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					                                                    Appendix VIb:
                       Table 7.2 Expanded/Updated Inventory of Educational Effectiveness Indicators
                              CONTENTS                                                  Page
                              University                                                 13
                              General Education                                          14
                              Agriculture                                                16
                              Business                                                   24
                              Education and Integrative Studies                          27
                              Engineering                                                35
                              Environmental Design                                       49
                              Hospitality Management                                     58
                              Letters, Arts, and Social Sciences                         60
                              Science                                                    81
                              Exhibits                                                   98
                                                                               (Page numbers are live links)




Cal Poly Pomona EER Report                                                                                     Appendix VIb - 12
Program                                   Institutional Level
Provide all locations where program       http://www.csupomona.edu/~academic/programs/programreview/univ-outcomes.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 The Assessment Task Force asked each department to map their program outcomes to the University Outcomes. In
developed? If so, provide URL where       addition, Student Affairs has mapped their activities to the University Outcomes.
curriculum map is published.              http://www.csupomona.edu/~academic/programs/programreview/univ-outcomes.shtml
Describe the DIRECT data/evidence         CLA, GWT, evidence collected by individual departments and offices for program assessment
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     NSSE, CIRP, graduation rates, evidence collected by individual departments and offices for program assessment
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           NSSE
data/evidence collected and/or
reviewed in the last two years.
Provide at least one example of a         Results from the NSSE concerning advising led to increased attention on department advising and the launching of
finding that resulted from analysis of    assessment of advising plans for each college.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                             Appendix VIb - 13
Program                                   Standard General Education Program
Provide all locations where program       http://www.csupomona.edu/~academic/programs/ge_assessment/policy.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~academic/programs/ge_assessment/policy.shtml
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         CLA, GWT, embedded questions, essays, term projects, senior projects
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     NSSE, CIRP, department exit surveys
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           NSSE, CLA, GWT
data/evidence collected and/or
reviewed in the last two years.
Provide at least one example of a         The GWT Advisory Committee is reviewing the rubric used and norming process to ensure that the essays are being
finding that resulted from analysis of    evaluated consistently and reliably, and at the appropriate level.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                           Appendix VIb - 14
Program                                   Interdisciplinary General Education
Provide all locations where program       In the catalog, on department website, on course syllabi, course Blackboard sites, in the IGE Guidebook, and in
learning outcomes are published           promotional literature.
(URL, ECO’s, Syllabi, etc.)               http://www.ceis.csupomona.edu/departments/ige/program.html

Has a curriculum map been                 All IGE Learning Outcomes apply to all eight courses of the IGE course sequence.
developed? If so, provide URL where
curriculum map is published.              http://www.csupomona.edu/~ceis/documents/IGECurriculumMapApril2009_00bbbb0.pdf
Describe the DIRECT data/evidence         Portfolios (include introductions, formal essays, reading responses, arts events responses, presentation reflective
that is used to determine that students   essays), group presentations.
have achieved stated outcomes
Describe the INDIRECT                     Exit interviews and student self evaluation surveys (both now also on survey monkey), department discussions,
data/evidence that is used to determine   torch-passings, and annual retreats
that students have achieved stated
outcomes
Provide at least one example of           IGE faculty review whole portfolio data, student surveys, and exit interviews at quarterly torch-passings and annual
data/evidence collected and/or            retreat. Findings lead to innovation and adoption of new strategies to promote student learning.
reviewed in the last two years.
Provide at least one example of a         After finding the need to align the portfolio introductions with the SLOs to better assess student growth, we
finding that resulted from analysis of    standardized the portfolio prompt. Also after seeing through presentation assessments and student evals that the SLO
evidence in the last two years and how    on historical consciousness could be improved, we adopted a new book for the first IGE year. Initial data gathered
the finding was used to revise            during Winter 2010 show improvement of SLO historical consciousness, but more data needs to be collected and an
program.                                  in depth discussion during the summer retreat 2010 will yield more information.


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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 15
Program                                   Agriculture Science - BS
Provide all locations where program       http://www.csupomona.edu/~agsci/programassessment.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~agsci/programassessment.shtml
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         A full-time faculty member has not been in place for the last 2 academic years to gather direct data.
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Graduate surveys were used in accreditation review in 2004.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           A new faculty member will be in place for the next academic year. As a result work in this area will escalate.
data/evidence collected and/or
reviewed in the last two years.
Provide at least one example of a         Not able to complete.
finding that resulted from analysis of
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 16
Program                                   Animal Science - BS
Provide all locations where program       http://www.csupomona.edu/~avs/programassessment.shtml
learning outcomes are published           The information is also published in our 5 year review that will be completed in 2010. ECOs are available to
(URL, ECO’s, Syllabi, etc.)               students on the department Blackboard site. These are not available to the general public. Many faculty members
                                          consider their contents to be intellectual property.
Has a curriculum map been                 A matrix was developed assigning the outcomes to specific courses. This matrix and a list of the outcome for the
developed? If so, provide URL where       major are published at http://www.csupomona.edu/~avs/programassessment.shtml .
curriculum map is published.
Describe the DIRECT data/evidence         We have constructed an exit examination. It will be administered Spring quarter of 2010. The exit examination has
that is used to determine that students   been designed to allow the analysis of the student’s performance relevant to the student learning outcomes and the
have achieved stated outcomes             program goals. The exit examination information will then be analyzed to determine the strengths and weaknesses
                                          of the major and of individual programs, allowing the department to make informed and measured responses based
                                          upon the student’s performance.
Describe the INDIRECT                     Depart discussions have been centered around developing the assessment examination and its representation of the
data/evidence that is used to determine   student learning outcomes. Senior survey is conducted and the results of these surveys are considered in course
that students have achieved stated        construction and modification. Many suggestions cannot be acted upon due to budgetary, physical or personnel
outcomes                                  restraints that are inherent to the department.
Provide at least one example of           We have spent the last year constructing an exit exam that will represent the program. Data will be available
data/evidence collected and/or            summer of 2010. Data from surveys taken in 2009 and 2010 is in Exhibit 1.
reviewed in the last two years.
Provide at least one example of a         The majority of the students in this major have the desire to attend veterinary school, not all students will meet the
finding that resulted from analysis of    criteria to achieve this goal. Some will get accept a year after graduation or at the end of a Master‘s program. We
evidence in the last two years and how    have no way of tracking those students. The faculty have the view that some students who do not gain entry to
the finding was used to revise            veterinary school may have negative opinions that may not be a result of the program, but their own lack of
program.                                  academic prowess. The majority of the students have a good or excellent opinion of the program and their
                                          education.

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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 17
Program                                   Apparel Merchandising & Management - BS
Provide all locations where program       http://www.csupomona.edu/~amm/programassessment.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~amm/programassessment.shtml Student learning outcomes curriculum map is to be
developed? If so, provide URL where       posted online after revision is completed June 2010.
curriculum map is published.
Describe the DIRECT data/evidence         Embedded exam questions and pretest questions on Blackboard for all direct prerequisite courses. Evaluate pretest
that is used to determine that students   results to revise coursework assignments. Long term evaluate e-portfolio content.
have achieved stated outcomes
Describe the INDIRECT                     Senior survey, survey of alumni and employers, meetings with employers, advisory board; internship supervisor
data/evidence that is used to determine   evaluations, faculty discussion.
that students have achieved stated
outcomes
Provide at least one example of           An exit survey was given to all seniors. The survey queried seniors on whether they learned student-learning
data/evidence collected and/or            outcomes for core courses.
reviewed in the last two years.
                                          Evaluation of internship supervisor reports: Apparel companies are very positive about our AMM students.
Provide at least one example of a         As a general trend, seniors felt they learned outcomes best in courses that had a creative component (such as using a
finding that resulted from analysis of    graphic illustration program). The seniors ranked lower scores on student learning outcomes on courses that were
evidence in the last two years and how    more technical or quantitative. Seniors lacked knowledge of textiles when making product development decisions in
the finding was used to revise            capstone courses. Students weak in critical thinking skills and written/ oral communication skills.
program.                                  160 Textile Science course to provide 30 extra hours of practical experience. Introduced AMM 461/462 Senior
                                          Project sequence to Apparel Production Option and AMM 443 Market Research & Reporting course to Fashion
                                          Retail Option.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 18
Program                                   Food Marketing and Agribusiness Management (FMAM) - BS
Provide all locations where program       http://www.csupomona.edu/~fmamaged/programassessment.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~fmamaged/programassessment.shtml
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Student work products, including: embedded questions on exams and term papers.
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Because direct data/evidence provides a more accurate and reliable indication of whether student learning outcomes
data/evidence that is used to determine   are achieved, we have focused on direct measures.
that students have achieved stated
outcomes
Provide at least one example of           Students are expected to demonstrate knowledge of agribusiness management terminology. Based on an analysis of
data/evidence collected and/or            embedded exam questions (n=27), it was calculated that 88.88% of students were able to meet this objective.
reviewed in the last two years.
Provide at least one example of a         We haven’t gotten this far yet. It will be a top priority for us next year.
finding that resulted from analysis of
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                              Appendix VIb - 19
Program                                   Food Science and Technology - BS
Provide all locations where program           Program learning outcomes will be published online at:
learning outcomes are published                   http://www.csupomona.edu/~foodsci/ProgramAssessment.shtml
(URL, ECO’s, Syllabi, etc.)                   Department office- Assessment Notebook
Has a curriculum map been                     Student learning outcomes curriculum map is to be posted online after revision is completed (in progress
developed? If so, provide URL where               May 2010). URL: http://www.csupomona.edu/~foodsci/ProgramAssessment.shtml
curriculum map is published.                  Department office- Assessment Notebook
Describe the DIRECT data/evidence             Embedded exam questions, completion of projects, reports and evaluations for required internships, exit
that is used to determine that students           exam
have achieved stated outcomes
Describe the INDIRECT                            Graduate exit survey, graduate information on job placement, information on admissions to
data/evidence that is used to determine           graduate/professional programs, faculty observations and discussions
that students have achieved stated
outcomes
Provide at least one example of                  Graduate exit survey 2002-2008, data summarized in 2008 disseminated to faculty. Report of data is Exhibit
data/evidence collected and/or                    2.
reviewed in the last two years.                  Exit exams. Report of data is Exhibit 3.
                                                 Evaluation scores from student internships and qualitative feedback from students and internship
                                                  supervisors.
Provide at least one example of a                Faculty observations on student’s performance lead to the review of pre-requisites for courses. It was
finding that resulted from analysis of            determined that for several courses the pre-requisites will be adjusted to requiring a minimum grade of C-.
evidence in the last two years and how            Students with D in pre-requisites tended not do well in upper division courses. This was also applied to
the finding was used to revise                    ENG 105 because of noted deficiencies in writing performance.
program.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 20
Program                                   Foods and Nutrition - BS
Provide all locations where program       http://www.csupomona.edu/~hnfs/ProgramAssessment.shtml
learning outcomes are published           FN course syllabi, FN course Expanded Course Outlines
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~academic/sheets/0809ag.shtml
developed? If so, provide URL where       Student learning outcomes curriculum map is to be posted online after revision is completed June 2010.
curriculum map is published.              Department office- Assessment Notebook.
Describe the DIRECT data/evidence         Embedded exam questions, portfolio content, completion of case studies, completion of projects, national test scores
that is used to determine that students   on the registered dietitian exam, results for comprehensive graduate exam.
have achieved stated outcomes
Describe the INDIRECT                     Graduate exit survey, graduate information on job and internship placement, faculty meetings
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           Graduate exit survey 2002-2008, data summarized in 2008 disseminated to faculty. Report of data is Exhibit 4.
data/evidence collected and/or            Exit Exam in 2009 replaced the 2002-2008 survey. Exams are graded a pass fail with distinction for outstanding
reviewed in the last two years.           responses. Results form 2009 exam are Exhibit 5
Provide at least one example of a         A general lack of knowledge and confidence in the application of genetics information was evident from the 2002-
finding that resulted from analysis of    2008 exit survey. To address this curricular deficit faculty developed course on nutrigenomics FN 437, 4 units,
evidence in the last two years and how    which will become required.
the finding was used to revise            Recent accreditation standards increased the emphasis on research. This outside pressure together with exit survey
program.                                  results evaluated in 2008 led to increased research emphasis in the curriculum by increasing the units form 2 to 4 of
                                          FN 263 Introduction to Research Methods and a new course Evaluation of Medical Research FN 446/A (4 U). .

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 21
Program                                   Plant Science - BS
Provide all locations where program       To be published on departmental website http://www.csupomona.edu/~plantsci/programassessment.shtml summer
learning outcomes are published           10.
(URL, ECO’s, Syllabi, etc.)                Links are currently being established. Faculty will incorporate SLO’s into syllabi beginning Fall 2010.
Has a curriculum map been                 http://www.csupomona.edu/~plantsci/programassessment.shtml Curriculum map has been developed and is a part of
developed? If so, provide URL where       the program review. It will also be added to the website in Summer 2010
curriculum map is published.
Describe the DIRECT data/evidence         Two direct forms of data are currently being utilized within the department. Data exists for the past 3 years. Nine out
that is used to determine that students   of our 10 student learning outcomes call for questions on a comprehensive exam administered to graduating senior
have achieved stated outcomes             level students as part of undergraduate seminar, PLT 463. Mastery and Assessment of other outcomes is assessed on
                                          a major student feasibility project in PLT 401- crop ecology. Specific sections of the project are analyzed by faculty
                                          to ensure SLO’s are being addressed
Describe the INDIRECT                     Three indirect forms of data are currently being utilized by the department. Since 1998 the department has
data/evidence that is used to determine   administered a graduate survey to all graduating seniors. This provides assessment of advising, facilities,
that students have achieved stated        scholarships, extra-curricular activities, instructional quality and the like. In Undergraduate Seminar, PLT 463, all
outcomes                                  seniors have a career preparation self assessment paper due as part of the course. This provides data on the students’
                                          background, courses, preparation, and goals for their future. This assignment has been mandatory for the past 4
                                          years. Some instructors are also using a pre-test of knowledge, especially in core courses, to determine student
                                          knowledge of concepts. They have had from previous core coursework.
Provide at least one example of           Exhibit 6 and Exhibit 7: Results of comprehensive exam for 9 student learning outcomes for 3 academic years, and
data/evidence collected and/or            mean scores on 10 parameters of graduate survey as examples of data sets. As previously stated, the comprehensive
reviewed in the last two years.           exam is administered as part of undergraduate seminar, PLT 463, and the graduate survey is administered at our
                                          graduate luncheon.


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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 22
Program                                   Agriculture - MS
Provide all locations where program       http://www.csupomona.edu/~agri/college/docs/Masters%20Program%20Assessemnt.pdf
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 A matrix was developed assigning the outcomes to specific courses. This matrix and a list of the outcome for the
developed? If so, provide URL where       major are published at http://www.csupomona.edu/~agri/college/docs/Masters%20Program%20Assessemnt.pdf
curriculum map is published.
Describe the DIRECT data/evidence         We will devise imbedded questions to be administered beginning Fall Quarter 2010. These questions will be
that is used to determine that students   designed to allow the analysis of the student’s performance relevant to the student learning outcomes and the
have achieved stated outcomes             program goals. The questions will be specific in nature and used to determine the strengths and weaknesses of the
                                          core classes and inform the program about the effectiveness of the teaching and assessment.
Describe the INDIRECT                     Discussions among graduate coordinators and course instructors will assess specific learning outcomes and the
data/evidence that is used to determine   embedded tests results. Additional data/evidence may include the outcome of class projects, such as poster
that students have achieved stated        presentations in AG 500 or quality of proposal and PowerPoint presentations submitted in AG 530. The outcome of
outcomes                                  these additional and more holistic assessments will be used as guidance to modify the courses or develop new
                                          courses.
Provide at least one example of           We have not collected any imbedded question data but are making plans to implement this type of assessment in
data/evidence collected and/or            beginning Fall 2010. We have, however, implemented in the Fall 2009 a program to assess student progress that will
reviewed in the last two years.           allow identification of students that are not on track to finish in a timely manner.
Provide at least one example of a         We have no assessment data. We will begin the assessment in Fall 2010.
finding that resulted from analysis of
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 23
Program                                   Business Administration - BS
Provide all locations where program       Available at:
learning outcomes are published           http://www.cba.csupomona.edu/cba/undergraduate/cba_learning_outcome.aspx
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Available at:
developed? If so, provide URL where       http://www.cba.csupomona.edu/cba/undergraduate/cba_learning_outcome.aspx
curriculum map is published.
Describe the DIRECT data/evidence         Observation of oral presentations, common examinations, spreadsheet assignments, multiple choice questions on
that is used to determine that students   learning goals, scores on GWT and scores on placement tests.
have achieved stated outcomes
Describe the INDIRECT                     Graduating student surveys
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           Assessment multiple choice questions are added to the end of the regular final exam in CIS 310. The student
data/evidence collected and/or            responses to these questions are provided to the Assurance of Learning and Curriculum Improvement committee for
reviewed in the last two years.           analysis and interpretation.
Provide at least one example of a         Findings have been used to add MAT 125 as a required course, establish MAT 125 as a prerequisite to required
finding that resulted from analysis of    business courses, revise the content of FRL courses, create an Academic Integrity video and develop guidelines for
evidence in the last two years and how    student presentations.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                              Appendix VIb - 24
Program                                   Business Administration - MBA
Provide all locations where program       Available at: http://cba.csupomona.edu/graduateprograms/learning_outcomes.aspx
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Available at: http://cba.csupomona.edu/graduateprograms/curriculum_maps.aspx
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Scores on Graduation Writing Test (GWT), oral presentations, case analyses, exam questions, and peer evaluations
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Graduating student surveys
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           GWT scores (for assessment of written communication skills), oral presentation scores (using a rubric, for oral
data/evidence collected and/or            communication skills), case analysis scores (using a rubric, for analytical and problem solving skills), case-based
reviewed in the last two years.           exam question scores (using a rubric, for ethical awareness), and teamwork skills scores (using a rubric, for
                                          teamwork and interpersonal skills). A summary and analysis of all scores was provided to the Graduate Studies
                                          Committee for review, discussion, and recommendations.
Provide at least one example of a         Analysis of admissions data showed a statistically significant correlation between student performance on the verbal
finding that resulted from analysis of    portion of the GMAT and the graduation writing test (level of significance = 0.05). The Committee also found that
evidence in the last two years and how    students with high quantitative scores were being admitted to the program even when accompanied by much lower
the finding was used to revise            verbal scores. To provide a stronger base for writing performance, in Winter 2009, the Committee adopted a higher
program.                                  admissions standard which set the minimum acceptable GMAT verbal scores to be at least the tenth percentile.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 25
Program                                   Business Administration – IS Auditing option - MS
Provide all locations where program       Available at: http://cba.csupomona.edu/graduateprograms/learning_outcomes.aspx
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Available at: http://cba.csupomona.edu/graduateprograms/curriculum_maps.aspx
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Scores on Graduation Writing Test (GWT), oral presentations, case analyses, exam questions, and comprehensive
that is used to determine that students   examination
have achieved stated outcomes
Describe the INDIRECT
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           GWT scores (for assessment of written communication skills), oral presentation scores (using a rubric, for oral
data/evidence collected and/or            communication skills), case analysis scores (using a rubric, for analytical and problem solving skills), case-based
reviewed in the last two years.           exam question scores (using a rubric, for ethical awareness), and scores on comprehensive exam (for functional
                                          knowledge). A summary and analysis of all scores was provided to the Graduate Studies Committee for review,
                                          discussion, and recommendations.


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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 26
Program                                   Gender, Ethnic, and Multicultural Studies (GEMS) - BA
Provide all locations where program       Department webpage http://www.csupomona.edu/~ews/outcomes.shtml
learning outcomes are published           Embedded in syllabus of core courses
(URL, ECO’s, Syllabi, etc.)               Outside Department office
                                          In promotional literature
Has a curriculum map been                  Yes.
developed? If so, provide URL where
curriculum map is published.              http://www.csupomona.edu/~ceis/Assessment.shtml
                                          Scroll down to Ethnic and Women’s Studies
Describe the DIRECT data/evidence         Senior research project proposal
that is used to determine that students   Senior research paper
have achieved stated outcomes             Senior symposium presentation (2009 results of faculty assessment included below)
Describe the INDIRECT                     GEMS senior exit survey. Exhibit 8
data/evidence that is used to determine   Department discussions with faculty
that students have achieved stated
outcomes
Provide at least one example of           Faculty evaluated senior symposium presentations and written research proposals using a rubric based on our student
data/evidence collected and/or            outcomes. Exhibit 9.
reviewed in the last two years.
Provide at least one example of a         Based on the review of the senior symposium data, faculty expressed concern that the senior presentations are weak
finding that resulted from analysis of    in theory. The assessment uses a 4 point rubric (1=Strongly Demonstrated; 2=Demonstrated; 3=Somewhat
evidence in the last two years and how    Demonstrated; 4=Not at all Demonstrated) with scoring indicating at which level each candidate is scoring on
the finding was used to revise            learning outcome. As a way to look for patterns on areas for improvement, the following data chart from 2009
program.                                  indicates 1.48 as the weakest area based on the 4 point rubric. 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. Data collection for 2010 is
                                          currently underway.

