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Enter the name of the course with section. For example, MATH 22-50Z

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Enter SLO Statement(s) As it (they) appear on the Course Outline of Record. You may assess one or more at a time.

Academic Year

Quarter of Assessment

Modality of class

Method of Assessment

Elaborate on Assessment Method

Number of students exceeding expectations

Number of students meeting expectations

Number of students approaching expectations

Number of students who do not meet this/these outcome(s)

N/A Not Applicable (withdrew, absent, ...)

Reflection

Enhancement/Action

BUSINESS, COMPUTER S

Accounting

ACCT 1A-06Z

00009

1. Demonstrate a knowledge of double entry accounting for business transactions and adjustments and prepare, explain and analyze financial statements using GAAP (General Accepted Accounting Principles).
2. Analyze fundamental business concepts, how businesses operate, how accounting serves them and identify ethical issues in an accounting context.

2022-2023

Spring

Online with at least som

Exam – Course Test/Qui

Assignments and Course Requirements
1. Orientation activities include reviewing the syllabus and taking the orientation/syllabus quiz (5 points), recording your name (5 points), and posting an introduction to Discussion Board (10 points).
2. Post-lecture quizzes. Total possible points: 50. Post lecture quizzes are open right after each Zoom lecture in Canvas required work module for each topic. These quizzes do not require extra studying.
3. 8 Application homework assignments @ 12.5 points each. Total possible points: 100.
4. 6 timed Learning checks on major concepts tied to accounting 1A students’ learning outcomes and major concepts covered in the chapters @ 30 points each. Total possible points: 180. These learning checks consist of objective T/F and multiple-choice questions delivered via Canvas.
5. 1 timed comprehensive final exam in Cengage available from June 23 to June 26, @ 50 points.
6. Ongoing Financial Statement Analysis Project @ 50 points due June 4, 2023. A final statement analysis project is required. This will be an ongoing project from the beginning of the quarter and will span all the way to accounting 1B. The objective of this project is to help you learn how to read published audited financial statements in the 10-K SEC filings. Students will have the chance to pick their favorite company from a list to work on the analysis.

Participation and attendance was not required in the Zoom meetings, therefore engagement has suffered this quarter. However, there were consistently 10% of the class members who actively participated in Zoom activities.

For the fall 2023 quarter, I will require attendance and participation in Zoom activities to earn credit for the course.

BUSINESS, COMPUTER S

Auto Tech

auto D060.61

00203

• Demonstrate the ability to diagram and construct simple electrical circuits, calculating and measuring voltage, amperage, and resistance using Ohm's
Law and a digital multimeter.
• Develop a testing sequence to diagnose inoperative charging, cranking, and battery circuits.

2022-2023

Winter

Face-to-Face

Exam – Course Test/Qui

There are two final exams. One being a multiple choice cumulative exam of 50 questions. The second being a hands on performance exam consisting usage of skills and methods learned throughout the quarter

class average on final exams was 80%

BUSINESS, COMPUTER S

Auto Technology

AUTO D060.62

47955

Demonstrate the ability to diagram and construct simple electrical circuits, calculating and
measuring voltage, amperage, and resistance using Ohm's Law and a digital multimeter.
Student Learning Outcome Statements (SLO)
• Student Learning Outcome: Demonstrate the ability to diagram and construct simple electrical
circuits, calculating and measuring voltage, amperage, and resistance using Ohm's Law and a
digital multimeter.
• Student Learning Outcome: Develop a testing sequence to diagnose inoperative charging,
cranking, and battery circuit

2022-2023

Spring

Face-to-Face

Exam – Course Test/Qui

There is a written multiple choice final exam. There is also a one on one performance final exam where the student must diagnose a vehicle using skills learned in the course

The students did well

n/a

BUSINESS, COMPUTER S

Auto Technology

AUTO D060.62

47955

2022-2023

Spring

Face-to-Face

Exam – Course Test/Qui

Multiple choice written final exam. There is also a hands on face to face performance final exam where the student must diagnose a vehicle using skills learned in the course

The students did well.

n/a

BUSINESS, COMPUTER S

Automotive Technology

Auto 99F

44854

The student will be able to perform a Smog Inspection (Acceleration Simulation Mode), a visual inspection and functional inspection per CA State guidelines.

