7.1 - Cal Poly Pomona

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					Appendix VIa: Table 7.1
Inventory of Educational Effectiveness Indicators

Note: Department Submissions were edited to fit this format. An inventory including the expanded/updated submissions with accompaning evidence of assessment is available in Table 7.2

CATEGORY                      Provide all locations where program      Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                           Provide at least one example of a finding that resulted Date last program
                              learning outcomes are published          If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                       from analysis of evidence in the last two years and how review
                                                                       map is published                     stated outcomes                               stated outcomes                                                                                                     the finding was used to revise program                  commenced


At the Institutional Level:
                              http://www.csupomona.edu/~academic/pr The Assessment Task Force asked each       CLA, GWT, evidence collected by individual        NSSE, CIRP, graduation rates, evidence            NSSE                                                       Results from the NSSE concerning advising led to                NA
                              ograms/programreview/univ-            department to map their program            departments and offices for program assessment    collected by individual departments and offices                                                              increased attention on department advising and the
                              outcomes.shtml                        outcomes to the University Outcomes. In                                                      for program assessment                                                                                       launching of assessment of advising plans for each
                                                                    addition, Student Affairs has mapped their                                                                                                                                                                college.
                                                                    activities to the University Outcomes.
                                                                    http://www.csupomona.edu/~academic/pr
                                                                    ograms/programreview/univ-
                                                                    outcomes.shtml


For General Education:
Standard GE Program           http://www.csupomona.edu/~academic/pr http://www.csupomona.edu/~academic/pr CLA, GWT, embedded questions, essays, term             NSSE, CIRP, department exit surveys               NSSE                                                       The GWT Advisory Committee is reviewing the rubric              Program Review
                              ograms/ge_assessment/policy.shtml     ograms/ge_assessment/policy.shtml     projects, senior projects                                                                                CLA                                                        used and norming process to ensure that the essays are          Guide in
                                                                                                                                                                                                                   GWT                                                        being evaluated consistently and reliably, and at the           Development
Interdisciplinary General     http://www.ceis.csupomona.edu/departme http://www.csupomona.edu/~ceis/docume Portfolios (include introductions, formal essays,     Exit interviews and student self evaluation       IGE faculty review whole portfolio data , student          After finding the need to align the portfolio introductions     2007-08
Education                     nts/ige/program.html                   nts/IGECurriculumMapApril2009_00bbb reading responses, arts events responses,               surveys (both now also on survey monkey),         surveys, and exit interviews at quarterly torch-passings   with the SLOs to better assess student growth, we
                                                                     b0.pdf                                presentation reflective essays), group                department discussions, torch-passings, and       and annual retreat. Findings lead to innovation and        standardized the portfolio prompt. Also after seeing
                                                                                                           presentations.                                        annual retreats.                                  adoption of new strategies to promote student learning.    through presentation assessments and student evals that
                                                                                                                                                                                                                                                                              the SLO on historical consciousness could be improved ,
                                                                                                                                                                                                                                                                              we adopted a new book for the first IGE year. Initial data
                                                                                                                                                                                                                                                                              gathered during Winter 2010 show improvement of SLO
                                                                                                                                                                                                                                                                              historical consciousness.


For each degree program:
College of Agriculture
Agricultural Science – BS http://www.csupomona.edu/~agsci/progra http://www.csupomona.edu/~agsci/progra                                                          Graduate surveys were used in accreditation       A new faculty member will be in place for the next         Not able to complete.                                           2007-08
                          massessment.shtml                      massessment.shtml                                                                               review in 2004.                                   academic year. As a result work in this area will
                                                                                                                                                                                                                   escalate.
Animal Health Science – BS annual report, available in department      http://www.csupomona.edu/~agri/college/ New exit exam will be administered Spring         Senior survey are conducted and the results of    New exit exam data will be available Summer 2010.                                                                          2005-06
                           office, and on College of Ag website at     docs/AHS%20Assess_Objectives_2007.p quarter of 2010 that allows for analysis of the       these surveys are considered in course
                           www.csupomona.edu/~agri/                    df                                      students performance relevant to the student      construction and modification
                                                                                                               learning outcomes and the program goals.

Animal Science – BS           http://www.csupomona.edu/~avs/program http://www.csupomona.edu/~avs/pro           We have constructed an exit examination. It will Senior survey are conducted and the results of    We have spent the last year constructing an exit exam       The year over year average admittance to veterinary       2005-06
                              assessment.shtml.                     gramassessment.shtml                        be administered Spring quarter of 2010. The exit these surveys are considered in course            that will represent the program. Data will be available    school for each senior class is 19% Some students will
                                                                                                                examination has been designed to allow the       construction and modification.                    summer of 2010. Data from surveys taken in 2009 and        get accepted a year after graduation or at the end of a
                              ECOs are available to students on the                                             analysis of the students performance relevant to                                                   2010 is available in Table 7.2                             Master‗s program. The primary reason that students do
                              department Blackboard site.                                                       the student learning outcomes and the program                                                                                                                 not gain entry into veterinary school is lack of academic
                                                                                                                goals. The exit examination information will                                                                                                                  prowess. Finding that many students entering the
                                                                                                                then be analyzed to determine the strengths and                                                                                                               program have unrealistic expectations for their academic
                                                                                                                weaknesses of the major and of individual                                                                                                                     performance based upon their high school grades and
                                                                                                                programs, allowing the department to make                                                                                                                     SAT scores, the department has impacted its majors. It is
                                                                                                                informed and measured responses based upon the                                                                                                                the hope that the impaction will eventually result in the
                                                                                                                student‘s performance.                                                                                                                                        production of students more academically qualified to
                                                                                                                                                                                                                                                                              enter veterinary school and the acceptance percentage into
                                                                                                                                                                                                                                                                              veterinary school and graduate school from the
                                                                                                                                                                                                                                                                              department will increase.


Apparel Merchandising and http://www.csupomona.edu/~amm/pr http://www.csupomona.edu/~amm/progra embedded exam questions and pretest questions                    Senior survey, survey of alumni and employers,    An exit survey was given to all seniors. The survey        Faculty deliberated about student interest levels and ways 2007-08
Management – BS           ogramassessment.shtml            massessment.shtml Student learning      on Blackboard for all direct prerequisite courses.            meetings with employers, advisory board;          queried seniors on whether they learned student-           to encourage students to learn technical information. One
                                                           outcomes curriculum map is to be posted Evaluate pretest results to revise coursework                 internship supervisor evaluations, faculty        learning outcomes for core courses. Evaluation of          unit laboratory reinstated to AMM 160 Textile Science
                                                           online after revision is completed June assignments. Long term evaluate e-portfolio                   discussion.                                       internship supervisor reports: Apparel companies are       course to provide 30 extra hours of practical experience.
                                                           2010.                                   content.                                                                                                        very positive about our AMM students.                      Introduced AMM 461/462 Senior Project sequence to
                                                                                                                                                                                                                                                                              Apparel Production Option and AMM 443 Market
                                                                                                                                                                                                                                                                              Research & Reporting course to Fashion Retail Option.

Food Marketing and        http://www.csupomona.edu/~fmamaged/pr http://www.csupomona.edu/~fmamaged/p Student work products, including: embedded                  Because direct data/evidence provides a more      Students are expected to demonstrate knowledge of          We haven‘t gotten this far yet. It will be a top priority for   2007-08
Agribusiness Management – ogramassessment.shtml                 rogramassessment.shtml               questions on exams and term papers.                         accurate and reliable indication of whether       agribusiness management terminology. Based on an           us next year.
BS                                                                                                                                                               student learning outcomes are achieved, we have   analysis of embedded exam questions (n=27), it was
                                                                                                                                                                 focused on direct measures.                       calculated that 88.88% of students were able to meet
                                                                                                                                                                                                                   this objective.
Food Science and              http://www.csupomona.edu/~foodsci/Prog http://www.csupomona.edu/~foodsci/Prog Embedded exam questions, completion of               Graduate exit survey, graduate information on     Graduate exit survey 2002-2008, data summarized in         Faculty observations on student‘s performance lead to the 2007-08
Technology – BS               ramAssessment.shtml                    ramAssessment.shtml                    projects, reports and evaluations for required       job placement, information on admissions to       2008 disseminated to faculty. Exit exams. Evaluation       review of pre-requisites for courses. It was determined
                                                                                                            internships, exit exam                               graduate/professional programs, faculty           scores from student internships and qualitative feedback   that for several courses the pre-requisites will be adjusted
                                                                                                                                                                 observations and discussions                      from students and internship supervisors. See Table 7.2.   to requiring a minimum grade of C-. Students with D in
                                                                                                                                                                                                                                                                              pre-requisites tended not do well in upper division
                                                                                                                                                                                                                                                                              courses.




             Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                                        Appendix VIa- 1
CATEGORY                    Provide all locations where program      Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                                 Provide at least one example of a finding that resulted Date last program
                            learning outcomes are published          If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                             from analysis of evidence in the last two years and how review
                                                                     map is published                     stated outcomes                               stated outcomes                                                                                                           the finding was used to revise program                  commenced

Foods & Nutrition – BS      http://www.csupomona.edu/~hnfs/Progra    Department office- Assessment Notebook Embedded exam questions, portfolio content,           Graduate exit survey, graduate information on        Graduate exit survey 2002-2008, data summarized in         A general lack of knowledge in the application of genetics 2002-03
                            mAssessment.shtml                                                               completion of case studies, completion of             job and internship placement, faculty meetings       2008 disseminated to faculty. Exit Exam in 2009            information was evident from the 2002-2008 exit survey.
                                                                                                            projects, national test scores on the registered                                                           replaced the 2002-2008 survey. Exams are graded a pass     Therefore, faculty developed required course
                                                                                                            dietitian exam, results for comprehensive                                                                  fail with distinction for outstanding responses. See       Nutrigenomics FN 437. Recent accreditation standards
                                                                                                            graduate exam.                                                                                             Table 7.2.                                                 increased the emphasis on research. Also, increased the
                                                                                                                                                                                                                                                                                  units form 2 to 4 for FN 263 Introduction to Research
                                                                                                                                                                                                                                                                                  Methods and a new course Evaluation of Medical
                                                                                                                                                                                                                                                                                  Research FN 446/A (4 U).

Plant Science - BS          http://www.csupomona.edu/~plantsci/prog http://www.csupomona.edu/~plantsci/pro 9 out of our 10 student learning outcomes call for     Graduate Survey to all graduating seniors. All       Results of comprehensive exam for 9 student learning       Each year our comprehensive exam is analyzed in the fall. 2007-08
                            ramassessment.shtml summer 10           gramassessment.shtml                   questions on a comprehensive exam administered         seniors have a career preparation self assessment    outcomes for 3 academic years, and mean scores on 10       On 6 of the 9 SLO‘s analyzed, mean scores on the exam
                                                                                                           to graduating senior level students as part of         paper due as part of the course. Some instructors    parameters of graduate survey as examples of data sets.    are rounding upward over 3 academic years. Analysis
                                                                                                           undergraduate seminar, PLT 463. Mastery and            are also using a pre-test of knowledge, especially   See Table 7.2                                              may show that changes in instruction are necessary, or the
                                                                                                           Assessment of other outcomes is assessed on a          in core courses, to determine student knowledge                                                                 question is too specific rather than addressing the SLO.
                                                                                                           major student feasibility project in PLT 401- crop     of concepts. They have had from previous core                                                                   In regards to the graduate survey, we continue to be
                                                                                                           ecology. Specific sections of the project are          coursework.                                                                                                     encouraged that we are trending upward, explicitly in
                                                                                                           analyzed by faculty to ensure SLO‘s are being                                                                                                                          advising, career advising and instructional quality. An
                                                                                                           addressed                                                                                                                                                              interesting note is the scores for facilities over a 3 year
                                                                                                                                                                                                                                                                                  period have improved dramatically since we opened our
                                                                                                                                                                                                                                                                                  new greenhouses.

