Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2021-2022	[email protected]	2023-01-10T17:46:40.659Z

School	Name of Program	Courses
CHSS	NATV Humanities Gen Ed	NATV 1150

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
AY 21-22 was the second year of the Native American Studies program. Course offerings grew beyond the Intro to NAS course (1150) that was offered almost exclusively in the first AY. During this academic year, NAS majors and Gen Ed students were also able to take Sociopolitical Concepts in Native American Studies (2110) which addresses scholarly debates about issues facing Native American peoples in the United States. The next academic year will see additional offerings, including Research Issues in NAS (2140) and the Native American Experience (2120), that will support students’ progression through the program as they prepare to graduate and/or transfer.

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

AY 21-22 was the second year of the Native American Studies program. Course offerings grew beyond the Intro to NAS course (1150) that was offered almost exclusively in the first AY. During this academic year, NAS majors and Gen Ed students were also able to take Sociopolitical Concepts in Native American Studies (2110) which addresses scholarly debates about issues facing Native American peoples in the United States. The next academic year will see additional offerings, including Research Issues in NAS (2140) and the Native American Experience (2120), that will support students’ progression through the program as they prepare to graduate and/or transfer.

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	30	28.8	26.7
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	0%	9%	9%
Annual C-Pass rate for coursework is 60% or above	100%	77%	66%
Average class fill rate at 60% or above capacity within a term or over a year	97%	93%	86%
Graduate Transfer to 4-year Schools	n/a	n/a	n/a
Full-time Faculty Coverage by Section	100%	40%	17%

Summarize how your program met or did not meet the target measures based on the data above
Average Fill Rate: Fall 2021: 96%; Spring 2022: 56%; Summer 2022: 94% Average: 82% Average retention rate: Fall 2021: 83%; Spring 2022: 92%; Summer 2022: 90% Average: 88% C-Pass Rate: Fall 2021: 67%; Spring 2022: 78%; Summer 2022: 45% (only 1 section) Average: 63%

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
1. Critical Thinking	NAS 1150	Other	No NAS 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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