Review Assessment Report
Part 1: Contact & Program Identification
Report Year and Contact Information | ||
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Academic Year | Modified By | Date Modified |
2020-2021 | [email protected] | 2021-11-19T21:54:01.750Z |
School | Name of Program | Courses |
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CHSS | Sustainability Certificate | BCIS 1110,SUST 1134,ARCH 1215 |
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 |
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While the number of graduate awards for Sustainability Certificates, was down, this was likely an effect of the drop in enrollment due to the move online. We suspect we will see an uptick in graduates again with the return to face to face courses. |
Part 3: Data Review
2018-2019 | 2019-2020 | 2020-2021 | |
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Annual number of graduate awards is greater than 10 | 18 | 13 | 6 |
Number of declared majors | 2 | 3 | 3 |
Average Class Size | 24.3 | 22.5 | 22.3 |
Annual Average Class withdrawal rate is 30% or below (SAGE 35%) | 11% | 14% | 11% |
Annual C-Pass rate for coursework is 60% or above | 77% | 74% | 70% |
Average class fill rate at 60% or above capacity within a term or over a year | 82% | 76% | 76% |
Graduate Transfer to 4-year Schools | 56% | 46% | n/a |
Full-time Faculty Coverage by Section | 36% | 44% | 51% |
Summarize how your program met or did not meet the target measures based on the data above |
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SUST met three of the four target areas. Presumably the decrease in graduates was an affect of lower enrollment due to the COVID-19 pandemic. |
Part 4: Program Learning Outcome Analysis
Learning Outcome | Population or Course(s) Assessed | Description | Summary of Assessment Results |
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1. Critical Analysis | SUST 1134 | Courses were assessed with a standardized writing prompt to test the critical thinking area and its four sub-skills: problem setting, evidence acquisition, evidence evaluation, reasoning/conclusion. | |
1. Critical Analysis | SUST 1134 | Courses were assessed with a standardized writing prompt to test the critical thinking area and its four sub-skills: problem setting, evidence acquisition, evidence evaluation, reasoning/conclusion. |
Interpretation of Assessment findings |
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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 |
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2021-2022 | Revisions have been made to the prompts and rubric. | These changes are based on feedback from faculty and evaluation by CAT. |
2021-2022 | ||
2021-2022 |