Agriculture - MS            http://www.csupomona.edu/~agri/college/ http://www.csupomona.edu/~agri/college/ We will devise imbedded questions to be               Additional data/evidence may include the             We have not collected any imbedded question data but We will begin the assessment in Fall 2010.                        2007-08
                            docs/Masters%20Program%20Assessemnt docs/Masters%20Program%20Assessemnt administered beginning Fall Quarter 2010.                     outcome of class projects, such as poster            are making plans to implement this type of assessment in
                            .pdf                                    .pdf                                    These questions will be designed to allow the         presentations in AG 500 or quality of proposal       beginning Fall 2010. We have, however, implemented
                                                                                                            analysis of the student‘s performance relevant to     and PowerPoint presentations submitted in AG         in the Fall 2009 a program to assess student progress
                                                                                                            the student learning outcomes and the program         530. The outcome of these additional and more        that will allow identification of students that are not on
                                                                                                            goals.                                                holistic assessments will be used as guidance to     track to finish in a timely manner.
                                                                                                                                                                  modify the courses or develop new courses.


College of Business
Business Administration –   http://www.cba.csupomona.edu/cba/under http://www.cba.csupomona.edu/cba/under Observation of oral presentations, common       Graduating student surveys                                   Assessment multiple choice questions are added to the      Findings have been used to add MAT 125 as a required        2009-10
BS                          graduate/cba_learning_outcome.aspx     graduate/curriculum_maps.aspx          examinations, spreadsheet assignments, multiple                                                              end of the regular final exam in CIS 310. The student      course, establish MAT 125 as a prerequisite to required
                                                                                                          choice questions on learning goals, scores on                                                                responses to these questions are provided to the           business courses, revise the content of FRL courses,
                                                                                                          GWT and scores on placement tests.                                                                           Assurance of Learning and Curriculum Improvement           create an Academic Integrity video and develop
                                                                                                                                                                                                                       committee for analysis and interpretation.                 guidelines for student presentations.

Accountancy - MS            In Progress                              In Progress                               In Progress                                        In Progress                                          In Progress                                                In Progress                                                 2014-15

Master of Business          http://cba.csupomona.edu/graduateprogra http://cba.csupomona.edu/graduateprogra Scores on Graduation Writing Test (GWT), oral Graduating student surveys                                   GWT scores , oral presentation scores, case analysis       Admissions data showed a strong correlation between    2009-10
Administration - MBA        ms/learning_outcomes.aspx               ms/curriculum_maps.aspx                 presentations, case analyses, exam questions, and                                                          scores, case-based exam question scores, and teamwork      student performance on the verbal portion of the GMAT
                                                                                                            peer evaluations                                                                                           skills scores. A summary and analysis of all scores was    and the graduation writing test To provide a stronger
                                                                                                                                                                                                                       provided to the Graduate Studies Committee for review,     base for writing performance, in Winter 2009, the
                                                                                                                                                                                                                       discussion, and recommendations.                           Committee adopted a higher admissions standard which
                                                                                                                                                                                                                                                                                  set the minimum acceptable GMAT verbal scores to be at
                                                                                                                                                                                                                                                                                  least the tenth percentile.

Business Administration -   http://cba.csupomona.edu/graduateprogra http://cba.csupomona.edu/graduateprogra Scores on Graduation Writing Test (GWT), oral Graduating student surveys                                   GWT scores , oral presentation scores, case analysis       Admissions data showed a strong correlation between    2009-10
MS                          ms/learning_outcomes.aspx               ms/curriculum_maps.aspx                 presentations, case analyses, exam questions, and                                                          scores, case-based exam question scores, and teamwork      student performance on the verbal portion of the GMAT
                                                                                                            peer evaluations                                                                                           skills scores. A summary and analysis of all scores was    and the graduation writing test To provide a stronger
                                                                                                                                                                                                                       provided to the Graduate Studies Committee for review,     base for writing performance, in Winter 2009, the
                                                                                                                                                                                                                       discussion, and recommendations.                           Committee adopted a higher admissions standard which
                                                                                                                                                                                                                                                                                  set the minimum acceptable GMAT verbal scores to be at
                                                                                                                                                                                                                                                                                  least the tenth percentile.


College of Education and Integrative Studies
Gender, Ethnicity, and     http://www.csupomona.edu/~ews/outcome http://www.csupomona.edu/~ceis/Assess         Senior research project proposal, Senior research GEMS senior exit survey , Department                  Faculty evaluated senior symposium presentations and       Based on the review of the senior symposium data, faculty 2005-06
Multicultural Studies - BA s.shtml                               ment.shtml                                    paper, Senior symposium presentation              discussions with faculty See Table 7.2 for data.      written research proposals using a rubric based on our     expressed concern that the senior presentations are weak
                                                                                                                                                                                                                       student outcomes. See Table 7.2 .                          in theory. Our theory course EWS 420 was enhanced.
                                                                                                                                                                                                                                                                                  Faculty were concerned that some senior project needed
                                                                                                                                                                                                                                                                                  additional work on writing. A writing workshop on
                                                                                                                                                                                                                                                                                  citations, references, and literature review was presented
                                                                                                                                                                                                                                                                                  in EWS 461 in the capstone course.

Liberal Studies - BA        http://www.csupomona.edu/~ls/outcomes. http://www.csupomona.edu/~ceis/Assess       Liberal Studies pre essay in Liberal Studies 201   Transcripts, CSET Scores, GWT scores, exit           Liberal Studies Exit Survey has been collected since the   One of the findings was that students had a moderate          2005-06
                            shtml,                                 ment.shtml                                  and post essay in Liberal Studies 462              survey, alumni survey                                2008. Using an online survey program, the survey is        understanding of social sciences in comparison to the
                                                                                                                                                                                                                       administered to students as part of Liberal Studies 461-   humanities and natural sciences. Faculty decided to
                                                                                                                                                                                                                       Senior Project I. The survey was analyzed to determine     change the curriculum of Liberal Studies
                                                                                                                                                                                                                       patterns of student responses. Results were shared at      201—Introduction to Liberal Studies—for faculty to
                                                                                                                                                                                                                       faculty meetings and revisions were made to curriculum     focus on their area of specialization instead of stressing an
                                                                                                                                                                                                                       and survey.                                                even presentation of all knowledge bases.




            Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                                    Appendix VIa- 2
CATEGORY                     Provide all locations where program      Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                                 Provide at least one example of a finding that resulted Date last program
                             learning outcomes are published          If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                             from analysis of evidence in the last two years and how review
                                                                      map is published                     stated outcomes                               stated outcomes                                                                                                           the finding was used to revise program                  commenced

Education - MA               http://www.csupomona.edu/~education/ou http://www.csupomona.edu/~ceis/Ass Signature assignments in core research classes           Student exit surveys, alumni surveys (in progress    Example: review of a sample of final projects/theses by       Based on the initial finding, the format of GED 691 was 2009-10
                             tcomes-graduate.shtml                  essment.shtml                      and core emphasis area courses, examinations,            for implementation), department                      faculty and students for quality of content/adherence to      changed from directed study to a course. The finding was
                                                                                                       course projects/presentations/portfolios, and            discussions/faculty retreats, and input from         format conventions relative to each required component.       the intent to provide a more effective means of grouping
                                                                                                       program culminating experiences (including final         Graduate Student Research Symposium                  Assessment of overall value of the contribution made to       students to develop a research context for addressing
                                                                                                       project, thesis, or comprehensive examination),                                                               inform the development and/or application of                  project/thesis topics. Based on the analysis, the focus has
                                                                                                       presentations at conferences/symposia, and                                                                    educational policy, theory, and/or practice. See Table        been clarified based on student input and need as
                                                                                                       publications. Focus group analysis for random                                                                 7.2 .                                                         evidenced by performance. The shifted emphasis is now
                                                                                                       sample of student self reflections on five thesis                                                                                                                           on the integration of scholarly thinking, research and
                                                                                                       papers across content areas. See Table 7.2 .                                                                                                                                writing skills.


Educational Administrative http://www.csupomona.edu/~edadmin/out http://www.csupomona.edu/~ceis/Ass Candidate Performance Assessment Data has                   All candidates for the Preliminary Administrative    EDU 520 is a culminating class for the program and is         Table AS-4 Administrative Services Program – Exit        2002-03
Leadership                 comes.shtml                           essment.shtml                      been obtained from Program Admissions, Cohort               Services Credential are required to complete a       used to assess candidate portfolios and to collect data for   Survey – Areas for Improvement surfaced a concern with
                                                                                                    Induction Process, Anchor Assignments, Field                Program Exit Survey in the EDU 520 Candidate         ongoing analysis of the program. Students respond to a        the delivery of instruction. The concern was discussed
                                                                                                    Experience, and Candidate Portfolios.                       Assessment course.                                   survey of thirteen questions for one of the data              with the Program Faculty and use of the problem based
                                                                                                                                                                                                                     collection components.                                        instruction is being incorporated.

Education Specialist I &II   http://www.ctc.ca.gov/educator-          http://www.csupomona.edu/~cso/program Student projects, Student presentations, Student    CTQ (Chancellors Survey) by program                  CSU Teacher Education Exit Evaluation – Program               Based on the assessment data, the current Level I program 2002-03
Credential                   prep/standards/Special-Education-        _plans.shtml (program plans)          videos and other multimedia, presentations,         completers, alumni, Clinical Practice supervisors,   Completers (Level I only) in both the 2007-08 and             shows strengths in supervision, addressing theory to
                             Standards.pdf                                                                  Student case studies, Student reports and papers,   CTC Biennial Report, Evaluation of Program,          2008-09 CSU Teacher Exit Evaluation data, Cal Poly            practice, educational foundations, planning and
                                                                                                            Student portfolio (Level II credentials only),      Candidates, and Supervisors by Clinical Practice     Pomona‘s Education Specialist Level I credential              implementing instruction, and managing learning
                                                                                                            Exams, Directed Teaching/Clinical Practice          Cooperating Teachers, Evaluation of Candidate        programs received mostly positive ratings from program        environments. An improvement includes strengthening
                                                                                                            Assessment (student teaching; Level I only)         at end of each field experience by Clinical          completers. Pomona campus data was comparable to              content in assessment of students with disabilities.
                                                                                                                                                                Practice Supervisors.                                CSU System data, within a few percentage points, for
                                                                                                                                                                                                                     the vast majority of items.
Multiple Subject Credential http://www.csupomona.edu/~cso/outcome http://www.csupomona.edu/~ceis/Ass Teaching competencies are evaluated four times             The CSU Chancellor‘s Exit Survey is used to          The Assessment Committee members meet on a monthly            Based on recent performance data from survey results,  2002-03
                            s.shtml                               essment.shtml                      during two quarters of clinical practice; CA               assess candidate and employers‘ perceptions of       basis to review and interpret the data; program               clinical practice data, CalTPA and curriculum mapping
                                                                                                     Teacher Performance Assessment, the Cal TPA is             program quality. CPP program exit surveys,           coordinators and faculty members meet regularly to            based on TPEs greater attention has/will been given to
                                                                                                     used to measure and demonstrate student                    CSET and RICA results.                               review assessment data in meetings. A compilation of          ways of supporting English Language Development in the
                                                                                                     attainment of TPEs.                                                                                             the results from the exit surveys are looked at in detail     classroom, effective classroom management practices,
                                                                                                                                                                                                                     especially for concerned areas that are repeated over         addressing the needs of high-risk and special needs
                                                                                                                                                                                                                     time i.e., missing classroom management course or             students. See Table 7.2 .
                                                                                                                                                                                                                     inclusion thereof in depth.

