|Select your Division||Enter the name of your||Enter the name of the c||Enter SLO Statement As it appears on the Course Outline of Record||Academic Year||Quarter of Assessment||Modality of class||Method of Assessment||Elaborate on Assessme||Number||Number||Number||Number||N/A Not||Reflection||Enhancement/Action|
|Language Arts||Communication Studies||COMM 16||SLO 1 - Develop increasing communication competence in building and maintaining relationships by adapting to other people, the goals of the speaker, and the requirements of the interpersonal communication context (e.g., cultural, social, and business).||2019-2020||Fall||Other||Portfolio Review||As we moved through th||26||26||3||2||1||26 out of 29 students stated that they saw improvement in their communication competence, specifically in building and maintaining relationships by adapting to other people, the goals of the speaker, and the requirements of the interpersonal communication context. Many of the students said that their progress was not linear, and they found themselves falling into bad habits. They also noted that they continued to push against their bad habits by applying the theories and concepts discussed in class.||Two of the three students who did not see improvement said it was because they forgot their plan of action while they moved through the quarter. One student did not complete the portfolio, and therefore, did not see any improvements. In the future, it might be useful for me to assign accountability partners. This could potentially help the students check in with each other, and remind each other of what they agreed to work on during the quarter.|
|Language Arts||Communication Studies||COMM 16||SLO 3 - Evaluate and assess the effectiveness of interpersonal communication through self-reflection and shared feedback.||2019-2020||Fall||Other||Other||The students’ final assig||28||28||0||1||1||The students said that the assignment helped them see the conflict from a different perspective, and helped them evaluate how they contributed to the conflict as well. There would have been a 100% success rate, but one student did not complete the assignment.||In the future, I will set up conferences with students in order to provide them with more specific guidance. The one student who did not complete the assignment later mentioned to me that she was confused by the assignment. The conferences would help the students begin to conceptualize what to write, and give them more one on one instruction.|
|Language Arts||Communication Studies||COMM 10||SLO 1 - Display increasing confidence in ability to use a range of speaking, listening, and collaboration skills.||2019-2020||Spring||Online with at least som||Presentation/Performance||Team Survival Speech S||20||10||0||0||0||Based on post-analysis, every individual contributed during the presentation (speaking). Some individuals spoke up more than others during team meetings. Most students felt acknowledged during brainstorming sessions (listening). Consensus building was effective for four out of six teams (collaboration). Two teams expressed difficulty collaborating with students who had limited access to Internet or a working camera. While two-thirds of teams (four out of six) received scored 90% or better, all teams completed the project with a passing grade and showed an improvement in speaking, listening, and collaboration skills. For this reason, SLO 1 for COMM 10 (“Display increasing confidence in ability to use a range of speaking, listening, and collaboration skills”) was met for all students in class.||A few students were meeting from different times zones. Not all students had reliable access to Zoom technology. In addition to Google Docs, it may help to find more effective ways for students to collaborate asynchronously in small teams|
|Language Arts||Communication Studies||COMM 10||SLO 4 - Identify, locate, evaluate and use information technologies and information sources||2020-2021||Winter||Online with at least som||Demonstration||Assessment Method: De||26||26||1||5||0||Assessment Data Summary: Based on a class of 32 students. Quantitative measure: 26 students received a 10 out of 15 or better (25/32 or 81% success rate). 5 students did not complete assignment and received a 0 out of 15. 1 student completed assignment and received a 9 out of 15. Qualitative measure: 23 our of 32 students cited their sources effectively in their speech (72% success rate). The challenge remains citing source in the Evidence-3-Step method. Although students can summarize their research, we need to work on analyzing and interpreting the information. Reflection and Analysis: Although an 81% quantitative success rate was achieved, nearly one-fifth of the class failed to complete the assignment or did not demonstrate an sufficient understanding of how to properly cite sources. This could be due to a variety of reasons. Teaching and practicing informational literacy, although essential to critical thinking, is one of the less engaging and dynamic parts of my course. Those who missed class that day or were new to citing sources at the college level need ongoing practice. Rather than keep on pushing for students to master this concept, it may help to take a step back and evaluate why this is such a vital skill. More important than knowing how to cite sources flawlessly, the real selling point for information literacy is for students to elevate their confidence, credibility, and audience trust.