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									Appendix VIa: Table 7.1
Inventory of Educational Effectiveness Indicators

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

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


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

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


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

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


Apparel Merchandising         http://www.csupomona.edu/~amm/pro http://www.csupomona.edu/~amm/progr embedded exam questions and pretest questions              Senior survey, survey of alumni and employers,   An exit survey was given to all seniors. The survey        Faculty deliberated about student interest levels and       2007-08
and Management – BS           gramassessment.shtml              amassessment.shtml Student learning on Blackboard for all direct prerequisite                  meetings with employers, advisory board;         queried seniors on whether they learned student-           ways to encourage students to learn technical
                                                                outcomes curriculum map is to be posted courses. Evaluate pretest results to revise            internship supervisor evaluations, faculty       learning outcomes for core courses. Evaluation of          information. One unit laboratory reinstated to AMM
                                                                online after revision is completed June coursework assignments. Long term evaluate e-          discussion.                                      internship supervisor reports: Apparel companies are       160 Textile Science course to provide 30 extra hours of
                                                                2010.                                   portfolio content.                                                                                      very positive about our AMM students.                      practical experience. Introduced AMM 461/462 Senior
                                                                                                                                                                                                                                                                           Project sequence to Apparel Production Option and
                                                                                                                                                                                                                                                                           AMM 443 Market Research & Reporting course to
                                                                                                                                                                                                                                                                           Fashion Retail Option.
Food Marketing and            http://www.csupomona.edu/~fmamaged/p http://www.csupomona.edu/~fmamaged/ Student work products, including: embedded              Because direct data/evidence provides a more     Students are expected to demonstrate knowledge of          We haven‘t gotten this far yet. It will be a top priority   2007-08
Agribusiness Management       rogramassessment.shtml               programassessment.shtml             questions on exams and term papers.                     accurate and reliable indication of whether      agribusiness management terminology. Based on an           for us next year.
– BS                                                                                                                                                           student learning outcomes are achieved, we       analysis of embedded exam questions (n=27), it was
                                                                                                                                                               have focused on direct measures.                 calculated that 88.88% of students were able to meet
                                                                                                                                                                                                                this objective.




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

Food Science and            http://www.csupomona.edu/~foodsci/Pro http://www.csupomona.edu/~foodsci/Pro Embedded exam questions, completion of               Graduate exit survey, graduate information on      Graduate exit survey 2002-2008, data summarized in       Faculty observations on student‘s performance lead to      2007-08
Technology – BS             gramAssessment.shtml                  gramAssessment.shtml                  projects, reports and evaluations for required       job placement, information on admissions to        2008 disseminated to faculty. Exit exams. Evaluation     the review of pre-requisites for courses. It was
                                                                                                        internships, exit exam                               graduate/professional programs, faculty            scores from student internships and qualitative          determined that for several courses the pre-requisites
                                                                                                                                                             observations and discussions                       feedback from students and internship supervisors. See   will be adjusted to requiring a minimum grade of C-.
                                                                                                                                                                                                                Table 7.2.                                               Students with D in pre-requisites tended not do well in
                                                                                                                                                                                                                                                                         upper division courses.
Foods & Nutrition – BS      http://www.csupomona.edu/~hnfs/Progra Department office- Assessment Notebook Embedded exam questions, portfolio content,         Graduate exit survey, graduate information on      Graduate exit survey 2002-2008, data summarized in       A general lack of knowledge in the application of          2002-03
                            mAssessment.shtml                                                            completion of case studies, completion of           job and internship placement, faculty meetings     2008 disseminated to faculty. Exit Exam in 2009          genetics information was evident from the 2002-2008
                                                                                                         projects, national test scores on the registered                                                       replaced the 2002-2008 survey. Exams are graded a        exit survey. Therefore, faculty developed required
                                                                                                         dietitian exam, results for comprehensive                                                              pass fail with distinction for outstanding responses.    course Nutrigenomics FN 437. Recent accreditation
                                                                                                         graduate exam.                                                                                         See Table 7.2.                                           standards increased the emphasis on research. Also,
                                                                                                                                                                                                                                                                         increased the units form 2 to 4 for FN 263 Introduction
                                                                                                                                                                                                                                                                         to Research Methods and a new course Evaluation of
                                                                                                                                                                                                                                                                         Medical Research FN 446/A (4 U).

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

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


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

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

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

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


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




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

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

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

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

Education Specialist I &II   http://www.ctc.ca.gov/educator-         http://www.csupomona.edu/~cso/progra     Student projects, Student presentations, Student   CTQ (Chancellors Survey) by program               CSU Teacher Education Exit Evaluation – Program            Based on the assessment data, the current Level I            2002-03
Credential                   prep/standards/Special-Education-       m_plans.shtml (program plans)            videos and other multimedia, presentations,        completers, alumni, Clinical Practice             Completers (Level I only) in both the 2007-08 and          program shows strengths in supervision, addressing
                             Standards.pdf                                                                    Student case studies, Student reports and          supervisors, CTC Biennial Report, Evaluation      2008-09 CSU Teacher Exit Evaluation data, Cal Poly         theory to practice, educational foundations, planning
                                                                                                              papers, Student portfolio (Level II credentials    of Program, Candidates, and Supervisors by        Pomona‘s Education Specialist Level I credential           and implementing instruction, and managing learning
                                                                                                              only), Exams, Directed Teaching/Clinical           Clinical Practice Cooperating Teachers,           programs received mostly positive ratings from             environments. An improvement includes strengthening
                                                                                                              Practice Assessment (student teaching; Level I     Evaluation of Candidate at end of each field      program completers. Pomona campus data was                 content in assessment of students with disabilities.
                                                                                                              only)                                              experience by Clinical Practice Supervisors.      comparable to CSU System data, within a few
                                                                                                                                                                                                                   percentage points, for the vast majority of items.