Single Subject Credential    http://www.csupomona.edu/~cso/outc http://www.csupomona.edu/~ceis/Ass The California Teaching Performance                          CSU Exit Surveys; Directed Teaching Surveys by       Alumni Surveys – one year after completing their Level        Alumni survey data showed 75% of respondents rated Cal 2002-03
                             omes.shtml                         essment.shtml                      Assessment (CalTPA) is the state‘s model of                  Supervisors ; Directed Teaching Surveys by           I program, credential program alumni and alumni‘s             Poly‘s inputs as beneficial were considered areas of
                                                                                                   performance assessment of the knowledge, skills              Credential Candidates; Directed Teaching             supervisor complete this survey reflecting on their           concern. One item of analysis revealed that graduates feel
                                                                                                   and abilities of elementary and secondary level              Surveys by Cooperating Teachers; Cooperating         coursework, fieldwork, and overall program                    somewhat ill-prepared to effectively teach English
                                                                                                   beginning teachers. The four CalTPA tasks are:               Teacher Evaluation of Program, Candidates, etc.;     effectiveness.                                                Language Learners. As a result, the Department hired a
                                                                                                   Subject-Specific Pedagogy, Designing                         Alumni Surveys ;Intern Program State Surveys                                                                       new faculty member with that expertise to further develop
                                                                                                   Instruction, Assessing Learning, Culminating                 for Single Subject Candidates                                                                                      the program.
                                                                                                   Teaching Experience


College of Engineering
Aerospace Engineering - BS http://www.csupomona.edu/~aro/prospecti The matrix that maps the courses to the   Comprehensive Final Exam, University               Employer Surveys, Alumni Surveys, Senior Exit Employer Survey identification of an area needing                    Aerospace Engineering Department finding and program     2005-06
                           ve/index.html                           learning outcome has been developed but   Graduation Writing Test (GWT, Capstone Senior      Surveys                                       improvement; Example Student Technical Writing and                   revision to Employer Survey identification of Student
                           Http://www.csupomona.edu~academic/cat not posted yet.                             Design Course, Industry/Government Critiques,                                                    Oral Communication Skills. See Table 7.2 .                           Technical Writing and Oral Communication Skills.
                           alog/col_schol/CoEng.pdf                                                          Aerospace Industry Action Council Consultation,                                                                                                                       Example in Table 7.2
                                                                                                             Aerospace Design and Demonstration
                                                                                                             Competition results.
Chemical Engineering - BS Published in University Catalog and self-   http://www.csupomona.edu/~cme/locators Fundamental Exam, Embedded Assessment in           Sophomore Self-Assessment, CHE Senior Self           Fundamental Exam                                       The core curriculum has been modified to include two      2005-06
                          study for Accreditation Review;             /curriculum.html                       Selected Lecture Courses                           Assessment, Focus Groups addressing specific                                                                major hands-on laboratory classes with a materials
                          http://www.csupomona.edu/~cme/locators                                                                                                courses, Senior Design Performance, Industry                                                                engineering component. Proactively facilitate
                          /OutcomesAssessment.html                                                                                                              Advisory Council Input                                                                                      mentor/protégé relations. Strengthen the final project
                                                                                                                                                                                                                                                                            component. Encouraging our students to give formal, oral
                                                                                                                                                                                                                                                                            presentations about the project work both on campus and
                                                                                                                                                                                                                                                                            at professional meetings.
Civil Engineering – BS       http://www.csupomona.edu/~ce/BSCE/In This mapping is currently in progress and Student performance on fundamentals of          Senior exit surveys, alumni surveys, employer            FE exam results are reviewed by the department         An analysis by the assessment committee found a           2005-06
                             dex.html                             it will be completed in October 2010.     engineering (FE) exam, which is administered by surveys                                                  assessment committee. This data is currently being     weakness in understanding of civil engineering materials,
                                                                                                            the State Board and is nationally normalized.                                                            reviewed. Professional review of this year‘s senior    and FE exam results supported this finding. It was then
                                                                                                            Professional engineers‘ review and critique of                                                           projects will occur on May 28, 2010 and will           forwarded to the curriculum committee, which is
                                                                                                            senior projects.                                                                                         subsequently be forwarded to the department assessment developing a new required course that will be submitted
                                                                                                                                                                                                                     committee for review.                                  for the next catalog cycle.

Computer Engineering - BS www.csupomona.edu/~ece                      No map developed as of now.              GWT – Senior Project Presentations and Posters, Alumni Surveys, Employer Surveys, Department During the Fall 2009 Industrial Action Council During the Fall 2009 Industrial Action Council meeting 2005-06
                                                                                                               Sophomore and Senior Exit Exams                 Meetings on Assessment and Curricula                                                        there was overwhelming consensus that our curricula
                                                                                                                                                                                                            meetings, industry participants were divided in groups
                                                                                                                                                                                                                                                           should include at least one System‘s Engineering class.
                                                                                                                                                                                                            according to specialty, and asked to comment on what
                                                                                                                                                                                                            they consider gaps in our curricula.           A course outline for this class is currently under review
                                                                                                                                                                                                                                                           by faculty subcommittees.
Construction Engineering     Published as part of the accreditation Program webpage                      Course mapping of all required major courses     Annual Construction Competition Presentation The program has a continuous improvement flowchart  Employer Internship Evaluation                            2005-06
Technology – BS              review process, available to all       http://www.csupomona.edu/~cet/CETPro http://www.csupomona.edu/~cet/CETOutcomesa Evaluation Sheets                                  http://www.csupomona.edu/~cet/CETCIdiagram.htm      http://www.csupomona.edu/~cet/DirectInternshipEvaluati
                             departmental faculty members and       gramOutcomes1.htm                    ndLearningObjectives.htm                         http://www.csupomona.edu/~cet/CETCompetitio Sample data from 2008                                on.htm
                             appropriate administrators within the                                       Each expanded course outline also has a specific nEvaluationSheet.htm                         http://www.csupomona.edu/~cet/CETInternshipevaluati Sample data from 2008
                             college. Posted on                                                          mapping, example from ETC304                     Full list of Performance measures            on2008.htm                                          http://www.csupomona.edu/~cet/CETInternshipevaluatio
                             "http//www.csupomona.edu/~cet/mission.                                      http://www.csupomona.edu/~cet/CETCourseOutl http://www.csupomona.edu/~cet/CETfullmatrixo                                                          n2008.htm
                             htm"                                                                        ineMapping.htm                                   fmeasures.htm




             Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                                   Appendix VIa- 3
CATEGORY                   Provide all locations where program      Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                            Provide at least one example of a finding that resulted Date last program
                           learning outcomes are published          If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                        from analysis of evidence in the last two years and how review
                                                                    map is published                     stated outcomes                               stated outcomes                                                                                                      the finding was used to revise program                  commenced

Electrical Engineering – BS http://www.csupomona.edu/~academic/pr No map developed as of now.                GWT, Senior Project Presentations and Posters       Alumni Surveys, Employer Surveys, Department During the Fall 2009 Industrial Action Council                During the Fall 2009 Industrial Action Council meeting 2005-06
                            ograms/programreview/dept-                                                       Sophomore and Senior Exit Exams                     Meetings on Assessment and Curricula         meetings, industry participants were divided in groups        there was overwhelming consensus that our curricula
                            outcomes.shtml                                                                                                                                                                    according to specialty, and asked to comment on what          should include at least one System‘s Engineering class. A
                                                                                                                                                                                                              they consider gaps in our curricula.                          course outline for this class is currently under review by
                                                                                                                                                                                                                                                                            faculty subcommittees.
Electronics and Computer   Program webpage                       Course mapping of all required major        Example from Course based assessment: Dr.           Survey data is collected by the College based      The program has a continuous improvement flowchart      A spreadsheet table containing an assessment summary of 2005-06
Engineering Technology -   http://www.csupomona.edu/~ecet/docume courses                                     Moussavi ETE204 Sp2010                              upon the College of Engineering annual             http://www.csupomona.edu/~ecet/documents/ECETCIFl the student‘s scores in core courses of the degree program
BS                         nts/ECETLearningOutcomes1.htm         http://www.csupomona.edu/~ecet/ECETO        http://www.csupomona.edu/~ecet/documents/ET         Symposium which typically involves graduating      owchart.htm                                             attached to this form.
                                                                 utcomesCourseMatrix.htm                     E204Sp2010evaluation.htm                            seniors.                                           This flowchart does not demonstrate data collected in
                                                                 Each expanded course outline also has a                                                                                                            the last two years.
                                                                 specific mapping example from ETE280/L                                                                                                             One of the assessment measures is course based
                                                                 http://www.csupomona.edu/~ecet/ECETC                                                                                                               assessment which uses questions similar to those on the
                                                                 ourseOutlineMatrixexample.htm                                                                                                                      national Fundamentals of Engineering examination. See
                                                                                                                                                                                                                    Table 7.2



Engineering Technology –   Program webpage                       Each expanded course outline also has a     Graduating student‘s senior project presentations   Survey data is collected by the College based      The program has a continuous improvement flowchart      Results of the senior examination were used as input in        2005-06
BS                         http://www.csupomona.edu/~etg/ETGener specific mapping example from ETM306        and their evaluations by the audience consisting    upon the College of Engineering annual             http://www.csupomona.edu/~etg/ETgCIFlowchart.htm        five courses covered by the exam, and in general
                           alProgramOutcomes.htm                 http://www.csupomona.edu/~etg/ETgCou        of industry, academics, and students of the         Symposium which typically involves graduating      The students in their senior year take an Examination   additional time was applied to these core topics. This
                                                                 rseOutlineObjectiveMapping.htm              General Engineering Degree Program.                 seniors.                                           based upon questions similar to those in the            seems backwards. Shouldn‘t you have given these topics
                                                                                                             http://www.csupomona.edu/~etg/ExitFEexamres         Sample questions 5 and 6                           Fundamentals of Engineering (www.ncees.org) national    additional time if the scores on the exams weren‘t as high
                                                                                                             ults.htm                                            Q5 How important is each of the following in       exam                                                    as desired? Many instructors teach these courses so it is
                                                                                                                                                                 what you are looking for in engineering            http://www.csupomona.edu/~etg/ExitFEexamresults.ht      difficult to assess the statistically validity of the work but
                                                                                                                                                                 graduates?                                         m                                                       the trend has been generally positive since implementing
                                                                                                                                                                 http://www.csupomona.edu/~ecet/CoESymposiu                                                                 this methodology. A follow-up review of students taking
                                                                                                                                                                 mDataET2009.htm                                                                                            the official exam is planned but not within the control of
                                                                                                                                                                 Q6 Based on the presentations you observed,                                                                the department so the data will be anecdotal but an added
                                                                                                                                                                 how effective is the Cal Poly Pomona educational                                                           indirect measure.
                                                                                                                                                                 experience in each of the following areas?
                                                                                                                                                                 http://www.csupomona.edu/~ecet/CoESymposiu
                                                                                                                                                                 m2009ETQ6.htm


Industrial Engineering – BS http://www.csupomona.edu/~ime/          http://www.csupomona.edu/~rosenkrantz/ Senior Project Presentation Results             Outcomes Assessment Survey administered to               Project Symposium outcomes assessment results.         Project Symposium outcomes assessment results were            2005-06
                                                                    assessmentdocs/IME%20Curriculum%20 http://www.csupomona.edu/~rosenkrantz/docum         courses used for program assessment:                     Course Outcomes assessment results (selected courses). used to modify the IME Department Senior Project
                                                                    Master%20KSAA%20Grid%208-              ents/Summaryof2005-07presentations.doc          http://www.surveymonkey.com/sr.aspx?sm=_2b5              Lower Division Knowledge Test                          sequence and requirements. Results from the first senior
                                                                    2005.xls                                                                               sqIvVfDHzdWUQ3wE5Rt6tgcvLexU4SzeaoR2                                                                            project cycle after instituting the changes have been
                                                                                                                                                           Amc6A_3d                                                                                                        positive.
Manufacturing Engineering - http://www.csupomona.edu/~rosenkrantz/ http://www.csupomona.edu/~rosenkrantz/ Senior Project Presentation Results -            Outcomes Assessment Survey administered to               Project Symposium outcomes assessment results.         Project Symposium outcomes assessment results were            2005-06
BS                          documents/imeoutcomescomparison.doc assessmentdocs/IME%20Curriculum%20 http://www.csupomona.edu/~rosenkrantz/docum courses used for program assessment:                                 Course Outcomes assessment results (selected courses). used to modify the IME Department Senior Project
                                                                    Master%20KSAA%20Grid%208-                ents/Summaryof2005-07presentations.doc        http://www.surveymonkey.com/sr.aspx?sm=_2b5              Lower Division Knowledge Test                          sequence and requirements. Results from the first senior
                                                                    2005.xls                                                                               sqIvVfDHzdWUQ3wE5Rt6tgcvLexU4SzeaoR2                                                                            project cycle after instituting the changes have been
                                                                                                                                                           Amc6A_3d                                                                                                        positive.
Mechanical Engineering – Link to mission statement, outcomes and http://www.csupomona.edu/~academic/sh GWT scores, Course-embedded assessment,             Surveys of alumni, employers, graduates, current         FE Exam results for 08 & 09 and alumni survey for 08. FE Exam results were analyzed and showed deficiencies          2005-06
BS                          assessment documents is provided on the eets/1011egr.shtml                       Course Folders                                students, Student presentations and projects, FE                                                                in computer programming and electronics. We modified
                            IME Department Home Page (first bullet                                                                                         Exam                                                                                                            our numerical methods and programming courses to
                            under IME General IME Department                                                                                                                                                                                                               strengthen the areas. This will take effect in Fall 2011.
                            Information):
Civil Engineering – MS      http://www.csupomona.edu/~ime/          This has not yet been completed.         Classroom exams and projects. Oral defense of No formal processes. However, informal                   The graduate studies committee oversees the graduate    Master‘s projects and theses did not have sufficient          2009-10
                                                                    Completion is anticipated before the end master‘s project or thesis (required of all   feedback from students and faculty has provided          program. Formal committee review processes have not     academic rigor. Therefore, a new required research
                                                                    of academic year 2010-11.                students).                                    some insights.                                           yet been developed. However, informal processes have    methods course, CE 690, was added to the curriculum.
                                                                                                                                                                                                                    resulted in the identification of weaknesses and        Students must complete this course before beginning their
                                                                                                                                                                                                                    implementation of changes in curriculum and/or          project or thesis. As a result, the rigor of these activities
                                                                                                                                                                                                                    procedures.                                             has significantly improved.

