and Program Reviews. In conjunction with the development of Common assessment questions were In progress administered across all sections of PHY 1106 Department/Program Outcomes, the department and PHY 1100, Student names and course should make development of an assessment plan a Completed numbers were removed from the students’ top priority. A crucial first step in this plan will be papers and were graded by FT faculty using a development of common measures across all sections No longer rubric. Sample graded papers were of a course. This may take the form of common applicable exchanged amongst faculty and re-graded to assignments, common exams, or perhaps some ensure reasonable consistency in grading. common items on certain exams, but a consistent set 43% of the students had a perfect score, 60% of data needs to be collected from all sections of a scored 80% or better and 70% scored 60% or course that will allow the department to demonstrate better. student learning in terms of both course outcomes and program/department outcomes. Again, it is In addition assessments were administered in recommended that the department work closely with PHY 2201. 62% had a perfect score, 76% had its divisional Learning Liaison and the Director of 80% or better and 24% scored 60% or below. Curriculum and Assessment in developing this assessment plan. It would appear that there is room to engage adjuncts Strong mentoring was provided to the new In progress adjuncts that were hired during the 2012 - more and provide an increased level of oversight. 2013 academic year, and during the summer The department should seriously consider Completed of 2013. Classroom visits were made and development of common syllabi for courses that constructive feedback provided to ensure adjunct faculty can use to ensure they stay within the No longer success of both adjunct faculty and students. bounds of the curriculum. The department might applicable All adjuncts were invited to participate in explore use of the new Teaching Syllabus Tool to this pedagogical discussions during Faculty Learning Days in 2012. end. Additional training of adjuncts appears to be in order, especially in improving their readiness to teach
and Program Reviews. In conjunction with the development of Department/Program Outcomes, the department should make development of an assessment plan a top priority. A crucial first step in this plan will be development of common measures across all sections of a course. This may take the form of common assignments, common exams, or perhaps some common items on certain exams, but a consistent set of data needs to be collected from all sections of a course that will allow the department to demonstrate student learning in terms of both course outcomes and program/department outcomes. Again, it is recommended that the department work closely with its divisional Learning Liaison and the Director of Curriculum and Assessment in developing this assessment plan. In progress Completed No longer applicable Common assessment questions were administered across all sections of PHY 1106 and PHY 1100, Student names and course numbers were removed from the students’ papers and were graded by FT faculty using a rubric. Sample graded papers were exchanged amongst faculty and re-graded to ensure reasonable consistency in grading. 43% of the students had a perfect score, 60% scored 80% or better and 70% scored 60% or better. In addition assessments were administered in PHY 2201. 62% had a perfect score, 76% had 80% or better and 24% scored 60% or below. It would appear that there is room to engage adjuncts more and provide an increased level of oversight. The department should seriously consider development of common syllabi for courses that adjunct faculty can use to ensure they stay within the bounds of the curriculum. The department might explore use of the new Teaching Syllabus Tool to this end. Additional training of adjuncts appears to be in order, especially in improving their readiness to teach In progress Completed No longer applicable Strong mentoring was provided to the new adjuncts that were hired during the 2012 - 2013 academic year, and during the summer of 2013. Classroom visits were made and constructive feedback provided to ensure success of both adjunct faculty and students. All adjuncts were invited to participate in pedagogical discussions during Faculty Learning Days in 2012.
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