Multiple Subject Credential http://www.csupomona.edu/~cso/outcome http://www.csupomona.edu/~ceis/Ass Teaching competencies are evaluated four times              The CSU Chancellor‘s Exit Survey is used to       The Assessment Committee members meet on a                 Based on recent performance data from survey results,        2002-03
                            s.shtml                               essment.shtml                      during two quarters of clinical practice; CA                assess candidate and employers‘ perceptions of    monthly basis to review and interpret the data;            clinical practice data, CalTPA and curriculum mapping
                                                                                                     Teacher Performance Assessment, the Cal TPA                 program quality. CPP program exit surveys,        program coordinators and faculty members meet              based on TPEs greater attention has/will been given to
                                                                                                     is used to measure and demonstrate student                  CSET and RICA results.                            regularly to review assessment data in meetings. A         ways of supporting English Language Development in
                                                                                                     attainment of TPEs.                                                                                           compilation of the results from the exit surveys are       the classroom, effective classroom management
                                                                                                                                                                                                                   looked at in detail especially for concerned areas that    practices, addressing the needs of high-risk and special
                                                                                                                                                                                                                   are repeated over time i.e., missing classroom             needs students. See Table 7.2 .
                                                                                                                                                                                                                   management course or inclusion thereof in depth.

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


College of Engineering
Aerospace Engineering -      http://www.csupomona.edu/~aro/prospect The matrix that maps the courses to the   Comprehensive Final Exam, University               Employer Surveys, Alumni Surveys, Senior          Employer Survey identification of an area needing          Aerospace Engineering Department finding and                 2005-06
BS                           ive/index.html                         learning outcome has been developed       Graduation Writing Test (GWT, Capstone             Exit Surveys                                      improvement; Example Student Technical Writing             program revision to Employer Survey identification of
                             Http://www.csupomona.edu~academic/ca but not posted yet.                         Senior Design Course, Industry/Government                                                            and Oral Communication Skills. See Table 7.2 .             Student Technical Writing and Oral Communication
                             talog/col_schol/CoEng.pdf                                                        Critiques, Aerospace Industry Action Council                                                                                                                    Skills. Example in Table 7.2
                                                                                                              Consultation, Aerospace Design and
                                                                                                              Demonstration Competition results.

Chemical Engineering - BS Published in University Catalog and self- http://www.csupomona.edu/~cme/locator Fundamental Exam, Embedded Assessment in               Sophomore Self-Assessment, CHE Senior Self        Fundamental Exam                                           The core curriculum has been modified to include two         2005-06
                          study for Accreditation Review;           s/curriculum.html                     Selected Lecture Courses                               Assessment, Focus Groups addressing specific                                                                 major hands-on laboratory classes with a materials
                          http://www.csupomona.edu/~cme/locator                                                                                                  courses, Senior Design Performance, Industry                                                                 engineering component. Proactively facilitate
                          s/OutcomesAssessment.html                                                                                                              Advisory Council Input                                                                                       mentor/protégé relations. Strengthen the final project
                                                                                                                                                                                                                                                                              component. Encouraging our students to give formal,
                                                                                                                                                                                                                                                                              oral presentations about the project work both on
                                                                                                                                                                                                                                                                              campus and at professional meetings.




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

Civil Engineering – BS     http://www.csupomona.edu/~ce/BSCE/In This mapping is currently in progress     Student performance on fundamentals of         Senior exit surveys, alumni surveys, employer         FE exam results are reviewed by the department           An analysis by the assessment committee found a           2005-06
                           dex.html                             and it will be completed in October 2010. engineering (FE) exam, which is administered surveys                                                 assessment committee. This data is currently being       weakness in understanding of civil engineering
                                                                                                          by the State Board and is nationally                                                                 reviewed. Professional review of this year‘s senior      materials, and FE exam results supported this finding.
                                                                                                          normalized. Professional engineers‘ review and                                                       projects will occur on May 28, 2010 and will             It was then forwarded to the curriculum committee,
                                                                                                          critique of senior projects.                                                                         subsequently be forwarded to the department              which is developing a new required course that will be
                                                                                                                                                                                                               assessment committee for review.                         submitted for the next catalog cycle.