Electrical Engineering –MS A modified ―marketing version‖ of MFE    No map developed as of now.              MSEE Projects and MSEE Thesis                       Alumni Surveys, Employer Surveys, Department During the Fall 2009 Industrial Action Council                Some industry individuals have told us it is a good idea to 2009-10
                           outcomes is included in the university                                                                                                Meetings on Assessment and Curricula         meetings, industry participants were divided in groups        offer an MSEE option in Energy Generation Power
                           catalog                                                                                                                                                                            according to specialty, and asked to comment on what          related to the Smart Grid. This is under discussion within
                                                                                                                                                                                                              they consider gaps in our curricula.                          the department faculty.

Engineering – MS                                                                                                                                                                                                                                                                                                                         2009-10
Engineering Management – Posted at                             In Progress                                   capstone project                                    exit interview                                     Faculty and industry review of written and oral         Continuous improvement. Results have been used to            2009-10
MS                       www.csupomona.edu/~rosenkrantz/imeass                                                                                                                                                      capstone project (project or thesis)                    change admission requirements and capstone project
                         essmentdocs.htm                                                                                                                                                                                                                                    requirements. MSEM website created to disseminate
                                                                                                                                                                                                                                                                            information to students about requirements.

Mechanical Engineering -   http://www.csupomona.edu/~ppiroozan/M http://www.csupomona.edu/~ppiroozan/M GWT scores, course embedded assessments, oral Surveys of current & Graduating students (to be                Report of Culminating Experience, Project report and    It was found that most foreign educated students are       2009-10
MS                         SMEWeb/index.shtml                    SMEWeb/Web%20Curriculum%20Sheet. presentations/defense of projects or theses.       done starting 2010-11 Academic year) Also,                     Thesis                                                  deficient in their writing in the English language. It has
                                                                 pdf                                                                                 refer to MSME Assessment Metrics at:                                                                                   been decided to revise the entrance requirements for such
                                                                                                                                                     http://www.csupomona.edu/~ppiroozan/MSME                                                                               students to include a demonstration of English
                                                                                                                                                     Web/index.shtml                                                                                                        proficiency.


College of Environmental Design




            Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                               Appendix VIa- 4
CATEGORY                    Provide all locations where program       Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                                   Provide at least one example of a finding that resulted Date last program
                            learning outcomes are published           If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                               from analysis of evidence in the last two years and how review
                                                                      map is published                     stated outcomes                               stated outcomes                                                                                                             the finding was used to revise program                  commenced

Architecture - B.Arch       Syllabi and the Department website        http://www.csupomona.edu/~arc/             studio projects, written exams and required         External student awards and scholarships offered     Portfolios of second year students are collected           After 2008 visit, NAAB determined that we had not met 2007-08
                            http://www.csupomona.edu/~arc/ which                                                 papers. Portfolio review of all previous studio     by professional organizations obtained by our        annually. Faculty scholarship and wards committee          Student Performance Criterion 13.23 Building Systems
                            has a link to the NAAB website, where                                                work at the end of the second year in the five      students. Students have gained admittance to         keeps a record of external student scholarships and        Integration due to lack of ability to integrate mechanical
                            required Student Performance Criteria                                                year program by 5 faculty members.                  leading graduate programs. Students have gained      awards. Data from Architectural Registration Exam          environmental control systems. We are working to meet
                            (student learning outcomes) are listed.                                                                                                  employment in major national and international       performance by our students is reviewed annually.          this criterion by closely coordinating ARC 303L, the third
                                                                                                                                                                     design firms. Students have achieved a high                                                                     year spring architectural design studio, and ARC 332/A
                                                                                                                                                                     passing rate in the Architectural Registration                                                                  the second course in environmental controls.
                                                                                                                                                                     Exam.

Art - BA                    http://www.csupomona.edu/~art/            http://www.csupomona.edu/~art/curriculu Senior project research papers. Presentation of        A senior exit survey has just been implemented       It is too early to report. Exit surveys will first be      Assessment was done in spring 2009 to ensure               2008-09
                                                                      m_maps.html                             student papers and exams to NASAD                      this year.                                           collected at the end of Spring 2010. They have not yet     consistency. No revisions for Art History are needed at
                                                                                                              Commission.                                                                                                 been given to students at the time of this reporting.      that time. The after event discussion proved valuable as
                                                                                                                                                                                                                                                                                     conceptual and media competency and complexity clearly
                                                                                                                                                                                                                                                                                     improved this year. A survey/rubric will be developed fall
                                                                                                                                                                                                                                                                                     quarter for faculty to give feedback.

Graphic Design - BFA        http://www.csupomona.edu/~art/            http://www.csupomona.edu/~art/curriculu Presentation of student work in the 2D/3D         A senior exit survey has just been implemented            Graphic Design portfolios are reviewed by both faculty     The after event discussion proved valuable. Participation 2008-09
                                                                      m_maps.html                             student juried exhibition." Industry Night‖       this year. Faculty discussion takes place after           and alumni during Industry Night. Visual                   as well as quality of portfolios has improved over the year
                                                                                                              display of senior portfolios. Work is documented. exhibitions are reviewed.                                 documentation takes place. Faculty discussion takes        as this is only our second Industry Night. A survey will be
                                                                                                              Presentation of student work sent to NASAD                                                                  place the following week at department meeting.            developed this year for faculty to give feedback.
                                                                                                              Commission. Professional practices class review                                                             Alumni will be sent survey over the summer.
                                                                                                              of work by alumni and professionals

Landscape Architecture -    Strategic Plan and course syllabi available http://www.csupomona.edu/~la/bsla.html Assessment of student learning includes               National student ASLA awards. Student design Submittals to the annual ASLA national student                     Review of the projects submitted for national awards were 2005-06
BS                          in department office                                                               quarterly reviews of studio projects; the annual      competitions. Increase in admittance of graduates competition are reviewed by faculty during the 2008 and       analyzed for design and planning content and
                            ..http://www.csupomona.edu/~la/bsla.html                                           Career Day; national accreditation by the             to notable graduate programs.                     2009 academic years.                                          communication quality. The materials helped to identify
                                                                                                               Landscape Architecture Accreditation Board.           High percentage of graduates employed in                                                                        strengths and weaknesses in the instructional quality of
                                                                                                                                                                     regional and national professional practice.                                                                    the fourth-year undergraduate studio conduct.

Urban and Regional          www.csupomona.edu/~urp/current.shtml      A full matrix mapping the entire           Exams and essays, portfolio of design work,         An Alumni Survey is done every two years. The        An Outcomes Assessment Matrix has been completed           Review of writing has led to a more inclusive and        2009-10
Planning - BS                                                         curriculum to Planning Accreditation       master research method‘s exams... must show         Planning Accreditation Board completed surveys       that indicates measurements of success for the goals and   coordinated review from the initial courses (URP 101 and
                                                                      Board matrix on Knowledge, Skills, and     improvement in writing across the sequence of       of students, employers, and the local section        objectives of the Department Strategic Plan. An Alumni     102) through intermediate courses (URP 351 and 352) to
                                                                      Values completed in 2009 for Self Study    courses, &senior project. A written report and      APA in 2010.                                         Survey was completed in 2009.                              the Senior Project course (URP 463).
                                                                      Report.                                    oral presentation are required at the end of the
                                                                                                                 first and second quarter.

Architecture - M.Arch.      http://www.csupomona.edu/~arc/            http://www.csupomona.edu/~arc/             Reviews of studio projects at all levels with       External student awards and scholarships offered     Master‘s Thesis books are collected and reviewed by the    National Architectural Accreditation Board conducted a       2007-08
                                                                                                                 external critics (practitioners and academics) in   by professional organizations obtained by our        Graduate Coordinator and Chair annually, as well as by     visit in 2008 and found that we had not met Student
                                                                                                                 addition to reviewers from within our department    students. Awards and scholarships have been of       faculty thesis advisors. Faculty Scholarship and Awards    Performance Criterion 13.7 Collaborative Skills. While
                                                                                                                 and other departments in the College. Written       national and regional importance. Students have      Committee keeps a record of external student               M.Arch. students are already required to take courses in
                                                                                                                 exams and required papers. Reviews of Master‘s      gained employment in major national and              scholarships and awards. Data from Architectural           other departments in the College, additional material has
                                                                                                                 Thesis projects by external critics and faculty     international design firms. Students have            Registration Exam performance by our students is           been included in ARC 506/L to emphasize architects‘
                                                                                                                 from the department and the College                 achieved a high passing rate in the Architectural    reviewed annually.                                         need to collaborate with professionals in related
                                                                                                                                                                     Registration Exam.                                                                                              disciplines, including planners, landscape architects and
                                                                                                                                                                                                                                                                                     other environmental consultants. External critics and
                                                                                                                                                                                                                                                                                     faculty review the urban design projects at the end of the
                                                                                                                                                                                                                                                                                     quarter for evidence of students‘ ability to meet this
                                                                                                                                                                                                                                                                                     criterion by the time of the next NAAB visit, scheduled
                                                                                                                                                                                                                                                                                     for 2014.
Landscape Architecture -    http://www.csupomona.edu/~la/bsla.html http://www.csupomona.edu/~la/bsla.htm         Assessment of student learning includes             National student ASLA awards. Student design         Submittals to the annual ASLA national student          Review of the projects submitted for national awards            2005-06
MLA                                                                                                              quarterly reviews of studio projects; the annual    competitions. The 2008 ASLA competition              competition are reviewed by faculty during the 2008 and were analyzed for design and planning content and
                                                                                                                 Career Day -national accreditation by the           resulted in two awards to students in the            2009 academic years.                                    communication quality. The materials helped to identify
                                                                                                                 Landscape Architecture Accreditation Board.         program. The projects that received awards                                                                   strengths and weaknesses in the instructional quality of
                                                                                                                                                                     helped substantiate the learning objectives of the                                                           the third-year graduate studio conduct.
                                                                                                                                                                     program.
Regenerative Studies - MS   http://www.csupomona.edu/~crs/documen http://www.csupomona.edu/~crs/documen Terminal Master‘s thesis/project serves as                   Annual qualitative focus groups are used to elicit
                                                                                                                                                                                                                   Annual faculty retreats are used to review learning               Assessment on ―Understanding of Basic Physical              2009-10
                            ts/MSRS_Learning_Outcomes.pdf         ts/MSRS_Curriculum_Map.pdf            capstone experience; public presentations of                 student feedback with regard to attainment ofoutcomes observed . As an example, in 2008-09, the                 Resources, Processes and Systems that Support Daily
                                                                                                        work in core courses are used to gauge learning              learning objectives                          faculty focused on ―Understanding of Basic Physical                Life.‖ revealed a lack of certainty over scientific process
                                                                                                        outcomes of specific courses; exams are used in                                                           Resources, Processes and Systems that Support Daily                among students and identified limited knowledge of
                                                                                                        some courses (e.g. RS 540) to assess learning                                                             Life.‖ Data was collected via focus group and                      natural processes due to breadth of curriculum in RS 520.
                                                                                                        outcomes.                                                                                                 assessment of cohort proficiency was assessed by faculty           Modifications to RS 520 were made to reduce the number
                                                                                                                                                                                                                  through project review and discussion at annual faculty            of modules and focus on case-study approach.
                                                                                                                                                                                                                  retreat.
Urban and Regional          www.csupomona.edu/~urp/current.shtml      Not yet                                    Examples of exams and essays maintained and       An Alumni Survey is done every two years. The An Outcomes Assessment Matrix has been completed                    Analysis of GIS capabilities of graduate students was    2009-10
Planning - MURP                                                                                                  reviewed by faculty and by national accreditation Planning Accreditation Board completed surveys that indicates measurements of success for the goals and           conducted in faculty meetings and brown bag luncheons.
                                                                                                                 board. All graduate students must complete        of students, employers, and the local section  objectives of the Department Strategic Plan.                       The graduate GIS course was revised and is also now
                                                                                                                 either a Masters Thesis or pass the Masters       APA in 2010.The Alumni Association conducts                                                                       required for two of the four specialties in the graduate
                                                                                                                 Comprehensive Exam. Both require a review of an annual essay competition.                                                                                           program.
                                                                                                                 their knowledge and writing and presentation
                                                                                                                 skills by a faculty team of three.