2022-2023

Spring

Face-to-Face

Demonstration

I view the student performing a complete smog inspection per CA guidelines. In order to pass, the student must properly perform all steps of the smog inspection.

This is a difficult test and yet I was very impressed with the results. This test was made easier with the purchase of our Generation III Smog machine. It is very modern with a simple user interface.

This Performance Final was a success this year, and I attribute the success to allowing adequate practice time. I will continue to give the students opportunities to practice before their Final.

BUSINESS, COMPUTER S

Automotive Technology

Auto 99E

44853

The student will be able to demonstrate how to properly retrieve DTC’s from a Powertrain Control Module (PCM), retrieve Freeze Frame Data from a PCM, and retrieve Inspection/Maintenance (I/M) Readiness Status from a PCM.

2022-2023

Spring

Face-to-Face

Demonstration

Several vehicles are set up for the student to demonstrate the SLO. Upon the student performing the task, I view their results as they complete each task.

The 5 students that did not complete the task had poor attendance. It is difficult to succeed if you are not present.

The students that were present in class everyday, did very well. I am not going to make any changes to the SLO as the students that were present, did well and exceeded expectations. I spoke with 4 of the 5 students that failed and the consensus amongst these students was that each of them did not prepare enough. One student said, "I took this too lightly".

BUSINESS, COMPUTER S

Business

Bus Law I - BUS D018.13

47143

Student Learning Outcome 1 is:

Demonstrate a knowledge of basic legal terminology and basic tort, constitutional, criminal, administrative and contract law.

Learning Outcome 2 is:

Identify ethical issues in a business law context and evaluate factually simple contract issues using basic common law or UCC rules.

2022-2023

Spring

Hybrid (some Face-to-Fa

Exam – Course Test/Qui

See attached details.

Below is a map of course content and learning outcome evaluation criteria broken down as to each of the foregoing elements.

The course’s overall teaching content is comprised of:

textbook readings (24 chapters from “Business Law and the Legal Environment,” Mayer, Warner, Siedel and Lieberman, version 2.0)
20 pre-recorded lectures and accompanying written power points; and
22 live, synchronous class sessions of 1.25 hours each (on zoom).

A quiz with 12 questions follows each of the first 10 weeks. Two writing assignments are also included, each of which involves an I-R-A-C case analysis (Issue/Rule/Analysis/Conclusion): the student reviews a legal opinion from a case and summarizes the primary Issue, the general Rule that applies to such case, the Analysis by the court applying the general rule to the facts of the case, and the Conclusion reached in the case. In addition, there is a take-home final exam requiring written essay-type answers to 11 questions.

Here is how the foregoing evaluation materials relate to each of the foregoing SLO subjects:

Tort law (including intentional torts, negligence and product liability). Two chapters in the textbook; three pre-recorded lectures and power points; three live synchronous class sessions. Tort doctrines also are taken up in other subjects where relevant, e.g., misappropriation in connection with intellectual property; battery in connection with sex-based harassment in the employment law work.   One weekly quiz was entirely devoted to questions on tort subjects and the results in Spring term were: 46 of the 49 students (94%) scored more than 70% correct.

In addition, one of the written IRAC assignments was on a tort law case, and 48 of the 48 students completing that assignment (100%) earned grades higher than 70%.

Lastly, on the final exam, four essay questions were on torts topics, and of the 48 students completing the final: 96% earned 70% or higher scores on those questions.

2.   Constitutional law. One chapter in the textbook; one pre-recorded lecture and power point; and one live synchronous class session. Con law doctrines also are taken up in other subjects where relevant, e.g., “takings” in the real estate materials.   On the con law quiz questions, the results in Spring term were: 47 of the 49 students (96%) scored more than 70% correct.

