Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2020-2021	dpeterman@cnm.edu	2021-11-17T18:15:38.342Z

School	Name of Program	Courses
CHSS	Liberal Arts AA Degree	BCIS 1110,ENGL 1120

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
Obviously the biggest challenge experienced last year was moving coursework almost entirely online due to COVID 19. However, that was also the source of the greatest highlights and successes as data for liberal arts show that while the overall number of graduates was down, course pass rate and retention was minimally affected by the changes and there was a slight uptick in the percentage of courses taught by full time faculty. As liberal arts is a degree program made up entirely of courses from other departments, it is difficult to draw too many conclusions beyond the more general measures discussed on the next page.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

Obviously the biggest challenge experienced last year was moving coursework almost entirely online due to COVID 19. However, that was also the source of the greatest highlights and successes as data for liberal arts show that while the overall number of graduates was down, course pass rate and retention was minimally affected by the changes and there was a slight uptick in the percentage of courses taught by full time faculty. As liberal arts is a degree program made up entirely of courses from other departments, it is difficult to draw too many conclusions beyond the more general measures discussed on the next page.

Part 3: Data Review

	2018-2019	2019-2020	2020-2021
Annual number of graduate awards is greater than 10	707	850	569
Number of declared majors	1802	2189	2246
Average Class Size	22.2	21.1	20.1
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	12%	15%	13%
Annual C-Pass rate for coursework is 60% or above	76%	74%	70%
Average class fill rate at 60% or above capacity within a term or over a year	83%	81%	79%
Graduate Transfer to 4-year Schools	44%	41%	n/a
Full-time Faculty Coverage by Section	38%	41%	40%

Summarize how your program met or did not meet the target measures based on the data above
Liberal arts exceeded targets in all four categories. The class fill rate was 19% higher than the target, withdrawal rate was only 13%, leaving class retention at 87%, C-pass rate was at 70% for the year or 10% higher than the target, and there were 569 graduates. While the overall number of graduates was down, 2020-2021 was almost entirely online, but most other areas showed little negative impact from the quarantine. There is also an upward trend in the number of declared Liberal Arts majors.

Summarize how your program met or did not meet the target measures based on the data above

Liberal arts exceeded targets in all four categories. The class fill rate was 19% higher than the target, withdrawal rate was only 13%, leaving class retention at 87%, C-pass rate was at 70% for the year or 10% higher than the target, and there were 569 graduates. While the overall number of graduates was down, 2020-2021 was almost entirely online, but most other areas showed little negative impact from the quarantine. There is also an upward trend in the number of declared Liberal Arts majors.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
Critical Analysis	ENGL 1110, ALA 2999
Effective Communication	ENGL 1110, ALA 2999

Interpretation of Assessment findings
The primary take away from the assessment findings is that roughly two thirds of students tested at proficient in Problem Setting and Evidence Acquisition, but those numbers dropped into the 50th percentiles for Evidence Evaluation and Reasoning/Conclusion. While all of these numbers show a majority of students passing, the results do suggest the latter two skills are weaker areas that will likely require more attention moving forward. It should also be noted that the CHSS Assessment Team (CAT) has made changes to the prompt and will be assessing critical thinking again in Spring 2022 to align with the Assessment Academy's focus on Thinking in Action.

Interpretation of Assessment findings

The primary take away from the assessment findings is that roughly two thirds of students tested at proficient in Problem Setting and Evidence Acquisition, but those numbers dropped into the 50th percentiles for Evidence Evaluation and Reasoning/Conclusion. While all of these numbers show a majority of students passing, the results do suggest the latter two skills are weaker areas that will likely require more attention moving forward. It should also be noted that the CHSS Assessment Team (CAT) has made changes to the prompt and will be assessing critical thinking again in Spring 2022 to align with the Assessment Academy's focus on Thinking in Action.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2021-2022	With the assessments academy pilot and revisions to CAT's assessment tool, data collection for Liberal Arts will change as a result of different data input sources. Since liberal arts is a degree program made up of courses from different departments, there are no specific liberal arts courses to make change to.	These changes are less data driven and more in keeping with the new pilot program underway, so the emphasis will be on collecting data from different assessment measures.
2021-2022
2021-2022

Please select all of the following that characterize the types of changes described in the above action plan

Back