Collins School of Hospitality Management




            Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                                      Appendix VIa- 5
CATEGORY                   Provide all locations where program       Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                                        Provide at least one example of a finding that resulted Date last program
                           learning outcomes are published           If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                                    from analysis of evidence in the last two years and how review
                                                                     map is published                     stated outcomes                               stated outcomes                                                                                                                  the finding was used to revise program                  commenced

Hospitality Management -   http://www.csupomona.edu/~collins/learni http://www.csupomona.edu/~collins/learn Demonstrations, exams, oral presentations, team Graduating senior survey, alumni surveys, and an                In 2009, the learning outcome - team building was the        Through discussions at college-level faculty workshops, 2001-02
BS                         ngoutcomes.shtml                         ingoutcomes.shtml                       and individual projects and reports, and student annual curriculum assessment workshop with the                 focus. These team concepts were reinforced in classes        faculty members recognized the need for common team
                                                                                                            course evaluations                               Collins College Board of Advisor (industry                     HRT 276, HRT 281/L, HRT 383L, and HRT 476. Then              building rubrics for use across all instructors. Four
                                                                                                                                                             partners).                                                     the graduating senior survey included a broad question       faculty members attend the Creating Effective Rubrics to
                                                                                                                                                                                                                            about the Team Building Student Learning Outcome.            Assess Programs and Engage Students in their own
                                                                                                                                                                                                                            See Table 7.2                                                Learning workshop and team building rubrics are under
                                                                                                                                                                                                                                                                                         development for use during 2010-2011.


College of Letters, Arts, and Social Sciences
Anthropology - BS            http://www.class.csupomona.edu/ga/stude http://www.class.csupomona.edu/ga/           Portfolios, class work                               Senior survey, student attendance and              Senior survey: anonymous online survey of all the              We have not found significant flaws or problems that      2009-10
                             nts/academic-plans.html,                                                                                                                  presentation in professional conferences, students seniors. The results are compiled and presented to the         resulted in the need to change the program. Some
                                                                                                                                                                       accepted into grad programs, getting jobs, etc.    students and faculty in the department. Student                possible improvements are to offer more classes, smaller
                                                                                                                                                                                                                          opinions about the programs and their learning                 classes which are prohibitive in current budget climate.
                                                                                                                                                                                                                          experiences with the programs are consistently positive.       Curriculum changes are made frequently, but most of the
                                                                                                                                                                                                                          Most believe that the programs prepared them for               changes are for more efficient use of resources. Learning
                                                                                                                                                                                                                          advanced studies and/or jobs.                                  about our students‘ learning process and improving
                                                                                                                                                                                                                                                                                         teaching happen every day in our classrooms, in faculty
                                                                                                                                                                                                                                                                                         offices, online, etc.

Communication - BS         Assessment Plan Document, available in Curriculum map can be found in Program          Administered pre- and post tests to 60 students      6 of 7 department learning outcomes are assessed In 2009, analyzed employer evaluations of 151 students           While employers rated students highly on all 15 job        2008-09
                           Communication Department office, and at Self-Study 2010, in the Communication          measuring 3 desired learning outcomes:               every year by student and employer internship    who had completed their internship over the last three           performance areas assessed, evaluations of students‘
                           http://www.class.csupomona.edu/com      Department office. The map will be             development of critical thinking skills, lessening   performance evaluations. Also recently           years, 2006-2009.                                                understanding of how the particular profession operates‖
                                                                   included in department website.                of communication apprehension, and                   developed an exit survey that measures student                                                                    were slightly lower than other scores. This led us to do
                                                                                                                  appreciation for critical thinking skills and        perceptions of their learning experiences, the                                                                    additional research. As a result, we determined to give
                                                                                                                  processes. Starting in 2010-11, will collect and     extent they saw themselves achieving the                                                                          more emphasis to online media. Starting next academic
                                                                                                                  review student e-portfolios as a means of            department‘s7 learning objectives.                                                                                year, these courses will be revised accordingly.
                                                                                                                  analyzing whether department learning outcomes
                                                                                                                  are being met.

Economics - BS             http://www.class.csupomona.edu/ec/polici http://www.class.csupomona.edu/ec/progr Undergraduate Thesis Research Paper and Exit               Course survey, Program survey and Demographic Department. Assessment Committee reviews senior            Self-study resulted in several changes in the curriculum, 2008-09
                           es/index.html                            ams/undergraduate/curriculum-           Exam - completed each Spring by graduating                 survey -completed each Spring by graduating   projects, results of exam, and survey results. Results are the exit exam format, and coordination between material
                                                                    requirements.shtml                      seniors.                                                   seniors.                                      presented at Fall Conference Departmental meeting          presented in the graduate and undergraduate programs.
                                                                                                                                                                                                                                                                                For example: Industry Studies (EC 441) and Air Resource
                                                                                                                                                                                                                                                                                Management (EC 436) will be taught in Summer session
                                                                                                                                                                                                                                                                                to mitigate damage of reduced course offerings during the
                                                                                                                                                                                                                                                                                regular academic year.


English - BA               The outcomes will be available on the      Curricular map for English Literature and   2 capstone courses: ENG466 for English             Developed an alumni survey that will be                Annual EFL Assessment all-day retreat at which are      The Annual Retreat Assessment has led to the creation of 2004-05
                           EFL website by early fall 2010. EFL        Language and English Education is 100%      literature and language option. ENG 465 for        uploaded to Survey Monkey and linked to EFL            discussed: results of portfolio assessments and         capstone courses and an introduction of more re-writing
                           website is in process of being redesigned. complete. Will be posted on EFL website     English Education - Analysis based on rubrics of Facebook page for alumni.                                modification of the curriculum based on assessment      and writing of abstracts in select courses
                                                                      by early fall 2010                          all essays from Eng lit and language capstone                                                             findings. The Annual Retreat has led to creation of
                                                                                                                  course by a faculty committee. Initiating analysis                                                        capstone courses and an introduction of more re-writing
                                                                                                                  of a stratified sample of essays from English Ed.                                                         and writing of abstracts in select courses.
                                                                                                                  capstone for AY 2010-11. Results of the analyses
                                                                                                                  are shared at fall conference, faculty meetings,
                                                                                                                  and annual retreat.

Geography - BS             http://www.class.csupomona.edu/ga/        http://www.class.csupomona.edu/ga/           Portfolios, class work                               Senior survey, student attendance and              Senior survey: We conduct an anonymous online survey           We have not found significant flaws or problems that      2009-10
                                                                                                                                                                       presentation in professional conferences, students of all the seniors every year during the winter quarter.       resulted in the need to change the program. Some
                                                                                                                                                                       accepted into grad programs, getting jobs, etc.    The results are compiled and presented to the students         possible improvements are to offer more classes, smaller
                                                                                                                                                                                                                          and faculty in the department. Student opinions about          classes which are prohibitive in current budget climate.
                                                                                                                                                                                                                          the programs and their learning experiences with the           Curriculum changes are made frequently, but most of the
                                                                                                                                                                                                                          programs had been consistently and overwhelmingly              changes are for more efficient use of resources. Learning
                                                                                                                                                                                                                          positive. Most believe that the programs prepared them         about our students‘ learning process and improving
                                                                                                                                                                                                                          for advanced studies and/or jobs.                              teaching happen every day in our classrooms, in faculty
                                                                                                                                                                                                                                                                                         offices, online, etc.

History - BA               http://www.class.csupomona.edu/his/progr http://www.class.csupomona.edu/his/prog Rubrics established for 3 courses: HST 100:                Student questionnaires collected from graduating     Department chair prepared report from student                One finding: Student questionnaire information reported 2004-05
                           ams.htm                                  rams.htm                                introduces students to department learning                 seniors. Department chair compiles information       questionnaires in Summer 2009. During Fall                   more coherence in our program, thanks to the
                                                                                                            outcomes. March 2010. HST 300: trains                      and department discusses responses in relation to    conference, chair led department in examination of           introduction of program expectations/outcomes and
                                                                                                            students in methods; evaluates development of              learning outcomes each Fall.                         student responses in relation to SLOs under review.          program progression that HST 100 provides. Indirect
                                                                                                            learning outcomes as students reach mid-career                                                                  Discussion focused on whether recent curriculum              evidence validates that curriculum change that added
                                                                                                            status. Rubric Fall 2010. HST 462: assesses                                                                     changes met student needs.                                   HST 100 to curriculum produced positive results.
                                                                                                            students‘ achievement of outcomes at end of their
                                                                                                            academic careers. Rubric Winter 2011.

Kinesiology - BS           www.class.csupomona.edu/khp/              www.class.csupomona.edu/khp/                 Exams, Research Papers Literature Reviews, Oral      During the 2009-10 academic year several             KHP is in the developmental stage of this process and        2008-09: KHP Student Learning Outcomes were                 2004-05
                                                                                                                  Presentations, Online Based Assessment,              discussions during faculty meetings took place       will have courses identified and ready for data collection   developed. 2009-10: KHP faculty updated course
                                                                                                                  Laboratory Activities Assessment, Senior Project,    pertaining to indirect data/evidence and the         Fall 2010. The following are examples of what is             outlines to directly reflect student-learning outcomes
                                                                                                                  Senior Seminar Portfolio, Teaching Performance       measurement of this. KHP has been behind in          currently being proposed: SLO #1: Exam questions             across all 3 options (Exercise Science, Health Promotion,
                                                                                                                  Indicators, Specific courses in which this           this area and is striving to get caught up. During   SLO #2: Research paper/literature review and oral            and Pedagogy). Additionally, courses are currently being
                                                                                                                  data/evidence will be collect will be determined     2010-11 academic years, courses will be              presentation rubrics. SLO # 3: Rubric for measuring          determined for data collection. This process will be
                                                                                                                  by June 8, 2010 and will be collected during the     identified to collect the data with preliminary      laboratory activities and senior project SLO #4: Rubric      complete by the end of the 2009-10 academic year. 2010-
                                                                                                                  2010-11 academic year.                               analysis occurring Spring quarter 2011.              for measuring laboratory activities and senior project.      11: Collect data/evidence in specific courses as identified
                                                                                                                                                                                                                            SLO #5: On-line survey with 4-6 questions applicable to      Spring 2011.
                                                                                                                                                                                                                            all options.



               Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                                       Appendix VIa- 6
CATEGORY                 Provide all locations where program         Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                                Provide at least one example of a finding that resulted Date last program
                         learning outcomes are published             If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                            from analysis of evidence in the last two years and how review
                                                                     map is published                     stated outcomes                               stated outcomes                                                                                                          the finding was used to revise program                  commenced

Music - BA               http://www.class.csupomona.edu/mu/asset http://www.class.csupomona.edu/mu/curri Senior Seminar reflective essay measures SLO 2, Sophomore survey, senior exit survey, internship            Surveys are collected through surveymonkey.com and          No one participated in the senior exit interview focus     2007-08
                         s/learningoutcomes.pdf                  culum.html                              4, and 6. Senior Project (MU 462) measures      evaluations.                                                collective data are analyzed and discussed. The ease        group last year (and few the previous year). The ease with
                                                                                                         SLO 2, 5, and 6 for MIS students (sometimes                                                                 with which we collected sophomore survey data last          which sophomore survey data was collected last year
                                                                                                         others) and 1, 2, 3, and 4 in Performance and                                                               year convinced us to change the senior exit survey from     convinced us to change the senior exit survey to an online
                                                                                                         Music Education students. Jury examination                                                                  a focus group to an online survey. This is being used for   survey. This is being used for the first time this year.
                                                                                                         rubrics measure SLO 1 and 3.                                                                                the first time this year.

Philosophy - BA          http://www.class.csupomona.edu/phl/cour http://www.class.csupomona.edu/phl/cour Direct data collected include: term papers              Indirect data include: an exit survey and a self-   Term papers, completed rubrics for oral presentations       A finding from the latest Assessment Report was to           2009-10
                         ses/index.html.                         ses/index.html                          (scored by a rubric) for the Philosophy                 assessment essay. Both the exit survey and the      and critical thinking exams have been collected in the      develop an alternative capstone experience to the
                                                                                                         Proseminar (PHL 290) and the Senior Seminar             self-assessment essay are completed in the          Philosophy Proseminar in Winter 2009 and Winter             Capstone Seminar (PHL 463). This alternative was
                                                                                                         in Philosophy (PHL 490/491); oral presentations         context of PHL 490/491.                             2010. Students‘ scores from the Proseminar will be          developed in the form of the Senior Seminar in
                                                                                                         (scored by a rubric) for PHL 290 and PHL                                                                    compared with their scores for term papers, oral            Philosophy sequence (PHL 490/491). The Senior
                                                                                                         490/491; and a critical thinking exam given in                                                              presentation and critical thinking exams from the Senior    Seminar is restructured so that students write a substantial
                                                                                                         PHL 290 and PHL 490/491.                                                                                    Seminar.                                                    thesis paper on a topic of their choosing, where faculty
                                                                                                                                                                                                                                                                                 mentoring is emphasized, and students are encouraged to
                                                                                                                                                                                                                                                                                 submit work to undergraduate philosophy conferences.

Political Science - BA   http://www.class.csupomona.edu/pls/goals http://www.class.csupomona.edu/pls/goals Senior Theses; Senior Internship Papers; Senior       Faculty discussions about the Senior Theses         In the past two years, the Department has conducted the     Survey responses indicated satisfactory critical thinking 2004-05
                         .html                                    .html                                    Thesis Presentations; in-class exams, writing         written during the year. Faculty review of          Alumni Survey and completed two Senior Thesis               skills of graduates but they believed oral presentation
                                                                                                           and research assignments, and presentations           curriculum goals and outcomes. Alumni Survey.       courses. The Department faculty met to review and           skills to be unsatisfactory. The faculty reviewed the
                                                                                                                                                                 GWT.                                                discuss the results of the Alumni Survey and Senior         curriculum for classes and assignments that address
                                                                                                                                                                                                                     Theses.                                                     presentation skills. consistent ―methodology‖ for PLS
                                                                                                                                                                                                                                                                                 class presentations is needed for that students turn to. The
                                                                                                                                                                                                                                                                                 Senior Theses also revealed that students tend not to use
                                                                                                                                                                                                                                                                                 quantitative data if they can find a way to avoid it and
                                                                                                                                                                                                                                                                                 systematic analysis of qualitative data is weak. Some
                                                                                                                                                                                                                                                                                 faculty have offered extra credit opportunities for using
                                                                                                                                                                                                                                                                                 quantitative data in class projects. The thesis grading
                                                                                                                                                                                                                                                                                 rubric language was changed to emphasize that the
                                                                                                                                                                                                                                                                                 purpose of quantitative and qualitative data is to serve as
                                                                                                                                                                                                                                                                                 evidence in their arguments.


Psychology - BA          http://www.class.csupomona.edu/bhs/goal http://www.class.csupomona.edu/bhs/goal Evaluation of upper-division papers                     Focus groups in senior seminar classes, Student Upper-division papers collected and given to committee          Focus groups in senior seminar classes – Many students 2005-06
                         s/                                      s/                                                                                              Exit Survey (being developed; may pilot test this members to score according to rubric; Data analysis and       indicated they were not clear about possible areas of focus
                                                                                                                                                                 year; will collect full data in 2010-2011)        interpretation are ongoing; Feedback to be presented to       in psychology. Faculty have revised the curriculum to
                                                                                                                                                                                                                   department faculty in Fall 2010 based on two years of         demonstrate clearer areas of concentration, have informal
                                                                                                                                                                                                                   data collection. Focus groups in senior seminar classes –     advising tools for students interested in specific areas, and
                                                                                                                                                                                                                   data collected in each of the last two years                  have discussed how to better advise students for graduate
                                                                                                                                                                                                                                                                                 school and career preparation in specific areas. Senior
                                                                                                                                                                                                                                                                                 survey: results are compiled and presented to the students
                                                                                                                                                                                                                                                                                 and faculty in the department. Student opinions about the
                                                                                                                                                                                                                                                                                 programs and their learning experiences with the
                                                                                                                                                                                                                                                                                 programs are positive. Most believe that the programs
                                                                                                                                                                                                                                                                                 prepared them for advanced studies and/or jobs.


Social Sciences - BS     http://www.class.csupomona.edu/ga/          http://www.class.csupomona.edu/ga/        Portfolios, class work                            Senior survey, student attendance and              Senior survey conducted as anonymous online survey of        We have not found significant flaws or problems that      2009-10
                                                                                                                                                                 presentation in professional conferences, students all the seniors. Results are compiled and presented to       resulted in the need to change the program. Some
                                                                                                                                                                 accepted into grad programs, getting jobs, etc.    the students and faculty. Student opinions about the         possible improvements are to offer more classes, smaller
                                                                                                                                                                                                                    programs and their learning experiences with the             classes which are prohibitive in current budget climate.
                                                                                                                                                                                                                    programs consistently positive. Most believe that the        Curriculum changes are made frequently, but most of the
                                                                                                                                                                                                                    programs prepared them for advanced studies and/or           changes are for more efficient use of resources. Learning
                                                                                                                                                                                                                    jobs.                                                        about our students‘ learning process and improving
                                                                                                                                                                                                                                                                                 teaching happen every day in our classrooms, in faculty
                                                                                                                                                                                                                                                                                 offices, online, etc.

Sociology - BA           http://www.class.csupomona.edu/bhs/goal http://www.class.csupomona.edu/bhs/goal Evaluation of upper-division papers                     Focus groups in senior seminar classes. Student Upper-division papers collected and given to committee          Focus groups in senior seminar classes – feedback of        2005-06
                         s/                                      s/                                                                                              Exit Survey (being developed; may pilot test this members to score according to rubric; Data analysis and       overlap and not being able to take classes in sequential
                                                                                                                                                                 year; will collect full data in 2010-2011)        interpretation are ongoing; Feedback to be presented to       order. Faculty revised courses and curriculum to better
                                                                                                                                                                                                                   department faculty in Fall 2010 based on two years of         address needs within discipline. Also, the department
                                                                                                                                                                                                                   data collection. Focus groups in senior seminar classes –     began strictly enforcing prerequisite courses (e.g., must
                                                                                                                                                                                                                   data collected in each of the last two years                  have PSY 204 or SOC 204 before SOC 433/433A).

Spanish - BA             The outcomes will be available on the       Curricular map for Spanish is 100%      Capstone course in Spanish: Analysis of essays      Exit interview conducted by faculty member not      Annual EFL Assessment all-day retreat at which              Strengths: Advanced levels of written and oral language 2004-05
                         EFL website by early fall 2010. EFL         complete. Will be posted on EFL website included in portfolio conducted by faculty at the   teaching the class. Developing an alumni survey     portfolios are assessed by Spanish faculty members and      proficiency, weaknesses: More support in various courses
                         website is in process of being redesigned   by early fall 2010                      end of each academic year. Reports of results       that will be uploaded to Survey Monkey and          modifications to the curriculum considered results of       to help students achieve close to superior (ACTFL
                                                                                                             available through department meeting agendas,       linked to EFL Facebook page for alumni in fall      portfolio assessments and modification of the curriculum    advanced high) levels of written language proficiency.
                                                                                                             Oral Presentation (formal academic presentation     2010.                                               based on assessment findings                                The analysis resulted in curricular modifications: 1. new
                                                                                                             in Spanish) evaluated by rubric.                                                                                                                                    textbooks for SPN 351, 2. more samples of good
                                                                                                                                                                                                                                                                                 academic writing in SPN 254 and SPN 351 , 3. inclusion
                                                                                                                                                                                                                                                                                 of new reading materials such as book reviews, 4. papers
                                                                                                                                                                                                                                                                                 in literature, linguistics, and cultural studies, 5. emphasis
                                                                                                                                                                                                                                                                                 on research documentation (MLA style) in Spanish
                                                                                                                                                                                                                                                                                 courses.




             Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                                 Appendix VIa- 7
CATEGORY                   Provide all locations where program       Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                                  Provide at least one example of a finding that resulted Date last program
                           learning outcomes are published           If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                              from analysis of evidence in the last two years and how review
                                                                     map is published                     stated outcomes                               stated outcomes                                                                                                            the finding was used to revise program                  commenced

Theatre - BA               http://www.class.csupomona.edu/th/assets http://www.class.csupomona.edu/th/assets Lecture course such as the Theatre History           Production courses culminate in student surveys The Annual Retreat has led to the creation of capstone           Communication was identified as an area that needed          2009-10
                           /THEATRE_DEPT_Goals_and_Objective /THEATRE_DEPT_Curriculum_Mapping Series, Into to Theatre, Playwriting,                               which are addressed in faculty moderated post- courses and introduction of more re-writing and writing           improvement in our Annual One Act Festival. The
                           s.pdf                                    _2009.pdf                                Undergraduate Seminar, Community Based               show discussions. Learning outcomes are also    of abstracts in select courses.                                  following year we instituted weekly production meetings
                                                                                                             Theatre include individual and group project         addressed in graduating student surveys. Annual                                                                  and rigorous production timetable/schedule. Students
                                                                                                             presentations, exams, quizzes and creative           on-line Alumni Surveys also provide important                                                                    noted a marked improvement in communication and
                                                                                                             assignments. Performance courses such as the         learning outcomes data.                                                                                          production organization of the annual festival. A need for
                                                                                                             Acting series include individual and group           http://www.class.csupomona.edu/th/alumni/                                                                        more faculty supervision in festival pre production was
                                                                                                             creative presentations with direct assessment                                                                                                                         identified as well, resulting in scheduled presentations for
                                                                                                             from both faculty and peers. Design and                                                                                                                               faculty of the work in progresses, which successfully
                                                                                                             Production courses include creative individual                                                                                                                        addressed this
                                                                                                             and group project presentations, exams and
                                                                                                             quizzes.
Economics - MS             http://www.class.csupomona.edu/ec/polici http://www.class.csupomona.edu/ec/progr Performance on repeated standard embedded             MS Theses and Comprehensive exam                    Graduate Coordinator reviews results of program              In recent years, self-study resulted in several changes in   2008-09
                           es/index.html                            ams/graduate/tools/schedule.shtml        questions in Core Courses: Microeconomics, EC                                                            changes in quarterly Graduate Committee Meetings             the curriculum (e.g., course offerings), the exit exam
                                                                                                             550; Macroeconomics; and Econometrics, EC                                                                                                                             format, and coordination between material presented in
                                                                                                             552 & 553                                                                                                                                                             the graduate and undergraduate programs. For example,
                                                                                                                                                                                                                                                                                   ordering and offering of graduate classes were changed,
                                                                                                                                                                                                                                                                                   with EC 499-Micro replacing EC 401 requirement, and
                                                                                                                                                                                                                                                                                   EC 499-Quantitiative replacing EC 421/421A

English - MA               The outcomes will be available on the      No curricular map for English Graduate   Developed and implemented mechanism for            In process of developing exit interviews. Have     Annual EFL Assessment all-day retreat at findings of          The Annual Retreat has led to aligning the Literature        2007-08
                           EFL website by early fall 2010, EFL        program.                                 assessing comprehensive masters‘ exams by          developed alumni survey but have no funds for      comprehensive exams are discussed and changes to              program with the programs in TESL and
                           website is in process of being redesigned.                                          multiple professors in a specific area of          sending contact letters to obtain email addresses. program are considered. The Annual Retreat has led to         Composition/Rhetoric. Now all options take a common
                                                                                                               specialization.                                                                                       aligning the Literature program with the programs in          exam.
                                                                                                                                                                                                                     TESL and Composition/Rhetoric. Now all options take
                                                                                                                                                                                                                     a common exam.