3.   Criminal law. One chapter in the textbook; one pre-recorded lecture and power point; one live synchronous class session. Criminal law doctrines also are taken up in other subjects where relevant, e.g., in the anatomy-of-a-case materials, in the con law materials, in administrative law materials, etc.   On the quiz questions on criminal law, the results in Spring term were: 47 of the 48 students answering the applicable quiz questions (98%) scored more than 70% correct.

4. Administrative law. Administrative law subjects are covered as part of the materials on consumer protection, hierarchy of laws, environmental regulation, criminal law, employment law and land use regulation. There is no separate quiz, however, devoted to administrative law topics. Two quiz questions were on administrative law subjects. On the quiz questions, 100% of students answered one correctly and 98% answered the other correctly.

5. Contract law. Three weeks are devoted to contract law, including the UCC; 15 chapters in the textbook; six pre-recorded lectures and power points; six live synchronous class sessions. Three quizzes are devoted to contract subjects and the results in Spring term were: 100% of the 48 students taking the quizzes scored more than 70% correct.

In addition, one of the written IRAC assignments was on a contracts case, and 100% of the 47 students completing that assignment earned grades higher than 70%.

Lastly, the final exam included two contracts questions, and 46 of the 48 students (96%) earned 70% or higher scores on those questions.

6. Legal terminology. All of the quiz questions and all of the IRAC w

Am re-designing some evaluation elements to take account of the student use of AI in writing papers.

BUSINESS, COMPUTER S

Business

Bus Law I BUS D018.13Z

47143

SLO No. 2 is below.

2022-2023

Spring

Hybrid (some Face-to-Fa

Exam – Course Test/Qui

Student Learning Outcome 2 is:

Identify ethical issues in a business law context and evaluate factually simple contract issues using basic common law or UCC rules.

Ethical issues. One chapter in the textbook, one pre-recorded lecture, and one live synchronous class session are devoted specifically to ethical issues and, in particular, assessing the differences and overlaps among what is legal/illegal and what is ethical/unethical. One question on the final exam required students to write about the ethical and legal considerations in connection with a hypothetical business employee problem, and 47 of the 48 students (98%) earned 70% or higher scores on that question.

Contract law. Three weeks are devoted to contract law, including the UCC; 15 chapters in the textbook; six pre-recorded lectures and power points; six live synchronous class sessions. Three quizzes are devoted to contract subjects and the results in Spring term were: 100% of the 48 students taking those quizzes scored more than 70% correct.

In addition, one of the written IRAC assignments was on a contracts case, and 100% of the 47 students completing that assignment earned grades higher than 70%.

Lastly, the final exam included two contracts questions, and 46 of the 48 students (96%) earned 70% or higher scores on those questions.

The design and execution of this course has been very effective for the overwhelming majority of students.

Am re-designing evaluation components to take account of students' use of AI in writing papers.

BUSINESS, COMPUTER S

Business

Introduction to Business

48133

• Distinguish among the primary functions within a business, such as, marketing, operations, human
resources, accounting and finance, and identify the interests and roles of key business stakeholders,
such as employees, management, owners, and society.
• Demonstrate a working vocabulary of business terms.

2022-2023

Spring

Hybrid (some Face-to-Fa

Other

Students Final Course Grade

I am pleased 81% of the 36 students earned a letter grade C or higher. I am pleased 56% of class earned a letter grade B- or higher. I am pleased that 20% of class earned a letter grade A- or A. I am very concerned and will first spend time thinking about the course and the 4 students approaching expectations. I am extremely concerned and will spend the most time thinking about the course and the 3 students that did not meet the outcomes.