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     Cal Poly Pomona EER Report                                                                                                              Appendix VIb - 27
Program                                   Liberal Studies - BA
Provide all locations where program       http://www.csupomona.edu/~ls/outcomes.shtml,
learning outcomes are published           course syllabi
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes. http://www.csupomona.edu/~ceis/Assessment.shtml
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Liberal Studies pre essay in Liberal Studies 201 and post essay in Liberal Studies 462
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Transcripts, CSET Scores, GWT scores, exit survey, alumni survey
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           Liberal Studies Exit Survey has been collected since the 2008 academic year. Using an online survey program, the
data/evidence collected and/or            survey is administered to students as part of Liberal Studies 461-Senior Project I. Between week 8 and 9 of the
reviewed in the last two years.           quarter all LS 461 sections were scheduled into a computer lab for students to take the survey. Using the program’s
                                          statistical tools (mostly frequency counts) and thematic analysis for open-ended items, the survey was analyzed to
                                          determine patterns of student responses and to identify unreliable items. Results were shared at faculty meetings and
                                          revisions were made to curriculum and survey.
Provide at least one example of a         One of the findings was that students had a moderate understanding of the methods and definition of the social
finding that resulted from analysis of    sciences in comparison to the humanities and natural sciences. Faculty decided to change the curriculum of Liberal
evidence in the last two years and how    Studies 201—Introduction to Liberal Studies—for faculty to focus on their area of specialization instead of stressing
the finding was used to revise            an even presentation of all knowledge bases. Thus, faculty whose expertise is in the social sciences will expose
program.                                  students to a more in depth understanding of the social sciences. Also, sequenced courses—LS 459 and 460—stress
                                          social science perspectives.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 28
Program                                   Education - MA
Provide all locations where program       Learning outcomes are published in promotional literature, course syllabi, and on the department website.
learning outcomes are published           Please visit
(URL, ECO’s, Syllabi, etc.)               http://www.csupomona.edu/~education/outcomes-graduate.shtml

Has a curriculum map been                 Curriculum map/matrix has been developed for the core research classes common to all MA program emphases;
developed? If so, provide URL where       Remaining work will be completed on the content courses for each emphasis area (expected by June 30, 2010) and
curriculum map is published.              will be posted on the department website.
                                          http://www.csupomona.edu/~ceis/Assessment.shtml
                                          Scroll down to Education
Describe the DIRECT data/evidence         Signature assignments in core research classes and core emphasis area courses, examinations, course
that is used to determine that students   projects/presentations/portfolios, and program culminating experiences (including final project, thesis, or
have achieved stated outcomes             comprehensive examination), presentations at conferences/symposia, and publications.
                                          Focus group analysis for random sample of student self reflections on five thesis papers across content areas. See
                                          Exhibit 10 for Areas of Improvement.
Describe the INDIRECT                     Student exit surveys, alumni surveys (in progress for implementation), department discussions/faculty retreats, and
data/evidence that is used to determine   input from Graduate Student Research Symposium
that students have achieved stated
outcomes
Provide at least one example of           Example: review of a sample of final projects/theses by faculty and students for quality of content/adherence to
data/evidence collected and/or            format conventions relative to each required component (problem statement/introductory and background
reviewed in the last two years.           information; review of the literature relative to scope, synthesis of ideas, clarity of argument, significance,
                                          organization, quality of sources, relevance to the research inquiry; appropriateness of the methodology employed in
                                          conducting the inquiry, the analytical interpretation of results with meaningful conclusions/recommendations).
                                          Assessment of overall value of the contribution made to inform the development and/or application of educational
                                          policy, theory, and/or practice. (Exhibit 11)
Provide at least one example of a         Based on the initial finding of the analysis of evidence as described above, the format of GED 691 was changed from
finding that resulted from analysis of    directed study (each student meeting individually with his/her faculty advisor) to a course. The intent was to provide
evidence in the last two years and how    a more efficient, effective means of grouping students to develop a research context for addressing project/thesis
the finding was used to revise            topics. Based on the follow up analysis of the change in course format, the focus has been clarified based on student
program.                                  input and need as evidenced by performance. The, shifted emphasis is now on the integration of the scholarly
                                          thinking, research and writing skills needed to undertake the process of successfully conceptualizing and completing
                                          the project or thesis.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 29
Program                                   Tier I Preliminary Administrative Services Credential and Tier II Professional Administrative Services
                                          Credential.
Provide all locations where program       http://www.csupomona.edu/~edadmin/outcomes.shtml
learning outcomes are published           Course Syllabi
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~ceis/Assessment.shtml
developed? If so, provide URL where       Scroll down to Education
curriculum map is published.
Describe the DIRECT data/evidence         Candidate Performance Assessment Data has been obtained from Program Admissions, Cohort Induction Process,
that is used to determine that students   Anchor Assignments, Field Experience, and Candidate Portfolios.
have achieved stated outcomes
Describe the INDIRECT                     All candidates for the Preliminary Administrative Services Credential are required to complete a Program Exit
data/evidence that is used to determine   Survey in the EDU 520 Candidate Assessment course.
that students have achieved stated
outcomes
Provide at least one example of           EDU 520 is a culminating class for the program and is used to assess candidate portfolios and to collect data for
data/evidence collected and/or            ongoing analysis of the program. Students respond to a survey of thirteen questions for one of the data collection
reviewed in the last two years.           components.
Provide at least one example of a         Table AS-4 Administrative Services Program – Exit Survey – Areas for Improvement surfaced a concern with the
finding that resulted from analysis of    delivery of instruction. The concern was discussed with the Program Faculty and use of the problem based
evidence in the last two years and how    instruction is being incorporated.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 30
Program                                   Education Specialist Level I and Level II Mild/Moderate and Moderate/Severe credentials
Provide all locations where program        The university’s Expected Learning Outcomes (ELOs) for the Education Specialist credentials are synonymous
learning outcomes are published                with the California Standards of Quality and Effectiveness for Education Specialist Credential Programs (1997)
(URL, ECO’s, Syllabi, etc.)                    as developed by the California Commission on Teacher Credentialing. These ELO’s can be found in the
                                               following locations:
                                                    o All course syllabi
                                                    o All Extended Course Outlines (ECO’s)
                                                    o Link to CTC URL http://www.ctc.ca.gov/educator-prep/standards/Special-Education-Standards.pdf
                                                        Open document and go to page 81 on document
Has a curriculum map been                  http://www.csupomona.edu/~cso/program_plans.shtml (program plans)
developed? If so, provide URL where        The Ed Specialist Credential programs are currently undergoing revision as mandated by CTC. Matrices for
curriculum map is published.                   learning outcomes with the new curricular programs are in development
Describe the DIRECT data/evidence          Student projects
that is used to determine that students    Student presentations
have achieved stated outcomes              Student videos and other multimedia presentations
                                           Student case studies
                                           Student reports and papers
                                           Student portfolio (Level II credentials only)
                                           Exams
                                           Directed Teaching/Clinical Practice Assessment (student teaching; Level I only)
Describe the INDIRECT                      CTQ (Chancellors Survey) by program completers, alumni, Clinical Practice supervisors,
data/evidence that is used to determine    CTC Biennial Report
that students have achieved stated         Evaluation of Program, Candidates, and Supervisors by Clinical Practice Cooperating Teachers
outcomes                                   Evaluation of Candidate at end of each field experience by Clinical Practice Supervisors
                                           Teacher candidates’ evaluation of cooperating teacher, supervisor and general program services and attributes
                                           Intern Program State Surveys for Ed Specialist Candidates
Provide at least one example of           CSU Teacher Education Exit Evaluation – Program Completers (Level I only)
data/evidence collected and/or            In both the 2007-08 and 2008-09 CSU Teacher Exit Evaluation data, Cal Poly Pomona’s Education Specialist Level
reviewed in the last two years.           I credential programs received mostly positive ratings from program completers. Pomona campus data was
                                          comparable to CSU System data, within a few percentage points, for the vast majority of items. For both years,
                                          responses in the Little to no and Somewhat or not prepared response categories were rarely higher than 19% (07-08)
                                          and 22% (08-09) of respondents. Therefore, data were analyzed for improvement and decline from 2007-08 and
                                          2008-09. Specific items with responses below 85% for either of the two years of data were the focus of evaluation.
                                          [from the Biennial Report submitted to CTC, 2009)




     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 31
Provide at least one example of a        Based on the assessment data, the current Level I program shows strengths in supervision, addressing theory to
finding that resulted from analysis of   practice, educational foundations, planning and implementing instruction, and managing learning environments.
evidence in the last two years and how   Nevertheless, the following specific improvements/changes are planned for the revised programs.
the finding was used to revise           1. Strengthen content in:
program.                                       Assessment of students with disabilities
                                               Knowledge and use of school and community resources
                                               California state standards in mathematics, science, history, reading/language arts, visual/performing arts,
                                                   health, and physical education, but also provide specific instructional methodologies for modifying and
                                                   adapting curriculum and instruction for k-12 students with disabilities
                                               Working with families, caregivers, and paraprofessionals (as part of a dedicated course in collaboration and
                                                   case management)
                                               Integrating field experiences throughout the coursework in a mindful, sequential, and developmental
                                                   progression, covering k-12 general and special education field activities. Consider use of the UCLA
                                                   classroom walk-through protocol (Martinez-Miller & Cervone, 2007) as a tool for inquiry-based
                                                   professional development, community engagement, and student self-direction.
                                         2. Revise course delivery modes, admissions policies
                                               Consider offering more courses as hybrid or online formats
                                               Sequence the professional preparation program so that course numbers as well as course content are
                                                   sequential, developmental, and build upon each other
                                               Implement a cohort-based program, with ES credential programs admission for designated quarters (e.g.,
                                                   Fall and Spring).

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     Cal Poly Pomona EER Report                                                                                                              Appendix VIb - 32
Program                                   Multiple Subject Teaching Credential
Provide all locations where program       Learning outcomes are published on the department website and in promotional material. Please visit
learning outcomes are published           http://www.csupomona.edu/~cso/outcomes.shtml
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Curriculum map is in the draft stage. The learning outcomes are the Teacher Performance Expectations (TPEs). The
developed? If so, provide URL where       initials are the professor that teaches that course and their input if multiple professors independently of each other
curriculum map is published.              gave input. The next step is to see a progression and/or where there are gaps, and then make necessary changes.
                                          http://www.csupomona.edu/~ceis/Assessment.shtml
Describe the DIRECT data/evidence         Teaching competencies are evaluated four times during two quarters of clinical practice; CA Teacher Performance
that is used to determine that students   Assessment, the Cal TPA is used to measure and demonstrate student attainment of TPEs.
have achieved stated outcomes
Describe the INDIRECT                     The CSU Chancellor’s Exit Survey is used to assess candidate and employers’ perceptions of program quality. CPP
data/evidence that is used to determine   program exit surveys, CSET and RICA results.
that students have achieved stated
outcomes
Provide at least one example of           The Assessment Committee members meet on a monthly basis to review and interpret the data; program
data/evidence collected and/or            coordinators and faculty members meet regularly to review assessment data in meetings. A compilation of the
reviewed in the last two years.           results from the exit surveys are looked at in detail especially commonalities of concerned areas that are repeated
                                          over time i.e., missing classroom management course or inclusion thereof in depth.
Provide at least one example of a         Based on recent performance data from survey results, clinical practice data, CalTPA and curriculum mapping based
finding that resulted from analysis of    on TPEs greater attention has/will been given to ways of supporting English Language Development in the
evidence in the last two years and how    classroom, effective classroom management practices, addressing the needs of high-risk and special needs students.
the finding was used to revise            Faculty members are engaging in professional development and adjusting course content to include targeted
program.                                  strategies to address these issues. See Exhibit 12.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 33
Program                                   Single Subject Teacher Credential
Provide all locations where program       http://www.csupomona.edu/~cso/outcomes.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)               Course Syllabi, Expanded Course Outlines

Has a curriculum map been                 http://www.csupomona.edu/~ceis/Assessment.shtml
developed? If so, provide URL where
curriculum map is published.              Scroll down to Education
Describe the DIRECT data/evidence         The California Teaching Performance Assessment (CalTPA) is the state’s model of performance assessment of the
that is used to determine that students   knowledge, skills and abilities of elementary and secondary level beginning teachers. The four CalTPA tasks are:
have achieved stated outcomes             Subject-Specific Pedagogy, Designing Instruction, Assessing Learning, Culminating Teaching Experience
Describe the INDIRECT                     1. CSU Exit Surveys – as credential candidates apply to the state for their credential, they must complete this exit
data/evidence that is used to determine       survey.
that students have achieved stated            2. Directed Teaching Surveys by Supervisors – candidates’ supervisors complete this survey evaluating their
outcomes                                           Block II candidates (Final Evaluations): Directed Teaching Surveys by Credential Candidates – as
                                                   credential candidates finish their Block I and Block II Directed Teaching/Clinical Practice, they complete
                                                   this survey, now on Survey Monkey. Credential candidates complete 3 separate surveys: General survey of
                                                   overall program, Evaluation of their supervisor and supervision experience, Evaluation of their cooperating
                                                   teacher
                                          3. Directed Teaching Surveys by Cooperating Teachers-as cooperating teachers work with credential candidates
                                              during block I and block II, they complete this survey.
                                          4. Cooperating Teacher Evaluation of Program, Candidates, etc.
                                          5. Alumni Surveys – one year after completing their Level I program, credential program alumni and alumni’s
                                              supervisor complete this survey reflecting on their coursework, fieldwork, and overall program effectiveness.
                                          6. Intern Program State Surveys for Single Subject Candidates
Provide at least one example of           Alumni Surveys – one year after completing their Level I program, credential program alumni and alumni’s
data/evidence collected and/or            supervisor complete this survey reflecting on their coursework, fieldwork, and overall program effectiveness.
reviewed in the last two years.
Provide at least one example of a         Alumni survey data is aggregated for the 2005-06, 2006-07, and 2007-08 school terms. Items on which at least 85%
finding that resulted from analysis of    of respondents rated Cal Poly’s inputs as beneficial were considered strengths of the program. Items on which at
evidence in the last two years and how    most 75% of respondents rated Cal Poly’s inputs as beneficial were considered areas of concern.
the finding was used to revise            One item of analysis reveled that graduates feel somewhat ill-prepared to effectively teach English Language
program.                                  Learners. As a result, the Department hired a new faculty member with that expertise to further develop the
                                          program.
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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 34
Program                                   Aerospace Engineering - BS
Provide all locations where program       http://www.csupomona.edu/~aro/prospective/index.html
learning outcomes are published           Aerospace Engineering Web site
(URL, ECO’s, Syllabi, etc.)
                                          http://www.csupomona.edu/~academic/catalog/col_schol/CoEng.pdf
                                          Outcomes are included in the University Catalog, Pg. 238
Has a curriculum map been                 The curriculum flow sheet is shown in:
developed? If so, provide URL where       http://www.csupomona.edu/~engineering/current/currsheets/aro_09_10.pdf
curriculum map is published.
Describe the DIRECT data/evidence         Comprehensive Final Exam, University Graduation Writing Test (GWT), Capstone Senior Design Course,
that is used to determine that students   Industry/Government Critiques
have achieved stated outcomes             Aerospace Industry Action Council Consultation, Regional and National Aerospace Design and demonstration
                                          competition results
Describe the INDIRECT                     Employer Surveys
data/evidence that is used to determine   Alumni Surveys
that students have achieved stated        Senior Exit Survey
outcomes
Provide at least one example of           Employer Survey identification of an area needing improvement; Example Student Technical Writing and Oral
data/evidence collected and/or            Communication Skills.
reviewed in the last two years.           Example in Exhibit 13
Provide at least one example of a         Aerospace Engineering Department finding and program revision to Employer Survey identification of Student
finding that resulted from analysis of    Technical Writing and Oral Communication Skills.
evidence in the last two years and how    Example in Exhibit 14
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                           Appendix VIb - 35
Program                                   Chemical Engineering - BS
Provide all locations where program       Published in University Catalog and self-study for Accreditation Review;
learning outcomes are published           http://www.csupomona.edu/~cme/locators/outcomesAssessment.html
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~cme/locators/curriculum.html
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Fundamental Exam, see attached table
that is used to determine that students   Embedded Assessment in Selected Lecture Courses
have achieved stated outcomes
Describe the INDIRECT                     Sophomore Self-Assessment, CHE Senior Self Assessment, Focus Groups addressing specific courses, Senior
data/evidence that is used to determine   Design Performance, Industry Advisory Council Input.
that students have achieved stated
outcomes
Provide at least one example of           Fundamental Exam, see attached table
data/evidence collected and/or
reviewed in the last two years.
Provide at least one example of a         The core curriculum has been modified to include two major hands-on laboratory classes. Incorporate a materials
finding that resulted from analysis of    engineering component. Proactively facilitate mentor/protégé relations. Strengthen the final project component.
evidence in the last two years and how    Encouraging our students to give formal, oral presentations about the project work both on campus and at
the finding was used to revise            professional meetings.
program.

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     Cal Poly Pomona EER Report                                                                                                             Appendix VIb - 36
Program                                   Civil Engineering - BS
Provide all locations where program       Mission and vision statements, educational objectives, and outcomes are posted at:
learning outcomes are published           http://www.csupomona.edu/~ce/BSCE/Index.html
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 This mapping is currently in progress.
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Student performance on fundamentals of engineering (FE) exam, which is administered by the State Board and is
that is used to determine that students   nationally normalized.
have achieved stated outcomes
                                          Professional engineers’ review and critique senior projects.
Describe the INDIRECT                     Senior exit surveys, alumni surveys, employer surveys
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           FE exam results are reviewed by the department assessment committee. This data is currently being reviewed.
data/evidence collected and/or            Professional review of this year’s senior projects will occur on May 28, 2010 and will subsequently be forwarded to
reviewed in the last two years.           the department assessment committee for review.
Provide at least one example of a         An analysis by the assessment committee found a weakness in understanding of civil engineering materials, and FE
finding that resulted from analysis of    exam results supported this finding. It was then forwarded to the curriculum committee, which is developing a new
evidence in the last two years and how    required course that will be submitted for the next catalog cycle.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 37
Program                                   Computer Engineering - BS
Provide all locations where program       Posted in the University catalog and at www.csupomona.edu/~ece
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 No
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         GWT –
that is used to determine that students   Senior Project Presentations and Posters -
have achieved stated outcomes             Sophomore and Senior Exit Exams
Describe the INDIRECT                     Alumni Surveys –
data/evidence that is used to determine   Employer Surveys –
that students have achieved stated        Department Meetings on Assessment and Curricula
outcomes
Provide at least one example of           During the Fall 2009 Industrial Action Council meetings, industry participants were divided in groups according to
data/evidence collected and/or            specialty, and asked to comment on what they consider gaps in our curricula.
reviewed in the last two years.
Provide at least one example of a         During the Fall 2009 Industrial Action Council meeting there was overwhelming consensus that our curricula
finding that resulted from analysis of    should include at least one System’s Engineering class. A course outline for this class is currently under review by
evidence in the last two years and how    faculty subcommittees.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 38
Program                                   Construction Engineering Technology - BS
Provide all locations where program       Program webpage
learning outcomes are published           http://www.csupomona.edu/~cet/CETProgramOutcomes1.htm
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Course mapping of all required major courses
developed? If so, provide URL where       http://www.csupomona.edu/~cet/CETOutcomesandLearningObjectives.htm
curriculum map is published.              Each expanded course outline also has a specific mapping, example from ETC304
                                          http://www.csupomona.edu/~cet/CETCourseOutlineMapping.htm
Describe the DIRECT data/evidence         Annual Construction Competition Presentation Evaluation Sheets
that is used to determine that students   http://www.csupomona.edu/~cet/CETCompetitionEvaluationSheet.htm
have achieved stated outcomes
                                          Full list of Performance measures
                                          http://www.csupomona.edu/~cet/CETfullmatrixofmeasures.htm
Describe the INDIRECT                     Employer Internship Evaluation http://www.csupomona.edu/~cet/DirectInternshipEvaluation.htm
data/evidence that is used to determine
that students have achieved stated        Full list of Performance measures
outcomes                                  http://www.csupomona.edu/~cet/CETfullmatrixofmeasures.htm
Provide at least one example of           The program has a continuous improvement flowchart
data/evidence collected and/or            http://www.csupomona.edu/~cet/CETCIdiagram.htm
reviewed in the last two years.           Sample data from 2008
                                          http://www.csupomona.edu/~cet/CETInternshipevaluation2008.htm
Provide at least one example of a         Employer Internship Evaluation http://www.csupomona.edu/~cet/DirectInternshipEvaluation.htm
finding that resulted from analysis of    Sample data from 2008
evidence in the last two years and how    http://www.csupomona.edu/~cet/CETInternshipevaluation2008.htm
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                         Appendix VIb - 39
Program                                   Electrical Engineering - BS
Provide all locations where program       Posted in the University catalog and at www.csupomona.edu/~ece
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 No
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         GWT
that is used to determine that students   Senior Project Presentations and Posters
have achieved stated outcomes             Sophomore and Senior Exit Exams
Describe the INDIRECT                     Alumni Surveys
data/evidence that is used to determine   Employer Surveys
that students have achieved stated        Department Meetings on Assessment and Curricula
outcomes
Provide at least one example of           During the Fall 2009 Industrial Action Council meetings, industry participants were divided in groups according to
data/evidence collected and/or            specialty, and asked to comment on what they consider gaps in our curricula.
reviewed in the last two years.
Provide at least one example of a         During the Fall 2009 Industrial Action Council meeting there was overwhelming consensus that our curricula should
finding that resulted from analysis of    include at least one System’s Engineering class. A course outline for this class is currently under review by faculty
evidence in the last two years and how    subcommittees.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 40
Program                                   Electrical and Computer Engineering Technology - BS
Provide all locations where program       Program webpage
learning outcomes are published           http://www.csupomona.edu/~ecet/documents/ECETLearningOutcomes1.htm
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Course mapping of all required major courses
developed? If so, provide URL where       http://www.csupomona.edu/~ecet/ECETOutcomesCourseMatrix.htm
curriculum map is published.
                                          Each expanded course outline also has a specific mapping example from ETE280/L
                                          http://www.csupomona.edu/~ecet/ECETCourseOutlineMatrixexample.htm
Describe the DIRECT data/evidence         Example from Course based assessment: Dr. Moussavi ETE204 Sp2010
that is used to determine that students   http://www.csupomona.edu/~ecet/documents/ETE204Sp2010evaluation.htm
have achieved stated outcomes
Describe the INDIRECT                     Survey data is collected by the College based upon the College of Engineering annual Symposium which typically
data/evidence that is used to determine   involves graduating seniors.
that students have achieved stated        Sample questions 5 and 6
outcomes                                  Q5 How important is each of the following in what you are looking for in engineering graduates?
                                          http://www.csupomona.edu/~ecet/CoESymposiumDataET2009.htm
                                          Q6 Based on the presentations you observed, how effective is the Cal Poly Pomona educational experience in each
                                          of the following areas?
                                          http://www.csupomona.edu/~ecet/CoESymposium2009ETQ6.htm
Provide at least one example of           The program has a continuous improvement flowchart
data/evidence collected and/or            http://www.csupomona.edu/~ecet/documents/ECETCIFlowchart.htm
reviewed in the last two years.           One of the assessment measures is course based assessment which uses questions similar to those on the national
                                          Fundamentals of Engineering examination.
                                          See attached spreadsheet which also relates to Table 8 items 4 and 5.
Provide at least one example of a         A spreadsheet table containing an assessment summary of the student’s scores in core courses of the degree program
finding that resulted from analysis of    attached to this form.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                              Appendix VIb - 41
Program                                   Engineering Technology - BS
Provide all locations where program       Program webpage
learning outcomes are published           http://www.csupomona.edu/~etg/ETGeneralProgramOutcomes.htm
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Each expanded course outline also has a specific mapping example from ETM306
developed? If so, provide URL where       http://www.csupomona.edu/~etg/ETgCourseOutlineObjectiveMapping.htm.
curriculum map is published.
Describe the DIRECT data/evidence         Graduating student’s senior project presentations and their evaluations by the audience consisting of industry,
that is used to determine that students   academics, and students of the General Engineering Degree Program.
have achieved stated outcomes             http://www.csupomona.edu/~etg/ExitFEexamresults.htm
Describe the INDIRECT                     Survey data is collected by the College based upon the College of Engineering annual Symposium which typically
data/evidence that is used to determine   involves graduating seniors.
that students have achieved stated        Sample questions 5 and 6
outcomes                                  Q5 How important is each of the following in what you are looking for in engineering graduates?
                                          http://www.csupomona.edu/~ecet/CoESymposiumDataET2009.htm
                                          Q6 Based on the presentations you observed, how effective is the Cal Poly Pomona educational experience in each
                                          of the following areas?
                                          http://www.csupomona.edu/~ecet/CoESymposium2009ETQ6.htm
Provide at least one example of           The program has a continuous improvement flowchart
data/evidence collected and/or            http://www.csupomona.edu/~etg/ETgCIFlowchart.htm
reviewed in the last two years.           The students in their senior year take an Examination based upon questions similar to those in the Fundamentals of
                                          Engineering (www.ncees.org) national exam
                                          http://www.csupomona.edu/~etg/ExitFEexamresults.htm
Provide at least one example of a         Results of the senior examination were used as input in five courses covered by the exam, and in general additional
finding that resulted from analysis of    time was applied to these core topics. Many instructors teach these courses so it is difficult to assess the statistically
evidence in the last two years and how    validity of the work but the trend has been generally positive since implementing this methodology. A follow-up
the finding was used to revise            review of students taking the official exam is planned but not within the control of the department so the data will be
program.                                  anecdotal but an added indirect measure.

