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Warning Text’?’ џ Warning Text џџџ%ŽXŽTableStyleMedium9PivotStyleLight16`…JSheet1…‡Sheet2…ІˆSheet3ššЃЃŒССыќŠ--Where, When, and How Monitored(Expectation for Satisfactory Performance#Observations of Student Performance'When and By Whom Were Results Analyzed?Dept. or Program Follow-up#Program-initiated Goal of ObjectiveOutcome of Analysis%Kent Neely, CCAS, November 2004, p.11(Other Observations? Unexpected findings?0Department of __________________________________Decision Point AnthropologyFTo develop student appreciation of a variety of human social systems.:Acceptable mastery of subject is a score of 2.0 or better.ƒStudents scoring 2.0 or better will have demonstrated acceptable mastery. Expect at least 60% of students to meet this objective.7To prepare students for employment and/or graduate work]Senior assessment survey. Submitted to graduating seniors at time of or following graduation.Completion of survey.FSpring semester by Undergraduate Coordinator, Instructor, and Chair. (Every spring semester by entire faculty.дA review of the assessment demonstrated that the program is meeting objectives and meeting and exceeding expectations of student performance. No adjustments are presently recommended to the assessment instrument.To enhance student learning:Spring semester by Undergraduate Coordinator, and Chair. ЮThe program provides student with mentorship, instruction, opportunities to complement their majors and further their careers. Students demonstrate acceptable mastery of anthropological method and theory. {Successful career moves as inferred by the pursuit of graduate studies, program matriculations, or successful employment, ХNote: The department reports only on the assessment tool being implemented during the academic year. For example, a department wishes to assess students each year with a portfolio, conduct senior exit surveys on a two year rotation, and use an external reviewer at five year intervals. That department will report only on the assessment tool's) implemented during the past academic year. Summary data are gathered each five years in program review. В To produce students who command basic concepts, theories and subject matter in the three major anthropological subfields of cultural, biological and archaeological anthropology.“Students scored an average of 76.7% on two anthropological essays. (Overall difference in grading between two experienced faculty graders = 4.6 %). Students scoring 70% or better (averaged among evaluators) will have demonstrated acceptable mastery. Expect at least 70% of students to meet this objective.BTranscript records for Capstone course 2008 anthropology graduates9Twenty-five of 29 students (86.2%) scored 2.0 or better яThe assessment demonstrated that the program continues to meet objectives and both meets and and exceeds goals of student performance. Thius there are no adjustments recommended to the program or this portion of the assessment instrument.€Three of thirteen 2008/09 graduates of the undergradute program returned the survey and identified great satisfaction with the program. Of the 13 graduates, at least four students have matriculated in graduate programs in anthropology, six students are considering an MA or PhD degree. Three students are seeking employment in the teaching or in the human ervices/peace corp sector. All students express success and benefits from the advising , mentoring, the curriculum and opportunities offered through the program. All students found individual courses to complement each other well within the overall program. Students did express concern about course the availability of more diverse course offering, currently restricted by cuts in funding. Students identified the contributions of their degree to their future careers and expressed enhanced preparation and awareness in anthropology, their chosen field of study, readying them for advanced degrees programs and/or leadership and sensitivity to cultural diversity in the workplace.йThere are currently no plans to change the program pending the financial conditions. However, the department is looking at and preparing for greater variety in course offerings and classes when funding will permit. йA 10% increase in overall corrct responses between the pre and post-test administerd in class. (Note: This information can also be used to assess teaching methods, approaches, student motivation and learning issues.)AFall 2008 by the Anthropology librarian and the class instructor.Completion of both pre and post-test and attending the class specific library instruction session provided early in the semester.RPost-library instruction survey results showed an improvement of 18% overall in correct responses over Pre-instruction survey results. The 8 questions demonstrated an improvement in correct responses. One question showed only a 6% increase. The remaining 7 questions demonstrated an increase in correct responses ranging from 17 to 24%. ŠStudent-produced anthropological essays evaluated by faculty committee in select capstone courses. Committee members ratings are averaged.6Student-produced responses to class specific pre and post- library instruction surveys. The survey consists of of eight multiple choice questions related to the library component and its application both to the class ANTH 101 (Biological Anthropology) and the undergraduate portion of the anthropology program.YAcceptable mastery of subject on multi-component assessment is an average score of 70%. ж100% of students met the requirement. A majority of students, approximately 70%, demonstrated a grasp of method and theory in undergraduate anthropology, sufficient for them to pursue graduate work in anthropology.jThe student responses demonstrate improvement in all questions. An 18% growth in learning in the library component in a class of over 100 students is recognizable and it is evident that the efforts of the anthropology librarian and the instructor has a positive impact on student learning as related to the use of the library and its resources, in full, both electronic and print. Following instruction, students better appreciate and more efficiently research historical and current components to proper library research. Students also gain a greater recognition of the importance of "patience" in a research effort. ДThe results show student learning and critical thinking skills are enhanced through a class library component with complementary library instruction. The success is further motivation to continue these components, thus serving the general education, the major, and the broader university need to attain improved and meaningful student learning and development of research skills and critical application. Therefore, this class will continue to integrate and update the library component and the complementary direct library instruction. The importance of direct instruction over availability of on-line resources, appear self-evident. Students taking the pre-instruction survey all or most have already been exposed to on-line availability of library resources and protocols. 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