To help students succeed with the SLO's, I offer students that earn a Midterm letter grade of "D" or "F" the opportunity to retake each of the exact same 3 course midterm exams to earn a letter grade "C". The improved midterm letter grade is a direct replacement of the lower midterm grade. In this course I believe this Midterm re-take opportunity was successful as 4 of 12 students that re-took MT#1 earned a final course letter grade of B or better. One student that scored a "D" on Midterm #1 earned a course letter grade of "A-". I am very concerned and will first spend time thinking about the course and the 4 students approaching expectations. I will need to research, find, and try different approaches to help the students approaching expectations
become a student success in the future. I am extremely concerned and will spend the most time thinking about the course and the 3 students that did not meet the outcomes. I will need to research, find, and try different approaches to help the 3 students that did not meet the outcomes become a student success in the future. In addition, I will look further into the colleges counseling and support resources for helping students earlier in the academic term.

BUSINESS, COMPUTER S

Business

BUS D058-64Z

42732

1. Develop and conduct a Feasibility Analysis for a business plan.
2. Write a business plan and deliver an effective presentation to potential investors.

2022-2023

Spring

Online - Asynchronous

Presentation/Performan

1. Students submitted a Feasibility Analysis Study.
2. Students submitted a business plan document.
3. Students submitted a PowerPoint presentation of business plan.

With a class roster of 38 students and 7 failures, the pass rate of 31 students was quite good. With a pass rate of 31 students, and a census of 41 students, the success rate of 76% is quite good.

Cannot think of any enhancement at the moment.

BUSINESS, COMPUTER S

Business

BUS D087-64Z

45591

Identify and describe each of the steps in the seven-step selling process model, explain the purpose of each step, and describe the essential elements of successful execution of each step.

2022-2023

Spring

Online - Asynchronous

Exam – Course Test/Qui

1. Quizzes
2. Discussions
3. Assignments based chapters of the textbook
4. Final Exam Sales Presentation

With a class roster of 37 students and six failures, the pass rate of 31 students was quite good. With a pass rate of 31 students, and a census of 40 students, the success rate of 78% was quite good.

Cannot think of any enhancement at the moment.

BUSINESS, COMPUTER S

CIS

CIS 28

31483

The student will obtain a proficiency in the Object-Oriented approach which will include the ability to:

l Use Object Oriented Analysis (OOA) methodology to identify and “flesh out” major abstractions within the problem space.

l Use Object Oriented Design methodology to refine these abstractions into concrete classes, and then determine the relationships between these classes and the operations they support. Several key design patterns will be introduced as building blocks for this effort.

l Understand and use various Universal Modeling Language (UML) diagrams including Conceptual Class Diagrams, Class Lists, Event / State Transition diagrams, Sequence Flows, Class Responsibility and Collaboration (CRC) cards, and Use Case diagrams.

2022-2023

Winter

Face-to-Face

Exam – Course Test/Qui

Verification that the student's learning objectives have been achieved is obtained from multiple sources, including lab homeworks, the midterm and the final exam. There is also a class presentation.

While the homeworks are done in a group (because unlike software programming, software design is a collaborative activity) the exams are individual, and this allows the extent of an individual student's learning to be assessed.

The challenges of software design are different from anything many enrolled students have encountered previously. I recently increased the opportunities for earning individual extra credit (by reapplying the techniques we cover, and a larger number of students are taking advantage of them. This was reflected in the grades earned during this trimester.

BUSINESS, COMPUTER S

CIS

CIS 22C 01Y

22327

• Read, analyze and explain advanced data structures programs.
• Design solutions for advanced problems using appropriate design methodology incorporating advanced data structures programming constructs.
• Create and analyze efficiency of advanced level data structures algorithms, code, document, debug, and test advanced data structures programs using multiple source and header files.

2022-2023

Fall

Face-to-Face

Exam – Course Test/Qui

Written 2 hour midterm exam taken in classroom. Open book.

This CIS 22C midterm assumed prior knowledge of the C++ programming language, since all students were presumed to have taken both CIS 22A and CIS 22B as prereqs. So I was both dismayed and disappointed to discover around half my students could not code even the simplest routines in that language, and did not really comprehend 2nd level indirection (ex: Array of pointers).