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     Cal Poly Pomona EER Report                                                                                                                     Appendix VIb - 42
Program                                   Industrial Engineering - BS
Provide all locations where program       http://www.csupomona.edu/~rosenkrantz/documents/imeoutcomescomparison.doc
learning outcomes are published           Link to mission statement, outcomes and assessment documents is provided on the IME Department Home Page
(URL, ECO’s, Syllabi, etc.)               (first bullet under IME General IME Department Information):
                                          http://www.csupomona.edu/~ime/
                                          A modified “marketing version” of IE outcomes is included in the university catalog
                                          Outcomes are included in the expanded course outlines
Has a curriculum map been                 http://www.csupomona.edu/~rosenkrantz/assessmentdocs/IME%20Curriculum%20Master%20KSAA%20Grid%208-
developed? If so, provide URL where       2005.xls
curriculum map is published.
Describe the DIRECT data/evidence         Senior Project Presentation Results
that is used to determine that students   http://www.csupomona.edu/~rosenkrantz/documents/Summaryof2005-07presentations.doc
have achieved stated outcomes
Describe the INDIRECT                     Outcomes Assessment Survey administered to courses used for program assessment:
data/evidence that is used to             http://www.surveymonkey.com/sr.aspx?sm=_2b5sqIvVfDHzdWUQ3wE5Rt6tgcvLexU4SzeaoR2Amc6A_3d
determine that students have achieved
stated outcomes
Provide at least one example of           Project Symposium outcomes assessment results
data/evidence collected and/or            Course Outcomes assessment results (selected courses)
reviewed in the last two years.           Lower Division Knowledge Test
Provide at least one example of a         Project Symposium outcomes assessment results were used to modify the IME Department Senior Project sequence
finding that resulted from analysis of    and requirements. Requirements were added to improve the prerequisite sequence, add more formative assessment
evidence in the last two years and        during the project, and include a qualifying presentation before the final presentation. Results from the first senior
how the finding was used to revise        project cycle after instituting the changes have been positive.
program.

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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 43
Program                                   Manufacturing Engineering - BS
Provide all locations where program       http://www.csupomona.edu/~rosenkrantz/documents/imeoutcomescomparison.doc
learning outcomes are published           Link to mission statement, outcomes and assessment documents is provided on the IME Department Home Page
(URL, ECO’s, Syllabi, etc.)               (first bullet under IME General IME Department Information):
                                          http://www.csupomona.edu/~ime/
                                          A modified “marketing version” of MFE outcomes is included in the university catalog
                                          Outcomes are included in the expanded course outlines
Has a curriculum map been                 http://www.csupomona.edu/~rosenkrantz/assessmentdocs/IME%20Curriculum%20Master%20KSAA%20Grid%208
developed? If so, provide URL where       -2005.xls
curriculum map is published.
Describe the DIRECT data/evidence         Senior Project Presentation Results
that is used to determine that students   http://www.csupomona.edu/~rosenkrantz/documents/Summaryof2005-07presentations.doc
have achieved stated outcomes
Describe the INDIRECT                     Outcomes Assessment Survey administered to courses used for program assessment:
data/evidence that is used to determine   http://www.surveymonkey.com/sr.aspx?sm=_2b5sqIvVfDHzdWUQ3wE5Rt6tgcvLexU4SzeaoR2Amc6A_3d
that students have achieved stated
outcomes
Provide at least one example of           Project Symposium outcomes assessment results
data/evidence collected and/or            Course Outcomes assessment results (selected courses)
reviewed in the last two years.           Lower Division Knowledge Test
Provide at least one example of a         Project Symposium outcomes assessment results were used to modify the IME Department Senior Project sequence
finding that resulted from analysis of    and requirements. Requirements were added to improve the prerequisite sequence, add more formative assessment
evidence in the last two years and how    during the project, and include a qualifying presentation before the final presentation. Results from the first senior
the finding was used to revise            project cycle after instituting the changes have been positive.
program.

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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 44
Program                                   Mechanical Engineering – BS
Provide all locations where program       Published in ABET self-study report, expanded course outlines, and university catalog.
learning outcomes are published
                                          Posted at www.csupomona.edu/~me
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes, there is a roadmap and a curriculum sheet, both of which can be accessed as pdf files at:
developed? If so, provide URL where       http://www.csupomona.edu/~academic/sheets/1011egr.shtml:
curriculum map is published.
Describe the DIRECT data/evidence         GWT scores
that is used to determine that students   Course-embedded assessment
have achieved stated outcomes             Course Folders
Describe the INDIRECT                     Surveys of alumni, employers, graduates, current students
data/evidence that is used to determine   Student presentations and projects
that students have achieved stated        FE Exam
outcomes
Provide at least one example of           FE Exam results for 08 & 09 and alumni survey for 08.
data/evidence collected and/or
reviewed in the last two years.
Provide at least one example of a         FE Exam results were analyzed and showed deficiencies in computer programming and electronics. We modified
finding that resulted from analysis of    our numerical methods and programming courses to strengthen the areas. This will take effect in Fall 2011.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                            Appendix VIb - 45
Program                                   Civil Engineering - MS
Provide all locations where program       Mission statement and educational objectives are posted at:
learning outcomes are published           http://www.csupomona.edu/~ce/MSCE/Index.html
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 This has not yet been completed.
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Classroom exams and projects.
that is used to determine that students   Oral defense of master’s project or thesis (required of all students).
have achieved stated outcomes
Describe the INDIRECT                     No formal processes. However, informal feedback from students and faculty has provided some insights.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           The graduate studies committee oversees the graduate program. Formal committee review processes have not yet
data/evidence collected and/or            been developed. However, informal processes have resulted in the identification of weaknesses and implementation
reviewed in the last two years.           of changes in curriculum and/or procedures.
Provide at least one example of a         Master’s projects and theses did not have sufficient academic rigor. Therefore, a new required research methods
finding that resulted from analysis of    course, CE 690, was added to the curriculum. Students must complete this course before beginning their project or
evidence in the last two years and how    thesis. As a result, the rigor of these activities has significantly improved.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                             Appendix VIb - 46
Program                                   Electrical Engineering - MS
Provide all locations where program       Posted in the University Catalog and at www.csupomona.edu/~ece
learning outcomes are published           http://www.csupomona.edu/~academic/programs/programreview/dept-outcomes.shtml
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 No
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         MSEE Projects and MSEE Thesis
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Alumni Surveys
data/evidence that is used to determine   Employer Surveys
that students have achieved stated        Department Meetings on Assessment and Curricula
outcomes
Provide at least one example of           During the Fall 2009 Industrial Action Council meetings, industry participants were divided in groups according to
data/evidence collected and/or            specialty, and asked to comment on what they consider gaps in our curricula.
reviewed in the last two years.
Provide at least one example of a         Some industry individuals have told us it is a good idea to offer an MSEE option in Energy Generation Power related
finding that resulted from analysis of    to the Smart Grid. This is under discussion within the department faculty.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 47
Program                                   Mechanical Engineering – MS
Provide all locations where program       Expanded course outlines, and university catalog. Posted at:
learning outcomes are published           http://www.csupomona.edu/~ppiroozan/MSMEWeb/index.shtml
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 A curriculum sheet has been developed which can be accessed as an pdf file at:
developed? If so, provide URL where       http://www.csupomona.edu/~ppiroozan/MSMEWeb/Web%20Curriculum%20Sheet.pdf
curriculum map is published.
Describe the DIRECT data/evidence         GWT scores, course embedded assessments, Oral Presentations/defense of projects or
that is used to determine that students
                                          Theses,
have achieved stated outcomes
Describe the INDIRECT                     Surveys of current & Graduating students (to be done starting 2010-11 Academic year)
data/evidence that is used to determine   Also, refer to MSME Assessment Metrics at: http://www.csupomona.edu/~ppiroozan/MSMEWeb/index.shtml
that students have achieved stated
outcomes
Provide at least one example of           Report of Culminating Experience, Project report and Thesis
data/evidence collected and/or
reviewed in the last two years.
Provide at least one example of a         It was found that most foreign educated students are deficient in their writing in the English language. It has been
finding that resulted from analysis of    decided to revise the entrance requirements for such students to include a demonstration of English proficiency.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 48
Program                                   Architecture - B.Arch.
Provide all locations where program       Syllabi and the Department website (http://www.csupomona.edu/~arc/) which has a link to the NAAB website,
learning outcomes are published           where required Student Performance Criteria (student learning outcomes) are listed.
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 The curriculum map is published on the Department website (http://www.csupomona.edu/~arc/)
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Reviews of studio projects at all levels with external critics (practitioners and academics) in addition to reviewers
that is used to determine that students   from within our department and other departments in the College.
have achieved stated outcomes             Written exams and required papers.
                                          Portfolio review of all previous studio work at the end of the second year in the five year program by five faculty
                                          members
Describe the INDIRECT                     External student awards and scholarships offered by professional organizations obtained by our students. Awards
data/evidence that is used to determine   and scholarships have been of national and regional importance.
that students have achieved stated        Students have gained admittance to leading graduate programs.
outcomes                                  Students have gained employment in major national and international design firms.
                                          Students have achieved a high passing rate in the Architectural Registration Exam.
Provide at least one example of           Portfolios of second year students are collected annually.
data/evidence collected and/or            Faculty Scholarship and Awards Committee keeps a record of external student scholarships and awards.
reviewed in the last two years.           Data from Architectural Registration Exam performance by our students is reviewed annually.
Provide at least one example of a         National Architectural Accreditation Board conducted a visit in 2008 and found that we had not met Student
finding that resulted from analysis of    Performance Criterion 13.23 Building Systems Integration. While the Visiting Team found that students showed the
evidence in the last two years and how    ability to integrate structural and material systems, they were lacking in their ability to integrate mechanical
the finding was used to revise            environmental control systems. We are working to meet this criterion by closely coordinating ARC 303L, the third
program.                                  year spring architectural design studio, and ARC 332/A the second course in environmental controls, also taught in
                                          spring quarter; requirements are coordinated to demonstrate the integration of mechanical environmental control
                                          systems in the studio projects. We will continue to assess progress in this area each spring with external critics and
                                          faculty reviewing the studio work for evidence of competence in this area. External critics and faculty will also
                                          review the senior projects at the end of the fifth year annually. The Department Curriculum Committee will assess
                                          the reviews of the student work biannually for evidence of students’ ability to meet this criterion by the time of the
                                          next NAAB visit, scheduled for 2014.

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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 49
Program                                   Art - BA
Provide all locations where program       • Syllabi are located in the Department Office.
learning outcomes are published           • Course outlines are located in the Visual Resource Library
(URL, ECO’s, Syllabi, etc.)               http://www.csupomona.edu/~art/

Has a curriculum map been                 Hard copies are available in the Department Office and on-line at
developed? If so, provide URL where       http://www.csupomona.edu/~art/curriculum_maps.html
curriculum map is published.
Describe the DIRECT data/evidence         Senior project research papers Presentation of student papers and exams to NASAD Commission.
that is used to determine that students   • Presentation of student work in the 2D/3D student juried Exhibition.
have achieved stated outcomes             • “Senior Show” display of senior projects. Work is documented for future accreditation visits. Faculty discussion
                                          takes place after Exhibitions are reviewed.
                                          • Visual examples of student work (freshman through senior level) documenting developing skills/competency with
                                          various media was sent as evidence of quality to NASAD Commission.
Describe the INDIRECT                     A senior exit survey has just been implemented this year.
data/evidence that is used to determine   An alumni survey was implemented last summer.
that students have achieved stated
outcomes
Provide at least one example of           Fine art senior projects are reviewed by both faculty and alumni during Senior Show. Visual documentation takes
data/evidence collected and/or            place. Faculty discussion takes place the following week at department meeting.
reviewed in the last two years.           • Alumni survey is sent over the summer.
                                          Exit surveys will first be collected at the end of Spring 2010. They have not yet been given to students at the time of
                                          this reporting.
Provide at least one example of a         • The after event discussion proved valuable as conceptual and media competency and complexity clearly improved
finding that resulted from analysis of    this year.
evidence in the last two years and how    • A survey/rubric will be developed fall quarter for faculty to give feedback.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 50
Program                                   Graphic Design - BFA
Provide all locations where program       Department Office.
learning outcomes are published           Syllabi and course outlines—visual resource library
(URL, ECO’s, Syllabi, etc.)               http://www.csupomona.edu/~art/
Has a curriculum map been                 http://www.csupomona.edu/~art/
developed? If so, provide URL where       Department Office.
curriculum map is published.              http://www.csupomona.edu/~art/curriculum_maps.html
Describe the DIRECT data/evidence         Presentation of student work in the 2D/3D student juried Exhibition.
that is used to determine that students   “Industry Night” display of senior portfolios. Work is documented.
have achieved stated outcomes             Presentation of student work sent to NASAD Commission.
                                          Professional practices class review of work by alumni and professionals
Describe the INDIRECT                     A senior exit survey has just been implemented this year. Faculty discussion takes place after Exhibitions are
data/evidence that is used to determine   reviewed.
that students have achieved stated
outcomes
Provide at least one example of           Graphic Design portfolios are reviewed by both faculty and alumni during Industry Night. Visual documentation
data/evidence collected and/or            takes place. Faculty discussion takes place the following week at department meeting. Alumni will be sent survey
reviewed in the last two years.           over the summer.
Provide at least one example of a         The after event discussion proved valuable. Participation as well as quality of portfolios has improved over the year
finding that resulted from analysis of    as this is only our second Industry Night. A survey will be developed this year for faculty to give feedback.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 51
Program                                   Landscape Architecture - BS
Provide all locations where program       Strategic Plan and course syllabi available in department office.
learning outcomes are published           http://www.csupomona.edu/~la/bsla.html
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 The curriculum map appears on the department website:
developed? If so, provide URL where       http://www.csupomona.edu/~la/bsla.html
curriculum map is published.
Describe the DIRECT data/evidence         Assessment of student learning includes quarterly reviews of studio projects; the annual Career Day; national
that is used to determine that students   accreditation by the Landscape Architecture Accreditation Board.
have achieved stated outcomes
Describe the INDIRECT                     National student ASLA awards. Student design competitions.
data/evidence that is used to determine   Increase in admittance of graduates to notable graduate programs including Harvard, University of Pennsylvania,
that students have achieved stated        Road Island School of Design, UC Berkeley and UCLA.
outcomes                                  High percentage of graduates employed in regional and national professional practice.
Provide at least one example of           Submittals to the annual ASLA national student competition are reviewed by faculty during the 2008 and 2009
data/evidence collected and/or            academic years.
reviewed in the last two years.
Provide at least one example of a         Review of the projects submitted for national awards were analyzed for design and planning content and
finding that resulted from analysis of    communication quality. The materials helped to identify strengths and weaknesses in the instructional quality of the
evidence in the last two years and how    fourth-year undergraduate studio conduct.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 52
Program                                   Urban and Regional Planning - BS
Provide all locations where program       www.csupomona.edu/~urp/current.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 A full matrix mapping the entire curriculum to Planning Accreditation Board matrix on Knowledge, Skills, and
developed? If so, provide URL where       Values completed in 2009 for Self Study Report.
curriculum map is published.
Describe the DIRECT data/evidence         Examples of exams and essays maintained and reviewed by faculty and by national accreditation board. Students
that is used to determine that students   complete a portfolio of design work, master research method’s exams, and must show improvement in writing across
have achieved stated outcomes             the sequence of courses.
                                          All undergraduates complete a senior project requiring original research incorporating previous courses. A written
                                          report and an oral presentation are required at the end of the first quarter of the sequence and at the end of the second
                                          quarter. The reports and the presentations are reviewed or presented to a team of three faculty.
Describe the INDIRECT                     An Alumni Survey is done every two years. The Planning Accreditation Board completed surveys of students,
data/evidence that is used to determine   employers, and the local section APA in 2010.
that students have achieved stated        The Alumni Association conducts an annual essay competition.
outcomes
Provide at least one example of           An Outcomes Assessment Matrix has been completed that indicates measurements of success for the goals and
data/evidence collected and/or            objectives of the Department Strategic Plan.
reviewed in the last two years.           An Alumni Survey was completed in 2009.
Provide at least one example of a         Review of writing has led to a more inclusive and coordinated review from the initial courses (URP 101 and 102)
finding that resulted from analysis of    through intermediate courses (URP 351 and 352) to the Senior Project course (URP 463). A faculty team reviews
evidence in the last two years and how    examples of papers and assignments to assure progress, sufficient direction, and adequacy of writing assignments
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 53
Program                                   Architecture - M.Arch
Provide all locations where program       Syllabi and the Department website (http://www.csupomona.edu/~arc/) which has a link to the NAAB website,
learning outcomes are published           where required Student Performance Criteria (student learning outcomes) are listed.
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 The curriculum map is published on the Department website http://www.csupomona.edu/~arc/
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Reviews of studio projects at all levels with external critics (practitioners and academics) in addition to reviewers
that is used to determine that students   from within our department and other departments in the College. Written exams and required papers.
have achieved stated outcomes             Reviews of Master’s Thesis projects by external critics and faculty from the department and the College
Describe the INDIRECT                     External student awards and scholarships offered by professional organizations obtained by our students. Awards
data/evidence that is used to determine   and scholarships have been of national and regional importance. Students have gained employment in major national
that students have achieved stated        and international design firms.
outcomes                                  Students have achieved a high passing rate in the Architectural Registration Exam.
Provide at least one example of           Master’s Thesis books are collected and reviewed by the Graduate Coordinator and Chair annually, as well as by
data/evidence collected and/or            faculty thesis advisors.
reviewed in the last two years.           Faculty Scholarship and Awards Committee keeps a record of external student scholarships and awards.
                                          Data from Architectural Registration Exam performance by our students is reviewed annually.
Provide at least one example of a         National Architectural Accreditation Board conducted a visit in 2008 and found that we had not met Student
finding that resulted from analysis of    Performance Criterion 13.7 Collaborative Skills. While M.Arch. students are already required to take courses in
evidence in the last two years and how    other departments in the College, additional material has been included in ARC 506/L the urban design studio taught
the finding was used to revise            at the end of the second year of the M.Arch. program, to emphasize architects’ need to collaborate with professionals
program.                                  in related disciplines, including planners, landscape architects and other environmental consultants. External critics,
                                          including representatives from these associated professions, and faculty review the urban design projects at the end
                                          of the quarter, as well as their subsequent Master’s thesis projects for evidence of students’ ability to meet this
                                          criterion by the time of the next NAAB visit, scheduled for 2014.

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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 54
Program                                   Landscape Architecture - MLA
Provide all locations where program       Strategic Plan and course syllabi available in department office.
learning outcomes are published           http://www.csupomona.edu/~la/bsla.html
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 The curriculum map appears on the department website:
developed? If so, provide URL where       http://www.csupomona.edu/~la/bsla.htm
curriculum map is published.
Describe the DIRECT data/evidence         Assessment of student learning includes quarterly reviews of studio projects; the annual Career Day national
that is used to determine that students   accreditation by the Landscape Architecture Accreditation Board.
have achieved stated outcomes
Describe the INDIRECT                     National student ASLA awards. Student design competitions.
data/evidence that is used to determine   The 2008 ASLA competition resulted in two awards to students in the program. The projects that received awards
that students have achieved stated        helped substantiate the learning objectives of the program.
outcomes
Provide at least one example of           Submittals to the annual ASLA national student competition are reviewed by faculty during the 2008 and 2009
data/evidence collected and/or            academic years.
reviewed in the last two years.
Provide at least one example of a         Review of the projects submitted for national awards were analyzed for design and planning content and
finding that resulted from analysis of    communication quality. The materials helped to identify strengths and weaknesses in the instructional quality of the
evidence in the last two years and how    third-year graduate studio conduct.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 55
Program                                   Regenerative Studies - MS
Provide all locations where program       Implementation Program Proposal Document; individual course outlines/syllabi outline learning outcomes for
learning outcomes are published           specific courses, available in department office.
(URL, ECO’s, Syllabi, etc.)               http://www.csupomona.edu/~crs/documents/MSRS_Learning_Outcomes.pdf
Has a curriculum map been                 http://www.csupomona.edu/~crs/documents/MSRS_Curriculum_Map.pdf
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Terminal Master’s thesis/project serves as capstone experience; public presentations of work in core courses are used
that is used to determine that students   to gauge learning outcomes of specific courses; exams are used in some courses (e.g. RS 540) to assess learning
have achieved stated outcomes             outcomes.
Describe the INDIRECT                     Annual qualitative focus groups are used to elicit student feedback with regard to attainment of learning objectives
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           Faculty, led by graduate program coordinator, interpret the evidence. Annual faculty retreats are used to review
data/evidence collected and/or            learning outcomes observed in course presentations and review of capstone theses. As an example, in 2008-09, the
reviewed in the last two years.           faculty focused on “Understanding of Basic Physical Resources, Processes and Systems that Support Daily Life.”
                                          Data was collected via focus group with cohort and written student survey to provide student feedback; assessment
                                          of cohort proficiency was assessed by faculty through project review and discussion at annual faculty retreat.
Provide at least one example of a         Assessment on “Understanding of Basic Physical Resources, Processes and Systems that Support Daily Life.”
finding that resulted from analysis of    revealed a lack of certainty over scientific process among students and identified limited knowledge of natural
evidence in the last two years and how    processes due to breadth of curriculum in RS 520.
the finding was used to revise            Modifications to RS 520 were made to reduce the number of modules and focus on case-study approach. Emphasis
program.                                  was also added in RS 540 on application of knowledge in this area.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 56
Program                                   Urban and Regional Planning - MURP
Provide all locations where program       www.csupomona.edu/~urp/current.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 A full matrix mapping the entire curriculum to Planning Accreditation Board matrix on Knowledge, Skills, and
developed? If so, provide URL where       Values completed in 2009 for Self Study Report.
curriculum map is published.              A second matrix linking specific outcomes assessments to the Department Strategic Plan has been completed and
                                          was submitted to the national Planning Accreditation Board.
                                          The Department is developing a more complete outcomes assessments matrix to track learning outcomes throughout
                                          the curriculum in addition to the Indicators matrix now tied to the Department Strategic Plan.
Describe the DIRECT data/evidence         Examples of exams and essays maintained and reviewed by faculty and by national accreditation board.
that is used to determine that students   All graduate students must complete either a Masters Thesis or pass the Masters Comprehensive Exam. Both require
have achieved stated outcomes             a review of their knowledge and writing and presentation skills by a faculty team of three.
Describe the INDIRECT                     An Alumni Survey is done every two years. The Planning Accreditation Board completed surveys of students,
data/evidence that is used to determine   employers, and the local section APA in 2010.
that students have achieved stated        The Alumni Association conducts an annual essay competition.
outcomes
Provide at least one example of           An Outcomes Assessment Matrix has been completed that indicates measurements of success for the goals and
data/evidence collected and/or            objectives of the Department Strategic Plan. An Alumni Survey was completed in 2009.
reviewed in the last two years.
Provide at least one example of a         Analysis of GIS capabilities of graduate students was conducted in faculty meetings and brown bag luncheons. The
finding that resulted from analysis of    graduate GIS course was revised and is also now required for two of the four specialties in the graduate program.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                              Appendix VIb - 57
Program                                   Hospitality Management - BS
Provide all locations where program       Available at: http://www.csupomona.edu/~collins/learningoutcomes.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)               On the page in the link above, there are also links to the Curriculum Matrix (map) and to the Course Learning
                                          Outcomes, both of which contain the Student Learning Outcomes for the program.

