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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
