Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2021-2022	kferris@cnm.edu	2023-01-10T17:40:36.965Z

School	Name of Program	Courses
CHSS	GNDR Social Behavioral Gen Ed	GNDR 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
Intro to Women, Gender, and Sexuality Studies has been offered every term for a number of years now. The course regularly fills at high rates and the curriculum supports students who major in a range of career or transfer programs, as it counts as the Social and Behavioral Science requirement.

Part 3: Data Review

	2019-2020	2020-2021	2021-2022
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	21	24.3	25
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	21%	7%	12%
Annual C-Pass rate for coursework is 60% or above	67%	67%	67%
Average class fill rate at 60% or above capacity within a term or over a year	68%	78%	81%
Graduate Transfer to 4-year Schools	n/a	n/a	n/a
Full-time Faculty Coverage by Section	100%	100%	33%

Summarize how your program met or did not meet the target measures based on the data above
Average Fill Rate: Fall 2021: 97%; Spring 2022: 90%; Summer 2022: 81% Average: 89% Average retention rate: Fall 2021: 71%; Spring 2022: 78%; Summer 2022: 84% Average: 78% C-Pass Rate: Fall 2021: 73%; Spring 2022: 64%; Summer 2022: 64% Average: 67%

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
2. Critical Thinking	Intro to Women, Gender, and Sexuality Studies	Other	No GNDR courses were assessed this cycle.

Interpretation of Assessment findings
The Absence of assessment processes in this discipline offer a unique opportunity to rethink assessment practices. The coming cycle’s assessment activities will focus on preparation for the transition to the Assessment Academy model in fall 2023. With the help of the Senior Director of Assessment, faculty in these programs will engage in facilitated activities and conversations designed to address faculty understanding and perceptions of the role of assessment in effective teaching and learning. Planned activities, including an Introduction to Assessment workshop and discipline-specific guided conversations, will (re)introduce concepts of informed teaching and prompt faculty to begin considering what they want to know about their teaching, student success, and the curriculum.

Interpretation of Assessment findings

The Absence of assessment processes in this discipline offer a unique opportunity to rethink assessment practices. The coming cycle’s assessment activities will focus on preparation for the transition to the Assessment Academy model in fall 2023. With the help of the Senior Director of Assessment, faculty in these programs will engage in facilitated activities and conversations designed to address faculty understanding and perceptions of the role of assessment in effective teaching and learning. Planned activities, including an Introduction to Assessment workshop and discipline-specific guided conversations, will (re)introduce concepts of informed teaching and prompt faculty to begin considering what they want to know about their teaching, student success, and the curriculum.

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
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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