Computer Engineering - BS www.csupomona.edu/~ece                   No map developed as of now.             GWT – Senior Project Presentations and            Alumni Surveys, Employer Surveys,                                                      During the Fall 2009 Industrial Action Council meeting 2005-06
                                                                                                                                                                                                               During the Fall 2009 Industrial Action Council
                                                                                                           Posters, Sophomore and Senior Exit Exams          Department Meetings on Assessment and                                                  there was overwhelming consensus that our curricula
                                                                                                                                                                                                               meetings, industry participants were divided in groups
                                                                                                                                                             Curricula                                                                              should include at least one System‘s Engineering class.
                                                                                                                                                                                                               according to specialty, and asked to comment on what
                                                                                                                                                                                                               they consider gaps in our curricula. A course outline for this class is currently under review
                                                                                                                                                                                                                                                    by faculty subcommittees.
Construction Engineering   Published as part of the accreditation Program webpage                      Course mapping of all required major courses Annual Construction Competition Presentation The program has a continuous improvement flowchart Employer Internship Evaluation                            2005-06
Technology – BS            review process, available to all       http://www.csupomona.edu/~cet/CETPro http://www.csupomona.edu/~cet/CETOutcomes Evaluation Sheets                               http://www.csupomona.edu/~cet/CETCIdiagram.htm http://www.csupomona.edu/~cet/DirectInternshipEvaluat
                           departmental faculty members and       gramOutcomes1.htm                    andLearningObjectives.htm                    http://www.csupomona.edu/~cet/CETCompetiti Sample data from 2008                                ion.htm
                           appropriate administrators within the                                       Each expanded course outline also has a      onEvaluationSheet.htm                        http://www.csupomona.edu/~cet/CETInternshipevaluat Sample data from 2008
                           college. Posted on                                                          specific mapping, example from ETC304        Full list of Performance measures            ion2008.htm                                        http://www.csupomona.edu/~cet/CETInternshipevaluatio
                           "http//www.csupomona.edu/~cet/mission.                                      http://www.csupomona.edu/~cet/CETCourseOut http://www.csupomona.edu/~cet/CETfullmatrix                                                       n2008.htm
                           htm"                                                                        lineMapping.htm                              ofmeasures.htm


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



Engineering Technology –   Program webpage                      Each expanded course outline also has a    Graduating student‘s senior project               Survey data is collected by the College based     The program has a continuous improvement flowchart       Results of the senior examination were used as input in 2005-06
BS                         http://www.csupomona.edu/~etg/ETGene specific mapping example from ETM306       presentations and their evaluations by the        upon the College of Engineering annual            http://www.csupomona.edu/~etg/ETgCIFlowchart.htm         five courses covered by the exam, and in general
                           ralProgramOutcomes.htm               http://www.csupomona.edu/~etg/ETgCou       audience consisting of industry, academics, and   Symposium which typically involves                The students in their senior year take an Examination    additional time was applied to these core topics. This
                                                                rseOutlineObjectiveMapping.htm             students of the General Engineering Degree        graduating seniors.                               based upon questions similar to those in the             seems backwards. Shouldn‘t you have given these
                                                                                                           Program.                                          Sample questions 5 and 6                          Fundamentals of Engineering (www.ncees.org)              topics additional time if the scores on the exams weren‘t
                                                                                                           http://www.csupomona.edu/~etg/ExitFEexamres       Q5 How important is each of the following in      national exam                                            as high as desired? Many instructors teach these
                                                                                                           ults.htm                                          what you are looking for in engineering           http://www.csupomona.edu/~etg/ExitFEexamresults.ht       courses so it is difficult to assess the statistically validity
                                                                                                                                                             graduates?                                        m                                                        of the work but the trend has been generally positive
                                                                                                                                                             http://www.csupomona.edu/~ecet/CoESymposiu                                                                 since implementing this methodology. A follow-up
                                                                                                                                                             mDataET2009.htm                                                                                            review of students taking the official exam is planned
                                                                                                                                                             Q6 Based on the presentations you observed,                                                                but not within the control of the department so the data
                                                                                                                                                             how effective is the Cal Poly Pomona                                                                       will be anecdotal but an added indirect measure.
                                                                                                                                                             educational experience in each of the following
                                                                                                                                                             areas?
                                                                                                                                                             http://www.csupomona.edu/~ecet/CoESymposiu
                                                                                                                                                             m2009ETQ6.htm
Industrial Engineering –   http://www.csupomona.edu/~ime/          http://www.csupomona.edu/~rosenkrantz Senior Project Presentation Results                 Outcomes Assessment Survey administered to Project Symposium outcomes assessment results.                  Project Symposium outcomes assessment results were        2005-06
BS                                                                 /assessmentdocs/IME%20Curriculum%2 http://www.csupomona.edu/~rosenkrantz/docum            courses used for program assessment:       Course Outcomes assessment results (selected                    used to modify the IME Department Senior Project
                                                                   0Master%20KSAA%20Grid%208-            ents/Summaryof2005-07presentations.doc              http://www.surveymonkey.com/sr.aspx?sm=_2b courses). Lower Division Knowledge Test                         sequence and requirements. Results from the first
                                                                   2005.xls                                                                                  5sqIvVfDHzdWUQ3wE5Rt6tgcvLexU4SzeaoR2                                                                      senior project cycle after instituting the changes have
                                                                                                                                                             Amc6A_3d                                                                                                   been positive.