||Enhancement/Action: Students learn from example, not lectures. As an instructor, I could do better in how I model information literacy in class. Citing sources in an accurate, yet meaningful and authentic manner is something I could improve on. Sharing best practices with colleagues and finding more engaging activities and videos would elevate the Information Literacy assignment. Instead of focusing on finding credible sources, it might be a fun or challenging assignment to seek out examples of misinformation. Perhaps even framing the dry term “Information Literacy” as a “Credible Speaker” or “Trusted Source” might resonate with students more.|
|Language Arts||Communication Studies||COMM 1||SLO 4: Identify, locate, evaluate, and use information technologies and information sources.||2020-2021||Winter||Online - Asynchronous||Demonstration||Assessment Method: An||12||19||7||7||Reflection and Analysis: Target was not met, Looking deeper into the evaluations of the assignments, most students did well in finding the sources and articulating their quality and usefulness, but struggled mostly in citing them. Because the three elements were weighted evenly in the assignment, scoring 12/15 would mean the student did very good in all three elements. Struggling in one (citation format) wouldn’t give a lot of flexibility in the other two and would create the likelihood of falling short of the 12/15 threshold for success||Enhancement/Action: Two enhancements should be made: first, using the library tutorial videos seems to be a very effective starting point for finding sources, but is falling short in explaining the importance of citations; extra class attention and resources should be developed to explain this. Second, adjust the weighting and evaluation rubric of the assignment to match the focus of the SLO – although perfect citation format is an important element of “using” information sources (per the SLO), it is arguably far less important than finding them and utilizing them in the synthesis of information for a research based project.|
|Language Arts||Communication Studies||COMM 70||SLO5: Identify, locate, evaluate, and use information technologies and information sources relevant to organizational communication.||2020-2021||Winter||Online - Asynchronous||Project||A major part of the class||22||22||0||0||0||Reflection and Analysis: While the students showed an increasing level of competence in locating and identifying sources for the Case Studies, the quality if research still leaves room for improvement. There is still some confusion about how to correctly cite a source in APA and MLA format and oral citations lack complete addressal. A distinction is ability is seen in students who have taken the advisory COMM01 class where these skills are taught in greater detail with more opportunity for practice as compared to students who have not taken COMM01 prior to enrolling in this class. The peer evaluation done after the presentations indicate that students are aware of what makes a credible source and its importance in academic research and analysis.||1. Create ancillary resources to
help support gaps in knowledge and ability to effectively research and
2. Create exercises/resources to help students understand and implement correct APA/MLA citation format in written work and oral presentations.
3. Dedicate class time to review of these resources and skills at least twice in the quarter. After the results of Winter 21, a speech resources section was added to the class Canvas shell dedicated to research, APA/MLA format and oral citations.
|Language Arts||Communication Studies||COMM 9||SLO 4: Find, evaluate and cite sources in writing and presentations using appropriate documentation format.||2020-2021||Winter||Online - Asynchronous||Other||Assessment Method: N:||5||10||10||5||Reflection and Analysis: Students seem to have no trouble doing the actual research and finding sources. Many of the challenges with formatting the sources come from students being more accustomed to MLA rather than APA, and is easily fixed. The deeper issues of analysis are often resolved when students are allowed to revise the essay and receive feedback. Students report that it is due to issues of overcomplicating the assignment criteria, or not being confident in their analysis abilities.||Enhancement/Action: Sample, successful examples of this essay have already been posted. However, moving forward, annotating these essays and explaining exactly how they met the criteria may increase success. Numerous assignments (writing exercises; discussions) scaffold the actual essay, so when students go back and review those assignments, their revisions are often much improved.|
