Spring 2013 Course SLO Review

COMP 9899 - Desktop Publishing for Business I - Stage 5 - Rudy Padilla

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs Assignments based on rubrics (such as essays, projects, and performances) Direct observation of performances, practical exams, group work Pre & post surveys or tests
Assessment Description	• Students given a choice and opted for a web-based final exam, submitted project assets, which included all learning outcomes outlined in the course outline on record. • One-on-one coaching observations and weekly submission of projects, and regular attendance and participation was assessed. • In the accompanying Desktop Publishing I course students take an online final exam. This exam, in part, also serves for students who wish to test out for waiver for the course. The exam is updated each semester where appropriate.
Learning Outcomes	ALL
Number of Sections	1
Number of Instructors	1
Number of Students	16

Data Analysis

Data Shared With	Faculty and staff within our department Students
Data Sharing Methods	Face-to-face meetings Email Shared document files
Data Summary	Grade Values: 7 A, 3 B, 1 C, 6 NP, 19 W 70% were able to submit a final project and 90% positively participated in the class. For this assessment projects folders are submitted in digital format number in a W Drive Network. An online summary report can be found by following this data link (copy & paste): https://docs.google.com/document/d/1ZTQVLWdQlBm9yzRsqC6saQKdWqpvMPJvabjhMvRsFSY/edit?usp=sharing
Analysis Summary	Students must attain 70% passing in the online final (11 out of 20 students earned a passing grade) Attend 80% of 45 hours for a letter grade (20 students attended regularly) Submit all project based course work (11 submitted projects, 6 failed to submit projects and obtained No Credit (NC).
Next Steps Planned	Update Office Publishing Certificate at Curriculum Committee Update and reintroduce an online final exam and a smaller final project to demonstrate skills attained in the course. Assess students at the start of each course on basic windows computer knowledge and provide student with feedback on advisories required for the course.
Learning Outcomes	All

Changes

Details	• Revised an online final exam and project assignments • Match projects and create learning opportunities with the marketing needs of the downtown center business noncredit courses • Update program the certificate that pertains to this course
Learning Outcomes	ALL

Tentative Future Plans

Term	Fall 2013
Activities	Assessment (measurement) of outcomes Analysis and discussion of assessment data and next steps Increase collaborative efforts and documentation with other instructors
More Details	• Analyze quizzes and exams and lab work • Direct observation of performance • Implement online final that addresses learning outcomes and provides immediate feedback • Tie project based homework assignment to learning opportunities and to simulate a live vocation employment task.

SLO Details Storage Location

ELECTRONIC COPY - In my electronic filing system (hard drive or web server)
Google Docs

Additional Highlights

• SLO data transparency and accountability through google archival system

• Noncredit students have a comprehensive online final exam that provides immediate feedback, a project based final exam that is meaningful, one-on-one coaching labs, and varied solo projects within 2 x 45 hours courses

• Students enroll in COMP 9907 which represents part II with advanced concepts

• Utilize the latest industry software, hardware, and employ the latest techniques in layout manipulation in vocational training

• Model moderately structured tasks (tasks that are clear and that offer more than one solution to a computer problem) and well structured computer tasks (task that are clear with only one correct way of performing the task)

• Offer individualized assistance, such as explaining important concepts and principles in a thoughtful student-centered coaching manner. No lectures while coaching.

• Provide a variety of materials specifically relevant to the instructional assignments and tasks at hand in well-organized binders

• Offer one-on-one coaching to students and individualized support, which includes constant positive reinforcement, acknowledgement, and validation when appropriate.

• Paces “multilevel” courses appropriately, pulling students in from the edges and offering a balance to the variety of learning styles present in the classroom. For example, leaving more advanced students to work with textbook procedural tasks because they hold existing skills sets in the correct use of the required textbook.

• Create a non-threatening learning environment where students feel at ease and safe in asking questions, include consistent positive feedback, validation, and acknowledgement whenever possible.

• Provide a high level of sensitivity towards the needs of diverse and culturally unique learners.

• Explain important concepts clearly followed-up with reinforcement techniques that include a question and answer period and one-on-one individualized explanations

• Use of appropriate neutral language demonstrating sensitivity towards diversity and respect for students.

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