After the midterm, I started allowing use of pseudocode instead of C++ on subsequent homeworks, and I felt forced to devote 2 lectures to reviewing the C++ skills (utilizing array of pointers to structs/objects, pointers to pointers to structs/objects, 2D arrays of structs/objects,) I assumed my students had upon entering the class.

For the next trimester, I put the C++ lectures in front, and guided my class through that part of the language they would need to succeed. Things went better as the successful student percentage went from around 50% to 70%. But there were still multiple students who had somehow advanced through CIS 22A/B without acquiring the skillset to program anything more than a few lines of code.

BUSINESS, COMPUTER S

CIS

CIS 22B-06Z

43464

Student Learning Outcome: Create algorithms, code, document, debug, and test intermediate level C++ programs.
Student Learning Outcome: Read, analyze and explain intermediate level C++ programs and their efficiency.
Student Learning Outcome: Design solutions for intermediate level problems using appropriate design methodology incorporating intermediate programming constructs including structures and objects.

2022-2023

Spring

Online with at least som

Exam – Course Test/Qui

Assignments, One midterm exam and one final exam

More students have done well in terms of understanding the important concepts and reflecting in the coding tests.

One student stopped course activities very early in the course. Three students stopped course activities around the middle of the course. Emailing them to encourage their continuing the course might help.

BUSINESS, COMPUTER S

Computer Science

CIS14A-64Z

42536

1. Student Learning Outcome: Design a graphical user interface in Visual Basic .NET
implementing basic controls including text boxes, labels, list boxes, buttons, radio
buttons, and check-boxes.
2. Student Learning Outcome: Design the algorithm, write, document, debug and test the
code for event procedures and sub procedures of a Visual Basic application
incorporating elementary code constructs.
3. Student Learning Outcome: Read, analyze and explain introductory level Visual Basic code.

2022-2023

Spring

Online - Asynchronous

Exam – Course Test/Qui

Final exam results.

As shown above, 7 students didn't attempt the Final Exam. The students that did, most met or exceeded my expectations. Also, the 7 students didn't complete the Course Evaluation to earn +5 credit points - so, not sure what their thoughts are? 5 of the 7 just earned less than 45 points out of the 440 required.

Re-enforce the necessity of doing the Final Exam. It really covers all course content supporting the SLOs.

BUSINESS, COMPUTER S

Computer Science

CIS14A-62Z

21790

2022-2023

Fall

Online - Asynchronous

Tracked Academic Beha

Assignments, Quizzes, Final Exam, Projects completed.

This is a required course for Business Management majors. The SLO's are designed for CIS majors. Need to find a way to make course more accessible for Business majors. Other than that, student evaluatons at end of quarter mostly said someting similar to this student's feefback:
"I thoroughly enjoyed that the zoom meetings were recorded and available quickly after the class ended. I don't have any suggestions to give as I believe the current format is well structured."

1. Update the syllabus format. A student mentioned it is an outdated format which is basically true since this format has been used since the class was created in 1997.
2. Not sure how to simplify the course material for Business majors. Will think on it.

BUSINESS, COMPUTER S

Computer Science

CIS_D089C-62Z

26016

• Student Learning Outcome: Write functions and scripts using JavaScript.
• Student Learning Outcome: Create web pages using Hypertext Markup Language (HTML), Cascading Style Sheets (CSS), JavaScript, and the Document Object Model (DOM), and demonstrate how they interact together within a web document.

2022-2023

Fall

Online - Asynchronous

Tracked Academic Beha

Assignments; Quizzes; Projects; Final Exam

Most students did extremely well in learning the course material. The term project which includes all course content covered was done very well. Outcome: Exceeded: 11; Met: 8; NotMet: 7. Not done: 11 - this was disappointing but only worth point wise 20% of class points.