|Language Arts||Communication Studies||COMM 8||SLO 3: Identify, evaluate and use information technologies and sources in writing and presentations using proper attribution and citation.||2020-2021||Winter||Online - Asynchronous||Presentation/Performance||Assessment Method: Th||10||20||12||10||The good news: Students were able to do good research and find credible information, and as a result the debates were well informed and featured mostly sound argumentation. The bad news: Only a bit over half of the students correctly cited sources orally when presenting, and about a third correctly cited sources in the preparation outline.||Assuming students already know how to do citations, especially in the written outline, will need to be replaced with more detailed instructions on the basics of source citing. Additional resources on source citing will be provided through Canvas, including written explanation and video instructions.|
|Language Arts||Communication Studies||COMM 15||SLO 4 - Develop, present, and critically evaluate informative and persuasive group presentations that are personalized to the audience, organized with an effective plan and purpose, and use information||2020-2021||Winter||Online - Asynchronous||Presentation/Performance||The students work in gro||14||9||0||0||This was my first quarter using this assignment. The students did an awesome job writing and delivering the speeches. They also did a great job finding credible sources and citing them. The main problem with the assignment was that some groups chose memes that did not specifically address socially significant topics. Although the students fulfilled the requirements of the assignment, the speeches themselves would have been more purposeful if they chose topics that held more weight.||I plan on providing more example memes for students to understand what sort of memes are useful for this assignment. I also need to specify in the assignment description that students need to choose socially significant topics.|
|Language Arts||Journalism||JOUR 21B||Appraise and critique feature stories for originality, sourcing and writing style.||2020-2021||Spring||Online - Asynchronous||Tracked Academic Behavior||In an assignment, studen||18||6||1||1||2||This assessment took place late in the quarter, and showed that students had learned how to evaluate originality, sourcing and writing style in published feature stories.||This is an effective assessment, but should be updated often with new sample feature stories reflecting changes in media reporting and sourcing.|
|Language Arts||Journalism||JOUR 80||Demonstrate knowledge of the history, role and function of public relations in today's society and global economy.||2020-2021||Spring||Online - Asynchronous||Project||Students were asked to||12||4||1||5||I am pleased that a majority of students did well with this
assessment since it not only measures how well students learned this specific
SLO, but it also measures how much they learned and retained throughout the
quarter. This final project of creating and presenting a PR plan will
continue to be a good assessment for this SLO.
||he one component of the SLO this project does not address is the history of the PR profession. In order to be able to assess this part of the SLO in the future, I plan to have students do research on the history of PR and then take a quiz/survey to assess what they’ve learned.|
|Language Arts||Journalism||JOUR 80||Compare ethical and legal case studies and distinguish which of the chosen methods for handling the issues are best aligned with the Public Relations Society of America member code of ethics and media law.||2020-2021||Spring||Online - Asynchronous||Other||This assignment was to||13||3||2||4||I am satisfied with the effectiveness of this assessment and plan to continue to implement it in future quarters.||The enhancement/action will be to research and select a different real-life case occurring at the time of the assessment.|
|Language Arts||Journalism||JOUR 80||Research and design a public relations strategy for a specific entity and create a press release (using Associated Press style, summary lead and quote attribution) and associated media strategy, based on a stated goal and means of evaluating outcomes.||2020-2021||Spring||Online - Asynchronous||Other||For this assignment, stud||15||2||2||3||I think students generally did well with this assignment and
seemed to understand the inverted pyramid structure. One of the biggest
challenges students had with this assignment was using AP Style. For students
to truly understand AP Style and how to use it, it would take (at minimum) a
two-week focus. The challenge is a majority of the students who take the
class are not journalism students or even students who are going into PR, so
it would be a skill set that wouldn’t necessarily justify replacing other
parts of the course/curriculum focus.
||My recommendation is to re-evaluate the course outline for JOUR 80 and consider either updating this SLO and/or adjusting the curriculum.|
|Language Arts||Journalism||JOUR 21a||Judge and rank characteristics of a news story; define and
execute newsgathering strategies.
||2021-2022||Winter||Online with at least som||Project||Students were given an||6||5||1||2||0||All 14 students completed the assignment.
The assignment had 40 points.
6 students received 40 points.
5 students received 35-40 points.
One student received 30-35 points.
