| Select your Division | Enter the name of your department | Enter the name of the course with section. | Enter CRN# for course | Enter SLO Statement(s) | 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 |
| Social Sciences and Humanitie | Administration of Justice | Interview, Interrogation, and C | 44522 | Compare and contrast the major principles and strategies of
effective interviewing and interrogation. Differentiate between truthful and deceptive human behavior exhibited during both the interview and interrogation processes. |
2023-2024 | Spring | Hybrid (some Face | Exit Interview | Each student was given 4 questions regarding the class. They were asked the following questions:
1) Did you find that the class provided the necessary material, instruction for your learning experience. 2) Based on your time in the class, do you feel that you learned enough to take the information and put it into practice. 3) Please provide one example of an outcome that you learned from the class 4) Was the student learning outcome met |
8 | 1 | 0 | 0 | 0 | Based on each student's answer, the learning outcome was met for this class. All of the students felt that their learning experience surpassed their expectation of the actual class. Because they did not know what to expect, a few had some anxiety about the class. However, with the lectures, video, power points, and mock scenarios that the students participated in, when it was time for the final exam, some, if not all, did not feel as anxious. Given the students had to play out certain scenarios, they felt more comfortable as the class progressed. There were three students, who worked in law enforcement, and their level of knowledge as it relates to the class title was profoundly high. The students not in law enforcement definitely had a better understanding of how to conduct an interview, interrogation, or deal with someone in crisis. | No certain what this question is asking |
| Social Sciences and Humanitie | Child Development | CD- D010G01 | 00301 | Demonstrate an understanding of how theories support children’s optimal development. | 2023-2024 | Spring | Face-to-Face | Project | Research one of the following theorists from your reading: Jean Piaget Erik Erikson Ivan Pavlov Albert Bandura Sigmund Freud Lev Vygotsky John Watson Howard Gardner Urie Bronfenbrenner In written format “report” back to me in your own words: Name of Theorist Photo of Theorist Birth date-time of death/Hometown Occupation, background, education, etc. Explain this person’s development theory. Are there stages? What ages are discussed? Do you agree with or like this theory? Why or why not? How did this theorist conduct research? Include specific experiments and results. Did this theorist have any major influences? Other theorists? How can teachers/educators apply these principles in the classroom? State specific examples. https://www.wiseessays.com/blog/how-to-write-a-college-paperLinks to an external site. |
15 | 0 | 0 | 0 | 0 | Developmental theorists use their research to generate philosophies on children’s development. They organize and interpret data based on a scheme to develop their theory. A theory refers to a systematic statement of principles related to observed phenomena and their relationship to each other. A theory of child development looks at the children's growth and behavior and interprets it. It suggests elements in the child's genetic makeup and the environmental conditions that influence development and behavior and how these elements are related. Many developmental theories offer insights about how the performance of individuals is stimulated, sustained, directed, and encouraged. Psychologists have established several developmental theories. Many different competing theories exist, some dealing with only limited domains of development, and are continuously revised. This article describes the developmental theories and their founders who have had the greatest influence on the fields of child development, early childhood education, and care. The following sections discuss some influences on the individuals’ development, such as theories, theorists, theoretical conceptions, and specific principles. It focuses on five theories that have had the most impact: maturations, constructivist, behavioral, psychoanalytic, and ecological. Each theory offers interpretations on the meaning of children's development and behavior. Although the theories are clustered collectively into schools of thought, they differ within each school. Saracho, O.N. Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Educ J 51, 15–30 (2023). https://doi.org/10.1007/s10643-021-01271-5 Students spend time researching, reflecting, working in peer groups, and are asked to make choices on what they "believe" influences "human development." Students change over the course of a quarter as they learn the "influences" on development, and how we apply them to practice. It's exciting to watch this change! |
Future action will include studying "theory" in the "field." Having students spend time on a child development campus making observations and identifying stages, ideas, and perspectives using the "major" theory approaches. |
| Social Sciences and Humanitie | Administration of Justice | ADJM 6 | 48264 | Compare and contrast the legal and sociological approaches which
have been fundamental in shaping correctional theories and practices. Identify traditional correctional systems and alternative sentencing solutions and evaluate the effectiveness of both. |
