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USC Sumter

2007-2008 Assessment Plan<= /p>

 

 

I.  Annual Report 2006-2007

 

Mission Statement

 

 

 USC Sumter offers two degree programs: the Associ= ate in Arts degree and the Associate in Science degree. The primary purpose of the= se degree programs is to provide the first two years of a baccalaureate program for students who will change campuses or transfer to a four-year program. The t= wo degree programs differ slightly in degree requirements. The Associate in Ar= ts program is weighted more heavily in the Arts, Letters, Humanities, and Soci= al Sciences. The Associate in Science program is weighted more heavily toward mathematics and science. Both programs provide for 24-27 hours of elective work. A particular concern of these degree programs at USC Sumter is to pro= vide an adequate foundation for the Bachelor of Science degree in Business Administration offered on the USC Sumter campus by USC Aiken, the Bachelor = of Arts degrees in Early Childhood and Elementary Education offered on the USC Sumter campus by USC Spartanburg, the B.A.I.S. degree offered by the Colleg= e of Hospitality, Retail, and Sports Management of USC Columbia that can be completed on the USC Sumter campus, and the most popular major programs whi= ch graduates declare on the USC Columbia campus. These programs are called the "primary baccalaureate completion program."

 

Goal 1.<= /o:p>

 

General Education: Mos= t of the goals of general education as defined by USC Columbia will be met by our Associate Degree Program.

 

Curriculum

 

General education cour= se offerings in English, Humanities & Fine Arts, Social & Behavioral Sciences, Natural Sciences, and Mathematics.

 

 &nb= sp;            =             &nb= sp;     Learning Outcome 1.

 

Students will communicate clearly in written English, demonstrating their comprehens= ion, analysis and critical interrogation of a variety of written texts.

 

 &nb= sp;            =             &nb= sp;     Criteria

  

Do students demonstrate: A) knowledge of subject; B) awareness of the reader; = C) organization appropriate to the purpose and to the interaction between writ= er and reader; D) a format appropriate to the writing situation; E) use of punctuation to establish and clarify meaning; F) style, personal voice, and coherence as a communicator; and G) description, analysis, and synthesis of ideas or information appropriate to the purpose?

 

Metho= ds

 

On a periodic basis, the Faculty Organization of USC Sumter will examine stude= nt learning outcomes and contrast those outcomes with the general education coursework expectations the USC Sumter Faculty Organization has for graduat= es. The Academic Planning Committee will supervise this process. Because of the magnitude of this examination, methodological design, measurement and analy= sis will be assigned to Academic Divisions. Divisions will have the responsibil= ity of determining which learning outcomes apply to their mission as a Faculty = Unit and designing methodologies to collect and analyze how well those learning outcomes are being met. On a periodic basis each Academic Division will sub= mit to the Academic Planning Committee a written report that includes learning outcomes identified and methodologies for measuring and analyzing the crite= ria tied to those learning outcomes; along with an assessment of what the Division’s findings reveal about the degree to which USC ColumbiaR= 17;s general education goals are being met here at USC Sumter. This report will = also make recommendations for improvement. By October 1st in the year of the rev= iew, the Division will file its written report with the Academic Planning Commit= tee, which will review the report and will prepare a written report of its findi= ng for presentation to the Faculty Organization and the Associate Dean for Academic Affairs. This final report will be presented to the Faculty Organization at its February meeting. This schedule will detail the timing = of this process. Arts and Letters Fall 2005 and every fourth year thereafter Science, Mathematics, and Engineering Fall 2006 and every fourth year thereafter Humanities, Social Sciences, and Education Fall 2007 and every fourth year thereafter Business Administration and Economics Fall 2008 and every fourth year thereafter.

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

 

            =             &nb= sp;       Use of Results<= /p>

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continually assessment of course content as it relate to institutional learning outcomes. =

 &nb= sp;            =             &nb= sp;      

 &nb= sp;            =             &nb= sp;     Learning Outcome 2

 

Students will communicate orally in a manner that unites theory, criticism, and prac= tice to produce an effective communicator.