                                          Students receive a handout containing the University and College Student Learning Outcomes during the college’s
                                          freshmen and transfer student orientations.
Has a curriculum map been                 Available at: http://www.csupomona.edu/~collins/learningoutcomes.shtml
developed? If so, provide URL where
curriculum map is published.              Please see the links in the section titled Curriculum: Learning Outcomes and Assessment:

                                          Curriculum Matrix: Mapping Program Student Learning Outcomes with the Required Curriculum
                                                                                                  and
                                          Course Learning Outcomes: Required HRT Core Courses and Required Support Courses
Describe the DIRECT data/evidence         Demonstrations, exams, oral presentations, team and individual projects and reports, and student course evaluations
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Graduating senior survey, alumni surveys, and an annual curriculum assessment workshop with the Collins College
data/evidence that is used to determine   Board of Advisor (industry partners).
that students have achieved stated
outcomes
Provide at least one example of           In 2009, we focused on our college-level Student Learning Outcome, Team Building:
data/evidence collected and/or
reviewed in the last two years.           In HRT 276, students are introduced to the concepts of teamwork, team play, and individual team player knowledge,
                                          skills, and attitudes (KSAs). These team concepts are reinforced as students work together on their first
                                          comprehensive, HRT-specific team-based project. Approximately 50% of each student’s overall course grade is
                                          based on teamwork. The instructor provides team-based scores to students based on team participation (4%), team
                                          quizzes (15%) and the team project (20%). In addition, each student receives peer evaluations of his or her team
                                          player KSAs (10%).

                                          In HRT 281/L, students work in teams in the laboratory. Team building concepts are reinforced. At the end of the
                                          quarter, each team competes in a public soup or chili cook-off, with the winning team’s soup or chili featured on the
                                          Restaurant at Kellogg Ranch menu in the following quarter. The student teams are judged - and receive written
                                          feedback - on taste, plate presentation, menu presentation, and overall theme. Each team receives a presentation
                                          evaluation and grade from the instructor, based on input from faculty judges as well as from scores by students,
                                          Collins College staff, and other members of the campus community.

                                          Team building is reinforced in other upper division HRT courses. In HRT 383L, team building concepts are


     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 58
                                         reinforced and emphasized through demonstration as teams of students operate a full-service restaurant, open to the
                                         public. Students conduct peer evaluations for each student management team and they receive daily written
                                         feedback from instructors as well as from comment cards completed by lunch and dinner guests.

                                         In HRT 476, team building is emphasized through field observation. Each student conducts an operational analysis
                                         of a hospitality operation. A portion of the analysis is to include critical observation and evaluation of team
                                         performance of an actual team of employees working together to operate a hospitality business
                                         In June 2009, our graduating senior survey included a broad question on the Team Building Student Learning
                                         Outcome (See Exhibit 15).
Provide at least one example of a        Through discussions at college-level faculty workshops, faculty members recognized the need for common team
finding that resulted from analysis of   building rubrics for use across all instructors. Four faculty members attend the Creating Effective Rubrics to Assess
evidence in the last two years and how   Programs and Engage Students in their own Learning workshop and team building rubrics are under development
the finding was used to revise           for use during 2010-2011.
program.
                                         207 of 246 graduation seniors (84.1%) completed the student learning outcome question on team building on the
                                         college 2009 graduating senior survey. The vast majority of students agreed or strongly agreed that HRT 383L
                                         (99%) and HRT 476 (87.8%) helped in their development of team building knowledge, skills, and attitudes (KSAs).

                                         The results showed that 85.9% of students strongly agreed that HRT 383L helped in their development of team
                                         building KSAs. HRT 383L emphasizes team building through demonstration. However, the results showed that
                                         only 42.4% of students strongly agreed that HRT 476 helped develop team building KSAs. HRT 476 emphasizes
                                         team building through field observation. In 2010-2011, faculty members will develop and test methods to reinforce
                                         the learning of team building concepts through field observation in this capstone course.


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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 59
Program                                   Anthropology - BS
Provide all locations where program       http://www.class.csupomona.edu/ga/
learning outcomes are published           http://www.class.csupomona.edu/ga/students/academic-plans.html
(URL, ECO’s, Syllabi, etc.)
                                          Many syllabi and ECOs are on the websites of individual faculty. Assessment information, including SLOs, is
                                          maintained on a departmental Blackboard site.
Has a curriculum map been                 http://www.class.csupomona.edu/ga/
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Portfolios, class work.
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Senior survey, student attendance and presentation in professional conferences, students accepted into grad
data/evidence that is used to determine   programs, getting jobs, etc.
that students have achieved stated
outcomes
Provide at least one example of           Senior survey: We conduct an anonymous online survey of all the seniors every year during the winter quarter. The
data/evidence collected and/or            results are compiled and presented to the students and faculty in the department. Student opinions about the
reviewed in the last two years.           programs and their learning experiences with the programs had been consistently and overwhelmingly positive. Most
                                          believe that the programs prepared them for advanced studies and/or jobs. A template of the results summary with
                                          the survey questions is available. Not sure it is ethical to share the actual data beyond our program level based on
                                          IRB guidelines.
Provide at least one example of a         We have not found significant flaws or problems that resulted in the need to change the program. Some possible
finding that resulted from analysis of    improvements we learned are in the areas of offering more classes, smaller classes which are prohibitive in current
evidence in the last two years and how    budget climate. Curriculum changes are made frequently, but most of the changes are for more efficient use of
the finding was used to revise            resources. On the other hand, this is a department with an excellent and very engaged faculty who know every
program.                                  student in the department at a personal level. Learning about our students’ learning process and improving teaching
                                          happens every day in our classrooms, in faculty offices, online, etc.


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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 60
Program                                   Communication - BS
Provide all locations where program       Assessment Plan Document, available in Communication Department office, and at
learning outcomes are published           http://www.class.csupomona.edu/com
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes, a curriculum map has been developed. The map can be found in our Program Self-Study, 2010, available in the
developed? If so, provide URL where       Communication Department office. The map will be included in our department website,
curriculum map is published.              http://www.class/csupomona.edu/com
Describe the DIRECT data/evidence         For the department’s two Area GE A2 courses (Public Speaking and Advocacy and Argument), the department
that is used to determine that students   recently administered pre- and post tests to 60 students that measured three desired learning outcomes: development
have achieved stated outcomes             of critical thinking skills, lessening of communication apprehension, and appreciation for critical thinking skills and
                                          processes.

                                          Starting in 2010-11, the department will begin collecting and reviewing student e-portfolios as a means of directly
                                          analyzing whether department learning outcomes are being met.
Describe the INDIRECT                     Six of the seven department learning outcomes are assessed every year by student and employer internship
data/evidence that is used to determine   performance evaluations that occur at or near the student’s completion of the program. Thus, the skill level addressed
that students have achieved stated        is “mastery.”
outcomes
                                          The Communication Department also recently developed an exit survey that measures student perceptions of their
                                          learning experiences, and to what extent they saw themselves achieving the department’s seven learning objectives.
Provide at least one example of           In 2009, the Department analyzed employer evaluations of 151 students who had completed their internship over the
data/evidence collected and/or            last three years, 2006-2009.
reviewed in the last two years.
Provide at least one example of a         While employers rated our students highly on all fifteen job performance areas they assessed, their evaluations of our
finding that resulted from analysis of    students’ understanding of “how the particular profession operates” were slightly lower than other scores. This led us
evidence in the last two years and how    to do additional research, including talking to more professionals in the fields of journalism and public relations. As
the finding was used to revise            a result, we determined that at least three of our courses needed to give more emphasis to online media, particularly
program.                                  social networking media. Starting next academic year, these courses will be revised accordingly.

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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 61
Program                                   Economics - BS
Provide all locations where program       Student Learning Outcomes online at:
learning outcomes are published           http://www.class.csupomona.edu/ec/policies/index.html
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Curriculum Map online at:
developed? If so, provide URL where       http://www.class.csupomona.edu/ec/programs/undergraduate/curriculum-requirements.shtml
curriculum map is published.
Describe the DIRECT data/evidence         i) Undergraduate theses research paper
that is used to determine that students   ii) Exit exam
have achieved stated outcomes             Completed each Spring by graduating seniors
Describe the INDIRECT                     i) Course survey,
data/evidence that is used to determine   ii) Program survey and
that students have achieved stated        iii) Demographic survey
outcomes                                  Completed each Spring by graduating seniors
Provide at least one example of           Department. Assessment Committee reviews senior projects, results of exam, and survey results.
data/evidence collected and/or            Results are presented at Fall Conference Departmental meeting
reviewed in the last two years.
Provide at least one example of a         In recent years, self-study resulted in several changes in the curriculum (e.g., course offerings), the exit exam format,
finding that resulted from analysis of    and coordination between material presented in the graduate and undergraduate programs.
evidence in the last two years and how    For example, in 2010 upper division courses: Industry Studies (EC 441) and
the finding was used to revise            Air Resource Management (EC 436) will be taught in Summer session in order to mitigate damage of reduced course
program.                                  offerings during the regular academic year and allow students to fulfill graduation requirements.

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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 62
Program                                   English - BA
                                          Options: English Literature and Language, English Education
Provide all locations where program       The outcomes will be available on the EFL website by early fall 2010
learning outcomes are published           EFL website is in process of being redesigned
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Curricular map for English Literature and Language and English Education is 100% complete.
developed? If so, provide URL where       Will be posted on EFL website by early fall 2010
curriculum map is published.
Describe the DIRECT data/evidence         2 capstone courses:
that is used to determine that students         ENG466 for English literature and language option
have achieved stated outcomes                   ENG 465 for English Education
                                          Analysis based on rubrics of all essays from Eng lit and language capstone course by a faculty committee
                                          Initiating analysis of a stratified sample of essays from English Ed. capstone for AY 2010-11
                                          Results of the analyses are shared at fall conference, faculty meetings, and annual retreat.
Describe the INDIRECT                     Developed an alumni survey that will be uploaded to Survey Monkey and linked to EFL Facebook page for alumni.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           Annual EFL Assessment all-day retreat at which are discussed:
data/evidence collected and/or                 results of portfolio assessments
reviewed in the last two years.                modification of the curriculum based on assessment findings
                                          The Annual Retreat has led to:
                                               creation of capstone courses
                                               introduction of more re-writing and writing of abstracts in select courses.
Provide at least one example of a         The Annual Retreat Assessment has led to:
finding that resulted from analysis of         creation of capstone courses
evidence in the last two years and how         introduction of more re-writing and writing of abstracts in select courses
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                          Appendix VIb - 63
Program                                   Geography - BS
Provide all locations where program       http://www.class.csupomona.edu/ga/
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.class.csupomona.edu/ga/
developed? If so, provide URL
where curriculum map is published.
Describe the DIRECT data/evidence         Portfolios, class work
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Senior survey, student attendance and presentation in professional conferences, students accepted into grad programs,
data/evidence that is used to             getting jobs, etc.
determine that students have
achieved stated outcomes
Provide at least one example of           Senior survey: We conduct an anonymous online survey of all the seniors every year during the winter quarter. The
data/evidence collected and/or            results are compiled and presented to the students and faculty in the department. Student opinions about the programs
reviewed in the last two years.           and their learning experiences with the programs had been consistently and overwhelmingly positive. Most believe
                                          that the programs prepared them for advanced studies and/or jobs. A template of the results summary with the survey
                                          questions is available. Not sure it is ethical to share the actual data beyond our program level based on IRB
                                          guidelines.
Provide at least one example of a         We have not found significant flaws or problems that resulted in the need to change the program. Some possible
finding that resulted from analysis of    improvements we learned are in the areas of offering more classes, smaller classes which are prohibitive in current
evidence in the last two years and        budget climate. Curriculum changes are made frequently, but most of the changes are for more efficient use of
how the finding was used to revise        resources. On the other hand, this is a department with an excellent and very engaged faculty who know every
program.                                  student in the department at a personal level. Learning about our students’ learning process and improving teaching
                                          happen every day in our classrooms, in faculty offices, online, etc.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 64
Program                                   History - BA
Provide all locations where program       http://www.class.csupomona.edu/his/programs.htm
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.class.csupomona.edu/his/programs.htm
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Rubrics established for three courses:
that is used to determine that students   HST 100: evaluates course’s attempt to introduce students to department learning outcomes. First evaluation
have achieved stated outcomes             completed in March 2010.
                                          HST 300: trains students in methods; ideal course to evaluate development of learning outcomes as students reach
                                          mid-career status. Rubric will be used for the first time in Fall 2010.
                                          HST 462: capstone course. Rubric will assess students’ achievement of outcomes at end of their academic careers.
                                          Rubric will be used for the first time in Winter 2011.

Describe the INDIRECT                     Student questionnaires collected from graduating seniors. Department chair compiles information and department
data/evidence that is used to determine   discusses responses in relation to learning outcomes each Fall.
that students have achieved stated
outcomes
Provide at least one example of           Department chair prepared report from student questionnaires in Summer 2009. During Fall conference, chair led
data/evidence collected and/or            department in examination of student responses in relation to SLOs under review. Discussion focused on whether
reviewed in the last two years.           recent curriculum changes met student needs.
Provide at least one example of a         One finding: Student questionnaire information reported more coherence in our program, thanks to the introduction
finding that resulted from analysis of    of program expectations/outcomes and program progression that HST 100 provides. Indirect evidence validates that
evidence in the last two years and how    curriculum change that added HST 100 to curriculum produced positive results.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                             Appendix VIb - 65
Program                                   Kinesiology - BS
Provide all locations where program       Kinesiology and Health Promotion Website: www.class.csupomona.edu/khp/
learning outcomes are published           Click on Student Learning Outcomes.
(URL, ECO’s, Syllabi, etc.)
                                          KHP Course Outlines.
Has a curriculum map been                 Kinesiology and Health Promotion Website: www.class.csupomona.edu/khp/
developed? If so, provide URL where       Click on Student Learning Outcomes.
curriculum map is published.
Describe the DIRECT data/evidence         Exams (All 3 Options), Research Papers Literature Reviews (All 3 Options), Oral Presentations (All 3 Options),
that is used to determine that students   Online Based Assessment (All 3 Options), Laboratory Activities Assessment (All 3 Options), Senior Project
have achieved stated outcomes             (Exercise Science and Health Promotion), Senior Seminar Portfolio (Pedagogy), Teaching Performance Indicators
                                          (Pedagogy)

                                          Note: Specific courses in which this data/evidence will be collect will be determined by June 8, 2010 and will be
                                          collected during the 2010-11 academic year.
Describe the INDIRECT                     During the 2009-10 academic year several discussions during faculty meetings took place pertaining to indirect
data/evidence that is used to determine   data/evidence and the measurement of this. KHP has been behind in this area and is striving to get caught up.
that students have achieved stated        During 2010-11 academic years, courses will be identified to collect the data with preliminary analysis occurring
outcomes                                  Spring quarter 2011.
Provide at least one example of           KHP is in the developmental stage of this process and will have courses identified and ready for data collection Fall
data/evidence collected and/or            2010.
reviewed in the last two years.
                                           The following are examples of what is currently being proposed:
                                           SLO #1: Exam questions common to all 3 options
                                           SLO #2: Research paper/literature review and oral presentation rubrics applicable to all 3 options
                                           SLO # 3: Rubric for measuring laboratory activities and senior project for exercise science and health promotion
                                                     options. Rubric for evaluate of teaching performance for the pedagogy option.
                                           SLO #4: Rubric for measuring laboratory activities and senior project for exercise science and health promotion
                                                     options. Rubric for evaluate of teaching performance for the pedagogy option.
                                           SLO #5: On-line survey with 4-6 questions applicable to all options.
Provide at least one example of a         2008-09: KHP Student Learning Outcomes were developed.
finding that resulted from analysis of    2009-10: KHP faculty updated course outlines to directly reflect student-learning outcomes across all 3 options
evidence in the last two years and how    (Exercise Science, Health Promotion, and Pedagogy).
the finding was used to revise            Additionally, courses are currently being determined for data collection. This process will be complete by the end of
program.                                  the 2009-10 academic year.
                                          20110-11: Collect data/evidence in specific courses as identified Spring 2011.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 66
Program                                   Music - BA
Provide all locations where program       Should be at this URL http://www.class.csupomona.edu/mu/assets/learningoutcomes.pdf
learning outcomes are published           .It can also be linked to via
(URL, ECO’s, Syllabi, etc.)               http://www.class.csupomona.edu/mu/curriculum.html
Has a curriculum map been                 We had one for four years, and as we just changed our SLOs in August 2009, we have just completed the new
developed? If so, provide URL where       matrix. http://www.class.csupomona.edu/mu/assets/MusiccurriculummapApril2010.pdf
curriculum map is published.
                                          It can also be linked to via http://www.class.csupomona.edu/mu/curriculum.html
Describe the DIRECT data/evidence         Senior Seminar reflective essay measures SLO 2, 4, and 6. Senior Project (MU 462) measures SLO 2, 5, and 6 for
that is used to determine that students   MIS students (sometimes others) and 1, 2, 3, and 4 in Performance and Music Education students. Jury examination
have achieved stated outcomes             rubrics measure SLO 1 and 3.
Describe the INDIRECT                     Sophomore survey, senior exit survey, internship evaluations.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           Surveys are collected through surveymonkey.com and collective data are analyzed and discussed. The ease with
data/evidence collected and/or            which we collected sophomore survey data last year convinced us to change the senior exit survey from a focus
reviewed in the last two years.           group to an online survey. This is being used for the first time this year.
Provide at least one example of a         1. We had no participants for the senior exit interview focus group last year (and few the previous year). The ease
finding that resulted from analysis of    with which we collected sophomore survey data last year convinced us to change the senior exit survey from a focus
evidence in the last two years and how    group to an online survey. This is being used for the first time this year. We are eagerly anticipating having more
the finding was used to revise            data from each graduating group.
program.                                  2. following several instances where working with 11 plus student learning outcomes, the music faculty rewrote the
                                          student learning outcomes to a list of six outcomes, which is still measurable but much more simply managed.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 67
Program                                   Philosophy - BA
Provide all locations where program       Program learning outcomes are available at: http://www.class.csupomona.edu/phl/courses/index.html.
learning outcomes are published            They are also part of the syllabi for the Philosophy Proseminar (PHL 290) and the Senior Seminar in Philosophy
(URL, ECO’s, Syllabi, etc.)               (PHL 490/491)
Has a curriculum map been                 Yes, a curriculum map is available online at:
developed? If so, provide URL where       http://www.class.csupomona.edu/phl/courses/index.html
curriculum map is published.
Describe the DIRECT data/evidence         Direct data collected include: term papers (scored by a rubric) for the Philosophy Proseminar (PHL 290) and the
that is used to determine that students   Senior Seminar in Philosophy (PHL 490/491); oral presentations (scored by a rubric) for PHL 290 and PHL
have achieved stated outcomes             490/491; and a critical thinking exam given in PHL 290 and PHL 490/491.
Describe the INDIRECT                     Indirect data include: an exit survey (this survey consists of a number of questions pertaining to students'
data/evidence that is used to determine   perceptions of the breadth and depth of their philosophical education, perceived gaps in the curriculum, and students'
that students have achieved stated        perceptions of their development of analytical, reasoning, and verbal skills, as well their development of the ability
outcomes                                  to recognize substantive interconnections among philosophical topics and areas); and a self-assessment essay (this is
                                          a 2-3 page typed essay where students state their perception of how they have developed with respect to analytical,
                                          reasoning, and verbal skills). Both the exit survey and the self-assessment essay are completed in the context of PHL
                                          490/491.
Provide at least one example of           Term papers, completed rubrics for oral presentations and critical thinking exams have been collected in the
data/evidence collected and/or            Philosophy Proseminar in Winter 2009 and Winter 2010. A rubric is used to score the term papers, and the critical
reviewed in the last two years.           thinking exam is a multiple choice exam. Students’ scores from the Proseminar will be compared with their scores
                                          for term papers, oral presentation and critical thinking exams from the Senior Seminar.
Provide at least one example of a         A finding from the Philosophy Department’s latest Assessment Report (from June 2008), was to develop an
finding that resulted from analysis of    alternative capstone experience to the Capstone Seminar (PHL 463). This alternative was developed in the form of
evidence in the last two years and how    the Senior Seminar in Philosophy sequence (PHL 490/491); this course sequence was approved by the UCC in Fall
the finding was used to revise            2010, and will be offered in Fall/Winter 2010/2011. The Senior Seminar is restructured so that students write a
program.                                  substantial thesis paper on a topic of their choosing, where faculty mentoring is emphasized, and students are
                                          encouraged to submit work to undergraduate philosophy conferences.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 68
Program                                   Political Science - BA
Provide all locations where program       http://www.class.csupomona.edu/pls/goals.html
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.class.csupomona.edu/pls/goals.html
developed? If so, provide URL where
curriculum map is published.               (Under Learning Objectives Inventory)
Describe the DIRECT data/evidence         Senior Theses; Senior Internship Papers; Senior Thesis Presentations; in-class exams, writing and research
that is used to determine that students   assignments, and presentations
have achieved stated outcomes
Describe the INDIRECT                     Faculty discussions about the Senior Theses written during the year. Faculty review of curriculum goals and
data/evidence that is used to determine   outcomes. Alumni Survey. GWT.
that students have achieved stated
outcomes
Provide at least one example of           In the past two years, the Department has conducted the Alumni Survey and completed two Senior Thesis courses.
data/evidence collected and/or            The Department faculty met to review and discuss the results of the Alumni Survey and Senior Theses.
reviewed in the last two years.
Provide at least one example of a         The respondents in the Survey stated that they were satisfied with the critical thinking skills of our graduates but
finding that resulted from analysis of    they were less than satisfied with their oral presentation skills. The faculty reviewed the curriculum for classes and
evidence in the last two years and how    assignments that address presentation skills. There seems to be no consistent “methodology” for PLS class
the finding was used to revise            presentations that students turn to. The rubric for evaluating presentations is being developed. The Senior Theses
program.                                  have revealed strengths and weaknesses as well. Although some weaknesses were identified in the students’ abilities
                                          to identify and work with scholarly research, the students demonstrated strong research skills. Creating a research
                                          question, which can then be answered and defended, is difficult for students. A review of all course assignments
                                          (except for 201s) was completed to facilitate a discussion about how effectively we teach the development of
                                          research questions. We have begun to address the topic of research question design in PLS 101, by instituting a
                                          literature review assignment in the 2009-10 year, and we talked about the need to offer more opportunities to do this
                                          in upper division classes. Some faculty members redesigned upper level paper assignments in the past year to
                                          emphasize the development of a research question.