2023-2024 | Spring | Hybrid (some Face | Tracked Academic Beha | During the course, students were evaluated on attendance, assignments, and final exam productivity. | 8 | 7 | 0 | 1 | 2 | The Spring quarter produced some of the brightest minds that I have taught, since I began working at De Anza. The students were inquisitive, thoughtful, many had impeccable writing skills, and they never shied away from the tough topics, like implicit bias and ethics. This group sometimes challenged the the current state of our society, as we delved into politics and inequality. I have no worries that his particular group will go on to do great things, not only in their communities, but also in their respective law enforcement agencies. | Not certain about this question |
| Social Sciences and Humanitie | Administration of Justice | ADMJ D084.01Y | 48263 | • Describe the forensic science in the criminal justice system
from the crime scene to the crime laboratory and to the courtroom. • Identify various forensic disciplines and what type of analysis and/or services they can provide to law enforcement agencies. |
2023-2024 | Spring | Hybrid (some Face | Exam – Course Test/Qui | Multiple Assessment Methods - Quiz / Test (multiple choice) as well as laboratory projects | Most all students for the SP 2023 Quarter (for ADMJ084) were successful in accomplishing the SLO - accomplished through multiple choice quiz and laboratory projects. | To enhance the understanding of the SLOs I will plan on
expanding laboratory projects to support/apply theoretical lessons from
lecture and continue to improve communication with students that provide
minimal participation throughout the quarter.
There were at least 1-2 students that dropped off through the semester that did not reach out to me. One of them reached out to me to discuss a hardship at the very end of the semester. They other did not I worked with them with regards to the SLOs to provide partial credit. |
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| Social Sciences and Humanitie | Administration of Justice | ADMJ 056.01Z | 47075 | Describe and apply the
legal requirements governing criminal justice report development. Construct an investigative report utilizing professional criteria and techniques. |
2023-2024 | Spring | Online with at leas | Exam – Course Test/Qui | Multiple quizzes, a midterm exam, a final exam, and a grade for participation in class discussions. | 12 | 7 | 0 | 1 | 0 | Only one student failed to pass the class during SP 2023 quarter - this student attended zero classes. | To enhance understanding of the SLOs, I will plan more practical applications of report writing in a multitude of law enforcement related scenarios so as to expose the students to different circumstances/styles/areas of report writing. |
| Social Sciences and Humanitie | Administration of Justice | Crime, Corrections, and Societ | 13119 | 1) Compare and contrast the legal and sociological approaches
which have been fundamental in shaping correctional theories and
practices. 2) Identify traditional correctional systems and alternative sentencing solutions and evaluate the effectiveness of both. |
2023-2024 | Summer | Online with at leas | Exit Interview | One week before the end of the course, I asked students to send
their feedback regarding the course.
There was no specific structure to the feedback; however, it had to
include what they learned during the course.
They were given one week to submit their feedback. Out of the 28 students, 19 students returned feedback |
20 | 1 | 2 | 6 | 10 | This course provides students with information regarding the
criminal justice system, racial inequities, gender inequities, crime, how
crimes plays a role in society, bias, corrections, rehabilitation, how the
media plays a role in society's understanding of the the criminal justice
system, and a host of other topics, which allows students to receive a wealth
of information. The idea is to leave
the class with a rudimentary understanding of how the system works, doesn't
work, and how to approach fixing the issues.
There is also a real world approach and historical perspective applied. How crime evolved over the centuries and what can we, in the 21st Century, do better. This information allows students to receive a well-rounded learning experience. From the feedback received, all of the students, who returned their feedback indicated that they enjoyed this teaching style. It was a no nonsense look at how to navigate the system once they are in their respective careers. Students also enjoyed the interaction provided by the instructor. Some students mentioned that they felt comfortable speaking out and answering questions. Overall, the course met the SLO of the students, which is all any professor can ask for. |
N/A |
| Social Sciences and Humanitie | Administration of Justice | ADMJ 54 Youth and the Law | 13498 | Analyze the sociological principles regarding the causation of
juvenile crime and delinquency Identify those laws that relate to juvenile offenses and how they impact juvenile offenders Learn how the Juvenile Justice Courts and their system partners affect juveniles in the Juvenile Justice System |
2023-2024 | Summer | Online with at leas | Other | Examinations, Quizzes, essays, and class participation. | 8 | 10 | 10 | 3 | 4 | The Summer Quarter is an especially difficult quarter, because it is so short. | Impress upon the students how short the time frame is. Replace one of the quizzes with a substantive essay assignment. |
| Social Sciences and Humanitie | Humanities | HUMI D016.01Z | 27006 | Synthesize students'
critical thinking, imaginative, cooperative, and empathetic abilities as
whole persons in order to contextualize knowledge, interpret and communicate
meaning, and cultivate their capacity for personal, as well as social change.