 

Crite= ria

 

Do students demonstrate: A) knowledge of the subject; B) awareness of the audience/group; C) organization appropriate to the purpose and to the inter= action between speaker and audience; D) vocal delivery which encourages listening;= E) physical presentation, use of body, appropriate to the speaking situation; = F) appropriate sentence structure and word choice; and G) skill in listening a= nd extracting information and meaning from oral communication?

 

Metho= ds

 

 

See methods Learning Outcome 1.=

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

 

 

 

 

            =             &nb= sp;       Use of Results<= /p>

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes.            =  

 

 &nb= sp;            =             &nb= sp;     Learning Outcome 3

 

Students will be able to use computers and other technology to perform tasks appropriate to their intended major.=

 

 &nb= sp;            =             &nb= sp;     Criteria

 

Can students: A) create, edit, and revise written texts; B) analyze quantitative data; C) access information and data bases; D) integrate graphical, visual = and statistical information into written presentations; and E) send and receive electronic communication?

 

Metho= ds

 

 &nb= sp;            =             &nb= sp;            =          See methods Learning Outcome 1.

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

 

            =             &nb= sp;       Use of Results<= /p>

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes.<= /p>

  

 &nb= sp;            =             &nb= sp;     Learning Outcome 4

 

Students will perform basic mathematical manipulations, display facility with the us= e of mathematics in framing concepts for mathematical analysis and interpret data intelligently.

 

 &nb= sp;            =             &nb= sp;     Criteria

 

Do students: A) understand the role and value of quantitative reasoning; B) understand the language of mathematics and basic mathematical concepts and operations? Can students: A) apply basic mathematics operations to problem-solving in their personal and working life; B) accurately comprehend and draw appropriate inferences from numeric data in various forms and in various disciplines?

 

 

Metho= ds

  

See methods Learning Outcome 1.=

 

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

 

            =             &nb= sp;       Use of Results<= /p>

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes.<= /p>

 

Learn= ing Outcome 5

 

Students will demonstrate an understanding of physical and/or life science phenomena= and understand the uses of scientific methods and theories.

 

 &nb= sp;            =             &nb= sp;     Criteria

 

Can students A) understand the role and nature of scientific inquiry, scientific theories, and scientific perspectives in society; B) understand the differe= nt research designs and approaches and their application; C) critically evalua= te approaches to research by identifying sound and unsound reasoning in scient= ific and lay contexts; D) use systematic, empirical approaches to address questi= ons as part of the scientific process; E) identify and collect appropriate information as part of the scientific process; and F) draw appropriate conclusions from empirical results in quantitative and qualitative formats?=

 

Metho= ds

 

 &nb= sp;            =             &nb= sp;            =          See methods Learning Outcome #1.

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

 

            =             &nb= sp;       Use of Results<= /p>

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course = content as it relate to institutional learning outcomes.

 

 &nb= sp;            =             &nb= sp;     Learning Outcomes

 

Students will demonstrate an understanding of the processes of human behavior, social and cultural interaction and the use of social and behavioral science perspectives to interpret them.

 

 

 &nb= sp;            =             &nb= sp;     Criteria

 

Do students: A) understand theories in the social/behavioral sciences; and B) understand cultural, social and political structures and process, and their effects on individual, group and societal behaviors? Can students understand and critical evaluate, interpret and draw lines of inferences from social/behavioral science data?

 

Metho= ds

 

 &nb= sp;            =             &nb= sp;            =          See methods Learning Outcome #1.

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertaining competency with regard to these outcomes.

 

            =             &nb= sp;       Use of Results<= /p>

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes.<= /p>

 

Learn= ing Outcome 7.

 

Students will demonstrate an understanding of the historical development of culture = over time and its relation to the present.

 

 &nb= sp;            =             &nb= sp;     Criteria

 

Do students demonstrate the ability to: A) understand the construction of hist= ory and how history is written; B) understand broad outlines of history and make accurate connections between developments separated in place and in time; a= nd C) recognize the contribution of historical antecedents to the understandin= g of current personal, social, and political situations and developments?

 

 

Metho= ds

 

 &nb= sp;            =             &nb= sp;            =          See methods Learning Outcome #1.

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

 

   = ;            &n= bsp;            = ;    Use of Results

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes.<= /p>

 

Learn= ing Outcome 8

 

Students will become familiar with the diversity of a global culture marked by racia= l, ethnic, gender and regional differences.