1. A few evaulation comments stated it was not always clear regarding the project specifications even though they were thoroughly demonstrated during the online (recorded) sessions. Will improve the written specifications.
2. As for lack of participation in Term Project, will think about increeaing its importance from 20% to a higher percentage of total points.

BUSINESS, COMPUTER S

DMT

DMT 92 - .01Z

44936

Interpretation of specifications and inspection procedures related to current ASME Y14.5 Geometric Dimensioning and Tolerancing (GD&T) standards. Applications and capabilities of precision measuring tools, including the computer-aide Coordinate Measuring Machine (CMM), used in manufacturing environments to inspect discrete complex parts. Machine and inspected part set-up for measuring form, orientation, and position callouts.

2022-2023

Spring

Online with at least som

Exam – Course Test/Qui

Students were assessed by their Attendance 10% of grade, Class Participation 10 % of their grades, 2 – Mid Term Exams 30.0 % of their grade, and Comprehensive Final Exam 50% of their grade

The DMT 92 class is an advanced level course, the DMT 91 Class (introduction to GD&T and Conventional Inspection) must be a prerequisite before taking DMT 92 Advanced GD&T and the (CMM programming) portion. Also, there must be a minimum of 4 Zeiss CMM’s instead of the one. Until this happens the course must remain as an ONLINE course.

1. DMT 91 Class (introduction to GD&T and Conventional Inspection) must be a prerequisite before taking DMT 92
2. DMT 92 Must have a minimum of 4 to 6 Zeiss CMM’s instead of the one for the students . Until this happens the course must remain as an ONLINE course.

BUSINESS, COMPUTER S

DMT

DMT D090..61

26651

The student's progress is evaluated objectively on the basis of scores from examinations, quizzes, and other classroom exercises. Two major examinations are given: one mid-term exam and a final exam the last class meeting of the quarter. These examinations combined constitute approximately 50% of the final grade.

Class and homework exercises constitute approximately 50% of the final grade. There will be homework assignments for most class meetings. These are in the form of online (Canvas) quizzes, are not timed, are open book, and may be submitted only once. Online quizzes are due at the beginning of the class for which they are assigned. It is imperative that you submit all quizzes before the start of class when they are due, after which they will no longer be available and cannot be submitted late (no make ups).

2022-2023

Fall

Face-to-Face

Exam – Course Test/Qui

Canvas based assignments, Mid-Term, & Final Exam plus in-class assignments & lecture.

Students represent a large cross-section of industry, experience, & academic goals. I learned much during this quarter.

Improve the Canvas experience.

BUSINESS, COMPUTER S

Real Estate

REST 55-63Z

38058

Create property management marketing plan.
Identify essential lease provisions.
Identify best practices to reduce property management risk.

2022-2023

Winter

Online - Asynchronous

Exam – Course Test/Qui

Exam questions are mapped to each SLO. Quiz statistics in Canvas are then used to assess SLO.

The class does have a high drop rate, but this is not terribly concerning given that half the students take the class as a non-credit non-gradable class. In addition, the class is primarily taken by those who intend to sit for the Department of Real Estate Salesperson Licensing exam and pursue a career in real estate, many of whom change their minds or postpone their plans.

Approximately 70% of the class met expectations. While satisfactory, this number can improve significantly. A review of the exam questions mapped to each SLO shows two things that I believe will help overall success rates.

1. The class average for 33% of all questions mapped to SLO 1 was below our target rate of 70% correct. This is significantly higher than the rates for SLO 2 and 3, which have failure rates of only 8% and 12% respectively.

2. We are over-testing SLO 3 and under-testing SLO 2. We test SLO 3 with 3 times as many questions as SLO 2 even though the class material is for each SLO is relatively equal.

1. Review SLO 1 assessment questions and either re-write them if they are deemed unfair or confusing, or create additional content/assignments to enhance student learning on the relevant topics.

2. Create additional assessment questions for SLO 2 (Lease Provisions) and decrease the emphasis on SLO 3 (Risk) in the assessments to get a more fair representation of success across all 3 SLOs.