History - MA               http://www.class.csupomona.edu/his/grad- http://www.class.csupomona.edu/his/grad- Assessment committee collects examples of            Student instructor evaluations; student             Activities put in place for 2010-2011. Program               None to report.                                              2007-08
                           slo.html                                 slo.html                                 student work –e.g., research papers from grad        questionnaires collected upon graduation.           currently suspended until budget improves.
                                                                                                             courses, thesis, comprehensive examinations
                                                                                                             –and examines them annually to measure
                                                                                                             achievement of SLOs.
Kinesiology - MS           www.class.csupomona.edu/khp/             www.class.csupomona.edu/khp/             Master‘s Thesis, Master‘s Project, Master's          2009-10 faculty discussions pertaining to           KHP is in the developmental stage of this process and        2008-09: KHP Student Learning Outcomes for the               2004-05
                                                                                                             Comprehensive Exam , Literature Review,              indirect data/evidence and the measurement of       will have courses identified and ready for data collection   Graduate Program were developed. 2009-10: KHP
                                                                                                             Written Exam , Student Presentations, Student        this resulted in the Graduate Program               Fall 2010. The following are examples of what is             faculty updated course outlines to directly reflect student-
                                                                                                             Projects, Research Paper . Specific courses in       Assessment Plan 2009-10 submitted to CLASS          currently being proposed: SLO #1: Research                   learning outcomes across all 3 specializations (Adapted
                                                                                                             which this data/evidence will be collected will be   and Academic Programs Winter Quarter 2010.          paper/literature review and oral presentation rubrics        Physical Education, Curriculum & Instruction, Exercise
                                                                                                             implemented during the 2010-11 academic year.        KHP has been behind in this area and is striving    applicable to all 3 options SLO #2: Literature review        Physiology,). Additionally, courses are currently being
                                                                                                                                                                  to get caught up. During 2010-11 academic           rubric SLO #3: Rubric for measuring laboratory               determined for data collection. 2010-11: Collect
                                                                                                                                                                  years, courses will be identified to collect data   activities and master level thesis SLO #4: Rubric to         data/evidence in specific courses as identified Spring
                                                                                                                                                                  with preliminary analysis occurring Spring          evaluate the Master‘s thesis and projects. During the        2011.
                                                                                                                                                                  quarter 2011.                                       2009-10 academic year several discussions during
                                                                                                                                                                                                                      faculty meetings took place pertaining to indirect
                                                                                                                                                                                                                      data/evidence and the measurement of this. KHP has
                                                                                                                                                                                                                      been behind in this area and is striving to get caught up.
                                                                                                                                                                                                                      During 2010-11 academic years, courses will be
                                                                                                                                                                                                                      identified to collect the data with preliminary analysis
                                                                                                                                                                                                                      occurring Spring quarter 2011.
Master of Public           http://www.csupomona.edu/~mpa             Developed but not posted yet.             Graduate Thesis; Graduate Project; Graduate        Student‘s self evaluation in Professional           Evaluation of Graduate thesis/project by Evaluation          Students did not believe that there was enough emphasis 2008-09
Administration                                                                                                 Oral Defense of Thesis or Project; GWT,            Development Portfolios.                             Committee. Faculty grading of portfolios. Review of          on professional development to meet the learning
                                                                                                               Professional Development Portfolios.                                                                   student‘s self-evaluations                                   objections related to that. So the department has revised
                                                                                                                                                                                                                                                                                   the MPA 500 (introductory course) to include a Job
                                                                                                                                                                                                                                                                                   Workshop.
Psychology - MS            http://www.class.csupomona.edu/bhs/goal http://www.class.csupomona.edu/bhs/goal Feedback from Clinical Training Site                   Student Feedback to M.S. Advisory Committee         Feedback from Clinical Training Site Supervisors to          Comprehensive exam performances revealed students         2005-06
                           s/ms_goals.htm                          s/ms_map.html                           Supervisors, Evaluation of Comprehensive               via Student Representatives (2009), Student         CPP faculty supervisors each quarter using the M.S.          needed help differentiating conceptualizing cases from
                                                                                                           Exams                                                  Alumni Survey                                       Program supervision evaluation form, Comprehensive           theoretical perspectives and specific treatment
                                                                                                                                                                                                                      Exams are graded and reviewed for all second-year            interventions needed in these cases. Faculty supervisors
                                                                                                                                                                                                                      students each year. Student Feedback to M.S. Advisory now spend additional time in the supervision classes
                                                                                                                                                                                                                      Committee via Student Representatives – previous             helping students with these issues . Students Feedback to
                                                                                                                                                                                                                      graduate students invited to complete on-line survey         the M.S. Advisory Committee indicated questions and
                                                                                                                                                                                                                      providing information about licensure and professional concerns about the licensing and professional activities
                                                                                                                                                                                                                      activities after graduation (e.g., employment, salary, etc.) after the graduate program. As a result, this year, an
                                                                                                                                                                                                                                                                                   alumni survey was created to gather data from our M.S.
                                                                                                                                                                                                                                                                                   graduates regarding their employment and licensing
                                                                                                                                                                                                                                                                                   experiences to benefit future students.



College of Science




               Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                                 Appendix VIa- 8
CATEGORY                     Provide all locations where program      Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                              Provide at least one example of a finding that resulted Date last program
                             learning outcomes are published          If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                          from analysis of evidence in the last two years and how review
                                                                      map is published                     stated outcomes                               stated outcomes                                                                                                        the finding was used to revise program                  commenced

Biology – BS                 http://www.csupomona.edu/~biology/asse http://www.csupomona.edu/~biology/asse Department developed Pre-test/Post-test with    Student surveys and alumni surveys are planned         The departmental assessment committee evaluates the           Results of this summative assessment can be found           2005-06
                             ssment/slo_short.htm                   ssment/index.htm                       conceptual questions implemented in SCI 101/A. for future years.                                       exam results. In the last two years, assessment of the        through the following link:
                                                                                                           and BIO 490. Formative assessment using                                                                BIO 490 instructor rubric was done using the following        http://www.csupomona.edu/~biology/assessment/ug_asse
                                                                                                           subset of pre-test questions in BIO 211/L and                                                          rubric 2009 Final Assessment Instrument for BIO 490           ssment.htm To summarize, the weakest areas for student
                                                                                                           BIO 303 and assessment questionnaire in                                                                                                                              learning was related to whether the students sought the
                                                                                                           BIO/BOT/MIC/ZOO 428/L physiology courses.                                                                                                                            best sources for their information, whether they properly
                                                                                                           A rubric was provided for summative assessment                                                                                                                       cited the literature, and whether they distinguished
                                                                                                           in BIO 490, including instructor assessment of                                                                                                                       primary from secondary literature. As a result of this
                                                                                                           SLO 3; Bio 490 students took Pre-test/Posy-test                                                                                                                      outcome, we have started to incorporate best practices for
                                                                                                           to assess other SLOs. A standardized national                                                                                                                        students to seek and cite appropriate scientific literature
                                                                                                           exam will be administered at least once every 5                                                                                                                      throughout our curriculum, starting with the first year
                                                                                                           years.                                                                                                                                                               experience course.


Biotechnology - BS           http://www.csupomona.edu/~biology/asse http://www.csupomona.edu/~biology/asse Department developed Pre-test/Post-test with    Student surveys and alumni surveys are planned         The departmental assessment committee evaluates the           Results of this summative assessment can be found         2005-06
                             ssment/slo_short.htm                   ssment/index.htm                       conceptual questions implemented in SCI 101/A. for future years.                                       exam results. In the last two years, assessment of the        through the following link:
                                                                                                           and BIO 490. Formative assessment using                                                                BIO 490 instructor rubric was done using the following        http://www.csupomona.edu/~biology/assessment/ug_asse
                                                                                                           subset of pre-test questions in BIO 211/L and                                                          rubric 2009 Final Assessment Instrument for BIO 490           ssment.htm To summarize, the weakest areas for student
                                                                                                           BIO 303 and assessment questionnaire in                                                                                                                              learning was related to whether the students sought the
                                                                                                           BIO/BOT/MIC/ZOO 428/L physiology courses.                                                                                                                            best sources the best sources for their information,
                                                                                                           A rubric was provided for summative assessment                                                                                                                       whether they properly cited the literature, and whether
                                                                                                           in BIO 490, including instructor assessment of                                                                                                                       they distinguished primary from secondary literature. As
                                                                                                           SLO 3; Bio 490 students took Pre-test/Posy-test                                                                                                                      a result of this outcome, we have started to incorporate
                                                                                                           to assess other SLOs. A standardized national                                                                                                                        best practices for students to seek and cite appropriate
                                                                                                           exam will be administered at least once every 5                                                                                                                      scientific literature throughout our curriculum, starting
                                                                                                           years.                                                                                                                                                               with the first year experience course.


Chemistry- BS                http://www.csupomona.edu/~chemistry/ho A curriculum map has been developed but Each class has a variety of exams, lab reports   Focus groups are conducted with Senior Seminar       The Chemistry Major Field Test (MFT) was                      Feedback from the CHM 493 chemistry majors indicated 2009-10
                             me/learning_outcomes.htm               it has not yet been approved by the     and/or presentations to assess student learning. students (CHM 493).                                  administered in Spring 2009 to Junior and Senior              that students had a hard time learning about faculty
                                                                    Department or published online.         Program-wide assessments include senior project                                                       chemistry majors. Test results, including sub-scores by       research interests. Access to this information improved
                                                                                                            reports and standardized exam used in Organic                                                         chemistry area (e.g., Analytical, Physical, etc.), were       on the website. In addition, faculty members are regularly
                                                                                                            Chemistry.                                                                                            analyzed. Ten out of fourteen students scored at or           invited to SAACS meetings (Chem. Club) to discuss their
                                                                                                                                                                                                                  above the 55th national percentile, with three at or above    research and a seminar-style forum has been organized as
                                                                                                                                                                                                                  the 90th percentile                                           an avenue for faculty to recruit research students.

Computer Science – BS        http://www.csupomona.edu/~cs/departme http://www.csupomona.edu/~cs/sci_assess For each required core course, each quarter, we      In each offering of our undergraduate seminar,    We changed our Program Outcomes in Fall 2008, and       The Graduating Student Survey showed that students felt 2007-08
                             nt/assessment/PEOs.pdf                ment/CS_BS_Courses.pdf                  collect (excellent, satisfactory and poor)           students complete a Graduating Student Survey     have Graduating Student Surveys for the succeeding five we were not teaching them to work in teams. We have
                                                                                                           examples of student work on the assigned exams,      that asks how well the undergraduate program      quarters.                                               implemented team projects in CS 480 (Software
                                                                                                           quizzes, homework, and projects.                     has fulfilled the Program Outcomes.                                                                       Engineering), CS 499 (Game Programming), and CS 375
                                                                                                                                                                                                                                                                          (Computers and Society).
Environmental Biology - BS http://www.csupomona.edu/~biology/asse http://www.csupomona.edu/~biology/asse Department developed Pre-test/Post-test with    Student surveys and alumni surveys are planned           The departmental assessment committee evaluates the     Results of this summative assessment can be found           2005-06
                           ssment/slo_short.htm                   ssment/index.htm                       conceptual questions implemented in SCI 101/A. for future years.                                         exam results. In the last two years, assessment of the  through the following link:
                                                                                                         and BIO 490. Formative assessment using                                                                  BIO 490 instructor rubric was done using the following http://www.csupomona.edu/~biology/assessment/ug_asse
                                                                                                         subset of pre-test questions in BIO 211/L and                                                            rubric 2009 Final Assessment Instrument for BIO 490     ssment.htm To summarize, the weakest areas for student
                                                                                                         BIO 303 and assessment questionnaire in                                                                                                                          learning was related to whether the students sought the
                                                                                                         BIO/BOT/MIC/ZOO 428/L physiology courses.                                                                                                                        best sources for their information, whether they properly
                                                                                                         A rubric was provided for summative assessment                                                                                                                   cited the literature, and whether they distinguished
                                                                                                         in BIO 490, including instructor assessment of                                                                                                                   primary from secondary literature. As a result of this
                                                                                                         SLO 3; Bio 490 students took Pre-test/Posy-test                                                                                                                  outcome, we have started to incorporate best practices for
                                                                                                         to assess other SLOs. A standardized national                                                                                                                    students to seek and cite appropriate scientific literature
                                                                                                         exam will be administered at least once every 5                                                                                                                  throughout our curriculum, starting with the first year
                                                                                                         years.                                                                                                                                                           experience course.