 

 &nb= sp;            =             &nb= sp;     Criteria

 

Do students demonstrate: A) the ability to recognize multiple perspectives and appreciate perspectives which produce a world view different from one's own; and B) the ability to use another perspective to analyze current or histori= cal social and cultural events and practices?

 

Metho= ds

 

 &nb= sp;            =             &nb= sp;            =          See methods Learning Outcome 1

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations and found syllab= i to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertaining competency with regard to these outcomes.

 

   = ;            &n= bsp;            = ;    Use of Results

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes.<= /p>

 

 

 

Learning Outcome 9

 

Students will communicate orally (with the exception of Latin and Ancient Greek) and= in writing in another language.

 

 &nb= sp;            =             &nb= sp;     Criteria

 

Do students demonstrate the ability to: A) read in one foreign language and comprehend the topic and main ideas in written texts; and B) understand spo= ken discourse and converse in a foreign language on familiar subjects?

 

Metho= ds

 

 &nb= sp;            =             &nb= sp;            =          See methods Learning Outcome 1

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

   = ;            &n= bsp;            = ;   

            =             &nb= sp;       Use of Results<= /p>

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes.<= /p>

 

Learn= ing Outcome 10

 

Students will demonstrate an understanding of the contribution of the literary, visu= al or performing arts and their cultural context, and express informed personal responses to artistic concerns.

 

Criteria

 

Do students demonstrate the ability to: A) develop an aesthetic response to at least one of the arts; B)express a personal response to works of art and re= late the part(s) to the work(s) as a whole, using appropriate concepts and relev= ant information; and C) relate art to a wider cultural context from which it emerges?

 

Metho= ds

 

 &nb= sp;            =             &nb= sp;            =          See methods Learning Outcome 1

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

 

   = ;            &n= bsp;            = ;    Use of Results

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes. =

 

Learn= ing Outcome #11

 

Students will integrate insights from several disciplines and apply them to value choices and ethical concerns.

 

 &nb= sp;            =             &nb= sp;     Criteria

 

Do students demonstrate the ability to: A) identify ethical dilemmas; and B) a= pply understandings from several disciplines to clarify ethical conflicts and articulate reasoned personal responses based on expressed values?

 

Metho= ds

 

See methods Learning Outcome 1<= /p>

 

            =             &nb= sp;       Results

 

   = ;            &n= bsp;            = ;            &n= bsp;       The Faculty Organization, through the Academic Pl= anning Committee and Academic

Division Chairs, analyzed these outcome with qualitative measurements.   Faculty met as divisions and= rated the quality of their students in the aggregate adequate or above.  Division chairs’ then analyzed syllabi and final examinations = and found syllabi to in general weak in their articulation of these learning outcomes, but found final examinations to be more than adequate at ascertai= ning competency with regard to these outcomes.

 

   = ;            &n= bsp;            = ;    Use of Results

 

As a result of division head analysis of syllabi a program change was implemented.  It was determine= d that all syllabi, for all sections, should contain both these institutional lear= ning outcomes, but also specific course learning outcomes.  A policy was mandated to include t= hese in all syllabi beginning with the Fall 08 Semester.  Syllabi will also now be archived = and examined by each division head each semester as will final examinations to maintain oversight and create a channel for continual assessment of course content as it relate to institutional learning outcomes.<= /p>

 

 

 

II.  Future Assessment Plan 2007-2008

 

 

Mission Statement

 

 

USC Sumter offers two = degree programs: the Associate in Arts degree and the Associate in Science degree. The prima= ry purpose of these degree programs is to provide the first two years of a baccalaureate program for students who will change campuses or transfer to a four-year program. The two degree programs differ slightly in degree requirements. The Associate in Arts program is weighted more heavily in the Arts, Letters, Humanities, and Social Sciences. The Associate in Science program is weighted more heavily toward mathematics and science. Both progr= ams provide for 24-27 hours of elective work. A particular concern of these deg= ree programs at USC Sumter is to provide an adequate foundation for the Bachelo= r of Science degree in Business Administration offered on the USC Sumter campus = by USC Aiken, the Bachelor of Arts degrees in Early Childhood and Elementary Education offered on the USC Sumter campus by USC Spartanburg, the B.A.L.S. degree offered by the College of Hospitality, Retail, and Sports Management= of USC Columbia that can be completed on the USC Sumter campus, and the most popular major programs which graduates declare on the USC Columbia campus. =

 

 

Goal 1.