Analyze the dynamic relationship between contemporary culture, artistic expression, and individual assumptions, beliefs and values. |
2023-2024 | Fall | Online with at leas | Demonstration | The SLO assessment was embedded in a critical writing assignment that involved the analysis and interpretation of an artform as an expression of contemporary culture. | 21 | 8 | 2 | 0 | 0 | The majority of students demonstrated an understanding of artistic fundamentals and critical methodology employed in the study of the humanities, as well as the ability to experience and appreciate the uniqueness of artistic expression. Through this assignment, the majority of students demonstrated interpretive and analytical skills to access the effectiveness of the visual message. Additionally, students demonstrated their ability to provide subjective analysis and their capacity to synthesize ideas conveyed in art with their personal experiences and beliefs. This assessment illustrated the effectiveness of utilizing assignments that incorporate direct experience to foster a greater depth of understanding and personal connection to course material in comparison to assignments based primarily on research. | While most students were able to recognize the connection between art and ideas, some students seemed less confident to provide subject analysis and interpretation. This encourages me to develop additional curriculum that incorporates a self-reflective element such as in-class opportunities to explore how attitudes and personal experiences influence perceptions about art. |
| Social Sciences and Humanitie | sociology | SOC 1- 52z | 02282 | Student Learning Outcome: The student will develop a
sociological imagination, which is the ability to evaluate the effects of
cultural, structural, historical, geographical, institutional and
stratification processes on groups and individuals, including one's own
experiences. Student Learning Outcome: The student will distinguish the sociological perspective from other sciences, including its methods, theories and empathetic standpoint. |
2023-2024 | Fall | Online - Asynchro | Other | Exam questions that address SLO, and writing discussions that address SLO | 36 | 6 | 3 | 1 | 0 | A majority of students exceeded or met SLO expectations. | Aim to get 100% of students meeting or exceeding SLO expectations |
| Social Sciences and Humanitie | Child Development & Educatio | CDD.012.02Y | 00339 | Recognize the importance of building partnerships with families and the community (service learning). | 2023-2024 | Fall | Hybrid (some Face | Exam – Course Test/Qui | Exam | 33 | 33 | 33 | 4 | 5 | I will modify the test and add two new sections that will include essays and self-reflection exercises. | I will try the test for a couple of quarters then I will re-evaluated to check if I need to make any changes. |
| Social Sciences and Humanitie | Child Development & Educatio | CDD012.01Z | 00337 | Recognize the importance of building partnerships with families and the community (service learning). | 2023-2024 | Fall | Online with at leas | Exam – Course Test/Qui | Exam | 36 | 36 | 36 | 2 | 4 | I will modify the test and add two sections that will include (essays and self-reflection exercises). | I will re-evaluated the test after a couple of quarters to check if I need to make any changes. |
| Social Sciences and Humanitie | Child Development & Educatio | CDD050.01Y | 23156 | Recognize the value of the field of child development in providing for the developmental foundational needs of children through quality programs and appropriate practice. | 2023-2024 | Fall | Online with at leas | Exam – Course Test/Qui | Exam | 29 | 29 | 29 | 2 | 8 | I will modify the test and add two sections that will include (essays and self-reflection exercises). | I will re-evaluated the test after a couple of quarters to check if I need to make any changes. |
| Social Sciences and Humanitie | Child Development & Educatio | CDD012.02Y | 00339 | Recognize the importance of building partnerships with families and the community (service learning). | 2023-2024 | Fall | Hybrid (some Face | Exam – Course Test/Qui | Exam | 33 | 33 | 33 | 4 | 2 | I will modify the test and add two sections that will include (essays and self-reflection exercises). | I will re-evaluated the test after a couple of quarters to check if I need to make any changes. |
| Social Sciences and Humanitie | Child Development & Educatio | CDD054.01Z | 21538 | Design curriculum for all developmental domains that is culturally salient developmentally appropriate, inclusive and emergent. | 2023-2024 | Fall | Online with at leas | Exam – Course Test/Qui | Exam | 37 | 37 | 37 | 2 | 2 | I will modify the test and add two sections that will include (essays and self-reflection exercises). | I will re-evaluated the test after a couple of quarters to check if I need to make any changes. |