Geology – BS                 http://geology.csupomona.edu/academics. http://geology.csupomona.edu/academics. Program Learning Outcome #6 is ―Use maps,          We compiled data on the job placement of all      Students were given a pretest at the beginning of the         The most complete data sets are from 2005, 2009 and       2005-06
                             htm                                     htm                                     cross sections, and other imagery to analyze and Geology degree recipients from 2004-2009. See       first laboratory meeting asking to demonstrate skills at      2010. Results from Pretests, Lab Exercise #1, and Post-
                                                                                                             interpret spatial and temporal relationships       Table 7.2                                         analysis and interpretation of topographic maps.              test show consistent and progressive gains in learning.
                                                                                                             displayed by Earth features or geologic data                                                         Following lecture material and hands on activities,           Scores for the pretest were universally low (32% to 42%),
                                                                                                             sets.‖ This outcome has been assessed for                                                            students submitted a laboratory exercise on topographic       indicating poor understanding of topographic maps at the
                                                                                                             several years in GSC 321/L (Engineering                                                              maps. This laboratory was graded and returned to              beginning of the course. Lab #1 results were improved
                                                                                                             Geology I) by targeting students‘ ability to                                                         students. One month later students were asked similar         (72% to 83%). Post-test scores were highest (77% to
                                                                                                             analyze and interpret topographic maps. Such                                                         types (but not identical) questions on their first midterm.   89%) because instructor evaluated and returned Lab #1
                                                                                                             skills provide a crucial foundation for Civil                                                        Results from 2005-2010 are presented in Table 7.2 .           and reviewed concepts before the exam. Results show
                                                                                                             Engineering majors and Geology majors who                                                                                                                          that the process of introducing topographic map concepts
                                                                                                             take this required course, which is also a Science                                                                                                                 in Lecture #1 has some impact. Still, pretest scores
                                                                                                             Synthesis GE course. Assessment entails                                                                                                                            remain below 50%, suggesting that students don‘t really
                                                                                                             evaluation a Pre-test, completion of laboratory                                                                                                                    understand the topographic map concepts until they spend
                                                                                                             exercise, then Post-test evaluation. See data and                                                                                                                  the 3-4 hrs to complete Lab #1.
                                                                                                             findings in Table 7.2.


Integrated Earth Studies -   http://geology.csupomona.edu/academics. http://geology.csupomona.edu/academics. Program Learning Outcome #6 is ―Use maps,          We compiled data on the job placement of all      Students were given a pretest at the beginning of the         The most complete data sets are from 2005, 2009 and       2005-06
BS                           htm                                     htm                                     cross sections, and other imagery to analyze and   Integrated Earth Studies degree recipients from   first laboratory meeting asking to demonstrate skills at      2010. Results from Pretests, Laboratory Exercise #1, and
                                                                                                             interpret spatial and temporal relationships       2004-2009.                                        analysis and interpretation of topographic maps.              Post-test show consistent and progressive gains in
                                                                                                             displayed by Earth features or geologic data                                                                                                                       learning. Pretest scores remain below 50%, suggesting
                                                                                                             sets.‖ This outcome targets students‘ ability to                                                                                                                   that students don‘t really understand the topographic map
                                                                                                             analyze and interpret topographic maps.                                                                                                                            concepts until they spend the 3-4 hrs needed to complete
                                                                                                                                                                                                                                                                                Lab #1.


             Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                                Appendix VIa- 9
CATEGORY                   Provide all locations where program      Has a curriculum map been developed? Describe the DIRECT data/evidence that is     Describe the INDIRECT data/evidence that is Provide at least one example of data/evidence                                Provide at least one example of a finding that resulted Date last program
                           learning outcomes are published          If so, provide URL where curriculum  used to determine that students have achieved used to determine that students have achieved collected and/or reviewed in the last two years                            from analysis of evidence in the last two years and how review
                                                                    map is published                     stated outcomes                               stated outcomes                                                                                                          the finding was used to revise program                  commenced

Mathematics – BS           http://www.csupomona.edu/~math/Depart http://www.csupomona.edu/~math/course Course portfolios: faculty teaching selected            Course portfolios: faculty teaching selected           From the portfolios collected, faculty members and the    For the 2010—2011 academic year, MAST is allowing         2007-08
                           ment%20goals.pdf                      s.html                                courses for assessment collect homework,                courses for assessment collect homework,               assessment committee used a rubric to help write up the   tenured and tenure-line faculty to teach 2 sections of
                                                                                                       projects, and exams and discuss how they meet           projects, and exams and discuss how they meet          analysis of student work. One common theme in the         MAT 201 and MAT 208. This will allow our students to
                                                                                                       the course and department learning outcomes.            the course and department learning outcomes.           portfolio analysis was the need of increased              possibly interact with these faculty members earlier in
                                                                                                       Also, surveys given to all department chairs from       Also, surveys given to all department chairs from      mathematical rigor in our prerequisites for upper level   their academic career. Additionally, faculty can increase
                                                                                                       departments that MAST serves as well as exit            departments that MAST serves as well as exit           courses.                                                  the amount of mathematical rigor for these classes.
                                                                                                       surveys of our graduating seniors.                      surveys of our graduating seniors.

Physics - BS               http://www.csupomona.edu/~physics/facst https://academic.csupomona.edu/annualre Sampling of Homework Problem Sets and               No evidence provided                                   Force Concept Inventory test (FCI) and other nationally Poor performance of students in Freshman service classes 2007-08
                           aff.htm                                 ports/assessment_updates.html           Midterm and Final Exams (with student                                                                      validated assessment tests given to students in elective hypothesized to be due to limited time on task. One unit
                                                                                                           identification and instructor identification                                                               recitation sections and to control groups.               elective recitation sections are being piloted with
                                                                                                           blocked). Sampling of Laboratory Reports.                                                                                                                           promising initial results of improved student learning.

Biological Sciences - MS   http://www.csupomona.edu/~biology/grad http://www.csupomona.edu/~biology/asse At the thesis exam, the student‘s thesis         Student surveys and alumni surveys are planned              The departmental graduate committee evaluated the         As a result of the above finding, the faculty discussed the 2005-06
                           prog/slo_assess.htm                    ssment/index.htm                       committee and the student must fill out a rubric for future years.                                           results from the rubric. The following website shows      thesis exam process and developed a statement of
                                                                                                         to evaluate student                                                                                          the outcomes for 2008-09.                                 suggestions and guidelines for the thesis defense, with the
                                                                                                         learning.http://www.csupomona.edu/~biology/gr                                                                http://www.csupomona.edu/~biology/gradprog/status_fa      intent to facilitate a more comprehensive and rigorous
                                                                                                         adprog/thesis_defense_forms.pdf                                                                              ll09.pdf                                                  defense of thesis. The programmatic response, and the
                                                                                                                                                                                                                                                                                newly adapted guidelines for the defense are posted

Chemistry - MS             http://www.csupomona.edu/~chemistry/gr Not yet                                     We are collecting student performance data such We are collecting indirect data from students           One example: each graduating student is given a student   For example, from student survey, one of the weak areas   2009-10
                           ad/learning_outcomes_grad.htm                                                      as grades, presentations, and thesis defense.   who are graduating and alumni.                          survey (containing assessment questions for the           is availability of graduate courses. The department is
                                                                                                                                                                                                                      program) after he/she defended his/her thesis. Another    trying hard to offer more graduate courses with more
                                                                                                                                                                                                                      example: graduate course instructors are solicited for    variety.
                                                                                                                                                                                                                      information about student performance in their courses.

Computer Science - MS      http://www.csupomona.edu/~cs/ms/assess http://www.csupomona.edu/~cs/sci_assess Graduating student survey at oral thesis/project     Course evaluations for all required graduate            Strive to have a Graduate Assessment Committee to        The most significant program revision has been the        2007-08
                           ment.shtml                             ment/CS_MS_Courses.pdf                  defense                                              courses (by instructors). Evaluation of student        analyze the results and incorporate them into an annual   introduction of a Master‘s Project alternative to the
                                                                                                                                                               achievement at oral thesis defense (by thesis          assessment report, which can include recommendations      Master‘s Thesis, beginning Fall 2010. Analysis shows
                                                                                                                                                               committee). Alumni/employer feedback.                  to the Curriculum Committee.                              alumni/employer feedback generally calls for improved
                                                                                                                                                                                                                                                                                software engineering/project development skills.

Mathematics - MS           http://www.csupomona.edu/~arrosin/grad http://www.csupomona.edu/~arrosin/grad Originally the graduate assessment program              TAFA essentially functions on a two year             CEAR data for the last year is in Table 7.2 This year‘s   Through our TAFA discussions and analysis of CEAR           2007-08
                           uate/learningoutcomes.html             uate/CURRICULUMMAP.pdf                 called for Course Portfolios. Instructors were        timeline. At the end of every academic year, all       TAFA theme was ―Mathematical Communication.‖              data, it has become clear that many students are having
                                                                                                         asked to collect papers, exams, projects, or other    faculty who work with graduate students in any         Based on last year‘s TAFA-inspired goal of developing     trouble mastering learning outcomes 2 and 4 due to the
                                                                                                         samples of course work for certain courses. They      capacity meet to discuss each of the five goals for    a comprehensive exam for all emphases, we have            fact that they are lacking the introductory knowledge
                                                                                                         were asked to collect the five best items created     graduate student success and examine student           submitted a proposal to allow students in all emphases    upon which our graduate classes are intended to build.
                                                                                                         in a particular class and to write a half page        strengths and weaknesses for each goal. Faculty        to have the choice of writing a thesis or taking a        These students are (a) not able to learn to effectively
                                                                                                         statement describing the works collected. The         are asked to give specific examples, if possible, of   comprehensive exam. We are still waiting for this         communicate mathematical ideas because they lack
                                                                                                         Graduate Committee then planned to analyze            how students have or have not met the goals            proposal to be approved. We have also had many            understanding of the concepts they need to describe and
                                                                                                         these according to a common rubric. For various       during the year. Faculty are also encouraged to        department-wide discussions about what the                (b) slow the pace of their classes, which in turn slows the
                                                                                                         reasons, we have decided to remove this               bring examples of student work that support their      comprehensive exams for each emphasis should involve.     progress of their peers. To remedy this the graduate
                                                                                                         component of our assessment program. We are           comments regarding students' strengths and                                                                       committee is gradually changing our standards for
                                                                                                         replacing it with the Culminating Experience          weaknesses. We also have an exit survey that                                                                     admission to the program. Beginning with our
                                                                                                         Assessment Rubric (CEAR).                             graduate students fill out when they complete                                                                    admissions for Fall 2010, we are raising our standards
                                                                                                                                                               their culminating experience.                                                                                    and looking for students who have proved that they have
                                                                                                                                                                                                                                                                                mastered -- or have near mastery -- of the undergraduate
                                                                                                                                                                                                                                                                                material that is foundational to our graduate program.




               Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                                             Appendix VIa- 10

				
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