PHOT 93: Editorial Photography
Stage 1
Holman Turner
Basic Information
| Number of Outcomes | 3 |
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| Number of Outcomes Assessed | 3 |
| Assessment Frequency | Every year |
| Analysis Frequency | Every year |
| Detail Link | Link |
Course Information
| Number of Course Sections | 1 |
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| Number of Instructors | 1 |
Improvement Details
| Details | Some changes were made based on availability of equipment, such as: -Working in groups of two students These students worked together in producing editorial images that were assigned to them each week. A specific subject was required and the students were allowed to generate a single image that met that image requirement. |
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Assessment Methods
| Methods | Students were given quizzes to assure their understanding of the required equipment, they then were given a Midterm Exam, and their final consisted of Final Portfolio of image that outlined the subject of their choice. These final images represented 30% of their final grade. |
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Assessment Data Discussion and Analysis
| Term | Fall 2013 |
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| How and With Whom | This data was discussed with students on a regular basis, and they were encouraged to provide feed-back regarding the approach that was being used. Below is just one example of a student comment given in response to this request: Hi Holman, Thank you for your kind feedback. I will take your advice and copyright that image. I am honored that you are still thinking about it as I know you have a critical eye and many demands on your time. I have really enjoyed our time together this last year and a half, and have learned so much from you. You have opened my eyes in countless ways and I am forever thankful for your wisdom and friendship. Best, Shawn |
| Number Assessed | 15 |
| Data Summary | As opposed to using a document approach, that is, with a series of questions. I met with each student individually to get a feel for their needs. This approach allowed me to adjust each class to their individual needs. Having numbers are fine for putting together reports - individual knowledge of student strengths and weaknesses tends to be more beneficial to the growth of "each" student. So this is why I have used this approach. It takes more effort - but it's worth it. |
| Planned Improvements | This was my first time teaching this class. So obviously there would be changes I would make to strengthen it. For example, a process change would be to show final project images on two separate evenings so that more time could be spent on each one. |
| Program Review Link | No answer |
Future Plans
| Term | Fall 2014 |
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| Activities | Implementation of planned changes and reassessment, Review the things that worked best and build on them. |
| Details | As mentioned above, if I am teaching this class again I will use two days to review final project images as opposed to one day. Most of the other elements of this class worked really well. |
| Highlights | Below are but two emails I received from student who attended this class: Hi Holman, Thank you for your kind feedback. I will take your advice and copyright that image. I am honored that you are still thinking about it as I know you have a critical eye and many demands on your time. I have really enjoyed our time together this last year and a half, and have learned so much from you. You have opened my eyes in countless ways and I am forever thankful for your wisdom and friendship. Best, Shawn Thank you, Holman. It feels great to hear that from you. You've been one of my greatest instructors and I've enjoyed the experiences that you have shared with us this semester. Thank you for leading us. Merry Christmas! Josephine |