| Social Sciences and Humanitie | Administration of Justice | Crime, Corrections, and Societ | 26985 | Compare and contrast the legal and sociological approaches which
have been fundamental in shaping correctional theories and practices. Identify traditional correctional systems and alternative sentencing solutions and evaluate the effectiveness of both. |
2023-2024 | Fall | Online - Asynchro | Other | During this course, students were taught about the three topics:
Crime, Corrections, and Society, and each topic was taught separately. Crime: Students learned about how crime first existed, and who was recorded as the first murderer in history. I talked about what crimes looked like in the Middle Ages, discussed different philosophers and how they had an impact on how crime was to be handled during that era, and then I brought crime into the 21st Century. I discussed various types of crimes, levels and severity of crimes, and how crime affects society, be it directly or indirectly. Corrections: In this section, I discussed the need for corrections and whether or not corrections has a positive or negative impact on society. I described the various types of corrections: rehabilitation, incapacitation, deterrence, and restorative justice. These topics were described as being necessary as an alternative to jail, and how defendants are put into treatment facilities, in an effort to modify their behavior so when they leave jail, they hopefully leave and become productive citizens. I also discussed the correctional system in California. Society: In society, I talked about historical aspect of society and during the Middle Ages, societies were built to be one strong unit. Everyone had a role and role placement was not under attack as it is today. I talked about biases, ethics, and morals, and how to avoid pitfalls and recognizing whether or not we have our own biases and how to control them. I discussed how many law enforcement agencies are falling into police misconduct traps, and it is because of the negative activity that many in the community are calling to defund the police. At the end of the quarter, students were tasked with writing a five page research paper regarding a criminal justice topic of their choice, based on what they learned in the class. Here are just a few of the topics: Defunding the Police; Policing the Police; The Juvenile Justice System; The U.S. Prison System: The Industry of Modern Enslavement, and Unintended Consequences, etc. The students were to write their papers using APA format, for which the link was provided to them on the syllabus. |
31 | 5 | 0 | 3 | 0 | While many of the students exceeded expectations, the quality of
writing was quite good, and many of the students followed the directions that
I presented about writing an effective paper.
Their topic choices were some of the most creative I have seen, and
they used proper resources to effectively defend their topics. Students wrote their papers in accordance
to what they learned in the course.
There were several students who received lower scores because they did not follow the expectations that I posted about writing a research paper, not properly citing their work, or not using APA format. Those students who received lower expectations is because they submitted "some" work, did not submit any work, did not submit a final exam, or did not attend class and failed to withdraw from the course. |
I provided the students with a detailed account of how to write
a research paper. I also provided a
link that brought students to the APA website, which gave a detailed account
of how to use citations. I also
attached a prior student's paper, that showed the students what my
expectations of their paper should be.
Finally, I offered the students an opportunity to submit their draft
to me. This was an effort to ensure
the students were following the directives and that their topics were not too
broad or vague. Out of 39 students,
only six (6) took advantage. I also
met with students who wanted to discuss their topics. So, they were given every opportunity to be
successful. If there is one thing I could do better is I can start a thread that allows students to discuss topics and if they are on the right path with each other. Sometimes, bouncing ideas off of someone might prompt a thought that they were not able to get on their own. |
| Social Sciences and Humanitie | Administration of Justice | Women in Crime - AJ 51 | 38616 & 386 | Describe and appraise the historical impact of women as criminal
justice professionals. Identify the causation factors which generate criminal behavior by female offenders. |
2023-2024 | Fall | Online - Asynchro | Exam – Course Test/Qui | At the end of the quarter, students were given a 50 question
exam, which consisted of true/false, multiple choice, and fill in the blank
questions. The test was conducted on
Canvas, with no time limit, and they had from 12:00 am - 11:59 pm, to
complete the exam. Students received
one (1) point for each correct answer.