Two students received less than 30 points.
|The results show that we have met the SLO goal.|
|Language Arts||Journalism||JOUR 21a||Synthesize important details to create the lead for a news story; write complex news articles using the inverted pyramid and other formats suitable for different platforms.||2021-2022||Winter||Online with at least som||Project||Students were asked to||3||7||2||1||1||12 of 14 students successfully completed the assignment.||The results show the SLO was
|Language Arts||Journalism||JOUR 21a||Evaluate, access and interview sources to report a multi-source news story and develop it for publication in print or online.||2021-2022||Winter||Online with at least som||Project||For this assignment stud||5||5||0||4||0||The results show that some students were not clear about choosing and evaluating relevant sources and the objective was not fully met.||In the future, before asking students to write their article, the instructor should first create an exercise, asking students to choose the right sources for their stories and after the approval, give them the go-ahead with interviewing and completing their assignments.|
|Language Arts||Journalism||JOUR 21a||Demonstrate the use of ethical and legal principles in reporting
and writing a news story.
||2021-2022||Winter||Online with at least som||Exam - Standardized||In order to assess this SL||5||6||1||2||Summary statistics for all who turned in the quiz:
Average Score High Score Low Score
94% 100% 75%
|The results show that we met the SLO goal.|
|Language Arts||Journalism||JOUR 2||Evaluate the role, power and influence of mass media industries in the U.S. and globally.||2021-2022||Winter||Online - Asynchronous||Other||Students answered 5 qu||20||3||1||5||1||The assignment would likely be more impactful in a face-to-face class where students could not avoid reading/watching background information, which would then culminate in an informed whole-class discussion of the topic. The students who did not pass this assignment forgot to respond to their classmates.||The discussion question answers are due on one day and the two classmate responses are due the following day. This information is included on the assignment instructions. Canvas provides a way for the instructor to be alerted if students have not submitted an assignment and to send them a reminder email, which I did prior to the due date. I also reply to all emails within 24 hours, most much sooner. I check my emails for questions until 5:00 pm the day the assignment is due. I don’t have a suggested action.|
|Language Arts||Journalism||JOUR 2||Analyze the development, history, operation, culture and
economics of media industries.
||2021-2022||Winter||Online - Asynchronous||Project||Analysis Worksheet (assi||12||10||3||4||1||This is one part of the required research paper assignment. This is a complex assignment, although the vast majority of students understood what was required and met the requirements. Typically, face-to-face classes do better on this assignment possibly because questions can be asked and answered easily and don’t require the delay of email answers or accessing the Homepage. The Homepage has an example of the assignment. Office hours are not well attended online.||Canvas provides a way for the
instructor to be alerted if students have not submitted an assignment and to
send them a reminder email, which I did prior to the due date. I also reply to all emails within 24 hours,
most much sooner. I check my emails
for questions until 5:00 pm the day the assignment is due. I don’t have a suggested action.
|Language Arts||Journalism||JOUR 2||Analyze and critique the impact of mass media in society and articulate controversies surrounding each medium, including legal and ethical issues and the roll of women and minorities.||2021-2022||Fall||Online - Asynchronous||Other||Textbook Notes from Jo||15||6||0||0||3||This assignment takes the place of a reading quiz for each
textbook chapter. Students who
completed the assignment did very well. Students did receive a reminder
through Canvas to complete the assignment the day before. I check my emails for questions until 5:00
pm the day the assignment is due.
Office hours are not well attended online.
||In subsequent quarters I have
included an example of the assignment within the assignment instructions
through a clickable link within Canvas.
|Language Arts||Journalism||JOUR 61a||Create content for publication online or in print using multiple sources.||2020-2021||Winter||Online with at least som||Portfolio Review||Students created a portf||1||6||1||Of eight enrolled students, one exceeded expectations by creating at least 10 published assignments (on website or social media) six met expectations with at least eight published assignments, and one did not meet expectations. There was no print publication.||The outcomes reflected a difficult quarter of all-online synchronous classes, and all-online reporting because of the pandemic shutdown.|
|Language Arts||Journalism||JOUR 61a||Describe and apply legal and ethical aspects of student news
||2020-2021||Winter||Online with at least som||Exam – Course Test/Quiz||Assessment based on tw||6||1||1||In responding to questions asking for specific applications of legal and ethical situations in their reporting over the quarter, students demonstrated clear understanding of legal and ethical aspects of student news media.||As standards of ethical reporting evolve to include issues of equity, inclusion and diversity, teaching materials should reflect more modern scenarios and choices.|
|Language Arts||Journalism||JOUR 61b||Report and write complex multiple-source stories, series, and/or packages for publication online or in print; and/or follow a defined beat.||2020-2021||Winter||Online with at least som||Portfolio Review||Reviewed students portf||8||1||Students created portfolios of their published work for the quarter. All students in this second level of JOUR 61 showed evidence of creating multiple-source stories and proposed and followed a beat, e.g. student government, woman’s basketball, etc.||N/A|
|Language Arts||Journalism||JOUR 61b||Describe and apply legal and ethical aspects of aspects of news media||2020-2021||Winter||Online with at least som||Exam – Course Test/Quiz||In two exam questions,||Students demonstrated that they had absorbed ethical and legal
lessons from the class and applied them in their own reporting. Students were
able to provide specific examples of considerations that came up in the
reporting or writing process and specific decisions they had made.