Manufacturing              http://www.csupomona.edu/~rosenkrantz http://www.csupomona.edu/~rosenkrantz Senior Project Presentation Results -                 Outcomes Assessment Survey administered to Project Symposium outcomes assessment results.                  Project Symposium outcomes assessment results were        2005-06
Engineering - BS           /documents/imeoutcomescomparison.doc /assessmentdocs/IME%20Curriculum%2 http://www.csupomona.edu/~rosenkrantz/docum               courses used for program assessment:       Course Outcomes assessment results (selected                    used to modify the IME Department Senior Project
                                                                 0Master%20KSAA%20Grid%208-            ents/Summaryof2005-07presentations.doc                http://www.surveymonkey.com/sr.aspx?sm=_2b courses). Lower Division Knowledge Test                         sequence and requirements. Results from the first
                                                                 2005.xls                                                                                    5sqIvVfDHzdWUQ3wE5Rt6tgcvLexU4SzeaoR2                                                                      senior project cycle after instituting the changes have
                                                                                                                                                             Amc6A_3d                                                                                                   been positive.

Mechanical Engineering –   Link to mission statement, outcomes and http://www.csupomona.edu/~academic/s GWT scores, Course-embedded assessment,              Surveys of alumni, employers, graduates,          FE Exam results for 08 & 09 and alumni survey for 08. FE Exam results were analyzed and showed deficiencies 2005-06
BS                         assessment documents is provided on the heets/1011egr.shtml                  Course Folders                                       current students, Student presentations and                                                             in computer programming and electronics. We modified
                           IME Department Home Page (first bullet                                                                                            projects, FE Exam                                                                                       our numerical methods and programming courses to
                           under IME General IME Department                                                                                                                                                                                                          strengthen the areas. This will take effect in Fall 2011.
                           Information):




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

Civil Engineering – MS     http://www.csupomona.edu/~ime/           This has not yet been completed.         Classroom exams and projects. Oral defense of      No formal processes. However, informal            The graduate studies committee oversees the graduate     Master‘s projects and theses did not have sufficient       2009-10
                                                                    Completion is anticipated before the end master‘s project or thesis (required of all        feedback from students and faculty has            program. Formal committee review processes have          academic rigor. Therefore, a new required research
                                                                    of academic year 2010-11.                students).                                         provided some insights.                           not yet been developed. However, informal processes      methods course, CE 690, was added to the curriculum.
                                                                                                                                                                                                                  have resulted in the identification of weaknesses and    Students must complete this course before beginning
                                                                                                                                                                                                                  implementation of changes in curriculum and/or           their project or thesis. As a result, the rigor of these
                                                                                                                                                                                                                  procedures.                                              activities has significantly improved.

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

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

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


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

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

Graphic Design - BFA       http://www.csupomona.edu/~art/          http://www.csupomona.edu/~art/curricul Presentation of student work in the 2D/3D             A senior exit survey has just been implemented    Graphic Design portfolios are reviewed by both faculty   The after event discussion proved valuable.                2008-09
                                                                   um_maps.html                           student juried exhibition." Industry Night‖           this year. Faculty discussion takes place after   and alumni during Industry Night. Visual                 Participation as well as quality of portfolios has
                                                                                                          display of senior portfolios. Work is                 exhibitions are reviewed.                         documentation takes place. Faculty discussion takes      improved over the year as this is only our second
                                                                                                          documented. Presentation of student work sent                                                           place the following week at department meeting.          Industry Night. A survey will be developed this year for
                                                                                                          to NASAD Commission. Professional practices                                                             Alumni will be sent survey over the summer.              faculty to give feedback.
                                                                                                          class review of work by alumni and
                                                                                                          professionals
Landscape Architecture -   Strategic Plan and course syllabi       http://www.csupomona.edu/~la/bsla.html Assessment of student learning includes               National student ASLA awards. Student design Submittals to the annual ASLA national student                Review of the projects submitted for national awards     2005-06
BS                         available in department office                                                 quarterly reviews of studio projects; the annual      competitions. Increase in admittance of      competition are reviewed by faculty during the 2008           were analyzed for design and planning content and
                           ..http://www.csupomona.edu/~la/bsla.htm                                        Career Day; national accreditation by the             graduates to notable graduate programs.      and 2009 academic years.                                      communication quality. The materials helped to identify
                           l                                                                              Landscape Architecture Accreditation Board.           High percentage of graduates employed in                                                                   strengths and weaknesses in the instructional quality of
                                                                                                                                                                regional and national professional practice.                                                               the fourth-year undergraduate studio conduct.