A study guide was given to the students, in an effort to direct them
on what to study. Students were tested on their knowledge of the lesson taught to them during the quarter. The questions derived from their text, video lectures, power point presentations, YouTube videos, and various articles. Some example questions were: Describe what the Maunchausen Syndrome by Proxy is; As a part of its comprehensive, coordinated response to America's gang problem the ______________________ funds the National Youth Gang Center; The explanatory frameworks for the victimization of women – why women are victimized and how, what can prevent victimization and what predicts women’s recovery from victimization – are also centered on the increased economic marginalization of women or the feminization of poverty; In the video about the Chief of Florida, what offense was she accused of having committed; Scholars posit that women commit fewer crimes then men because of differences in gender socialization, differences in criminal opportunities, and a different morality; there were questions regarding mental health, and also some historical questions regarding women's voting rights, etc. |
10 | 13 | 5 | 5 | 7 | Overall, the students did well on their final exam and
discussion questions and the course as a whole. They seemed to understand the
content of the curriculum and that was reflected in submitted
assignments. The lower expectation
grades were due to students attending the class, submitting some work, but
not completing the exam or missing too many assignments. The students were inquisitive, thoughtful in their writing and interaction with one another, and I was pleased at their level of excitement shown throughout the course. There were some students whose grades were somewhat low, and in an effort to help them raise their average, I provided an opportunity for students to complete two extra credit assignment. A few took advantage, usually, the students who were doing well, but others decided to pass on that opportunity, which was unfortunate. |
The exam scores were a little lower than expected, even with students having a study guide. For upcoming courses, I will not only use a study guide, but I will go over the expectations of the exam, which may help certain students. I will also make more of an effort to inquire from students, if they are fully understanding what they should be studying. I believe this will help increase those exam scores. |
| Social Sciences and Humanitie | Early Childhood Education | Health, Safety and Nutrition fo | 21961 | 1. Based upon information and examples contained in the course
textbook, and contained in other current erudite sources, students will
demonstrate their knowledge and application of fundamental principles of
health, safety and nutrition, as these principles apply to the well-being of
infants and young children who may be in their care in early childhood
settings. 2. Students will present evidence in the form of written research findings and conclusions, based upon our course textbook and salient other, erudite sources (as fully described and cited in our course Syllabus), of how their knowledge and application of these fundamental principles will be implemented in their early childhood classrooms and programs -- using a highly-structured format. 3. Students will critically respond to the research findings and the conclusions of at least two other class colleagues -- using a highly structured format. |
2023-2024 | Fall | Online - Asynchro | Presentation/Performa | Students were tasked with completing research assignments, which involved: 1) the careful reading of eight chapters in our course textbook; 2) the application of the principles of health, safety and nutrition for infants and young children, as derived from the textbook discussions and practical examples; 3) the presentation of student conclusions within four different but highly-structured discussion forums; and, 4) presentation of their responses within these same discussion forums to the conclusions of two different class colleagues. | 27 | 1 | 1 | 4 | 8 | In retrospect, the highly-structured presentation formats enabled a respectful learning community to form, at which most students in the course excelled in creating. | Discussion forums provided important opportunities for students to succeed in this online and asynchronous format. |
| Social Sciences and Humanitie | psychology | PSYC D004.62Z | 20291 | SLO1 Explain the historical roots of abnormality and contrast
them with current views. SLO2 Explain the symptoms and causes of psychological disorders and compare and contrast them. SLO3 Describe the different types of therapy and be able to apply them to specific case studies. |
2023-2024 | Fall | Online - Asynchro | Exam – Course Test/Qui | Students completed an exam to assess their knowledge. | 32 | 11 | 2 | 1 | 4 | I think the case study assignments that incorporated live video demonstrations were essential to students learning. I think the test questions were clearly written connecting back to several sources of instruction in the class including the text, lecture, and media resources | I will continue utilizing the case study assignments and add additional ones building upon the successful outcomes. |