 

The Faculty expects all graduates to communicate clearly in written English, demonstrating their comprehension, ability to analyze and critique a variety of written texts.<= o:p>

 

   &nbs= p;            Curri= culum:  St= udents will gain these skills by successfully completing ENGL 101 and ENGL 102

 

            =             &nb= sp;       Learn= ing Outcomes: 

 

            =             &nb= sp;       1. Students will learn to write in a manner that demonstrates knowledge of the= subject;

 

Criteria: 

 

Division faculty will meet at the beginning and at the end of each semester to deter= mine the general adequacy of division students relative to a presumed knowledge level. An acceptable demonstration of the division's learning outcomes woul= d be the determination of 'adequate' or higher relative to student knowledge acquisition at the completion of each semester. This will be ensured by specific goals and learning outcomes of each course along with wide disciplinary goals being articulated by the faculty in their syllabi and measured effectively by final examinations.  The division chair and administrat= ive assistant will assemble faculty syllabi and final examinations for each semester of a given academic year. The division chair will then assess whet= her the above instruments broadly reflect the discipline-wide objectives and associated learning outcomes. Once this is assured it will be assumed that successful completion of course work will demonstrate attainment of learning outcomes goals.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Methods: 

 

Data will be collected on an annual basis and ass= essed by the relevant Academic Division

            =             &nb= sp;            =             &nb= sp;            =   Chairs’, the Associate Dean of Academic Affairs, and the Institutional Research Officer. 

            =             &nb= sp;            =             &nb= sp;            =   Assessment data will be disseminated to the Faculty and Staff through standing

            =             &nb= sp;            =             &nb= sp;            =   Institutional Committees devoted to Academic and Long-Range Planning.

 

            =             &nb= sp;       2. Students will learn to write in a manner that demonstrates awareness of the reader;

 

            =             &nb= sp;            =            Criteria:

            =             &nb= sp;      

Division faculty will meet at the beginning and at the end of each semester to deter= mine the general adequacy of division students relative to a presumed knowledge level. An acceptable demonstration of the division's learning outcomes woul= d be the determination of 'adequate' or higher relative to student knowledge acquisition at the completion of each semester. This will be ensured by specific goals and learning outcomes of each course along with wide disciplinary goals being articulated by the faculty in their syllabi and measured effectively by final examinations.  The division chair and administrat= ive assistant will assemble faculty syllabi and final examinations for each semester of a given academic year. The division chair will then assess whet= her the above instruments broadly reflect the discipline-wide objectives and associated learning outcomes. Once this is assured it will be assumed that successful completion of course work will demonstrate attainment of learning outcomes goals.    &nbs= p;          =

 

   = ;            &n= bsp;            = ;            &n= bsp;       Methods: 

 

Data will be collected on an annual basis and ass= essed by the relevant Academic Division

            =             &nb= sp;            =             &nb= sp;            =   Chairs’, the Associate Dean of Academic Affairs, and the Institutional Research Officer. 

            =             &nb= sp;            =             &nb= sp;            =   Assessment data will be disseminated to the Faculty and Staff through standing

            =             &nb= sp;            =             &nb= sp;            =   Institutional Committees devoted to Academic and Long-Range Planning.

 

3. Students will learn to write in a manner that demonstrates organization appropriate to the purpose and the interaction between reader and writer;

 

            =             &nb= sp;            =            Criteria:

 

Division faculty will meet at the beginning and at the end of each semester to deter= mine the general adequacy of division students relative to a presumed knowledge level. An acceptable demonstration of the division's learning outcomes woul= d be the determination of 'adequate' or higher relative to student knowledge acquisition at the completion of each semester. This will be ensured by specific goals and learning outcomes of each course along with wide disciplinary goals being articulated by the faculty in their syllabi and measured effectively by final examinations.  The division chair and administrat= ive assistant will assemble faculty syllabi and final examinations for each semester of a given academic year. The division chair will then assess whet= her the above instruments broadly reflect the discipline-wide objectives and associated learning outcomes. Once this is assured it will be assumed that successful completion of course work will demonstrate attainment of learning outcomes goals.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Methods: 

 

Data will be collected on an annual basis and ass= essed by the relevant Academic Division

            =             &nb= sp;            =             &nb= sp;            =   Chairs’, the Associate Dean of Academic Affairs, and the Institutional Research Officer. 

