ࡱ> }q` *bjbjqPqP ;::"k^"^"^"8"T"3#$(0$0$0$ % % %R3T3T3T3T3T3T3$y5h7xx3}' % %}'}'x30$0$3#+#+#+}'p0$0$R3#+}'R3#+#+V--0$# f"^"'`n-N.303v-,Y8M)rY8-Y8- %hs%J#+%<% % % %x3x3*d % % %3}'}'}'}'D^"^" IMPERIAL VALLEY COLLEGE Student Learning Outcomes (SLO) Assessment Cycle Form Date:March 30, 2009Department Name:Business Course Number/Title or Program Title:BUS 126 Business and the Legal Environment Contact Person/Others Involved in Process:Lead: Jeff Beckley Others: Craig Blek If course is part of a major(s), and/or certificate program(s), please list all below: Major(s):Certificate(s):Business AdministrationBusiness Administrative AssistantBusiness Administrative AssistantBusiness Financial ServicesBusiness Financial Services Business Management Business Marketing Legal AssistantBusiness Management Business Marketing Business Retail Management Legal Assistant Does course satisfy a community college GE requirement(s)? Yes XNo N/AIf yes, check which requirement(s) below:   American InstitutionsLanguage and Rationality English CompositionHealth EducationLanguage and Rationality Communication and Analytical ThinkingPhysical Education / ActivityNatural ScienceMath CompetencyHumanitiesReading CompetencySocial and Behavioral SciencesStudent Learning OutcomeAssessment Tool (e.g., exam, rubric, portfolio)Institutional Outcome* (e.g., ISLO1, ISLO2)Outcome 1: Evaluate and analyze three distinct legal case problems and communicate the results demonstrating writing competencies at the college level. Paper RubricISLO 1, ISLO 2, ISLO 4Outcome 2: Outcome 3: Each SLO should describe the knowledge, skills, and/or abilities students will have after successful completion of course or as a result of participation in activity/program. A minimum of one SLO is required per course/program. You may identify more than one SLO, but please note that you will need to collect and evaluate data for each SLO that you list above. Attach separate pages if needed. For assistance contact: Toni Pfister  HYPERLINK "mailto:toni.pfister@imperial.edu" toni.pfister@imperial.edu or X6546 *Institutional Student Learning Outcomes: ISLO1 = communication skills; ISLO2 = critical thinking skills; ISLO3 = personal responsibility; ISLO4 = information literacy; ISLO5 = global awareness 1. Course Number & Date of Assessment Cycle Completion Course: BUS 126 Date: March 30, 20092. People involved in summarizing and evaluating dataJeff Beckley and Craig Blek3. Data Results Briefly summarize the results of the data you collected.Outcome 1: Papers were evaluated in which students were required to perform analysis of three separate legal cases. Students were expected to analyze a set of facts, keying on the critical facts; to recognize the legal issue that arises from those facts; to decide which law would be properly applied to resolve the legal issue; then to apply the law to the facts and reach an appropriate conclusion. A written paper rubric with a 30-point scale was used to evaluate the papers. The rubric included such areas as organization, creativity and completeness, factual conclusions, legal conclusions and overall presentation. Fifty students attempted the paper. Of these, twenty-six passed the paper with a score of 70% or above and twenty-four did not pass with the required score, for an effective pass rate of fifty-two percent. Of those not passing, six were negatively affected by either (1) not turning the paper in on time, which resulted in a 9-point deduction, or (2) not analyzing all the cases, which resulted in a 10-point deduction per missed case. Seven more scored within one point of a passing grade. The most common problem for the others not passing was poor legal analysis in combination with poor written presentation. Also, of those not passing the paper, eight performed well enough on the final exam, which basically consists of the same analysis as that required in the paper, to pass the course with a score of 70% or above. This seemingly indicates that they continued to develop their analytical skills as the course progressed, which is an encouraging sign. 4. Course / Program Improvement Please describe what change(s) you plan to implement based on the above results. Even though I already stress legal analytical skills literally from Day One of every course, I intend to re-double my efforts to ensure that students have a clearer understanding of what it is and how it is done. To this end, I intend to assign more cases for practice as homework, because the best way to learn this skill is to practice it. I typically do not grade these cases, rather I expect students to do them as part of the learning process. Perhaps this is nave. The cases are analyzed in class. However, I am considering some form of grading in an