considering adoption of a portfolio requirement for graduating students | New program |
| BA Journalism | Yes | Self-study for program review | Critical analysis of newsroom ethics, diversity, and convergence issues; class discussion; writing for different broadcast media; course-embedded exam questions; interviews; oral presentations; | Faculty | Faculty are in the process of writing a self-study for accreditation that will include data on assessment of student learning | 1993 |
| BA Linguistics | Yes | Web page; assessment reports | Written reports; research papers; course-embedded exam questions; | Linguistics faculty | Students met expectations for learning; faculty are considering raising the goals for student outcomes | 2002 |
| MA Linguistics | Yes | Web page; assessment reports | Students' lesson plans and term papers | Linguistics faculty | Adopt written procedures for assessing student work; consider raising goals for student outcomes | 2002 |
| BA Philosophy | Yes | Self-study for program review | Samples of three student take home essay exams were assessed for three of the SLOs | Philosophy faculty | In progress | 2008 |
| MA Philosophy | Yes | Self-study for program review | Samples of student research papers, weekly writing assignments, and class presentations were assessed | Philosophy faculty | In progress | 2008 |
| BA Political Science | Yes | Assessment plans and reports | Comprehensive assessment of students using entrance and exit examinations; | Political Science faculty | Assessment instruments improved; changes made to course content; | 2005 |
| MA Political Science | Yes | Assessment plans and reports | Students assessed in required research methods course; entrance and exit exams; | Political Science faculty | Recommendations to restructure the MA program for greater accountability and enhanced assessment | 2005 |
| BA Psychology | Yes | Assessment reports | Course-embedded questions in introductory and advanced psychology courses were analyzed for improvement | Psychology faculty | Data form a baseline measurement; additional evidence will continue to be collected in forthcoming semesters | 2006 |
| MA Psychology | Yes | Assessment reports | Students are not admitted unless they can find a faculty advisor to work with them on their thesis | Psychology graduate faculty | Evidence will be collected on time to graduation for MA students under the new requirements | 2006 |
| MA Industrial & Organizational Psychology | Yes | Assessment reports | Student competency on oral presentation was assessed across the curriculum | MAIO faculty | Methods for improving presentation skills will be introduced into the curriculum; faculty will more clearly communicate performance expectation in first-year courses | New program |
| MS Human Factors Psychology | Yes | Proposal for new degree; assessment reports | Course-embedded midterm exam questions; individual research and lab projects; group projects; thesis or culminating project | Human Factors faculty | Course redesign; students are provided with schedules and milestones for independent study projects | New program |
| BA Religious Studies | Yes | Self-study for program review | A course coordinator was appointed to review student learning outcomes over all sections of multi-section courses; course-embedded examinations with a 70% or greater score required to pass | Religious Studies faculty | The department is considering the recommendations of the external and internal program reviewers received in 2008 | 2008 |
| MA Religious Studies | Yes | Self-study for program review | The faculty are in the process of adopting an assessment plan for the MA degree | Religious Studies faculty | The department is considering the recommendations of the external and internal program reviewers received in 2008 | 2008 |
| BA Sociology | Yes | Assessment reports | Senior exit survey; | Sociology faculty | Will adopt standardized course outlines for all regularly offered courses; increased access to advising for majors | 2005 |
| BA Spanish | Yes | Assessment plans and reports | Course-embedded questions; analytical term papers; writing in several genres; exit interviews and focus groups with graduating students | Spanish faculty | Faculty adopted national guidelines from ACTFL to use as the standard for student learning in the BA | 2008 |
| MA Spanish | Yes | Assessment plans and reports | Post-reading assessments; course-embedded questions on quizzes and tests; exit interviews; focus groups | Spanish faculty; Committee on Student Learning Outcomes and Writing Proficiency | List expected proficiency levels for each course and evaluate student portfolios for evidence of learning; develop rubrics for instructors | 2008 |
| BA Women's Studies | Yes | Course-embedded short essay exams, class presentations, student peer critiques, exit exam, and exit survey | Women's Studies faculty | Two required courses were reworked to reduce overlap; new standard course outlines developed; list of three appropriate texts developed for each course | 2008 |
| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| BS Marine Biology BS Biology BS Microbiology |
