Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2020-2021	[email protected]	2021-12-07T20:31:36.540Z

School	Name of Program	Courses
CHSS	POLS Social Behavioral Gen Ed	POLS 2120,POLS 2130,POLS 2170,POLS 1110,POLS 1120,POLS 2110

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
POLS showed little negative impact from the move online last year.

Part 3: Data Review

	2018-2019	2019-2020	2020-2021
Annual number of graduate awards is greater than 10	n/a	n/a	n/a
Number of declared majors	n/a	n/a	n/a
Average Class Size	25.5	25	24.9
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	12%	14%	10%
Annual C-Pass rate for coursework is 60% or above	69%	70%	64%
Average class fill rate at 60% or above capacity within a term or over a year	82%	80%	80%
Graduate Transfer to 4-year Schools	n/a	n/a	n/a
Full-time Faculty Coverage by Section	55%	52%	65%

Summarize how your program met or did not meet the target measures based on the data above
POLS exceeded all three targets.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
Communication (Gen Ed & PLO)	POLS 1110, POLS1120
Critical Thinking (Gen Ed & PLO)	POLS 1110, POLS1120
Personal & Social Responsibility (Gen Ed)	POLS 1110, POLS1120

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	The CAT prompt has been revised but will still feature the same type of assessment measure.	This is part of an ongoing process of refining the prompt as a result of faculty feedback.
2021-2022
2021-2022

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

Back