attempt to get more students to do the assigned work; work that is critical to developing an ability to adequately perform legal analysis **Will this include a change to the curriculum (i.e. course outline)? No 5. Next Year Was the process effective? Will you change the outcome/ assessment for next year? (e.g., alter the SLO, assessment, faculty discussion process, strategy for providing SLO to student)? If so, how? I believe the process was effective. The assigned cases for the paper are extended versions of what is done in class and the paper itself is an excellent indicator for me as to which students are getting it. I do intend to more specifically point out to students the soft areas of the paperthose that dont require factual and legal analysisand to encourage students with poor writing skills to get help from the sources available on campus. Ultimately, student success on this paper is a result of work put in during the body of the course by the student in learning to look with a critical eye at legal problems. I will continue to stress to students the importance of putting their time in, because those who do are typically successful on the paper and those who dont are typically unsuccessful.6. After-Thoughts Feel free to celebrate, vent, or otherwise discuss the process. The ASSESSMENT CYCLE: Closing the Assessment Loop You may elaborate as much as you need to in order to complete this form. Instructions are on the following page. Please list the course number. In case page 1 is separated from page 2, this will help with organization. Please include the date that assessment cycle was fully completed. To encourage collaboration and the sharing of ideas, each form must be completed by at least two people. If you are the only one teaching the course, you are encourage to share your data results and improvement methods with at least one other staff or faculty member. Please list the names of all faculty, staff, and students who were involved in summarizing or evaluating the data. These names may be the same or different than those on the original SLO ID form. Your original data results, or your raw data, should be kept within your department for three years. At this time you do not need to submit the raw data, but please keep it for future quality control measures. Please summarize the data that you collected. You should include how well students scored on the assessment. You might also include: how many instructors submitted data(full-time, part-time); the type of data that was submitted (rubric scores, practical test results, etc); and, if appropriate, if a cross-section of classes (day, evening, online) were assessed. If a rubric was used, you might discuss the number of students who scored 1, 2, 3, or 4, for example, on the rubric. This is an opportunity to have a rich discussion with others involved in education. Please describe any changes that can be made based on the data. Changes might be made to class activities, assignment instructions, topics taught in class, or the course outline of record, etc. You might include when the changes will be implemented and, if a comparison is to be made, when the next round of data will be collected (e.g. Fall 2009). Then, answer Yes or No to the curriculum question no explanations required but please answer the question. This may provide an opportunity to discuss what went well and what could be improved. If the SLO needs to be tweaked or more outcomes/assessments need to be included you might want to do that now while the information is fresh. This may allow faculty to modify SLO(s) for next year and be prepared to include them on next years syllabus. 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PL^P`LhH.TaqW         %#V)#5JtJa5@69tF?t.N8 O uT9WFdjho.s 1t7v+b(Yd+E `*xdTXLin =\x0+kCqNOUdefgxKLM    .JKLMNOP:;ACHIMNxy{|}~ >?OPQabmno!"#$%&$ x y  FG !"!#A0A0@ pp"pp"@@UnknownGz Times New Roman5Symbol3& z Arial9GaramondG  MS Mincho-3 fg7.{ @Calibri5& zaTahomaB1hIԆIԆIԆ)j>)j>!4""2QHP $P+E2IMPERIAL VALLEY COLLEGE Toni PfisterJeff Oh+'0  ( H T ` lxIMPERIAL VALLEY COLLEGEToni PfisterNormalJeff3Microsoft Office Word@ @"@u"@M")j՜.+,D՜.+,D hp|  >" IMPERIAL VALLEY COLLEGE Title 8@ _PID_HLINKSA|{!mailto:toni.pfister@imperial.edu0  !"#$%&'()*+,-./0123456789:;<=>?@BCDEFGHIJKLNOPQRSTUVWXYZ[\]^_`abcdefghiklmnopqstuvwxy|Root Entry Fq"~Data A1TableMi8WordDocument;SummaryInformation(jDocumentSummaryInformation8rCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89qRoot Entry FH5~Data A1TableMi8WordDocument;  !"#$%&'()*+,-./0123456789:;<=>?@BCDEFGHIJKLNOPQRSTUVWXYZ[\]^_`abcdefghiklmnopq՜.+,D՜.+,D hp|  >" IMPERIAL VALLEY COLLEGE Title 8@ _PID_HLINKSA|{!mailto:toni.pfister@imperial.edu0SummaryInformation(jDocumentSummaryInformation8CompObjq