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




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

Architecture - M.Arch.      http://www.csupomona.edu/~arc/          http://www.csupomona.edu/~arc/          Reviews of studio projects at all levels with       External student awards and scholarships         Master‘s Thesis books are collected and reviewed by      National Architectural Accreditation Board conducted a 2007-08
                                                                                                            external critics (practitioners and academics) in   offered by professional organizations obtained   the Graduate Coordinator and Chair annually, as well     visit in 2008 and found that we had not met Student
                                                                                                            addition to reviewers from within our               by our students. Awards and scholarships have    as by faculty thesis advisors. Faculty Scholarship and   Performance Criterion 13.7 Collaborative Skills. While
                                                                                                            department and other departments in the             been of national and regional importance.        Awards Committee keeps a record of external student      M.Arch. students are already required to take courses in
                                                                                                            College. Written exams and required papers.         Students have gained employment in major         scholarships and awards. Data from Architectural         other departments in the College, additional material
                                                                                                            Reviews of Master‘s Thesis projects by external     national and international design firms.         Registration Exam performance by our students is         has been included in ARC 506/L to emphasize
                                                                                                            critics and faculty from the department and the     Students have achieved a high passing rate in    reviewed annually.                                       architects‘ need to collaborate with professionals in
                                                                                                            College                                             the Architectural Registration Exam.                                                                      related disciplines, including planners, landscape
                                                                                                                                                                                                                                                                          architects and other environmental consultants.
                                                                                                                                                                                                                                                                          External critics and faculty review the urban design
                                                                                                                                                                                                                                                                          projects at the end of the quarter for evidence of
                                                                                                                                                                                                                                                                          students‘ ability to meet this criterion by the time of the
                                                                                                                                                                                                                                                                          next NAAB visit, scheduled for 2014.

Landscape Architecture -    http://www.csupomona.edu/~la/bsla.html http://www.csupomona.edu/~la/bsla.htm Assessment of student learning includes      National student ASLA awards. Student design               Submittals to the annual ASLA national student           Review of the projects submitted for national awards     2005-06
MLA                                                                                                                                                   competitions. The 2008 ASLA competition
                                                                                                         quarterly reviews of studio projects; the annual                                                        competition are reviewed by faculty during the 2008      were analyzed for design and planning content and
                                                                                                         Career Day -national accreditation by the    resulted in two awards to students in the                  and 2009 academic years.                                 communication quality. The materials helped to identify
                                                                                                         Landscape Architecture Accreditation Board.  program. The projects that received awards                                                                          strengths and weaknesses in the instructional quality of
                                                                                                                                                      helped substantiate the learning objectives of                                                                      the third-year graduate studio conduct.
                                                                                                                                                      the program.
Regenerative Studies - MS   http://www.csupomona.edu/~crs/docume http://www.csupomona.edu/~crs/docume Terminal Master‘s thesis/project serves as      Annual qualitative focus groups are used to                 Annual faculty retreats are used to review learning     Assessment on ―Understanding of Basic Physical              2009-10
                            nts/MSRS_Learning_Outcomes.pdf       nts/MSRS_Curriculum_Map.pdf          capstone experience; public presentations of    elicit student feedback with regard to                     outcomes observed . As an example, in 2008-09, the       Resources, Processes and Systems that Support Daily
                                                                                                      work in core courses are used to gauge learning attainment of learning objectives                          faculty focused on ―Understanding of Basic Physical      Life.‖ revealed a lack of certainty over scientific process
                                                                                                      outcomes of specific courses; exams are used in                                                            Resources, Processes and Systems that Support Daily      among students and identified limited knowledge of
                                                                                                      some courses (e.g. RS 540) to assess learning                                                              Life.‖ Data was collected via focus group and            natural processes due to breadth of curriculum in RS
                                                                                                      outcomes.                                                                                                  assessment of cohort proficiency was assessed by         520. Modifications to RS 520 were made to reduce the
                                                                                                                                                                                                                 faculty through project review and discussion at         number of modules and focus on case-study approach.
                                                                                                                                                                                                                 annual faculty retreat.

Urban and Regional          www.csupomona.edu/~urp/current.shtml Not yet                                    Examples of exams and essays maintained and         An Alumni Survey is done every two years. The An Outcomes Assessment Matrix has been completed            Analysis of GIS capabilities of graduate students was      2009-10
Planning - MURP                                                                                             reviewed by faculty and by national                 Planning Accreditation Board completed        that indicates measurements of success for the goals        conducted in faculty meetings and brown bag
                                                                                                            accreditation board. All graduate students must     surveys of students, employers, and the local and objectives of the Department Strategic Plan.            luncheons. The graduate GIS course was revised and is
                                                                                                            complete either a Masters Thesis or pass the        section APA in 2010.The Alumni Association                                                                also now required for two of the four specialties in the
                                                                                                            Masters Comprehensive Exam. Both require a          conducts an annual essay competition.                                                                     graduate program.
                                                                                                            review of their knowledge and writing and
                                                                                                            presentation skills by a faculty team of three.