| Social Sciences and Humanitie | psychology of gender | WMST 012-50Z | 21567 | • Student Learning Outcome: Explain the biological basis of gender behavior throughout the life cycle • Student Learning Outcome: Contrast the uniqueness of the gender role with gender diversity as it applies to broad significant issues such as limitations and potentials, victimization, and stereotyping • Student Learning Outcome: Discuss prevalent mental and physical health issues related to gender and gender identification. • Student Learning Outcome: Examine traditional and contemporary psychological theories of female/male gender behavior • Student Learning Outcome: Analyze scientific research relative to contrasting male/female issues and behavior |
2023-2024 | Fall | Online - Asynchro | Exam – Course Test/Qui | Students completed a comprehensive exam assessing their knowledge and application of the outcomes. | 10 | 12 | 2 | 0 | 1 | Students were given multiple opportunities to master key concepts through activities in the course which helped them master the material | Consider adding additional activities that allow students to apply their knowledge to case study examples. |
| Social Sciences and Humanitie | Psychology | PSYC D012.50Z | 21566 | • Student Learning Outcome : Identify historical, mythological, societal, familial, ethnic and cultural influences that shape gender • Student Learning Outcome: Explain the biological basis of gender behavior throughout the life cycle • Student Learning Outcome: Describe concepts of the female’s and male's psychological development throughout the life cycle • Student Learning Outcome: Contrast the uniqueness of the gender role with gender diversity as it applies to broad significant issues such as limitations and potentials, victimization, and stereotyping • Student Learning Outcome: Discuss prevalent mental and physical health issues related to gender and gender identification. • Student Learning Outcome: Examine traditional and contemporary psychological theories of female/male gender behavior • Student Learning Outcome: Analyze scientific research relative to contrasting male/female issues and behavior |
2023-2024 | Fall | Online - Asynchro | Exam – Course Test/Qui | Students completed a comprehensive exam assessing their
knowledge and application of the outcomes. |
15 | 6 | 1 | 0 | 0 | Students were given multiple opportunities to master key
concepts through activities in the course which helped them master the material |
Consider adding additional activities that allow students to apply their knowledge to case study examples and case presentation. |
| Social Sciences and Humanitie | Psychology | PSYC D001.61Z | 23120 | • Student Learning Outcome: Describe the ways in which psychology is grounded in the scientific method. • Student Learning Outcome: Will demonstrate by reference to supporting research, findings that underlie everyday knowledge and beliefs as they relate to psychology. • Student Learning Outcome: Create real life examples that show how psychology is present in many human endeavours. • Student Learning Outcome: Contrast the 5 main models (cognitive, behavioral, psychodynamic, biological, social-cultural) used to explain psychopathology and treatment. |
2023-2024 | Fall | Online - Asynchro | Exam – Course Test/Qui | Students completed a comprehensive final exam | 13 | 8 | 0 | 0 | 2 | Students were given multiple opportunities to master key
concepts through activities in the course which helped them master the material and succeed in meeting the outcomes. |
Enhance content to include more examples from real world applications. |
| Social Sciences and Humanitie | Anthropology | ANTH 1-62Z | 22301 | Students will evaluate biological and behavioral similarities and differences between humans and non-human primates. | 2023-2024 | Fall | Online - Asynchro | Exam – Course Test/Qui | Multiple questions on the Final Exam related to this SLO | 20 | 6 | 0 | 0 | 9 | For the most part, students have met and exceeded this SLO. | None of this time. |
| Social Sciences and Humanitie | Anthropology | ANTH 1-62Z | 22301 | Students will analyze human biological diversity as a response
to physical, biotic, socio-cultural and biological factors. Evaluate human biology and culture as a response to 7 million years of evolutionary process. |
2023-2024 | Fall | Online - Asynchro | Exam – Course Test/Qui | Multiple questions on the Final Exam that addressed this SLO | 18 | 8 | 0 | 0 | 9 | Students met and exceeded this expectation. There was a lot of overlap between these two SLOs. | None at this time. |
| Social Sciences and Humanitie | Anthropology | ANTH 1-62Z | 22301 | Students will apply scientific, evolutionary, holistic and a multidisciplinary approach to understand human biology and behavior. | 2023-2024 | Fall | Online - Asynchro | Exam – Course Test/Qui | Multiple questions on the Final Exam addressed this SLO | 20 | 6 | 0 | 0 | 9 | Of those students that took the Final Exam, the majority of them exceeded this requirement. | None at this time. |