                                          The Senior Theses also revealed that students tend not to use quantitative data if they can find a way to avoid it;
                                          likewise systematic analysis of qualitative data is weak. Some faculty have offered extra credit opportunities for
                                          using quantitative data in class projects in upper division classes.
                                          The thesis grading rubric language was changed this year to emphasize that the purpose of quantitative and
                                          qualitative data is to serve as evidence in their arguments.


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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 69
Program                                   Psychology – BA
Provide all locations where program       http://www.class.csupomona.edu/bhs/goals/
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes - http://www.class.csupomona.edu/bhs/goals/
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Evaluation of upper-division papers
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Focus groups in senior seminar classes
data/evidence that is used to determine   Student Exit Survey (being developed; may pilot test this year; will collect full data in 2010-2011)
that students have achieved stated
outcomes
Provide at least one example of           Upper-division papers collected and given to committee members to score according to rubric; Data analysis and
data/evidence collected and/or            interpretation are ongoing; Feedback to be presented to department faculty in Fall 2010 based on two years of data
reviewed in the last two years.           collection

                                          Focus groups in senior seminar classes – data collected in each of the last two years
Provide at least one example of a         Focus groups in senior seminar classes – Many students indicated they were not clear about possible areas of focus
finding that resulted from analysis of    in psychology. Faculty have revised the curriculum to demonstrate clearer areas of concentration and application,
evidence in the last two years and how    have informal advising tools for students interested in specific areas, and have discussed how to better advise
the finding was used to revise            students for graduate school and career preparation in specific areas. Focus groups in senior seminar classes –
program.                                  Students provided feedback that there was overlap in some classes they were taking and that they were not always
                                          taking courses in desired sequential order. Faculty discussed and revised courses and curriculum to better address
                                          needs within discipline and also began strictly enforcing prerequisite courses (e.g., must have PSY 204 before PSY
                                          307/307A before PSY 433/433L).



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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 70
Program                                   Social Sciences - BS
Provide all locations where program       http://www.class.csupomona.edu/ga/
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.class.csupomona.edu/ga/
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Portfolios, class work
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Senior survey, student attendance and presentation in professional conferences, students accepted into grad
data/evidence that is used to determine   programs, getting jobs, etc.
that students have achieved stated
outcomes
Provide at least one example of           Senior survey: We conduct an anonymous online survey of all the seniors every year during the winter quarter. The
data/evidence collected and/or            results are compiled and presented to the students and faculty in the department. Student opinions about the
reviewed in the last two years.           programs and their learning experiences with the programs had been consistently and overwhelmingly positive. Most
                                          believe that the programs prepared them for advanced studies and/or jobs. A template of the results summary with
                                          the survey questions is available. Not sure it is ethical to share the actual data beyond our program level based on
                                          IRB guidelines.
Provide at least one example of a         We have not found significant flaws or problems that resulted in the need to change the program. Some possible
finding that resulted from analysis of    improvements we learned are in the areas of offering more classes, smaller classes which are prohibitive in current
evidence in the last two years and how    budget climate. Curriculum changes are made frequently, but most of the changes are for more efficient use of
the finding was used to revise            resources. On the other hand, this is a department with an excellent and very engaged faculty who know every
program.                                  student in the department at a personal level. Learning about our students’ learning process and improving teaching
                                          happen every day in our classrooms, in faculty offices, online, etc.


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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 71
Program                                   Sociology – BA
Provide all locations where program       http://www.class.csupomona.edu/bhs/goals/
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes - http://www.class.csupomona.edu/bhs/goals/
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Evaluation of upper-division papers
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     Focus groups in senior seminar classes
data/evidence that is used to determine
that students have achieved stated        Student Exit Survey (being developed; may pilot test this year; will collect full data in 2010-2011)
outcomes
Provide at least one example of           Upper-division papers collected and given to committee members to score according to rubric; Data analysis and
data/evidence collected and/or            interpretation are ongoing; Feedback to be presented to department faculty in Fall 2010 based on two years of data
reviewed in the last two years.           collection

                                          Focus groups in senior seminar classes – data collected in each of the last two years
Provide at least one example of a         Focus groups in senior seminar classes – Students provided feedback that there was overlap in some classes they
finding that resulted from analysis of    were taking and that they were not always taking courses in desired sequential order. Faculty discussed and revised
evidence in the last two years and how    courses and curriculum to better address needs within discipline (e.g., sociology students are no longer required to
the finding was used to revise            take a lower-division psychology methodology course, but the lower-division sociology methods course was
program.                                  expanded to cover material across two quarters to better meet educational needs for sociology majors). Also, the
                                          department began strictly enforcing prerequisite courses (e.g., must have PSY 204 or SOC 204 before SOC
                                          433/433A).

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     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 72
Program                                   Spanish - BA
Provide all locations where program       The outcomes will be available on the EFL website by early fall 2010
learning outcomes are published           EFL website is in process of being redesigned
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Curricular map for Spanish is 100% complete.
developed? If so, provide URL where       Will be posted on EFL website by early fall 2010
curriculum map is published.
Describe the DIRECT data/evidence         Capstone course in Spanish:
that is used to determine that students         Analysis of essays included in portfolio conducted by faculty at the end of each academic year. Reports of
have achieved stated outcomes                       results available through department meeting agendas,
                                                Oral Presentation (formal academic presentation in Spanish) evaluated by rubric.
Describe the INDIRECT                     Exit interview conducted by faculty member not teaching the class.
data/evidence that is used to determine   Developing an alumni survey that will be uploaded to Survey Monkey and linked to EFL Facebook page for alumni
that students have achieved stated        in fall 2010.
outcomes
Provide at least one example of           Annual EFL Assessment all-day retreat at which portfolios are assessed by Spanish faculty members and
data/evidence collected and/or            modifications to the curriculum considered
reviewed in the last two years.                 results of portfolio assessments
                                                modification of the curriculum based on assessment findings
                                          The Annual Retreat has led to:
                                                creation of capstone courses
                                                introduction of more re-writing and writing of abstracts in select courses.
Provide at least one example of a         Strengths: Advanced levels of written and oral language proficiency,
finding that resulted from analysis of    Weaknesses: More support in various courses to help students achieve close to superior (ACTFL advanced high)
evidence in the last two years and how    levels of written language proficiency.
the finding was used to revise
program.                                  The analysis of these findings resulted in curricular modifications:
                                               new textbooks for SPN 351,
                                               more samples of good academic writing in SPN 254 Intermediate Spanish Composition and SPN 351
                                                  Advanced Spanish Composition,
                                               inclusion of variety of reading materials such as book reviews,
                                               papers in literature, linguistics, and cultural studies,
                                               emphasis on research documentation (MLA style) in all intermediate and advanced Spanish courses.

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     Cal Poly Pomona EER Report                                                                                                             Appendix VIb - 73
Program                                   Theatre - BA
Provide all locations where program       http://www.class.csupomona.edu/th/assets/THEATRE_DEPT_Goals_and_Objectives.pdf
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)               Learning outcomes are placed in all ECO and Syllabi
Has a curriculum map been                 http://www.class.csupomona.edu/th/assets/THEATRE_DEPT_Curriculum_Mapping_2009.pdf
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Lecture course such as the Theatre History Series, Into to Theatre, Playwriting, Undergraduate Seminar, Community
that is used to determine that students   Based Theatre include individual and group project presentations, exams, quizzes and creative assignments.
have achieved stated outcomes             Performance courses such as the Acting series include individual and group creative presentations with direct
                                          assessment from both faculty and peers. Design and Production courses include creative individual and group
                                          project presentations, exams and quizzes.
Describe the INDIRECT                     Production courses culminate in student surveys which are addressed in faculty moderated post-show discussions.
data/evidence that is used to determine   Learning outcomes are also addressed in graduating student surveys. Annual on-line Alumni Surveys also provide
that students have achieved stated        important learning outcomes data.
outcomes                                  http://www.class.csupomona.edu/th/alumni/
Provide at least one example of           Students are required during the “strike” of all University Theatre productions to complete a rubric identifying the
data/evidence collected and/or            learning outcome goals addressed in the Department Assessment Document. The rubric is calculated and used as a
reviewed in the last two years.           basis for discussion with the Department population in a post show discussion. Findings from the discussion result
                                          in department changes in the production process. See attached example form 08/09 Season.

Provide at least one example of a         Communication was identified as an area that needed improvement in our Annual One Act Festival. The following
finding that resulted from analysis of    year we instituted weekly production meetings as well as a more rigorous production timetable/schedule. At the
evidence in the last two years and how    conclusion of this year students noted a marked improvement in communication and production organization of the
the finding was used to revise            annual festival. A need for more faculty supervision in festival pre production was identified as well, resulting in
program.                                  scheduled presentations for faculty of the work in progresses, which successfully addressed this.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 74
Program                                   Economics - MS
Provide all locations where program       Student Learning Outcomes online at:
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)               http://www.class.csupomona.edu/ec/policies/index.html
Has a curriculum map been                 Curriculum Map online at:
developed? If so, provide URL where       http://www.class.csupomona.edu/ec/programs/graduate/tools/schedule.shtml
curriculum map is published.
                                          and in detailed study guide prepared by Dr. Lange, Graduate Coordinator, at:

                                          http://www.class.csupomona.edu/ec/programs/graduate/tools/index.shtml
Describe the DIRECT data/evidence         Performance on repeated standard embedded questions in Core Courses: Microeconomics, EC 550;
that is used to determine that students   Macroeconomics; and Econometrics, EC 552 & 553
have achieved stated outcomes
Describe the INDIRECT                     i) MS Theses
data/evidence that is used to determine   ii) Comprehensive exam
that students have achieved stated
outcomes
Provide at least one example of           Graduate Coordinator reviews results of program changes in quarterly Graduate Committee Meetings
data/evidence collected and/or
reviewed in the last two years.
Provide at least one example of a         In recent years, self-study resulted in several changes in the curriculum (e.g., course offerings), the exit exam format,
finding that resulted from analysis of    and coordination between material presented in the graduate and undergraduate programs.
evidence in the last two years and how    For example, ordering and offering of graduate classes were changed, with EC 499-Micro replacing EC 401
the finding was used to revise            requirement, and EC 499-Quantitiative replacing EC 421/421A
program.

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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 75
Program                                   English - MA
Provide all locations where program       The outcomes will be available on the EFL website by early fall 2010
learning outcomes are published           EFL website is in process of being redesigned
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 No curricular map for English Graduate program
developed? If so, provide URL where       Reasons:
curriculum map is published.                   furloughs
                                               no budgetary support
                                               paucity of faculty
Describe the DIRECT data/evidence         Developed and implemented mechanism for assessing comprehensive masters’ exams by multiple professors in a
that is used to determine that students   specific area of specialization.
have achieved stated outcomes
Describe the INDIRECT                     In process of developing exit interviews
data/evidence that is used to determine
that students have achieved stated        Have developed alumni survey but have no funds for sending contact letters to obtain email addresses.
outcomes
Provide at least one example of           Annual EFL Assessment all-day retreat at findings of comprehensive exams are discussed and changes to program
data/evidence collected and/or            are considered.
reviewed in the last two years.           The Annual Retreat has led to aligning the Literature program with the programs in TESL and
                                          Composition/Rhetoric. Now all options take a common exam.
Provide at least one example of a         The Annual Retreat has led to aligning the Literature program with the programs in TESL and
finding that resulted from analysis of    Composition/Rhetoric. Now all options take a common exam.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 76
Program                                   History - MA
Provide all locations where program       http://www.class.csupomona.edu/his/grad-slo.html
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.class.csupomona.edu/his/grad-slo.html
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Assessment committee collects examples of student work –e.g., research papers from grad courses, thesis, and
that is used to determine that students   comprehensive examinations –and examines them annually to measure achievement of SLOs.
have achieved stated outcomes
Describe the INDIRECT                     Student instructor evaluations; student questionnaires collected upon graduation.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           Activities put in place for 2010-2011. Program currently suspended until budget improves.
data/evidence collected and/or
reviewed in the last two years.
Provide at least one example of a         None to report.
finding that resulted from analysis of
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                              Appendix VIb - 77
Program                                   Kinesiology - MS
Provide all locations where program       Kinesiology and Health Promotion Website: www.class.csupomona.edu/khp/
learning outcomes are published           Click on Student Learning Outcomes.
(URL, ECO’s, Syllabi, etc.)
                                          KHP Course Outlines.
Has a curriculum map been                 Kinesiology and Health Promotion Website: www.class.csupomona.edu/khp/
developed? If so, provide URL where       Click on Student Learning Outcomes.
curriculum map is published.
Describe the DIRECT data/evidence         Master’s Thesis (all 3 specializations), Master’s Project (Adapted Physical Education), Master’s Comprehensive
that is used to determine that students   Exam (Curriculum & Instruction), Literature Review (all 3 specializations), Written Exam (all 3 specializations),
have achieved stated outcomes             Student Presentations (all 3 specializations), Student Projects (Curriculum & Instruction and Adapted Physical
                                          Education), Research Paper (Exercise Physiology)
                                          Note: Specific courses in which this data/evidence will be collected were determined during the 2009-10 academic
                                          year and will be implemented during the 2010-11 academic year.
Describe the INDIRECT                     During the 2009-10 academic year several discussions during faculty meetings took place pertaining to indirect
data/evidence that is used to determine   data/evidence and the measurement of this. The final outcome was in the Graduate Program Assessment Plan 2009-
that students have achieved stated        10 submitted to CLASS and Academic Programs Winter Quarter 2010. KHP has been behind in this area and is
outcomes                                  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.

Provide at least one example of           KHP is in the developmental stage of this process and will have courses identified and ready for data collection Fall
data/evidence collected and/or            2010.
reviewed in the last two years.
                                          The following are examples of what is currently being proposed:
                                          SLO #1: Research paper/literature review and oral presentation rubrics applicable to all 3 options, SLO #2:
                                                   Literature review rubric
                                          SLO #3: Rubric for measuring laboratory activities and master level thesis and project for all 3 specializations. SLO
                                                   #4: Rubric to evaluate the Master’s thesis and projects.

Provide at least one example of a         2008-09: KHP Student Learning Outcomes for the Graduate Program were developed.
finding that resulted from analysis of
evidence in the last two years and how    2009-10: KHP faculty updated course outlines to directly reflect student-learning outcomes across all 3
the finding was used to revise            specializations (Adapted Physical Education, Curriculum & Instruction, Exercise Physiology,). Additionally,
program.                                  courses are currently being determined for data collection. This process will be complete by the end of Fall 2010.
                                          20110-11: Collect data/evidence in specific courses as identified Spring 2011.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 78
Program                                   Public Administration - MPA

Provide all locations where program       In department office
learning outcomes are published            http://www.csupomona.edu/~mpa
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Developed but not posted yet.
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Graduate Thesis; Graduate Project; Graduate Oral Defense of Thesis or Project; GWT, Professional Development
that is used to determine that students   Portfolios.
have achieved stated outcomes
Describe the INDIRECT                     Student’s self evaluation in Professional Development Portfolios.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           Evaluation of Graduate thesis/project by Evaluation Committee
data/evidence collected and/or            Faculty grading of portfolios
reviewed in the last two years.           Review of student’s self-evaluations Exhibit 16
Provide at least one example of a         Students did not believe that there was enough emphasis on professional development to meet the learning
finding that resulted from analysis of    objections related to that. So the department has revised the MPA 500 (introductory course) to include a Job
evidence in the last two years and how    Workshop.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 79
Program                                   Psychology - MS
Provide all locations where program       http://www.class.csupomona.edu/bhs/goals/ms_goals.htm
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes - http://www.class.csupomona.edu/bhs/goals/ms_map.html
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Feedback from Clinical Training Site Supervisors
that is used to determine that students   Evaluation of Comprehensive Exams
have achieved stated outcomes
Describe the INDIRECT                     Student Feedback to M.S. Advisory Committee via Student Representatives (2009)
data/evidence that is used to determine
that students have achieved stated        Student Alumni Survey
outcomes
Provide at least one example of           Feedback from Clinical Training Site Supervisors – These external site supervisors provide written feedback to CPP
data/evidence collected and/or            faculty supervisors each quarter using the supervision evaluation form provided by the M.S. Program
reviewed in the last two years.
                                          Comprehensive Exams are graded and reviewed for all second-year students each year, including 2009 and 2010

                                          Student Feedback to M.S. Advisory Committee via Student Representatives – student reps met with committee in
                                          Spring 2009 to provide feedback

                                          Student Alumni Survey data collected Spring 2010 – previous graduate students invited to complete on-line survey
                                          providing information about licensure and professional activities after graduation (e.g., employment, salary, etc.)
Provide at least one example of a         Review of the comprehensive exam performances revealed that students needed some additional help differentiating
finding that resulted from analysis of    between conceptualizing cases from various theoretical perspectives and specific treatment interventions needed in
evidence in the last two years and how    these cases. As a result, faculty supervisors now spend additional time in the supervision classes helping students
the finding was used to revise            understand these issues more clearly when they discuss clinical cases.
program.
                                          Students Feedback to the M.S. Advisory Committee in 2009 indicated that they had questions and concerns about
                                          the licensing and professional activities that would take place once they left 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 in order to provide this information to future students.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 80
Program                                   Biology - BS
Provide all locations where program       On departmental website:
learning outcomes are published           http://www.csupomona.edu/~biology/assessment/slo_short.htm
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes. See the following link on the departmental website:
developed? If so, provide URL where       http://www.csupomona.edu/~biology/assessment/index.htm
curriculum map is published.
Describe the DIRECT data/evidence         Department developed Pre-test/Post-test with conceptual questions implemented in SCI 101/A. and BIO 490.
that is used to determine that students   Formative assessment using subset of pre-test questions in BIO 211/L and BIO 303 and assessment questionnaire in
have achieved stated outcomes             BIO/BOT/MIC/ZOO 428/L physiology courses. A rubric was provided for summative assessment in BIO 490,
                                          including instructor assessment of SLO 3; Bio 490 students took Pre-test/Posy-test to assess other SLOs. A
                                          standardized national exam will be administered at least once every 5 years.
Describe the INDIRECT                     Student surveys and alumni surveys are planned for future years.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           The departmental assessment committee evaluates the exam results. In the last two years, assessment of the BIO 490
data/evidence collected and/or            instructor rubric was done using the following rubric
reviewed in the last two years.           2009 Final Assessment Instrument for BIO 490

Provide at least one example of a         Results of this summative assessment can be found through the following link:
finding that resulted from analysis of    http://www.csupomona.edu/~biology/assessment/ug_assessment.htm
evidence in the last two years and how    To summarize, the weakest areas for student learning was related to whether the students sought the best sources for
the finding was used to revise            their information, whether they properly cited the literature, and whether they distinguished primary from secondary
program.                                  literature. As a result of this outcome, we have started to incorporate best practices for students to seek and cite
                                          appropriate scientific literature throughout our curriculum, starting with the first year experience course.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 81
Program                                   Biotechnology - BS
Provide all locations where program       On departmental website:
learning outcomes are published           http://www.csupomona.edu/~biology/assessment/slo_short.htm
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes. See the following link on the departmental website:
developed? If so, provide URL where       http://www.csupomona.edu/~biology/assessment/index.htm
curriculum map is published.
Describe the DIRECT data/evidence         Department developed Pre-test/Post-test with conceptual questions implemented in SCI 101/A. and BIO 490.
that is used to determine that students   Formative assessment using subset of pre-test questions in BIO 211/L and BIO 303 and assessment questionnaire in
have achieved stated outcomes             BIO/BOT/MIC/ZOO 428/L physiology courses. A rubric was provided for summative assessment in BIO 490,
                                          including instructor assessment of SLO 3; Bio 490 students took Pre-test/Posy-test to assess other SLOs. A
                                          standardized national exam will be administered at least once every 5 years.
Describe the INDIRECT                     Student surveys and alumni surveys are planned for future years.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           The departmental assessment committee evaluates the exam results. In the last two years, assessment of the BIO 490
data/evidence collected and/or            instructor rubric was done using the following rubric
reviewed in the last two years.           2009 Final Assessment Instrument for BIO 490
Provide at least one example of a         Results of this summative assessment can be found through the following link:
finding that resulted from analysis of    http://www.csupomona.edu/~biology/assessment/ug_assessment.htm
evidence in the last two years and how    To summarize, the weakest areas for student learning was related to whether the students sought the best sources for
the finding was used to revise            their information, whether they properly cited the literature, and whether they distinguished primary from secondary
program.                                  literature. As a result of this outcome, we have started to incorporate best practices for students to seek and cite
                                          appropriate scientific literature throughout our curriculum, starting with the first year experience course.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 82
Program                                   Chemistry - BS
Provide all locations where program       http://www.csupomona.edu/~chemistry/home/learning_outcomes.htm
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 A curriculum map has been developed but it has not yet been approved by the Department or published online (a
developed? If so, provide URL where       result of having three different department chairs over the past year).
curriculum map is published.
Describe the DIRECT data/evidence         Each class has a variety of exams, lab reports and/or presentations to assess student learning. Program-wide
that is used to determine that students   assessments include senior project reports and standardized exam used in Organic Chemistry
have achieved stated outcomes
Describe the INDIRECT                     Focus groups are conducted with Senior Seminar students (CHM 493).
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           The Chemistry Major Field Test (MFT) was administered in Spring 2009 to Junior and Senior chemistry majors.
data/evidence collected and/or            Test results, including sub-scores by chemistry area (e.g., Analytical, Physical, etc.), were analyzed. Ten out of
reviewed in the last two years.           fourteen students scored at or above the 55th national percentile, with three at or above the 90th percentile.
Provide at least one example of a         Feedback from the CHM 493 chemistry majors indicated that students had a hard time learning about faculty
finding that resulted from analysis of    research interests. As a result, access to this information has been improved on the website and faculty have been
evidence in the last two years and how    asked to update their descriptions. In addition, faculty members are regularly invited to SAACS meetings (Chem.
the finding was used to revise            Club) to discuss their research and a seminar-style forum has been organized as an avenue for faculty to recruit
program.                                  research students.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 83
Program                                   Computer Science - BS
Provide all locations where program       http://www.csupomona.edu/~cs/department/assessment/PEOs.pdf
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~cs/sci_assessment/CS_BS_Courses.pdf
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         For each required core course, each quarter, we collect (excellent, satisfactory and poor) examples of student work
that is used to determine that students   on the assigned exams, quizzes, homework, and projects.
have achieved stated outcomes
Describe the INDIRECT data/evidence       In each offering of our undergraduate seminar, students complete a Graduating Student Survey that asks how well
that is used to determine that students   the undergraduate program has fulfilled the Program Outcomes.
have achieved stated outcomes
Provide at least one example of           We changed our Program Outcomes in Fall 2008, and have Graduating Student Surveys for the succeeding five
data/evidence collected and/or            quarters. The data and summary can be found at http://www.csupomona.edu/~cs/department/assessment/GSS.xls.
reviewed in the last two years.
Provide at least one example of a         The Graduating Student Survey showed that students felt we were not teaching them to work in teams. We have
finding that resulted from analysis of    implemented team projects in CS 480 (Software Engineering), CS 499 (Game Programming), and CS 375
evidence in the last two years and how    (Computers and Society).
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                 Appendix VIb - 84
Program                                   Environmental Biology - BS
Provide all locations where program       On departmental website:
learning outcomes are published           http://www.csupomona.edu/~biology/assessment/slo_short.htm
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes. See the following link on the departmental website:
developed? If so, provide URL where       http://www.csupomona.edu/~biology/assessment/index.htm
curriculum map is published.
Describe the DIRECT data/evidence         Department developed Pre-test/Post-test with conceptual questions implemented in SCI 101/A. and BIO 490.
that is used to determine that students   Formative assessment using subset of pre-test questions in BIO 211/L and BIO 303 and assessment questionnaire in
have achieved stated outcomes             BIO/BOT/MIC/ZOO 428/L physiology courses. A rubric was provided for summative assessment in BIO 490,
                                          including instructor assessment of SLO 3; Bio 490 students took Pre-test/Posy-test to assess other SLOs. A
                                          standardized national exam will be administered at least once every 5 years.
Describe the INDIRECT                     Student surveys and alumni surveys are planned for future years.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           The departmental assessment committee evaluates the exam results. In the last two years, assessment of the BIO 490
data/evidence collected and/or            instructor rubric was done using the following rubric
reviewed in the last two years.           2009 Final Assessment Instrument for BIO 490
Provide at least one example of a         Results of this summative assessment can be found through the following link:
finding that resulted from analysis of    http://www.csupomona.edu/~biology/assessment/ug_assessment.htm
evidence in the last two years and how    To summarize, the weakest areas for student learning was related to whether the students sought the best sources for
the finding was used to revise            their information, whether they properly cited the literature, and whether they distinguished primary from secondary
program.                                  literature. As a result of this outcome, we have started to incorporate best practices for students to seek and cite
                                          appropriate scientific literature throughout our curriculum, starting with the first year experience course.