            =             &nb= sp;            =             &nb= sp;            =   Assessment data will be disseminated to the Faculty and Staff through standing

            =             &nb= sp;            =             &nb= sp;            =   Institutional Committees devoted to Academic and Long-Range Planning,

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;   

Goal 2. <= /p>

 

The Faculty expects all graduates to communicate orally in a manner that unites theory, criticism, = and practice to produce an effective communicator.

 

   &nbs= p;            Curri= culum:  St= udents will gain these skills by successfully completing SPCH 140

 

   = ;            &n= bsp;            = ;    Learn= ing Outcomes:

 

            =             &nb= sp;       1.  Students will learn appropriate se= ntence structure and word choice.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Criteria:

 

Division faculty will meet at the beginning and at the end of each semester to deter= mine the general adequacy of division students relative to a presumed knowledge level. An acceptable demonstration of the division's learning outcomes woul= d be the determination of 'adequate' or higher relative to student knowledge acquisition at the completion of each semester. This will be ensured by specific goals and learning outcomes of each course along with wide disciplinary goals being articulated by the faculty in their syllabi and measured effectively by final examinations.  The division chair and administrat= ive assistant will assemble faculty syllabi and final examinations for each semester of a given academic year. The division chair will then assess whet= her the above instruments broadly reflect the discipline-wide objectives and associated learning outcomes. Once this is assured it will be assumed that successful completion of course work will demonstrate attainment of learning outcomes goals.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Methods: 

 

Data will be collected on an annual basis and ass= essed by the relevant Academic Division

            =             &nb= sp;            =             &nb= sp;            =   Chairs’, the Associate Dean of Academic Affairs, and the Institutional Research Officer. 

            =             &nb= sp;            =             &nb= sp;            =   Assessment data will be disseminated to the Faculty and Staff through standing

            =             &nb= sp;            =             &nb= sp;            =   Institutional Committees devoted to Academic and Long-Range Planning.

 

 

2.  Students will learn skills in list= ening and extracting information and meaning from oral communication.<= /span>

 

            =             &nb= sp;            =            Criteria:

 

Division faculty will meet at the beginning and at the end of each semester to deter= mine the general adequacy of division students relative to a presumed knowledge level. An acceptable demonstration of the division's learning outcomes woul= d be the determination of 'adequate' or higher relative to student knowledge acquisition at the completion of each semester. This will be ensured by spe= cific goals and learning outcomes of each course along with wide disciplinary goa= ls being articulated by the faculty in their syllabi and measured effectively = by final examinations.  The divis= ion chair and administrative assistant will assemble faculty syllabi and final examinations for each semester of a given academic year. The division chair will then assess whether the above instruments broadly reflect the discipline-wide objectives and associated learning outcomes. Once this is assured it will be assumed that successful completion of course work will demonstrate attainment of learning outcomes goals.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Methods: 

 

Data will be collected on an annual basis and ass= essed by the relevant Academic Division

            =             &nb= sp;            =             &nb= sp;            =   Chairs’, the Associate Dean of Academic Affairs, and the Institutional Research Officer. 

            =             &nb= sp;            =             &nb= sp;            =   Assessment data will be disseminated to the Faculty and Staff through standing

            =             &nb= sp;            =             &nb= sp;            =   Institutional Committees devoted to Academic and Long-Range Planning.

 

   = ;            &n= bsp;            = ;    3. Students will learn effective physical present= ation and use of body appropriate to the speaking situation.

