0,12#)#-&3%4(,5&6.037&855,55(,#&9#:,#*2+ · 2012, 86% in 2013, and 88% in 2014) probably indicates that this is a fairly accurate assessment. No change is planned. PLO #4 (rubrics

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Honolulu Community College Student Learning Outcomes (SLO) Assessment Inventory

Course Level Assessment

Course Title & Number: Geography 122: The Geography of Hawai‘i Division: Social Sciences Submitted by: John DeLay Date Submitted: 1/24/16 Course Delivery Method: On Campus Goal: 70% correct

Course Student Learning Outcomes (as stated on syllabus)

Assessment method used to determine success

Summary of data collected Spring 2015

How were the results of this assessment used to improve student learning?

Course SLO is linked to which PLO*?

1. Identify principal

locations in the Pacific,

and physical and cultural

features in Hawai‘i by

their Hawaiian names.

Exam Question: Which mountain or mountain range is labeled 5?

Responses: 88% responded correctly: Haleakalā

Over 70% responded correctly. No change made.

3, 5

2. Explain the unique

aspects of Hawai‘i`s

natural history, and the

relationship between

Hawaiian environments

and their flora and fauna,

and the human impact on

the environment.

Exam Question: The percentage of native flowering plants found only in Hawai‘i is ___?

Responses: 54% responded correctly: 90%

The previous semester the response rate was 100%. Revising the wording in the study guide for Spring 2016 as previous wording referred to number no percentages. Also added to an additional section in the study guide to reflect course coverage.

3

3. Trace the migration of

people and culture across

Oceania, through

Polynesia, and to Hawai‘i.

Exam Question: The traditional theory concerning Hawaiian settlement suggests Polynesian colonizers first settled the ____ areas of the islands.

Responses: 83% responded correctly: windward


3, 5

4. Describe the

connections between

traditional Hawaiian

culture and the

environment as related to

settlement, land tenure,

agriculture, economics,

and religion.

Exam Question: The ____ was a primary land division in pre-contact Hawaii, often stretching from the mountain to the sea.

Responses: 71% responded correctly: ahupua‘a


3, 5

5. Illustrate the influence

of key historical events

such as annexation on

political, economic,

environmental and social

conditions in Hawai‘i

especially as they relate to

native Hawaiians.

Exam Question: Which of the following represents the first activity to achieve industrial dominance in Hawai‘i’s economy?

Responses: 83% responded correctly: sandalwood


5, 7

6. Discuss the

contemporary

demographic, economic,

environmental, social

situations, and challenges

that characterize Hawai‘i

in the 21st Century.

Exam Question: Name two paradigms that we covered for Hawai‘i in the 21st century.

Responses: 50% responded correctly: Answers vary but examples include Energy dependence and Endangered species

Expanded question from previous semester when questions focused on one aspect and the response rate was 82%. Cable class was left at 1 and response rate was higher. I will return to one and see if it goes back up.

3, 5, 7

* Program Learning Outcome

Honolulu Community College

Student Learning Outcomes (SLO) Assessment Inventory

Course Level Assessment

FALL 2014

Course Title & Number: AEC 110, Basic AutoCAD Division: Tech 1

Submitted by: Douglas Madden Date Submitted: March 26, 2015

Course Delivery Method (check one): __X__ Face-to-Face _____ Online _____ Hybrid

Course Student

Learning Outcomes

(as stated on syllabus)

Assessment

method used to

determine success

Summary of data

collected

How were the results of

this assessment used to

improve student learning?

Course SLO is

linked to which

PLO*?

1. The student will be

able to use the Auto-

CAD® software to

create drawings from

scratch and to modi-

fy, manipulate, copy,

delete, save, and plot

drawings.

70% of students

should be able to

score 70% or

higher on a four-

part rubric used to

assess basic Auto-

CAD skills includ-

ing figure drawing

and editing, use of

parametric con-

straints, creation of

tables, dimensions,

annotative text, etc.

Data evaluated at the

end of the Fall 2014

term showed that

92% of the students

scored 70% or higher

on this assessment

item. This is down

from 2013 but still

quite high.

Results showed that the out-

come for was met. 92 % is

about mid way between

100% in 2013 and 83% in

2012, so this might be the

most realistic. Part of the

lower figure is certainly due

to two students doing poorly

on the final exam, one who

submitted less than a third

of the work during the term,

the other who simply did

poorly on the exam.

PLO #1

(rubrics 1-3)

PLO #4

(rubrics 1-4)


able to use the full

range of AutoCAD®

commands and

options and employ

shortcuts and time-

saving strategies to

operate the program

at a level of efficien-

cy acceptable for

employment as a

CAD technician.

70% of students

should be able to

score 70% or

higher on a rubric

used to assess the

ability of students

to use a variety of

AutoCAD options

and time-saving

strategies for

working with the

program as effi-

ciently as expected

in employment.

Data showed that

more than 88% of the

students scored 70%

or higher on this

assessment item.