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


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

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




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

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


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

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

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

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

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

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




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

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


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

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

Sociology - BA           http://www.class.csupomona.edu/bhs/goa http://www.class.csupomona.edu/bhs/goa Evaluation of upper-division papers                  Focus groups in senior seminar classes. Student Upper-division papers collected and given to               Focus groups in senior seminar classes – feedback of        2005-06
                         ls/                                    ls/                                                                                         Exit Survey (being developed; may pilot test    committee members to score according to rubric; Data       overlap and not being able to take classes in sequential
                                                                                                                                                            this year; will collect full data in 2010-2011) analysis and interpretation are ongoing; Feedback to       order. Faculty revised courses and curriculum to better
                                                                                                                                                                                                            be presented to department faculty in Fall 2010 based      address needs within discipline. Also, the department
                                                                                                                                                                                                            on two years of data collection. Focus groups in senior    began strictly enforcing prerequisite courses (e.g., must
                                                                                                                                                                                                            seminar classes – data collected in each of the last two   have PSY 204 or SOC 204 before SOC 433/433A).
                                                                                                                                                                                                            years
Spanish - BA             The outcomes will be available on the     Curricular map for Spanish is 100%     Capstone course in Spanish: Analysis of essays Exit interview conducted by faculty member not Annual EFL Assessment all-day retreat at which                 Strengths: Advanced levels of written and oral              2004-05
                         EFL website by early fall 2010. EFL       complete. Will be posted on EFL        included in portfolio conducted by faculty at the teaching the class. Developing an alumni        portfolios are assessed by Spanish faculty members         language proficiency, weaknesses: More support in
                         website is in process of being redesigned website by early fall 2010             end of each academic year. Reports of results     survey that will be uploaded to Survey Monkey and modifications to the curriculum considered results       various courses to help students achieve close to
                                                                                                          available through department meeting agendas, and linked to EFL Facebook page for alumni in of portfolio assessments and modification of the                 superior (ACTFL advanced high) levels of written
                                                                                                          Oral Presentation (formal academic                fall 2010.                                      curriculum based on assessment findings                    language proficiency. The analysis resulted in
                                                                                                          presentation in Spanish) evaluated by rubric.                                                                                                                curricular modifications: 1. new textbooks for SPN 351,
                                                                                                                                                                                                                                                                       2. more samples of good academic writing in SPN 254
                                                                                                                                                                                                                                                                       and SPN 351 , 3. inclusion of new reading materials
                                                                                                                                                                                                                                                                       such as book reviews, 4. papers in literature, linguistics,
                                                                                                                                                                                                                                                                       and cultural studies, 5. emphasis on research
                                                                                                                                                                                                                                                                       documentation (MLA style) in Spanish courses.

Theatre - BA             http://www.class.csupomona.edu/th/asset http://www.class.csupomona.edu/th/asset Lecture course such as the Theatre History        Production courses culminate in student surveys The Annual Retreat has led to the creation of capstone      Communication was identified as an area that needed     2009-10
                         s/THEATRE_DEPT_Goals_and_Objectiv s/THEATRE_DEPT_Curriculum_Mappi Series, Into to Theatre, Playwriting,                           which are addressed in faculty moderated post- courses and introduction of more re-writing and              improvement in our Annual One Act Festival. The
                         es.pdf                                  ng_2009.pdf                             Undergraduate Seminar, Community Based            show discussions. Learning outcomes are also writing of abstracts in select courses.                        following year we instituted weekly production meetings
                                                                                                         Theatre include individual and group project      addressed in graduating student surveys.                                                                    and rigorous production timetable/schedule. Students
                                                                                                         presentations, exams, quizzes and creative        Annual on-line Alumni Surveys also provide                                                                  noted a marked improvement in communication and
                                                                                                         assignments. Performance courses such as the      important learning outcomes data.                                                                           production organization of the annual festival. A need
                                                                                                         Acting series include individual and group        http://www.class.csupomona.edu/th/alumni/                                                                   for more faculty supervision in festival pre production
                                                                                                         creative presentations with direct assessment                                                                                                                 was identified as well, resulting in scheduled
                                                                                                         from both faculty and peers. Design and                                                                                                                       presentations for faculty of the work in progresses,
                                                                                                         Production courses include creative individual                                                                                                                which successfully addressed this
                                                                                                         and group project presentations, exams and
                                                                                                         quizzes.




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

Economics - MS          http://www.class.csupomona.edu/ec/polic http://www.class.csupomona.edu/ec/prog Performance on repeated standard embedded          MS Theses and Comprehensive exam                   Graduate Coordinator reviews results of program            In recent years, self-study resulted in several changes in 2008-09
                        ies/index.html                          rams/graduate/tools/schedule.shtml     questions in Core Courses: Microeconomics,                                                            changes in quarterly Graduate Committee Meetings           the curriculum (e.g., course offerings), the exit exam
                                                                                                       EC 550; Macroeconomics; and Econometrics,                                                                                                                        format, and coordination between material presented in
                                                                                                       EC 552 & 553                                                                                                                                                     the graduate and undergraduate programs. For example,
                                                                                                                                                                                                                                                                        ordering and offering of graduate classes were changed,
                                                                                                                                                                                                                                                                        with EC 499-Micro replacing EC 401 requirement, and
                                                                                                                                                                                                                                                                        EC 499-Quantitiative replacing EC 421/421A