 

            =             &nb= sp;            =            Criteria:

 

Division faculty will meet at the beginning and at the end of each semester to deter= mine the general adequacy of division students relative to a presumed knowledge level. An acceptable demonstration of the division's learning outcomes woul= d be the determination of 'adequate' or higher relative to student knowledge acquisition at the completion of each semester. This will be ensured by specific goals and learning outcomes of each course along with wide disciplinary goals being articulated by the faculty in their syllabi and measured effectively by final examinations.  The division chair and administrat= ive assistant will assemble faculty syllabi and final examinations for each semester of a given academic year. The division chair will then assess whet= her the above instruments broadly reflect the discipline-wide objectives and associated learning outcomes. Once this is assured it will be assumed that = successful completion of course work will demonstrate attainment of learning outcomes goals.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Methods: 

 

Data will be collected on an annual basis and ass= essed by the relevant Academic Division

            =             &nb= sp;            =             &nb= sp;            =   Chairs’, the Associate Dean of Academic Affairs, and the Institutional Research Officer. 

            =             &nb= sp;            =             &nb= sp;            =   Assessment data will be disseminated to the Faculty and Staff through standing

            =             &nb= sp;            =             &nb= sp;            =   Institutional Committees devoted to Academic and Long-Range Planning.

 

Goal 3.<= /o:p>

 

The Faculty expects all graduates to be able to use computers and other technology to perform tasks appropriate to their intend= ed major.

 

   &nbs= p;            Curri= culum: Students will gain these skills by successfully completing CSCE 101, CSCE 102, or

            =             &nb= sp;            =            MGSC 291

 

            =             &nb= sp;       Learn= ing Outcomes:

 

            =             &nb= sp;       1.  Students will learn to create, edi= t, and revise texts.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Criteria:

 

Division faculty will meet at the beginning and at the end of each semester to deter= mine the general adequacy of division students relative to a presumed knowledge level. An acceptable demonstration of the division's learning outcomes woul= d be the determination of 'adequate' or higher relative to student knowledge acquisition at the completion of each semester. This will be ensured by specific goals and learning outcomes of each course along with wide disciplinary goals being articulated by the faculty in their syllabi and measured effectively by final examinations.  The division chair and administrat= ive assistant will assemble faculty syllabi and final examinations for each semester of a given academic year. The division chair will then assess whet= her the above instruments broadly reflect the discipline-wide objectives and associated learning outcomes. Once this is assured it will be assumed that successful completion of course work will demonstrate attainment of learning outcomes goals.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Methods: 

 

Data will be collected on an annual basis and ass= essed by the relevant Academic Division

            =             &nb= sp;            =             &nb= sp;            =   Chairs’, the Associate Dean of Academic Affairs, and the Institutional Research Officer. 

            =             &nb= sp;            =             &nb= sp;            =   Assessment data will be disseminated to the Faculty and Staff through standing

            =             &nb= sp;            =             &nb= sp;            =   Institutional Committees devoted to Academic and Long-Range Planning.

 

            =             &nb= sp;       2.  Students will learn to access elec= tronic information from databases.

 

            =             &nb= sp;            =            Criteria: 

 

Division faculty will meet at the beginning and at the end of each semester to deter= mine the general adequacy of division students relative to a presumed knowledge level. An acceptable demonstration of the division's learning outcomes woul= d be the determination of 'adequate' or higher relative to student knowledge acquisition at the completion of each semester. This will be ensured by specific goals and learning outcomes of each course along with wide disciplinary goals being articulated by the faculty in their syllabi and measured effectively by final examinations.  The division chair and administrat= ive assistant will assemble faculty syllabi and final examinations for each semester of a given academic year. The division chair will then assess whet= her the above instruments broadly reflect the discipline-wide objectives and associated learning outcomes. Once this is assured it will be assumed that successful completion of course work will demonstrate attainment of learning outcomes goals.

 

   = ;            &n= bsp;            = ;            &n= bsp;       Methods: 

 

Data will be collected on an annual basis and ass= essed by the relevant Academic Division

            =             &nb= sp;            =             &nb= sp;            =   Chairs’, the Associate Dean of Academic Affairs, and the Institutional Research Officer. 

            =             &nb= sp;            =             &nb= sp;            =   Assessment data will be disseminated to the Faculty and Staff through standing

            =             &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  Institutional Committees devoted to Academic and Long-Range Planning.