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     Cal Poly Pomona EER Report                                                                                                               Appendix VIb - 85
Program                                   Geology - BS
Provide all locations where program       1. Program Learning Outcomes are posted under “Learning Objectives” at
learning outcomes are published           http://geology.csupomona.edu/academics.htm
(URL, ECO’s, Syllabi, etc.)               2. Learning outcomes for all GSC courses are posted under “Assessment--GSC Course Learning Outcomes
                                          Compilation 2009” at http://geology.csupomona.edu/academics.htm
                                          3. ECOs for all GSC GE courses were updated and filed with Academic Programs in January, 2010
Has a curriculum map been                 This matrix is posted under “Assessment—Department Learning Objectives Linked to Specific Geology Course
developed? If so, provide URL where       Outcomes” at http://geology.csupomona.edu/academics.htm
curriculum map is published.
Describe the DIRECT data/evidence         Program Learning Outcome #6 is “Use maps, cross sections, and other imagery to analyze and interpret spatial
that is used to determine that students   and temporal relationships displayed by Earth features or geologic data sets.” This outcome has been assessed
have achieved stated outcomes             for several years in GSC 321/L (Engineering Geology I) by targeting students’ ability to analyze and interpret
                                          topographic maps. Such skills provide a crucial foundation for Civil Engineering majors and Geology majors who
                                          take this required course, which is also a Science Synthesis GE course. Assessment entails evaluation a Pre-test,
                                          completion of laboratory exercise, then Post-test evaluation.
Describe the INDIRECT                     We compiled data on the job placement of all Geology degree recipients from 2004-2009. This data shows that:
data/evidence that is used to determine   88% of Geology majors were placed in Earth science-related fields. Of these degree recipients, specific fields are in
that students have achieved stated        Exhibit 17.
outcomes                                  We believe this information reflects highly on the Geology degree program. Our learning outcomes and related
                                          student achievements are highly valued by graduate schools and the earth-science industry.                                  Formatted: Font: 10 pt
Provide at least one example of           Students were given a pretest at the beginning of the first laboratory meeting asking to demonstrate skills at analysis
data/evidence collected and/or            and interpretation of topographic maps. Following lecture material and hands on activities, students submitted a
reviewed in the last two years.           laboratory exercise on topographic maps. This laboratory was graded and returned to students. One month later
                                          students were asked similar types (but not identical) questions on their first midterm. Results from 2005-2010 are
                                          presented in Exhibit 18.




     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 86
Provide at least one example of a        The most complete data sets are from 2005, 2009 and 2010. Results from Pretests, Laboratory Exercise #1, and
finding that resulted from analysis of   Post-test (gauged by student performance on the topographic map questions on Exam 1) show consistent and
evidence in the last two years and how   progressive gains in learning. Scores for the pretest were universally low (32% to 42%), indicating poor
the finding was used to revise           understanding of topographic maps at the beginning of the course. Laboratory #1 results (completed after related
program.                                 lecture and hands-on class activities) were much improved (72% to 83%). Post-test scores were highest (77% to
                                         89%), perhaps because instructor evaluated and returned Lab #1 and reviewed concepts with students before the
                                         exam. These data suggest that the process of completing hands-on work in the form of classroom activities and
                                         assigned labs yields substantial improvement in meeting the learning outcome. Because the pre-test results tend to
                                         be so low, the instructor experimented with his two lab sections during 2009 and 2010. Monday morning’s group
                                         was given the pretest with no prior instruction, while Wednesday’s group took the test after receiving a Monday
                                         afternoon lecture and class activity on the material. The Wednesday groups scored higher than Monday groups both
                                         years: 48% vs. 28% in 2009 and 42% vs. 34% in 2010. These results show that the process of introducing
                                         topographic map concepts in Lecture #1 has some impact. Still, pretest scores remain below 50%, suggesting that
                                         students don’t really understand the topographic map concepts until they spend the 3-4 hrs needed to complete
                                         Laboratory #1.

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     Cal Poly Pomona EER Report                                                                                                             Appendix VIb - 87
Program                                   Integrated Earth Studies - BS
Provide all locations where program       1. Program Learning Outcomes are posted under “Learning Objectives” at
learning outcomes are published           http://geology.csupomona.edu/academics.htm
(URL, ECO’s, Syllabi, etc.)               2. Learning outcomes for all GSC courses are posted under “Assessment--GSC Course Learning Outcomes
                                          Compilation 2009” at http://geology.csupomona.edu/academics.htm 3. ECOs for all GSC GE courses were
                                          updated and filed with Academic Programs in January, 2010
Has a curriculum map been                 This matrix is posted under “Assessment—Department Learning Objectives Linked to Specific Integrated Earth
developed? If so, provide URL where       Studies Course Outcomes” at http://geology.csupomona.edu/academics.htm
curriculum map is published.
Describe the DIRECT data/evidence         Program Learning Outcome #6 is “Use maps, cross sections, and other imagery to analyze and interpret spatial
that is used to determine that students   and temporal relationships displayed by Earth features or geologic data sets.” This outcome has been assessed
have achieved stated outcomes             for several years in GSC 321/L (Engineering Geology I) by targeting students’ ability to analyze and interpret
                                          topographic maps. Such skills provide a crucial foundation for Civil Engineering majors and Integrated Earth
                                          Studies majors who take this required course, which is also a Science Synthesis GE course. Assessment entails
                                          evaluation a Pre-test, completion of laboratory exercise, then Post-test evaluation. See data and findings in Parts 6
                                          and 7 below.
Describe the INDIRECT                     We compiled data on the job placement of all Integrated Earth Studies degree recipients from 2004-2009. This data
data/evidence that is used to determine   shows that:
that students have achieved stated        93% of Integrated Earth Studies majors were placed in Earth science-related fields. Of these degree recipients,
outcomes                                  specific fields are in Exhibit 19.
                                          We believe this information reflects highly on the Integrated Earth Studies degree program. Our learning outcomes
                                          and related student achievements are highly valued by graduate schools and the earth-science industry.
Provide at least one example of           Students were given a pretest at the beginning of the first laboratory meeting asking to demonstrate skills at analysis
data/evidence collected and/or            and interpretation of topographic maps. Following lecture material and hands on activities, students submitted a
reviewed in the last two years.           laboratory exercise on topographic maps. This laboratory was graded and returned to students. One month later
                                          students were asked similar types (but not identical) questions on their first midterm. Results from 2005-2010 are
                                          presented in Exhibit 18.




     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 88
Provide at least one example of a        The most complete data sets are from 2005, 2009 and 2010. Results from Pretests, Laboratory Exercise #1, and
finding that resulted from analysis of   Post-test (gauged by student performance on the topographic map questions on Exam 1) show consistent and
evidence in the last two years and how   progressive gains in learning. Scores for the pretest were universally low (32% to 42%), indicating poor
the finding was used to revise           understanding of topographic maps at the beginning of the course. Laboratory #1 results (completed after related
program.                                 lecture and hands-on class activities) were much improved (72% to 83%). Post-test scores were highest (77% to
                                         89%), perhaps because instructor evaluated and returned Lab #1 and reviewed concepts with students before the
                                         exam. These data suggest that the process of completing hands-on work in the form of classroom activities and
                                         assigned labs yields substantial improvement in meeting the learning outcome. Because the pre-test results tend to
                                         be so low, the instructor experimented with his two lab sections during 2009 and 2010. Monday morning’s group
                                         was given the pretest with no prior instruction, while Wednesday’s group took the test after receiving a Monday
                                         afternoon lecture and class activity on the material. The Wednesday groups scored higher than Monday groups both
                                         years: 48% vs. 28% in 2009 and 42% vs. 34% in 2010. These results show that the process of introducing
                                         topographic map concepts in Lecture #1 has some impact. Still, pretest scores remain below 50%, suggesting that
                                         students don’t really understand the topographic map concepts until they spend the 3-4 hrs needed to complete
                                         Laboratory #1.

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     Cal Poly Pomona EER Report                                                                                                             Appendix VIb - 89
Program                                   Mathematics - BS
Provide all locations where program       http://www.csupomona.edu/~math/Department%20goals.pdf
learning outcomes are published           A link to this URL can be found at
(URL, ECO’s, Syllabi, etc.)               http://www.csupomona.edu/~math/ and http://www.csupomona.edu/~math/department.html
Has a curriculum map been                 The core courses can be found at:
developed? If so, provide URL where       http://www.csupomona.edu/~math/undergrad.html
curriculum map is published.              The listing of all available courses can be found at:
                                          http://www.csupomona.edu/~math/courses.html
Describe the DIRECT data/evidence         Data are collected from the courses primarily in the form of course portfolios. Faculty teaching selected courses for
that is used to determine that students   assessment collect homework, projects, and exams and discuss how they meet the course and department learning
have achieved stated outcomes             outcomes. More data are collected from surveys given to all department chairs from departments that MAST serves
                                          as well as exit surveys of our graduating seniors.
Describe the INDIRECT                     Data are collected from the courses primarily in the form of course portfolios. Faculty teaching selected courses for
data/evidence that is used to determine   assessment collect homework, projects, and exams and discuss how they meet the course and department learning
that students have achieved stated        outcomes. More data are collected from surveys given to all department chairs from departments that MAST serves
outcomes                                  as well as exit surveys of our graduating seniors.
Provide at least one example of           From the portfolios collected, faculty members and the assessment committee used a rubric to help write up the
data/evidence collected and/or            analysis of student work. One common theme in the portfolio analysis was the need of increased mathematical rigor
reviewed in the last two years.           in our prerequisites for upper level courses.
Provide at least one example of a         For the 2010—2011 academic year, MAST is allowing tenured and tenure-line faculty to teach two sections of MAT
finding that resulted from analysis of    201 and MAT 208. This will allow our students to possibly interact with these faculty members earlier in their
evidence in the last two years and how    academic career. Additionally, these faculty members can increase the amount of mathematical rigor for these
the finding was used to revise            classes, as mentioned in the recommendation from MAST’s assessment process.
program.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 90
Program                                   Physics - BS
Provide all locations where program       Posted on department website, at http://www.csupomona.edu/~physics/facstaff.htm
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 https://academic.csupomona.edu/annualreports/assessment_updates.html
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         Sampling of Homework Problem Sets and Midterm and Final Exams (with student identification and instructor
that is used to determine that students   identification blocked). Sampling of Laboratory Reports.
have achieved stated outcomes
Describe the INDIRECT                     Describe the INDIRECT data/evidence that is used to determine that students have achieved stated outcomes
data/evidence that is used to determine   This is a repeat of the request. Is there a response?
that students have achieved stated
outcomes
Provide at least one example of           Force Concept Inventory test (FCI) and other nationally validated assessment tests given to students in elective
data/evidence collected and/or            recitation sections (see column 8)??? and to control groups. If this is direct evidence that you are collecting,
reviewed in the last two years.           shouldn’t it be added to the response to question 4?
Provide at least one example of a         Poor performance of students in Freshman service classes hypothesized to be due to limited time on task. One unit
finding that resulted from analysis of    elective recitation sections are being piloted with promising initial results of improved student learning.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                              Appendix VIb - 91
Program                                   Biology - MS
Provide all locations where program       On departmental website:
learning outcomes are published           http://www.csupomona.edu/~biology/gradprog/slo_assess.htm
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Yes. See the links on the following departmental website page:
developed? If so, provide URL where       http://www.csupomona.edu/~biology/assessment/index.htm
curriculum map is published.
Describe the DIRECT data/evidence         At the thesis exam, the student’s thesis committee and the student must fill out a rubric to evaluate student learning.
that is used to determine that students   http://www.csupomona.edu/~biology/gradprog/thesis_defense_forms.pdf
have achieved stated outcomes
Describe the INDIRECT                     Student surveys and alumni surveys are planned for future years.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           The departmental graduate committee evaluated the results from the rubric. The following website shows the
data/evidence collected and/or            outcomes for 2008-09.
reviewed in the last two years.           http://www.csupomona.edu/~biology/gradprog/status_fall09.pdf
Provide at least one example of a
finding that resulted from analysis of    As a result of the above finding, the faculty discussed the thesis exam process and developed a statement of
evidence in the last two years and how    suggestions and guidelines for the thesis defense, with the intent to facilitate a more comprehensive and rigorous
the finding was used to revise            defense of thesis. The programmatic response, and the newly adapted guidelines for the defense are posted at the
program.                                  following site:
                                          http://www.csupomona.edu/~biology/gradprog/Programmatic%20Response%20to%202008-09%20assessment.pdf

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     Cal Poly Pomona EER Report                                                                                                                   Appendix VIb - 92
Program                                   Chemistry - MS
Provide all locations where program       http://www.csupomona.edu/~chemistry/grad/learning_outcomes_grad.htm
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 Not yet
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence         We are collecting student performance data such as grades, presentations, and thesis defense.
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                     We are collecting indirect data from students who are graduating and alumni.
data/evidence that is used to determine
that students have achieved stated
outcomes
Provide at least one example of           One example: each graduating student will be given a student survey after he/she defended his/her thesis. This
data/evidence collected and/or            survey contains important assessment questions for the program.
reviewed in the last two years.           Another example: graduate course instructors are solicited for information about student performance in their
                                          courses.
Provide at least one example of a         For example, from student survey, one of the weak areas is availability of graduate courses. The department is trying
finding that resulted from analysis of    hard to offer more graduate courses with more variety.
evidence in the last two years and how
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 93
Program                                   Computer Science - MS
Provide all locations where program       http://www.csupomona.edu/~cs/ms/assessment.shtml
learning outcomes are published
(URL, ECO’s, Syllabi, etc.)
Has a curriculum map been                 http://www.csupomona.edu/~cs/sci_assessment/CS_MS_Courses.pdf
developed? If so, provide URL where
curriculum map is published.
Describe the DIRECT data/evidence             Graduating student survey at oral thesis/project defense
that is used to determine that students
have achieved stated outcomes
Describe the INDIRECT                         Course evaluations for all required graduate courses (by instructors).
data/evidence that is used to determine       Evaluation of student achievement at oral thesis defense (by thesis committee). Alumni/employer feedback.
that students have achieved stated
outcomes
Provide at least one example of           Collection of completed forms and course materials has been inconsistent, and needs to be improved. A Graduate
data/evidence collected and/or            Assessment Committee should analyze the results and incorporate them into an annual assessment report, which can
reviewed in the last two years.           include recommendations to the Curriculum Committee.
Provide at least one example of a         The most significant program revision has been the introduction of a Master’s Project alternative to the Master’s
finding that resulted from analysis of    Thesis, beginning Fall 2010. It is difficult to identify a specific assessment analysis that motivated the revision,
evidence in the last two years and how    although alumni/employer feedback generally calls for improved software engineering/project development skills.
the finding was used to revise
program.

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     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 94
Program                                   Mathematics and Statistics - MS

Provide all locations where program       http://www.csupomona.edu/~math/assessment/gradassessmentproposal.pdf
learning outcomes are published           (This leads to an outdated version of the graduate assessment plan -- which is currently being revised -- that contains
(URL, ECO’s, Syllabi, etc.)               the learning outcomes).

                                          They can also be found on their own at
                                          http://www.csupomona.edu/~arrosin/graduate/learningoutcomes.html

Has a curriculum map been                 http://www.csupomona.edu/~arrosin/graduate/CURRICULUMMAP.pdf
developed? If so, provide URL where
curriculum map is published.

Describe the DIRECT data/evidence         Originally the graduate assessment program called for Course Portfolios. Instructors were asked to collect papers,
that is used to determine that students   exams, projects, or other samples of course work for certain courses. They were asked to collect the five best items
have achieved stated outcomes             created in a particular class and to write a half page statement describing the works collected. The Graduate
                                          Committee then planned to analyze these according to a common rubric. The problems with the Course Portfolio
                                          plan were twofold: first it was difficult to collect the material from instructors; faculty often forgot to copy work
                                          before returning and were uncertain about what they were looking for. Second, there is considerable overlap
                                          between the group of people who teach graduate classes and those on the Graduate Committee in charge of assessing
                                          these materials, so in effect professors were just reassessing the work they had already graded. For this reason, we
                                          have decided to remove this component of our assessment program. We are replacing it with the Culminating
                                          Experience Assessment Rubric (CEAR). Currently three out of the four emphases in the department require students
                                          to write a thesis. The remaining emphasis allows for either a comprehensive exam or a thesis. The department is
                                          working to create a comprehensive exam for all four emphases. The comprehensive exam will give us another
                                          opportunity for assessment. However, since not all students will take the comprehensive exam, we need a method
                                          that will work for thesis projects as well. Ultimately our goal is that a percentage of all comprehensive exams and
                                          theses/defenses be assessed using a common rubric. This would be on top of and separate from the actual grading of
                                          the exams and theses.

                                          The rubric asks assessors to grade each exam/thesis on a scale of one to four (1=deficiency, 2=introductory
                                          understanding, 3=developed, but not mastered understanding, 4=mastery) for each of six abilities. For instance,
                                          assessors are asked to rate students' ability to creatively problem solve. The data collected from this will also be
                                          able to be used in TAFA. Since the department is still waiting for our proposal for comprehensive exams in all
                                          emphases to be approved, we began a pilot version of CEAR by having some members of the department fill out a
                                          CEAR form whenever they served on a thesis committee.

Describe the INDIRECT data/evidence       TAFA stands for Thematic Approach to Formative Assessment. TAFA essentially functions on a two year timeline.



     Cal Poly Pomona EER Report                                                                                                                  Appendix VIb - 95
that is used to determine that students   At the end of every academic year, all faculty who work with graduate students in any capacity are invited to attend
have achieved stated outcomes             the TAFA meeting. In this meeting, we discuss each of the five goals for graduate student success and examine
                                          student strengths and weaknesses for each goal. Faculty are asked to give specific examples, if possible, of how
                                          students have or have not met the goals during the year. Faculty are also encouraged to bring examples of student
                                          work that support their comments regarding students' strengths and weaknesses. This is different from a single
                                          faculty member grading students in a single class in that it allows all of the faculty to share input about how are
                                          students are progressing with our goals across the board. For instance, it may be that one person feels students are
                                          successfully writing proofs in one class while another may feel that this area needs work. By comparing and
                                          working to reach a consensus we can try to figure out whether this is due to working with different standards or
                                          whether it is perhaps because students are able to better write one kind of proof than another. By working as a group,
                                          we eliminate the concern that assessment will be dependent year to year on who is involved. Once we have reached
                                          a consensus on which goals need the most work, we develop a theme or themes for the following year. Faculty are
                                          asked to emphasize the theme in whatever way they choose. For instance, if the theme were "Mathematical
                                          Communication" one professor might choose to add a requirement that students must present material in class while
                                          another professor might choose to spend more time grading student writing. The goal is to help faculty focus their
                                          energy on targeted areas and to give them a heightened awareness of a particular problem so that they will be more
                                          aware of it during the following year and will be more likely to continually assess students' progress and deficits in
                                          that area. A year later, faculty meet again to discuss how they have chosen to emphasize the theme and how students
                                          have progressed. Again, specific examples are encouraged, and if faculty have taught similar enough courses during
                                          the two year period, they can also show examples of work pre and post theme to investigate whether students have
                                          improved. TAFA meetings are also a forum for discussing changes the department should make to ameliorate
                                          deficits that are identified through the thematic process. Note: recommendations for changes are made after a
                                          particular theme has been in effect for a year.

                                          We also have an exit survey that graduate students fill out when they complete their culminating experience. We are
                                          revising this survey as it currently addresses only student satisfaction with various areas of the program and their
                                          future plans rather than their self assessment of their mastery of the learning outcomes.

Provide at least one example of           Exhibit 20: CEAR data for the last year
data/evidence collected and/or
reviewed in the last two years.           This year’s TAFA theme was “Mathematical Communication.” Due to the furloughs and the fact that the department
                                          is catastrophically understaffed -- which has resulted in everyone having to be on an unreasonable number of
                                          committees -- TAFA meetings were largely unattended. However, based on last year’s TAFA-inspired goal of
                                          developing a comprehensive exam for all emphases, we have submitted a proposal to allow students in all emphases
                                          to have the choice of writing a thesis or taking a comprehensive exam. We are still waiting for this proposal to be
                                          approved. We have also had many department-wide discussions about what the comprehensive exams for each
                                          emphasis should involve.