This is slight

improvement over

2013.


come for success was met.

Operational efficiency is

critical for long-term

success, and the 88%

success rate is good. The

similarity of figures over the

last three years (89% in

2012, 86% in 2013, and

88% in 2014) probably

indicates that this is a fairly

accurate assessment. No

change is planned.

PLO #4

(rubrics 1-4)


able to create, render,

and manipulate 3D

AutoCAD® drawings

and convert 2D draw-

ings to 3D drawings. 4.

70% of students

should be able to

score 70% or more

on an exam or

exam item require-

ing construction of

a 3D AutoCAD

model from

scratch.

Data showed that


students scored 70%

or higher on this

assessment item.


come for success was more

than adequately met. 96%

is insignificantly 1% better

than in 2013. We actually

spend little time on 3D

AutoCAD because of its un-

popularity in professional

practice , but students enjoy

it and for this reason alone

they do better with it.

PLO #4

(rubrics 1-4)


able to roughly define

the terms, concepts,

and standards associ-

ated with the topics of

the course.

70% of students

should be able to

score 70% or

higher on an exam

on terms, concepts,

etc.

Data showed that

nearly 96% of the

students scored 70%

or higher on this

assessment item. It

represents an

improvement of 23%

over the past two

years (see comments

in the next column).


come for success was more

than adequately met. The

size of the apparent

improvement is believed to

be only that – an appearance

of improvement. The

assessment tool was chang-

ed to include smaller groups

of terms and fewer “extra”

definitions for students to

choose from.

PLOs #5 & #6


able to report to a

workplace regularly

and punctually,

engage effectively

and congenially with

peers and supervisors,

work from written as

well as oral instruct-

tions, use assigned

time efficiently for

productive work, and

meet production

deadlines.

70% of students

should be able to

score 80% or high-

er on a rubric used

to assess their

record of attend-

ance, punctuality,

meeting deadlines,

interaction with

others, etc.

Data showed that


students scored 80%

or higher on this

assessment item. This

represents an

improvement of

about 3% over the

2013 figure.


come for success was met.

Attendance is required,

punctuality affects students’

attendance grades, projects

are graded down for missing

deadlines, etc. A higher

percentage will be encour-

aged, but no policy change

is planned.

PLO #5


able to demonstrate

graphical and compu-

tational problem-

solving skills appro-

priate to the level of

the coursework.

70% of students

should be able to

score 70% or

higher on a rubric

used to assess their

problem-solving

skills.

Data showed that

88% of the students

scored 70% or higher

on this assessment

item.


come for success was met,

but it is 12% lower than in

2013. It was commented

last year that the improve-

ment then was “doubtful or

at least uncertain.” 88% this

year is within 3% of the

outcome in 2012, so the

figure last year was most

likely an exception. As long

as the outcome is comfort-

ably above 70%, no change

is planned.

PLO #6

Data evidence is stored in Building 2, Room 602

Approved by: _____________________________________ Title: ___________________________________________

Date: _________________________________

Semester Division Subject Course DE Indicator

SLO assessed PLO linkage

How SLO Assessed Criteria What tried What to change

Spring 2015

Language Arts

ENG 255 N Discuss major themes in a work of literature, explore implications, and identify basic assumptions.Students also had to practice MLA.

1 Students were assessed by their final exam, test and essay, and final research paper.

70% criteria. 80% of student writing was required to demonstrate SLO.

Students had a number of papers and pop quizzes to practice SLO major themes in a work of literature, explore implications, and identify basic assumptions.

Class results were successful but in the future students will have more smaller assignments to demonstrate major themes in a work of literature, explore implications, and identify basic assumptions.

Spring 2016

Language Arts

ENG 210 N Effectively employ the MLA format in bibliographical and parenthetical citations.

1, 4 relevant parts of the grading checklist for the last Resesearch Essay of the semester

70%, attained 72% in-class teaching of the skills with examples from the textbook and from handouts

supplement ing examples from the textbook and the handouts with the examples from students' reseearch essays; in-class revision of both parenthetical citations and bibliographical skills.

Spring 2017

Language Arts

JOUR 150 N Develop the skills used by journalists, photographers and other mediapractitioners.

1,6 As a final project, students were assigned to do a project of their ownchoosing that involved producing a work news articles, photo essay, video story telling orsome other aspect of media work.

14 of the 18 students who completed the course were able to produce thiswork at a grade level of B or better, indicating that they had learned the practical skillsused by media practioners

I’d like to see the successful completion rate higher, so in comingcourses I will try to add more practical, hands-on assignments earlier in the semester togive students more practice before they head into the final assignment.

Fall 2016 Language Arts

JPN 101 N Demonstrate reading comprehension of written materials in hiragana, katakana, and frequently used kanji characters (about 60).

