Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2020-2021	dpeterman@cnm.edu	2021-11-19T21:54:01.750Z

School	Name of Program	Courses
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
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
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
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
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
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	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

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

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