Provide at least one example of a         Through our TAFA discussions and analysis of CEAR data, it has become clear that many students are having



     Cal Poly Pomona EER Report                                                                                                                Appendix VIb - 96
finding that resulted from analysis of   trouble mastering learning outcomes 2 and 4 due to the fact that they are lacking the introductory knowledge upon
evidence in the last two years and how   which our graduate classes are intended to build. These students are (a) not able to learn to effectively communicate
the finding was used to revise           mathematical ideas because they lack understanding of the concepts they need to describe and (b) slow the pace of
program.                                 their classes, which in turn slows the progress of their peers. To remedy this the graduate committee is gradually
                                         changing our standards for admission to the program. When our program was still growing and finding its niche it
                                         made sense to be open to anyone with the prerequisites for our graduate courses. However, beginning with our
                                         admissions for Fall 2010, we are raising our standards 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 VIb - 97
Exhibit 1
Survey Questions for Graduates of the Department of Animal and Veterinary Science
1. How well do you feel your education at Cal Poly prepared you for your first job?
        Very Well                                Somewhat                                 Not at All
2. How much of your knowledge of animals and animal science were applicable to your first job/career choice?
        A great deal                                   Some                               None
3. Do you think the experience you gained in laboratory sessions were valuable in preparing you for your career or further
    education?
        A great deal                                   Some                               None
4. How important was the “hands on” animal experience you received at Cal Poly?
        Very Important               Somewhat Important                          Not at All
5. Which of the following areas of study in the Dept. of Animal and Veterinary Sciences will provide you with the most
    useful information in your new job or career? Select ONLY two.
        a. Physiology                  b. Animal Genetics          c. Animal Husbandry
        d. Nutrition Science           e. Equine Science           f. Animal Diseases
        g. Animal Production           h. Biotechnology            i. Non-Animal Science Courses
6. How current and applied is the knowledge you acquired while studying in the Department of Animal and Veterinary
    Sciences?
        Very                                     Somewhat                                 Not at All
7. How do you feel about the degree of difficulty and amount of information in the course work at Cal Poly compared to
    what you need to know for your job or career?
        Too difficult/too much           Just right            Too easy/not enough
8. What is your overall rating of the AVS major at Cal Poly?
        Excellent          Good                Average below average Poor
9. Do you feel the curriculum in AVS prepared for a job in the animal industry?
        Very                 Somewhat                                   Not at All
10. Have you been accepted veterinary school or graduate school?
        Yes       No

 AVS 2009
Question #     1    2     3       4    5    Yes   No     a     b     c    d     e    f     g     h     i     Total
 One           19   17    15      5    2                                                                      58
 Two           21   15    13      6    3                                                                      58
 Three         22   18    9       7    2                                                                      58
 Four          28   19    5       5    1                                                                      58
 Five                                                    9     7     5    8     3    9    11     4    2       58
 Six           16   21    11      5    5                                                                      58
 Seven         12   18    22      4    2                                                                      58
 Eight         19   21    10      6    2                                                                      58
 Nine          6    20    26      6    0                                                                      58
 Ten                                        17     31                                                         48
 AVS 2010
 One           27   24    25      5     7                                                                     88
 Two           21   19    23      17    9                                                                     89
 Three         34   24    9       9    12                                                                     88
 Four          36   29    15      5     3                                                                     88
 Five                                                    13   16    15    8     3    7    11     7    8       88
 Six           27   21    15      13   12                                                                     88
 Seven         23   18    29      6    12                                                                     88
 Eight         26   29    13      12    8                                                                     88
 Nine          17   20    31      12    8                                                                     88
 Ten                                        19     69                                                         88

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     Cal Poly Pomona EER Report                                                                            Appendix VIb - 98
Exhibit 2

FST graduates 2002-2008-16 total responses; numbers in bold represent mean

Skills Assessment-Department
For each skill indicate your level of confidence as
a. very confident = 1; b. confident = 2; c. not confident = 3; d. don’t know the subject matter = 4

     18. List the essential nutrients, name their chief food sources and illustrate their primary biological function. 1.9 1 did
     not know
     19. Explain and demonstrate methods of food preparation and evaluation.1.3
     20. Explain safety and sanitation principles. 1.5
     21. Recall and discuss the influence of culture, economics, and religion on food choices. 2.3 2 did not know
     22. Discuss the impact of technology, environmental, regulatory and political factors on nutrient value, safety and
     accessibility of food (food security). 1.9 2 did not know
     23. Identify contemporary issues in nutrition? 2.0 1 did not know
     24. Identify contemporary issues in food safety? 1.4
     25. Identify contemporary issues in food science? 1,4
     26. Can you summarize the current issues in agriculture, i.e. biotechnology, pesticide issues, world hunger? 2.4 3 did
     not know
     27. Can you describe the current issues regarding food safety and post-harvest processing, i.e. E coli O157.H,
     salmonella? 1.4
     28. Can you describe the importance of the human genome project to human nutrition? 2.9 5 did not know
     29. Can you effectively communicate your ideas in a written report? 1.6
     30. Can you effectively communicate your ideas in an oral presentation? 1.6
     31. Which ethics course did you take?
              a. AG 401 and it did cover food science and technology issues 11
              b. AG 401 and it did not cover food science and technology issues 5
              c. PHI 433 and it did cover food science and technology issues
              d. PHI 433 and it did not cover food science and technology issues
For each of the following FN or FST or other related courses please indicate your level of satisfaction as
a. very satisfied = 1; b. satisfied = 2; c. less than satisfied = 3; d. not satisfied = 4; e. did not take this course not
included
     32. FN 100 Introduction to Professions 2.6 36% not satisfied
     33. FN 121/121L Introduction to Foods 2 2 not satisfied
     34. FN 235-Nutritiion 1.6
     35. FN 263 Introduction to Research 2 1 not satisfied
     36. FN 321/321L Exp Food Science 2 1 not satisfied
     37. FN 325 Food Safety and Current Issues 1.3
     38. FN 328 Culture and Meal Patterns insufficient less than 5 students
     39. FN 463 Undergraduate Investigation and Seminar no students
     40. FST 317 Unit Operations in Food Processing 1.6
     41. FST 322 Food Laws and Regulations 1.4
     42. FN 418 Sensory Analysis 1.5
     43. FST 420/420L Food Chemistry 1.6
     44. FST 423 Principles of HAACP 1.4
     45. AE 332/332L Food Engineering 2.2 2 not satisfied
     46. FST 422/422L Food Analysis 1.5
     47. FN 418/418L Sensory Analysis drop
     48. FN 441 /442 Internship 1.3
     49. FST 464 Food Science Colloquium 1.4 1 not satisfied
     50 FST 319 Food Packaging 1.7
     51. AE 234 Processing Equipment none
     52. FST 332/332L Food Processing none
     53. AGR 222 Culinary Produce Technology none


     Cal Poly Pomona EER Report                                                                                Appendix VIb - 99
    54.AGR 351/351L Post harvest Physiology of Fruits and Vegetables none
    55. AVS 327/327L Meat Science in Industry none
    56. AVS 328/328L Seafood and Poultry Technology none
    57. AVS 427/427L Meat Processing and Techniques none
    58. AE 234 Processing equipment and Procedures for Ag products none
    59. AE 450 Instrumentation and Automation in Food Operations none
    60. BOT 310/310A Plant Products in Food Science none
    61. MIC 310/310L Applied Microbiology none
    62. MIC 320/320l Food Microbiology 1.6
    63. I took FN and FST courses in the sequence recommended
              a. all the time 4 b. most of the time 8 c. occasionally 1 d. rarely

Skills- Food Science and Technology option and major For each skill indicate your level of confidence as
         a. very confident = 1; b. confident = 2; c. not confident = 3; d. don’t know the subject matter = 4

    64. Can you discuss the basic components of food and their general properties? 1.4
    65. Can discuss the chemical changes of food components during food processing? 1.6
    66. Can you prepare reports on experimental work that includes a literature review, material and methods, results and
    discussion including conclusions and bibliography that follow the guidelines established by the Journal of Food Science?
    1.2
    67. Can you identify the different unit operations used in the commercial processing of foods? 1.3
    68. Can you diagram a logical sequence of unit operations for the processing of a particular food product? 1.3
    69. Can you discuss critically articles published in professional journals? 1.5
    70. Can you critically analyze articles published in lay publications? 1.8
    71. Can you identify and monitor the hazards and critical control points in the production, storage, transport and
    handling of food products? 1.1
    72. Can you find information in literature in the filed of Food Science and Technology? 1.1
    73. Can you select and perform sensory evaluation tests? 1.2
    74. Can you use statistical analysis to assess the results of a sensory test? 1.7
    75. Can you select ingredients for the production 0f processed foods? 1.2
    76. Can you select unit operations for the production of processed foods? 1.4
    77. Can you select and apply methods of microbiological analysis of foods? 1.4
    78. Can you select and apply methods of chemically analysis of foods? 1.7
    79. Can you monitor compliance with government, company and industry standards for the quality or safety of food
    products? 1.4
    80. Can you establish and implement Standard Sanitation operating procedures (SSOPS) and Good manufacturing
    Practices (GMPS) in food processing facilities? 1.2
    81. Can you actively participate as a member of a Hazard Analysis Critical Control point (HACCP) team to established
    a HACCP program? 1.2
    82. Can you construct and employ adequate procedures for quality control, including sampling, test selection and data
    analysis and interpretation? 1.3
    83. Can you interpret and apply human nutrition information as it relates to food processing systems? 1.5

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     Cal Poly Pomona EER Report                                                                         Appendix VIb - 100
Exhibit 3

 Results for Food Science and Technology Exit Exam
 Administered Spring 2009            n = 11
                                           Part 1              Part 2              Part 3          Part 4         Part 5
                                     SLOs 1.1, 1.2,       SLOs 2.1, 2.2,      SLOs 3.1,          SLOs 4.1,    SLOs 2.1,
                                     1.3, 4.1             2.3, 4.1,4.2        3.2, 4.2           4.2, 4.3     3.1, 4.1, 4.2
 Students that fully meets
 competency (FMC)                          36%                  91%                100%             55%              18%
 Students that partially meets
 competency (PMC)                          55%                   9%                 0%              45%              55%
 Students that did not meet
 competency (CNM)                             9%                 0%                 0%               0%              27%


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Exhibit 4

Area A. Food, Service, Management: FN 121/121L(40 hours*), FN 328/328L (40 hours*), FN 357/357L,
FN 358/358L, FN 359/359L (240 hours)

A1. Graduate Overall Satisfaction of Course
a. very satisfied = 1; b. satisfied = 2; c. less than satisfied = 3; d. not satisfied = 4;
mean scores (% satisfied + very satisfied)
Course          2002           2003           2004            2005           2006            2007         2008
FN 121          2.2 (50)       1.2 (100)      2.0 (78)        1.3 (100)      1.7 (91)        1.9 (88)     1.7 (89)
FN 328          2.4 (64)       2.0 (75)       2.8 (53)        1.7 (85)       1.4 (92)        1.3 (100)    1.9 (78)
FN 357…         2.3 (71)       1.8 (100)      1.9 (83)        2.0 (70)       2.2 (70)        1.3 (100)    3.2 (21)
Total           2.3 (62)       1.7 (92)       2.2 (71)        1.7 (87)       1.8 (84)        1.5 (96)     2.2 (63)

A2. Graduate opinions of course content and contact hours (time)
a. sufficient content in appropriate time; b. excess information in too little time; c. insufficient content in too much time.
Graduate number (% that indicated sufficient)
course     2002            2003          2004             2005           2006              2007            2008
FN 121 10-3-1 (71) 10-2-0 (83) 14-1-3 (78)                19-1-0 (95) 18-3-1 (82)          8-0-0 (100)     10-6-1 (56)
FN 328 9-2-3 (64)          9-2-1 (75)    9-3-5 (53)       16-0-3 (84) 22-1-1 (92)          10-0-0 (100) 17-4-0 (81)
FN 357 9-1-4 (64)          6-2-3 (54)    11-4-3 (61)      12-3-4 (63) 11-4-10 (44) 10-0-0 (100) 6-5-10 (29)
Total      28-6-8 (67) 25-6-4 (71) 34-8-11 (64) 47-4-7 (81) 41-8-12 (68) 28-0-0 (100) 33-15-11 (56)

A3. Graduate Skill Confidence Levels
a. very confident = 1; b. confident = 2; c. not confident = 3; d. don’t know the subject matter = 4
mean scores (% confident + very confident)
Skill                                            2002      2003       2004      2005      2006            2007        2008
Can you use food science knowledge to            2.7       2.5        2.4       2.1       2.3             2.2         2.6
describe the functions of ingredients in         (50)      (67)       (47)      (81)      (69)            (70)        (55)
foods? (FN 121 & FST 321)
Can you practice marketing principles and        2.9       2.0        2.4       1.9       2.6             1.6         2.8
interpret financial data? (FMA 324 & FN          (28)      (83)       (47)      (65)      (50)            (82)        (35)
357…)
Can you plan food production, determine          2.4       1.7        1.8       2.0       2.0             1.9         2.4
food service equipment costs, and prepare        (71)      (92)       (82)      (76)      (70)            (100)       (55)
a budget for a large quantity food service
operation? (FN 357…)


      Cal Poly Pomona EER Report                                                                                     Appendix VIb - 101
Total                                         2.7       2.1        2.2           2.0        2.3      1.9         2.6
                                              (50)      (81)       (59)          (74)       (63)     (84)        (55)
1 graduate indicated “d. don’t know the subject matter”

AREA B. Nutrition Science: FN 235 (40 hours), FN 263 (20 hours), FN 335 (40 hours), FN 433 (40 hours), FN 434 (40
hours), FN 435 (40 hours)

B1. Graduate Overall Satisfaction of Course
Course        2002         2003         2004           2005           2006              2007        2008
FN 235        1.7 (86)     2.1 (83)     1.8 (94)       1.4 (100)      1.7 (94)          1.4 (88)    1.5 (100)
FN 263        NA           2.0 (75)     1.6 (100)      1.6 (100)      1.5 (96)          1.4 (100)   1.7 (96)
FN 335…       1.7 (77)     2.3 (73)     2.1 (73)       1.5 (95)       1.3 (100)         1.1 (100)   1.4 (92)
FN 433…       1.3 (100) 1.4 (100)       1.5 (88)       1.4 (95)       1.6 (76)          1.3 (100)   1.5 (100)
Total         1.6 (88)     2.0 (83)     1.8 (89)       1.5 (98)       1.5 (92)          1.3 (97)    1.5 (97)

B2. Graduate opinions of course content and contact hours (time)
course    2002            2003           2004           2005              2006              2007            2008
FN 235    9-4-0 (69)      9-1-0 (90)     16-1-0 (94)    17-3-0 (85)       15-5-0 (75)       7-1-1 (78)      17-1-0 (94)
FN 263    NA              3-1-0 (75)     10-1-0 (91)    18-2-0 (90)       25-1-1 (93)       11-0-0          20-4-0 (86)
                                                                                            (100)
FN 335       7-5-1 (54)     4-6-0 (40)   8-4-1 (62)     18-2-1 (86)       18-9 -0 (67)      10-1-0 (91)     20-6-0 (81)
FN 433       8-6-0 (57)     9-3-0 (75)   14-3-0 (82)    16-5-0 (76)       18-11-0           11-0-0          16-10-1
                                                                          (69)              (100)           (58)
Total        24-15-1 69)    25-11-0      48-9-1 (83)    69-12-1           76-26-1           38-2-1 (93)     73-21-1
                            (69)                        (86)              (74)                              (77)

B3. Graduate Skill Confidence Levels
Skill                                          2002      2003      2004          2005       2006     2007        2008
Can you describe the role of nutrients in      1.4       1.5       1.8           1.6        1.6      2.0         1.5
health promotion and disease prevention        (100)     (67)      (94)          (100)      (97)     (91)        (100)
(FN 235, 335, 433, plus FN 443 and 444)
Can you describe the role of bioactive non-    2.2       2.2       2.2           2.1        2.1      2.3         2.2
nutrients in health promotion and disease      (64)      (67)      (59)          (67)       (75)     (73)        (70)
prevention? (FN 235, 433…, 343, 443/444)
Can you analyze nutrition and health           2.0       1.4       1.4           1.7        1.7      1.4         1.8
information from peer reviewed research        (71)      (100)     (100)         (100)      (97)     (100)       (92)
journals? (FN 263, 433…)
Can you restate (translate) nutrition and      1.9       1.5       1.7           1.7        1.6      1.4         1.9
health information from research journals to   (86)      (100)     (53)          (90)       (97)     (100)       (92)
lay persons?
Can you critically evaluate health and         1.6       1.3       1.4           1.5        1.6      1.4         2.0
nutrition information from lay publications    (93)      (100)     (100)         (95)       (100)    (100)       (81)
including videos?
Can you define nutrition needs across the      1.7       1.5       1.8           2.0        1.7      2.0         1.9
lifespan and asses the need for                (93)      (92)      (88)          (90)       (93)     (82)        (85)
supplementation?
Total                                          1.8       1.6       1.7           1.8        1.7      1.8         1.9
                                               (84)      (88)      (82)          (90)       (93)     (91)        (87)
1 graduates indicated “d. don’t know the subject matter”

AREA C. Nutrition Therapy: FN 343 (20 hours), FN 443/443L (60 hours), FN 444/444L (60 hours)

C1. Graduate Overall Satisfaction of Course
Course        2002         2003         2004           2005           2006              2007        2008
FN 343        1.7 (93)     1.8 (100)    2.3 (67)       2.5 (52)       2.2 (73)          2.0 (82)    2.0 (84)


        Cal Poly Pomona EER Report                                                                              Appendix VIb - 102
FN 443/L      1.5 (93)     1.6 (86)         1.4 (78)       1.9 (90)     1.9 (86)        1.6 (91)     1.5 (96)
FN 444/L      1.5 (93)     1.7 (86)         1.9 ((67)      1.9 (90)     1.9 (86)        1.6 (91)     1.6 (96)
Total         1.6 (93)     1.7 (91)         1.9 (71)       2.1 (77)     2.0 (82)        1.7 (88)     1.7 (92)

C2. Graduate opinions of course content and contact hours (time)
course     2002            2003           2004          2005                 2006             2007             2008
FN 343     6-6-1 (46)      8-4-0 (67)     11-3-4 (61) 11-10-1                13-14-1 (46)     7-4-0 (64)       17-11-0
                                                        (50)                                                   (61)
FN 443L 10-3-1 (71) 5-4-1 (42)            6-4-7 (35)    8-11-1 (40)          15-14-0 (52)     7-4-0 (64)       20-7-0 (74)
FN 444/L 9-5-1 (64)        4-6-0 (33)     2-15-0 (13) 10-10-1                15-14-0 (52)     7-3-0 (70)       21-6-0 (78)
                                                        (48)
Total      25-14-3         17-14-1        19-22-11      29-41-3              43-42-1 (50)     21-11-0          59-24-0
           (60)            (53)           (36)          (40)                                  (66)             (71)

C3. Graduate Skill Confidence Levels
Skill                                          2002        2003       2004      2005        2006        2007        2008
Can you describe the role of nutrients in      1.4         1.5        1.8       1.6         1.6         2.0         1.5
health promotion and disease prevention        (100)       (67)       (94)      (100)       (97)        (91)        (100)
(FN 235, 335, 433, plus FN 443 and 444)
Can you describe the role of bioactive         2.2         2.2        2.2       2.1         2.1         2.3         2.2
non-nutrients in health promotion and          (64)        (67)       (59)      (67)        (75)        (73)        (70)
disease prevention? (FN 235, 433, 343,
443/444)
Can you perform a comprehensive              1.7           1.4        1.6       1.6         1.7         1.8         1.9
nutrition assessment?                        (86)          (92)       (94)      (95)        (90)        (90)        (89)
Total                                        1.8           1.7        1.7       1.8         1.8         2.0         1.9
                                             (83)          (75)       (82)      (90)        (86)        (85)        (86)
0 Graduates indicated d. don’t know the subject matter

AREA D. Community/Education: FN 328/328L (40 hours*); FN 345/345L (50 hours), FN 346/346L (50 hours)

D1. Graduate Overall Satisfaction of Course
Course       2002          2003         2004               2005         2006            2007         2008
FN 328/L     2.4 (64)      2.0 (75)     2.8 (53)           1.7 (85)     1.4 (92)        1.3 (100)    1.9 (78)
FN 345/L     1.9 (71)      1.2 (100)    1.7 (81)           1.5(90)      1.6(96)         2.1 (70)     2.1 (74)
FN 346L      2.4 (43)      1.2 (100)    1.7 (94)           1.5 (90)     1.5 (100)       2.9 (20)     1.9 (83)
Total        2.2 (59)      1.5 (92)     2.1 (76)           1.6 (88)     1.5 (96)        2.1 (63)     2.0 (78)

D2. Graduate opinions of course content and contact hours (time)
course     2002           2003           2004           2005                 2006            2007              2008
FN 328     9-2-3 (64)     9-2-1 (75)     9-3-5 (53)     16-0-3 (84)          22-1-1 (92)     10-0-0            19-5-0 (81)
                                                                                             (100)
FN 345/L    8-5-0 (62)     11-1-0 (92)       11-3-2          19-1-1 (90)     24-0-1 (96)     7-3-0 (70)        15-10-1 (58)
FN 346/L    7-6-1 (50)     10-2-0 (83)       14-1-1          18-2-1 (86)     25-1-0 (96)     2-8-0 (20)        19-2-3 (76)
Total       24-13-1        30-5-0 (86)       34-7-8 (69)     53-3-5 (87)     71-2-2 (95)     19-11-0           53-17-4 (72)
            (63)                                                                             (63)

D3. Graduate Skill Confidence Levels
Skill                                          2002        2003       2004      2005        2006        2007        2008
Can you conduct a community needs              2.1         1.2        1.8       1.8         1.9         1.6         2.2
assessment?                                    (79)        (100)      (88)      (90)        (90)        (88)        (77)
Can you list existing foods assistance         2.0         1.2        1.7       2.0         1.8         1.9         2.0
programs to improve the nutrition status       (79)        (100)      (88)      (86)        (93)        (82)        (85)
of population groups?