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

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



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




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

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

Chemistry- BS                http://www.csupomona.edu/~chemistry/h A curriculum map has been developed          Each class has a variety of exams, lab reports     Focus groups are conducted with Senior          The Chemistry Major Field Test (MFT) was                   Feedback from the CHM 493 chemistry majors                2009-10
                             ome/learning_outcomes.htm             but it has not yet been approved by the      and/or presentations to assess student learning.   Seminar students (CHM 493).                     administered in Spring 2009 to Junior and Senior           indicated that students had a hard time learning about
                                                                   Department or published online.              Program-wide assessments include senior                                                            chemistry majors. Test results, including sub-scores       faculty research interests. Access to this information
                                                                                                                project reports and standardized exam used in                                                      by chemistry area (e.g., Analytical, Physical, etc.),      improved on the website. In addition, faculty members
                                                                                                                Organic Chemistry.                                                                                 were analyzed. Ten out of fourteen students scored at      are regularly invited to SAACS meetings (Chem. Club)
                                                                                                                                                                                                                                   th                                         to discuss their research and a seminar-style forum has
                                                                                                                                                                                                                   or above the 55 national percentile, with three at or
                                                                                                                                                                                                                   above the 90th percentile                                  been organized as an avenue for faculty to recruit
                                                                                                                                                                                                                                                                              research students.
Computer Science – BS        http://www.csupomona.edu/~cs/departme http://www.csupomona.edu/~cs/sci_asses For each required core course, each quarter, we          In each offering of our undergraduate seminar, We changed our Program Outcomes in Fall 2008, and           The Graduating Student Survey showed that students        2007-08
                             nt/assessment/PEOs.pdf                sment/CS_BS_Courses.pdf                collect (excellent, satisfactory and poor)               students complete a Graduating Student Survey have Graduating Student Surveys for the succeeding           felt we were not teaching them to work in teams. We
                                                                                                          examples of student work on the assigned                 that asks how well the undergraduate program five quarters.                                                have implemented team projects in CS 480 (Software
                                                                                                          exams, quizzes, homework, and projects.                  has fulfilled the Program Outcomes.                                                                        Engineering), CS 499 (Game Programming), and
                                                                                                                                                                                                                                                                              CS 375 (Computers and Society).
Environmental Biology -      http://www.csupomona.edu/~biology/asse http://www.csupomona.edu/~biology/asse Department developed Pre-test/Post-test with    Student surveys and alumni surveys are                  The departmental assessment committee evaluates the        Results of this summative assessment can be found         2005-06
BS                           ssment/slo_short.htm                   ssment/index.htm                       conceptual questions implemented in SCI         planned for future years.                               exam results. In the last two years, assessment of the     through the following link:
                                                                                                           101/A. and BIO 490. Formative assessment                                                                BIO 490 instructor rubric was done using the               http://www.csupomona.edu/~biology/assessment/ug_asse
                                                                                                           using subset of pre-test questions in BIO 211/L                                                         following rubric 2009 Final Assessment Instrument          ssment.htm To summarize, the weakest areas for
                                                                                                           and BIO 303 and assessment questionnaire in                                                             for BIO 490                                                student learning was related to whether the students
                                                                                                           BIO/BOT/MIC/ZOO 428/L physiology courses.                                                                                                                          sought the best sources for their information, whether
                                                                                                            A rubric was provided for summative                                                                                                                               they properly cited the literature, and whether they
                                                                                                           assessment in BIO 490, including instructor                                                                                                                        distinguished primary from secondary literature. As a
                                                                                                           assessment of SLO 3; Bio 490 students took Pre-                                                                                                                    result of this outcome, we have started to incorporate
                                                                                                           test/Posy-test to assess other SLOs. A                                                                                                                             best practices for students to seek and cite appropriate
                                                                                                           standardized national exam will be                                                                                                                                 scientific literature throughout our curriculum, starting
                                                                                                           administered at least once every 5 years.                                                                                                                          with the first year experience course.


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


Integrated Earth Studies -   http://geology.csupomona.edu/academics. http://geology.csupomona.edu/academics. Program Learning Outcome #6 is ―Use maps,        We compiled data on the job placement of all    Students were given a pretest at the beginning of the        The most complete data sets are from 2005, 2009 and        2005-06
BS                           htm                                     htm                                     cross sections, and other imagery to analyze     Integrated Earth Studies degree recipients from first laboratory meeting asking to demonstrate skills at     2010. Results from Pretests, Laboratory Exercise #1,
                                                                                                             and interpret spatial and temporal relationships 2004-2009.                                      analysis and interpretation of topographic maps.             and Post-test show consistent and progressive gains in
                                                                                                             displayed by Earth features or geologic data                                                                                                                  learning. Pretest scores remain below 50%, suggesting
                                                                                                             sets.‖ This outcome targets students‘ ability to                                                                                                              that students don‘t really understand the topographic
                                                                                                             analyze and interpret topographic maps.                                                                                                                       map concepts until they spend the 3-4 hrs needed to
                                                                                                                                                                                                                                                                           complete Lab #1.
Mathematics – BS             http://www.csupomona.edu/~math/Depar http://www.csupomona.edu/~math/course Course portfolios: faculty teaching selected               Course portfolios: faculty teaching selected    From the portfolios collected, faculty members and the For the 2010—2011 academic year, MAST is allowing 2007-08
                             tment%20goals.pdf                    s.html                                courses for assessment collect homework,                   courses for assessment collect homework,        assessment committee used a rubric to help write up     tenured and tenure-line faculty to teach 2 sections of
                                                                                                        projects, and exams and discuss how they meet              projects, and exams and discuss how they meet   the analysis of student work. One common theme in       MAT 201 and MAT 208. This will allow our students
                                                                                                        the course and department learning outcomes.               the course and department learning outcomes.    the portfolio analysis was the need of increased        to possibly interact with these faculty members earlier in
                                                                                                        Also, surveys given to all department chairs               Also, surveys given to all department chairs    mathematical rigor in our prerequisites for upper level their academic career. Additionally, faculty can
                                                                                                        from departments that MAST serves as well as               from departments that MAST serves as well as    courses.                                                increase the amount of mathematical rigor for these
                                                                                                        exit surveys of our graduating seniors.                    exit surveys of our graduating seniors.                                                                 classes.




           Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                            Appendix VIa- 10
CATEGORY                   Provide all locations where program     Has a curriculum map been                Describe the DIRECT data/evidence that is       Describe the INDIRECT data/evidence that           Provide at least one example of data/evidence             Provide at least one example of a finding that       Date last
                           learning outcomes are published         developed? If so, provide URL where      used to determine that students have            is used to determine that students have            collected and/or reviewed in the last two years           resulted from analysis of evidence in the last two   program review
                                                                   curriculum map is published              achieved stated outcomes                        achieved stated outcomes                                                                                     years and how the finding was used to revise program commenced

Physics - BS               http://www.csupomona.edu/~physics/facs https://academic.csupomona.edu/annualr Sampling of Homework Problem Sets and              No evidence provided                               Force Concept Inventory test (FCI) and other           Poor performance of students in Freshman service        2007-08
                           taff.htm                               eports/assessment_updates.html         Midterm and Final Exams (with student                                                                 nationally validated assessment tests given to studentsclasses hypothesized to be due to limited time on task.
                                                                                                         identification and instructor identification                                                          in elective recitation sections and to control groups. One unit elective recitation sections are being piloted
                                                                                                         blocked). Sampling of Laboratory Reports.                                                                                                                    with promising initial results of improved student
                                                                                                                                                                                                                                                                      learning.
Biological Sciences - MS   http://www.csupomona.edu/~biology/gra http://www.csupomona.edu/~biology/asse At the thesis exam, the student‘s thesis         Student surveys and alumni surveys are                The departmental graduate committee evaluated the      As a result of the above finding, the faculty discussed 2005-06
                           dprog/slo_assess.htm                  ssment/index.htm                       committee and the student must fill out a rubric planned for future years.                             results from the rubric. The following website shows the thesis exam process and developed a statement of
                                                                                                        to evaluate student                                                                                    the outcomes for 2008-09.                              suggestions and guidelines for the thesis defense, with
                                                                                                        learning.http://www.csupomona.edu/~biology/gr                                                          http://www.csupomona.edu/~biology/gradprog/status_f the intent to facilitate a more comprehensive and
                                                                                                        adprog/thesis_defense_forms.pdf                                                                        all09.pdf                                              rigorous defense of thesis. The programmatic response,
                                                                                                                                                                                                                                                                      and the newly adapted guidelines for the defense are
                                                                                                                                                                                                                                                                      posted
Chemistry - MS             http://www.csupomona.edu/~chemistry/g Not yet                                    We are collecting student performance data      We are collecting indirect data from students      One example: each graduating student is given a        For example, from student survey, one of the weak areas 2009-10
                           rad/learning_outcomes_grad.htm                                                   such as grades, presentations, and thesis       who are graduating and alumni.                     student survey (containing assessment questions for    is availability of graduate courses. The department is
                                                                                                            defense.                                                                                           the program) after he/she defended his/her thesis.     trying hard to offer more graduate courses with more
                                                                                                                                                                                                               Another example: graduate course instructors are       variety.
                                                                                                                                                                                                               solicited for information about student performance in
                                                                                                                                                                                                               their courses.
Computer Science - MS      http://www.csupomona.edu/~cs/ms/assess http://www.csupomona.edu/~cs/sci_asses Graduating student survey at oral thesis/project   Course evaluations for all required graduate        Strive to have a Graduate Assessment Committee to     The most significant program revision has been the      2007-08
                           ment.shtml                             sment/CS_MS_Courses.pdf                defense                                            courses (by instructors). Evaluation of student    analyze the results and incorporate them into an       introduction of a Master‘s Project alternative to the
                                                                                                                                                            achievement at oral thesis defense (by thesis      annual assessment report, which can include            Master‘s Thesis, beginning Fall 2010. Analysis shows
                                                                                                                                                            committee). Alumni/employer feedback.              recommendations to the Curriculum Committee.           alumni/employer feedback generally calls for improved
                                                                                                                                                                                                                                                                      software engineering/project development skills.

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




          Cal Poly Pomona EER Report                                                                                                                                                                                                                                                                                      Appendix VIa- 11

								
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