|Language Arts||Journalism||JOUR 61c||Apply editing skills to news, feature and opinion pieces for a student-led print newspaper, broadcast and/or website following ethical guidelines and journalistic conventions.||2020-2021||Winter||Online with at least som||Underlying Course||Reviewed student portf||5||1||All but one student completed weekly editing assignments and editing quizzes, demonstrating adherence to ethical considerations and journalistic conventions.||N/A|
|Language Arts||Journalism||JOUR 61c||Develop a digital portfolio of work suitable for presentation on a news organization website or broadcast.||2020-2021||Winter||Online with at least som||Portfolio Review||Reviewed students’ onli||5||1||All students completed digital portfolios of edited work published on lavozdeanza.com and work on Facebook, Twitter and Instagram @lavozdeanza.||N/A|
|Language Arts||Journalism||JOUR 62a||Develop news, feature, sports or opinion stories for a student media outlet, suitable for publication or presentation.||2021-2022||Fall||Online - Asynchronous||Portfolio Review||Assessed student portfol||3||All students reported and wrote at least two types of stories (news, features, opinions) and/or social media posts for publication at lavozdeanza.com and in social media.||N/A|
|Language Arts||Journalism||JOUR 62a||Demonstrate the ability to complete assignments within specified deadlines.||2021-2022||Fall||Online - Asynchronous||Tracked Academic Behavior||Students turned in weekl||3||All students met deadlines of the work they were creating for publication at lavozdeanza.com and in social media.||N/A|
|Language Arts||Journalism||JOUR 62b||Complete news photography assignments suitable for publication or online presentation following ethical and journalistic guidelines.||2021-2022||Winter||Online - Asynchronous||Portfolio Review||Reviewed students’ por||3||1||Three students submitted at least four sets of photos for
publication, including original photos and captions. One student submitted
|Language Arts||Journalism||JOUR 62b|| Develop and propose ideas
for photographic assignments for student news media.
||2021-2022||Winter||Online - Asynchronous||Exam – Course Test/Quiz||For an assignment, stud||4||All students submitted pitches for photo assignments suitable for publication on on lavozdeanza.com||N/A|
|Language Arts||Journalism||JOUR 62F||Edit copy for student news media following ethical and journalistic guidelines.||2021-2022||Winter||Online - Asynchronous||Exam – Course Test/Quiz||Students completed cop||3||1||All students edited copy for publication. Three of four students
gave specific examples of how they applied ethical and journalistic
guidelines. One student gave non-specific examples.
|Language Arts||Journalism||JOUR 62f||Demonstrate the ability to complete assignments within specified deadlines.||2021-2022||Winter||Online - Asynchronous||Project||Students completed cop||4||All students were able to complete work within specific deadlines.||N/A|
|Language Arts||Journalism||JOUR 62f||Demonstrate understanding of copy editing for grammar, spelling, AP style and journalistic conventions.||2021-2022||Winter||Online - Asynchronous||Exam – Course Test/Quiz||Students completed eigh||2||2||Two students exceeded expectations with high scores on quizzes covering grammar, spelling, AP style and journalistic conventions. Two students met expectations with scores of B or higher.||N/A|
|Language Arts||Journalism||JOUR 62d||Develop digital content for a student media suitable for online presentation.||2021-2022||Fall||Online - Asynchronous||Underlying Course||Evaluated student work||4||All students edited and uploaded content for lavozdeanza.com and social media.||N/A|