     Cal Poly Pomona EER Report                                                                                   Appendix VIb - 103
Total                                        2.0       1.2          1.8      1.9          1.8           1.8        2.1
                                             (79)      (100)        (88)     (88)         (92)          (85)       (81)
9 Graduates indicated d. don’t know the subject matter

AREA E. Food Science: FN 121/121L (40 hours*), FST 321/321L 960 hours), FST 325 (40 hours)

E1. Graduate Overall Satisfaction of Course
Course        2002         2003         2004            2005          2006            2007             2008
FN 121        2.2 (50)     1.2 (100)    2.0 (78)        1.3 (100)     1.7 (91)        1.9 (88)         1.7 (89)
FST 321/L     2.3 (57)     1.9 (92)     2.0 (67)        1.7 (86)      2.0 (76)        2.3 (60)         2.6 (59)
FST 325       2.3 (64)     1.7 (92)     1.9 (78)        1.6 (95)      2.0 (75)        1.8 (88)         2.0 (76)
Total         2.3 (57)     1.6 (95)     2.0 (74)        1.5 (94)      1.9 (81)        2.0 (79)         2.1 (75)

E2. Graduate opinions of course content and contact hours (time)
course        2002          2003           2004           2005             2006             2007               2008
FN 121        10-3-1 (71) 10-2-0 (83) 14-1-3 (78) 19-1-0 (95)              18-3-1 (82)      8-0-0 (100)        10-6-1 (56)
FST 321/L     7-6-1 993)    7-4-1 (58)     14-3-1         18-2-1 (86)      14-3-1 (82)      8-2-0 (80)         19-3-1 (83)
FST 325       14-0-0        10-2-0 (83) 12-3-3            20-1-1 (91)      12-3-3 (67)      10-0-0             19-5-1 (76)
              (100)                                                                         (100)
Total         31-9-1 (76) 27-8-1 (75) 40-7-7 (74) 57-4-2 (90)              44-9-5 (76)      26-2-0 (93)        48-14-3
                                                                                                               (74)

E3. Graduate Skill Confidence Levels
Skill                                    2002      2003         2004       2005          2006       2007           2008
Can you use food science knowledge       2.7 (50) 2.5 (67)      2.4 (47)   2.1 (81)      2.3 (69)   2.2 (70)       2.6 (55)
to describe the functions of ingredients
in foods? (FN 121 & FST 321)
Total                                    2.7 (50) 2.5 (67)      2.4 (47)   2.1 (81)      2.3 (69)   2.2 (70)       2.6 (55)
11 Graduates indicated d. don’t know the subject matter

Summary
1. Graduate Overall Satisfaction of Course   Mean (% satisfied very satisfied)
Area          2002            2003           2004          2005            2006             2007               2008
A Food        2.3 (62)        1.7 (92)       2.2 (71)      1.7 (87)        1.8 (84)         1.5 (96)           2.2 (63)
B. NS         1.6 (88)        2.0 (83)       1.8 (89)      1.5 (98)        1.5 (92)         1.3 (97)           1.5 (97)
C. MNT        1.6 (93)        1.7 (91)       1.9 (71)      2.1 (77)        2.0 (82)         1.7 (88)           1.7 (92)
D. ComED 2.2 (59)             1.5 (92)       2.1 (76)      1.6 (88)        1.5 (96)         2.1 (63)           2.0 (78)
E. Food Sci 2.3 (57)          1.6 (95)       2.0 (74)      1.5 (94)        1.9 (81)         2.0 (79)           2.1 (75)

2. Graduate opinions of course content and contact hours (time) Mean (% satisfied very satisfied)
Area          2002           2003           2004           2005         2006            2007                   2008
A Food        28-6-8         25-6-4         34-8-11        47-4-7       41-8-12         28-0-0                 33-15-11
              (67)           (71)           (64)           (81)         (68)            (100)                  (56)
B. NS         24-15-1        25-11-0        48-9-1 (83) 69-12-1         76-26-1         38-2-1 (93)            73-21-1
              (69)           (69)                          (86)         (74)                                   (77)
C. MNT        25-14-3        17-14-1        19-22-11       29-41-3      43-42-1         21-11-0                59-24-0
              (60)           (53)           (36)           (40)         (50)            (66)                   (71)
D. ComED 24-13-1             30-5-0         34-7-8         53-3-5 (87) 71-2-2 (95) 19-11-0                     53-17-4
              (63)           (86)           (69)                                        (63)                   (72)
E. Food Sci 31-9-1 (76) 27-8-1              40-7-7 (74) 57-4-2 (90) 44-9-5              26-2-0                 48-14-3
                             (75)                                       (76)            (93)                   (74)

3. Graduate Skill Confidence Levels Mean (% satisfied very satisfied)
Area          2002         2003       2004          2005          2006           2007            2008             Mean



        Cal Poly Pomona EER Report                                                                                Appendix VIb - 104
A Food         2.7 (50)     2.1 (81)     2.2 (59)     2.0 (74)     2.3 (63)     1.9 (84)     2.6 (55)       2.3
B. NS          1.8 (84)     1.6 (88)     1.7 (82)     1.8 (90)     1.7 (93)     1.8 (91)     1.9 (87)       1.8
C. MNT         1.8 (83)     1.7 (75)     1.7 (82)     1.8 (90)     1.8 (86)     2.0 (85)     1.9 (86)       1.8
D. ComED       2.0 (79)     1.2(100)     1.8 (88)     1.9 (88)     1.8 (92)     1.8 (85)     2.1 (81)       1.8
E. Food Sci    2.7 (50)     2.5 (67)     2.4 (47)     2.1 (81)     2.3 (69)     2.2 (70)     2.6 (55)       2.4


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Exhibit 5

FN Assessment: Necessity of expanding FN curriculum to include nutrition genetics.
Background: Faculty discussion and emerging science in nutrition are increasingly focused on the role of genetics in
nutrition practice.

FN department learning skills assessment (2002-2008) asked whether graduating students could describe the importance of
the human genome project regarding nutrition. Potential answers were: 1- very confident; 2- confident, 3- not confident, 4-
did not know the material. Mean scores were calculated

 Year                             2002     2003       2004       2005            2006       2007     2008
 mean                             2.4      2.1        3.1        2.4             2.0        2.5      2.8
 % confident and very confident   50       67         11         57              72         27       60
   7 students (<7%) overall answered “don’t know the subject matter”

From 2002 to 2008 student confidence averaged 2.6 + 0.4 (mean + SD) on the “not confident side” of confident with considerable
variability on the magnitude between 2-confident and 3-not confident. On average 48% of students were at least not confident and just
below 7% did not know the subject matter.

Results from another survey taken of graduating seniors in an advanced nutrition class are summarized in Table 2.
Table 2. Students (n = 32) report of coverage of biology genetics courses included in the support courses section of the FN
curriculum designed to meet the CADE knowledge of genetics.
 Question                           Answer and response
 Which genetics course did you      BIO 300 6 students or 19%
 take?                              BIO 303 26 students or 81%
 The genetics course I took         Gene structure and regulation of gene expression--32 students or 100%
 covered                            Heritability of genetic traits-32 or 100%
                                    How nutrients regulate gene expression-5 or 16%
                                    How medical nutrition therapy integrates with genetics--0%
                                    How genetic diseases affect nutrition- 5 or 16%

Analysis: The relatively low graduating student self-reported confidence levels in genetics and nutrition is not surprising for
several reasons. First, students can meet the genetic requirement with two quite different courses: a general GE course (BIO
300) focuses on human heritability or a major’s genetics course (BIO 303) focused on much more detail. Since BIO 300 is a
general education course many advisors and the curriculum sheet suggest this course but it is offered only once a year with
extremely limited enrollment. Second, faculty put in nutrition-genetic interactions in a variety of nutrition science courses
(i.e. PKU)


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     Cal Poly Pomona EER Report                                                                             Appendix VIb - 105
Exhibit 6

                 Results Of Comprehensive Exam For 9 Student Leaning Outcomes For 3 Academic Years
A. Describe California’s written resource base & cycle recognize consumptive use patterns
B. Identify basic concepts of plant physiology in relation to climatic variables..
C. Describe Basic soil physical concepts…
D. Recognize and identify positive and negative components in plant & soil systems…
E. Recognize natural and genetic variability and describe basic concepts of genomics
F. Synthesize & implement irrigation strategies that optimize plant growth…
G. Develop & utilize management strategies and calendars to grow plants under given climatic variables…(assessed via
   term projection card ecology, PLT 401)
H. Analyze and create a recommendation for control of a pest situation…
I. Analyze soil nutrient tests and determine and appropriate strategy…
J. Synthesize, implement and demonstrate management cultural & breeding techniques

            Outcome                         07/08                        08/09                         09/10
               A                            40%                          70%                           56%
               B                            58%                          60%                           63%
               C                             5%                           0%                           44%
               D                            58%                          53%                           65%
               E                            54%                          53%                           66%
               F                            39%                          45%                           48%
               G                              -                            -                             -
               H                            47%                          53%                           59%
               I                            78%                          64%                           73%
               J                            57%                           695                          62%


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Exhibit 7

Mean Satisfaction Scores On ID Parameters of Graduate Survey
       3. Very satisfied; 2. Somewhat Satisfied; 1. Dissatisfied

                                             98-02                 03-07                     09
Your Major Choice                             2.84                  2.89                    3.0
Availability of Faculty                       2.72                  2.95                    2.75
Quality of Instruction                        2.66                  2.78                    3.0
Coursework in Major                           2.63                  2.74                    3.0
Scholarships                                  2.60                  2.71                    2.87
Academic Advising                             2.54                  2.68                    2.87
Extracurricular Advising                      2.50                  2.56                    2.75
Internships/Work Experience                   2.43                  2.60                    2.75
Career Advising                               2.38                  2.51                    2.75
Instructional Facilities/Equipment            2.22                  2.53                    2.87


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     Cal Poly Pomona EER Report                                                                      Appendix VIb - 106
Exhibit 8

                  Review of 2009 EWS Exit Survey Results, January 2010 Data Analysis (Excerpt)
                                        Question 16, Exit Survey 2009




                                         Question 17, Exit Survey 2009




                                         Question 21, Exit Survey 2009


     Cal Poly Pomona EER Report                                                                  Appendix VIb - 107
                                 Question 22, Exit Survey 2009




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    Cal Poly Pomona EER Report                                   Appendix VIb - 108
Exhibit 9

                            2009 EWS Faculty Assessment of Senior Symposium Presentations
                                                                                   The student clearly identified research questions
         4



       3.5                                                                         The student clearly used appropriate research
                                                                                   methods to gather information



         3                                                                         The student demonstrated information
                                                                                   competency skills and showed a critical
                                                                                   understanding of literature related to his/her
                                                                                   topic
       2.5
                                                                                   The student effectively used concepts and
                                                                                   theories in gender, ethnic, and multicultural
                                                                                   studies to inform and analyze his/her subject
         2
                                                                                   The student demonstrated critical thinking and
                                                                                   problem-solving skills
                                                    1.48
       1.5                    1.4         1.41                1.36   1.35
                   1.2375                                                          The student delivered an effective oral
                                                                                   presentation, with the use of technology where
                                                                                   appropriate, which showed evidence of
         1                                                                         independent thought, curiosity, coherence, and
                                    Learning Outcomes Addressed                    engagement




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Exhibit 10

                                    2009 MA Education Exit Survey Results (Selected findings)

In 2009 an MA exit survey was piloted. Items on which 85% or fewer of respondents rated their experience in the program
as “Very prepared” or “Prepared” were considered areas of concern.
The degree to which the program prepared you to…            Very Prepared/Prepared Combined
Apply theory to educational practice/policies               92.7% (N=55)
Evaluate educational practice (within a theoretical         74.5% (N=55)
framework) to determine macro and micro implications
Analyze qualitative data to apply to educational policy     81.4% (N=55)
Analyze quantitative data to apply to educational policy    76.4% (N=55)


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     Cal Poly Pomona EER Report                                                                                            Appendix VIb - 109
Exhibit 11
                                                 MA Education




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Exhibit 12
                                          Multiple Subject Credential
                             Targeted Improvement Accountability Plan (IAP) Topics




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    Cal Poly Pomona EER Report                                                       Appendix VIb - 110
Exhibit 13

Employer Survey Identified an Improvement Area: Student Technical Writing & Oral Communication Skills:


                              Summary of Question Average Scores
   Gap Identified for Question 8: Ability to Communicate in writing effectively
               dissatisfied   5.00       Evaluation Scores by Question
                              4.50
                                                       Alum          Employer
               somewhat       4.00
                 satisfied                            Survey          Survey
                              3.50
                 satisfied    3.00
                              2.50
                more than     2.00
                 satisfied
                              1.50
             very satisfied   1.00
                              0.50
                              0.00
                                  7. g P g




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         Most Important Questions Needing most improvement: 8. Technical
     Writing; 9. Oral Communication; 1. System Design; and 5. Apply knowledge
                  of Math+ Science+ Engineering to Solve Problems
                                     Over-all no major weaknesses

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     Cal Poly Pomona EER Report                                                                   Appendix VIb - 111
Exhibit 14

Cal Poly Finding from evidence and Improvement Plan and Program Revision for Student Technical Writing & Oral
Communication Skills:


     Question 8: Ability to Communicate in writing effectively
                       Comments & Gap Closure Improvement Plan
    Employer Survey          Gap Closure Improvement plan and Assessment of Gap
    Comment : “Gap”          Program Revisions (New items since 2005 in italics) Closure Effectiveness
    8. “Master the           Oral & Presentation:                                     • Improved scores from yearly
                             • Individual & team briefing skills are taught and       Senior Design Industry
    oral, written, and                                                                Briefings: TBD
                             practiced in Senior Design ARO 491, ARO 492,
    presentation             ARO 493                                                  •Improved peer evals of ARO
    skills.”                 • New oral briefing training & presentations             class formal team briefings:
                             included for                                             TBD
                                   – Freshman: EGR 100L                               • Regional & National
                                   – Sophomores: ARO 201L                             competitions: April 2010 - 1st &
                                   – Juniors :                                        2nd place at UCI Space Design
                                   –Seniors: ARO 420                                  Competition presentations
                             Written:                                                 • Grades on ARO 101,102, 103
                             •New increased emphasis on tech writing skills:          formal reports: TBD
                             new formal lab reports in ARO 101L, 102L, 103L.          •Grades of ARO 201L writing
                             • ARO 201L Tech Writing expert guest speaker             assignment by guest tech
                             and graded writing assignment.                           writing expert: TBD
                             •Add written self evaluation doc to Senior Design        • Professional Society Student
                             Classes ARO 492, 493 (yet to be implemented).            tech papers evaluations (AIAA,
                             •“How to teach Tech Writing” class for                   etc.): April 2010 - 2nd place tech
                             professors offered by the CP Faculty Center for          paper at AIAA conference
                             Professional Development.
                             Motivate students to take advantage of University        Number of students using the
                             Writing Center (Include the website link of the center   UWC = Survey in work
                             in the syllabus)



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     Cal Poly Pomona EER Report                                                                       Appendix VIb - 112
Exhibit 15

                                       Hospitality Management Senior Survey
17. Team Building – Work with a group of people committed to a common purpose and approach for which they hold
    themselves accountable and, as a result, improve their collective performance. Rate each course below on your
    development of team building knowledge, skills, and attitude:
                Strongly Agree                                                Strongly      Respo
    Course                             Agree             Disagree             Disagree       nse
                                                                                           Count
 HRT 101          33    16.5%       92      46.0%      58      29.0%       17       8.5%     200
 HRT 225          38    19.2%       94      47.5%      46      23.2%       20      10.1%     198
 HRT 240          35    17.7%      102      51.5%      45      22.7%       16       8.1%     198
 HRT 276          97    47.8%       95      46.8%      11       5.4%       0        0.0%     203
 HRT 281/L       162    79.4%       39      19.1%      3        1.5%       0        0.0%     204
 HRT 302          37    18.5%      128      64.0%      30      15.0%       5        2.5%     200
 HRT 338          29    14.3%      107      52.7%      53      26.1%       14       6.9%     203
 HRT 341          44    21.7%       86      42.4%      46      22.7%       27      13.3%     203
 HRT 350          41    20.4%      126      62.7%      27      13.4%       7        3.5%     201
 HRT 374          64    31.5%      101      49.8%      34      16.7%       4        2.0%     203
 HRT 382/L       162    79.0%       35      17.1%      7        3.4%       1        0.5%     205
 HRT 383/L       177    85.9%       27      13.1%      1        0.5%       1        0.5%     206
 HRT 410          61    30.0%       91      44.8%      41      20.2%       10       4.9%     203
 HRT 474          78    37.9%      103      50.0%      23      11.2%       2        1.0%     206
 HRT 476          87    42.4%       93      45.4%      22      10.7%       3        1.5%     205
                                                              Answered question              207
                                                              Skipped question                11


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Exhibit 16

MPA Program
Student’s self evaluation in Professional Development Portfolios.
    Courses            Academic         Leadership/     Ethics/ Prof.   Public Ser./    Prof.     Total
                         Skills         Team Skills      Standards         Mgt         Develop.
MPA 500                    14               11                13             9            5       52
MPA 501                    13               11                10             9            5       48
MPA 502                    12               14                 6             8            5       45
MPA 503                    13               13                12             7            8       53
MPA 504                    15                9                11             9            6       50
MPA 505                    12                9                12             8            6       47
MPA 600                    10               10                10             7           10       47
Subtotal (%)            89 (26)           77 (23)          74(22)         57 (16)      45 (13)    342

MPA 506/507               8                6                  8              3            3        28
Law/Ethics
MPA 550                   4                3                  3              5            3        18

MPA 599                   2                3                  5              3            4        17
Leadership
MPA                       4                3                  3              4            3        17
Non Profit
MPA                       2                2                  1              2            2        9



     Cal Poly Pomona EER Report                                                                   Appendix VIb - 113
Globalization
MPA 599 Crisis            3                4                  3               2           -     12
Mgt
MPA 599                   2                1                  1               1          1       6
Govt. /Tech
Internship                3                3                  3               4          4      17
MPA 692                   2                                   2               1          1       6
Ind. Study
Internships               3                4                  4               5          6      22
GBA 565/566               3                4                  2               1          3      13
EDU course                1                2                  3               1          1       8
Others                    0                0                  0               0          0       0
(Undergrad)
Totals                  126               112                112              89         76     515
Percent                  24                22                22               17         15     100

** least identified areas by MPA 600 students.


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Exhibit 17

 Job Placement of Geology Degree Recipients: 2004 - 2009
 88%       Geology majors were placed in Earth science-related fields
 42%       graduate school
 28%       work in geotechnical industry
 10%       work in mineral resource or petroleum industry
 10%       work in hydrogeology industry
 5%        work as Earth science educators
 5%        work in environmental remediation industry
 5 students served as interns during 2008-09 at local companies or agencies


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Exhibit 18

 GSC 321 Assessment of Topographic Map Analysis and Interpretation Skills
 Spring 2010: Complete spectrum of assessment activities were conducted;
  Results are tabulated below:
 Pretest         Pretest Lab#1              Lab#1       Exam 1             Exam 1     Comment
 Raw Scores Percent Raw Scores             (Percent)    Problem#1         Problem#1
 (out of                   (out of                      (out of
 30pts)                    130pts)                      42pts)            (Percent)
       0           0.0         108               83.1         30            71.4
       8          26.7         106               81.5         42            100.0
      26          86.7         112               86.2         42            100.0
       5          16.7          97               74.6         36            85.7
       3          10.0         103               79.2         32            76.2
      12          40.0         112               86.2         42            100.0
       4          13.3         115               88.5         36            85.7
      16          53.3         119               91.5         42            100.0
      12          40.0         117               90.0         37            88.1


     Cal Poly Pomona EER Report                                                                 Appendix VIb - 114
     18          60.0             88    67.7          42   100.0
     26          86.7            112    86.2          42   100.0
      4          13.3            113    86.9          30   71.4
     14          46.7            124    95.4          42   100.0
      9          30.0            122    93.8          37   88.1
      6          20.0            107    82.3          33   78.6
      7          23.3            113    86.9          39   92.9
      3          10.0            115    88.5          42   100.0
     16          53.3            122    93.8          38   90.5
     13          43.3            100    76.9          42   100.0
     14          46.7             85    65.4          40   95.2
     26          86.7            121    93.1          42   100.0
     12          40.0            111    85.4          38   90.5
      3          10.0            120    92.3          38   90.5
     17          56.7             92    70.8          35   83.3
      9          30.0            126    96.9          41   97.6
      8          26.7            108    83.1          38   90.5
      6          20.0            103    79.2          42   100.0
     10          33.3             94    72.3          34   81.0
      5          16.7            111    85.4          38   90.5
     19          63.3            122    93.8          42   100.0
     13          43.3             0     0.0           34   81.0
     17          56.7            110    84.6          42   100.0
      8          26.7            112    86.2          42   100.0
     23          76.7            116    89.2          42   100.0
     16          53.3            115    88.5          36   85.7
      5          16.7             83    63.8          25   59.5
     12          40.0            108    83.1          35   83.3
     11          36.7            113    86.9          20   47.6
     21          70.0            110    84.6          26   61.9
      9          30.0            114    87.7          38   90.5
     16          53.3            124    95.4          42   100.0
     19          63.3            122    93.8          42   100.0
      9          30.0            122    93.8          26   61.9
     13          43.3            124    95.4          36   85.7
      0           0.0            114    87.7          42   100.0
      4          13.3             84    64.6          37   88.1
     17          56.7            114    87.7          37   88.1
                                 114    87.7          36   85.7     Missed Lab #1
     14          46.7                                               Dropped 2nd Week
      4          13.3                                               Dropped 2nd Week

Totals         1873.3                  3997.7              4266.7
Average %      38.2%                   83.3%               88.9%

Pretest average for Monday Lab = 10.4/30 = 34.7%
Pretest average for Wednesday Lab = 12.6/30 = 42.0%


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    Cal Poly Pomona EER Report                                                   Appendix VIb - 115
Exhibit 19

 Job Placement of Earth Studies Degree Recipients: 2004 - 2009
 93%      Earth Studies majors were placed in Earth science-related fields
 31%      graduate school
 23%      work in geotechnical industry
 15%      work in hydrogeology industry
 15%      work as Earth science educators
 15%      work in environmental remediation industry


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Exhibit 20

Graduate Mathematics Program
Culminating Experience Assessment Rubric
For each skill, please rate the student on a scale of one to four. A score of 1 indicates a deficiency,
a score of 2 indicates the student possesses an introductory understanding, a score of 3 indicates that the skill has been
developed but not mastered, and a score of 4 indicates mastery.
A. Ability to communicate ideas logically and with appropriate word choices. [Note: this is not about whether the
     mathematics is correct; rather, is the student able to logically convey an idea {possibly a wrong idea and are words like
     “then," “since," etc. used correctly?] Please give a score for written and/or oral communication.
B. Ability to creatively problem solve.
C. Overall ability to write proofs
D. Overall ability to analyze proofs
E. Student has an in-depth understanding of his or her emphasis.
F. Ability to do Ph.D. level work in mathematics, applied mathematics, statistics, or mathematics education and/or pursue a
     career in a related field (e.g. post secondary teaching, industry, or public agencies)

                         A         A
                         written   oral    B     C        D        E         F
             1P              3.5     3.5     4     3.5         4         4       4
             1P              3.5       3     4     3.5         4         4       4
             2P                4       4     3       4         3       3.5       3
             3P                2       2     4       2         4         4       2
             3P                3       2     4       2         4         4       2
             4P                4       4     4       4         4         4       4
             4P              3.5       4     3       4         4         4       3
             5ME               4       4     4   NA       NA             4       4
             6ME               4       4     4       4         4         4       4
             6ME             3.5     3.5   3.5       4         4         4       3
             7A                2       2     3       3         3         4       3
             8A                2       2     3       2         3         4       3
             8A                3       4     4       4         3         4       4
             9A                3       4     4       4         3         4       4
             10S               3       4     3       2         2         4       3
             11S               3       4     3       3         3         4       3




     Cal Poly Pomona EER Report                                                                           Appendix VIb - 116

				
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