Yes (for each degree) | Web page; catalog; assessment reports | Nationally scored exam on Biological knowledge; student survey; course-embedded exam questions; student projects and written reports | Department assessment coordinator, assessment committee, and faculty | Creation of a rubric for written and oral communication and including more writing assignments; using software to prevent plagiarism; introducing an “assessment minute” in faculty meetings; redesign of curriculum to better promote learning biology; assessment built into all core courses; providing more career information to students; | 2005 |
| MS Biology MS Microbiology |
Yes (for each degree) | Web page; catalog; assessment reports | Student summaries of departmental research seminar series; student posters, power point, and platform presentations evaluated by faculty; | Department assessment coordinator, assessment committee, and faculty | Combined graduate/undergraduate courses were modified for graduate students; one research course was split up over two semesters; more specific comment forms for faculty evaluation of student work were created | 2005 |
| BA Chemistry BS Chemistry BS Bio-chemistry | Yes (for each degree) | Catalog; assessment report | Course-embedded examination questions; applications of problem-solving and analysis skills; written laboratory reports and oral lab report presentations; undergraduate research thesis for BS Chemistry | Department faculty | Development of a new chemical communications course to focus on technical writing | 2005 |
| MS Chemistry MS Bio-chemistry | Yes | Assessment plan; web page | Program is responding to recommendations provided by external reviewers and university program review committee as well as university assessment coordinator | Department faculty | Pending analysis of assessment data from graduate programs | 2005 |
| BS Environmental Science & Policy | Yes | Self-study for program review | Exams are given in a team-taught capstone course to evaluate several SLOs for this interdisciplinary degree (see BS equivalent in College of Natural Sciences and Mathematics); faculty evaluation of team presentations; faculty evaluation of team problems solving skills | Faculty teaching in the BA/BS interdisciplinary degree program | Instructors meet to discuss revisions to capstone course | 2008 |
| BS Earth Science BS Geology |
Yes (for each one) | Self-study for program review; assessment report | Student projects to produce geological maps and reports; course-embedded questions in required courses; field exercises and laboratory examinations; | Faculty | Greater effort to inform students of expectations for learning; better discipline in field exercises; more emphasis on developing mapping skills; replaced some instructors; noted needs for more instruction for students on some outcomes | 2004 |
| MS Geology | Yes | MOU follow-up report | Thesis | Faculty | Assessment results are being analyzed | 2004 |
| BS Math | Yes | Self-study for program review; assessment reports | Course-embedded exams; reading assignments; class presentations; mini-lesson for teaching high school math; observations of teaching ability for students in education option; | Faculty | Some courses expanded to 4 units; diagnostic and placement exams; new unit in capstone course; written observations on teaching ability; | 2008 |
| MS Math | Yes | Self-study for program review; assessment reports | Thesis; individualized program for each MS student | Faculty | To assess the capacity of each MA student | 2008 |
| BA Physics BS Physics |
Yes (for each degree program) | Self-study for Program Review | Course-embedded evaluations; senior exit interview and senior exit survey; post-graduate surveys; also the curriculum committee of the department periodically verifies to the Chair whether the undergraduate degree programs are comparable in content to other peer institutions nationwide. | Faculty | Faculty uses these to assess the quality of the undergraduate curriculum and to generate information for program revision and improvement. | 2008 |
| MS Physics | Yes | Self-study for Program Review | Course-embedded evaluations; graduate student exit interview and exit survey; post-graduate surveys; | Faculty | Faculty uses these to assess the quality of the graduate curriculum and to generate information for program revision and improvement. | 2008 |
| MS Science Education | Yes | 2005 | On-line survey of current students; | Faculty | Increase research opportunities for students and to create new courses for the secondary school science teacher option of the MS degree | 2005 |
| Category | Formal Learning Outcomes |
Where are Outcomes specified? | Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for this degree? | Who interprets evidence? What is the process? | How are findings used? | Last Program review |
|---|---|---|---|---|---|---|
| BA/BS Inter-disciplinary Studies | Yes | Self-study for program review | SLOs are determined for each individual student according to the nature of the interdisciplinary program of study | Director of Undergraduate Interdisciplinary Studies; Advisory Board; faculty instructors | Data are being collected following recommendations from recent program review | 2007 |
| MA/MS Inter-disciplinary Studies | Yes | Self-study for program review | SLOs are determined for each individual student according to the nature of the interdisciplinary program of study | Director of Undergraduate Interdisciplinary Studies; Advisory Board; faculty instructors | Data are being collected following recommendations from recent program review | 2007 |