1 Final exam Listening=77%, Speaking=92%, Reading=38%, Writing=62%, exam=70%, C or higher=92%

More emphasis on reading

Division Course Semester Year F:Face-to-face; O:Online; H:Hybrid

SLO assessed PLO linkage How was SLO assessed

# and % of students meeting SLO

What you tried new and worked well to meet SLO

What you need to change next time to meet SLO

Hawaiian Programs

HWST 101

Fall 2017 F Utilize vocabulary and other language skills that integrate work, school, family, and 'aina.

PLO1 quiz 11/15=73% review terms at start of class

Hawaiian Programs

HWST 107

Fall 2014 F Explain the past histories of Hawai’i and Oceania, genealogical origins, migrations and traditional cultures.

PLO 3: Demonstrate an understanding of the complex cultural, political and social history of Hawai‘i and its impact on contemporary issues.

group discussion, exam: i.e. discussion of parallels to Hawai'i

13/16 = 81% In class discussion with expanded critical thinking scenarios

more critical thinking activities

Hawaiian Programs

HWST 107

Spring 2015 F Explain the past histories of Hawai’i and Oceania, genealogical origins, migrations and traditional cultures.

PLO 3: Demonstrate an understanding of the complex cultural, political and social history of Hawai‘i and its impact on contemporary issues.

group discussion, exam: i.e. discussion of parallels to Hawai'i

8/12 = 67% more critical thinking activities

cover more mo̒ olelo of Hawaiian origins

Hawaiian Programs

HWST107

Fall 2017 F Show knowledge of similarities between Native Hawaiians and other Oceanic people's cultures, languages, religions, arts, and natural resources.

PLO 2, 3, 5 Polynesia map quiz

19/30=63% review study maps

Hawaiian Programs

HWST 202

Spring 2016 F Demonstrate at least some spontaneity in language use and employ a vocabulary which centers on areas such as basic objects, places & common kinship terms.

PLO 1: Demonstrate competency in spoken & written Hawaiian at an intermediate level & show a familiarity with the oral traditions & written literature of Hawai'i.

Written & oral tests

4/5= 80% Employ the use of colors in instruction & increased repetition in practices.

Utilize the college's resources in encouraging students to attend class. Students who failed did not attend class regularly.

Division Course Fall or Spring

Year F: Face to face; O: Online; H: Hybrid

SLO # assesed How SLO was assessed. (≤ 5 words)

success rate of students present during assessment (ratio and %)

How SLO was taught differently from previous semester (if applicable). (≤ 15 words)

Future Changes to improve success rate (column I) if currently at or below 80% (≤ 15 words)

Math & NS

AG 100 Fall 2017 Face to Face 1. Explain the principles, concepts, applications, and inter-relations of biology, chemistry, soil science, and mathematics as they apply to natural and agrarian “crop-based” ecosystems

Embedded exam question 15/20 75% Refined questions on exams, adjusted study guides, gave more guidelines for final projects

Adjust powerpoint presentations, create more content with Hawai'I relative things. Spend more time on example plants, diseases, farming methods,etc. Refine the growing practice part of the grading so that it incorporates more things discussed in class. Incorporate more hands-on activities to aide in student learning

Math & NS

Astr 110 Fall 2014 O 4. Demonstrate a qualitative understanding of the current theoretical explanations used to explain observations.

Embedded Exam Questions 18/23, 78% More Qualitative problems in the study guide and encourage students ask questions or visit the college tutoring center.

Math & NS

Astr 110 Fall 2014 O 5. Demonstrate an appreciation of selected astronomical topics covered in the course.

Online Forum discussions 18/23, 78% This SLO performance is acceptable. I would still send out more reminders to encourage students participating the forum discussion as this will generate interest in astronomy in general.

Math & NS

Bio 100 Spring 2015 F 5. Demonstrate understanding of the function of enzymes within the cell.

Embedded Exam Questions 8/11, 73% Visual and Summary Sheet -Table of Enymes and Functions

Math & NS

BOT 105 Fall 2017 Face to Face 1. Identify the origins and dispersal agents of endemic, indigenous, and introduced plants in Hawai‘i

Exams, Quizzes and Embeded Questions

15/23 65% Lecture slides adjusted, more hands on activities, exam questions adjusted

Incorporate more live plants and pictures into lessons/assesments. Do more field work/field trips

Math & NS

Chem 162

Fall 2017 F 4. Demonstrate an appreciation for the impact and influence of chemistry on our lives, and learn how we can cope with our environment using our knowledge of chemistry.

Short written assignments 10/13 = 77 % First time teaching course more example problems in lecture

Math & NS

Chem 162

Spring 2017 F 3. Extract practical information from theoretical information, with emphasis on computational skill.

NA: first time teaching this course

Embedded quiz question

14-19 = 74% more in class examples and group problem sessions

Math & NS

Phys 100L

Fall 2014 F 4. Quantitatively analyze experimental data

none Lab assignments and reports.

30/39, 77% Show more example calculations and organize a brief group discussion session before the lab.

Math & NS

Phys 105 Fall 2016 F 2. Formulate physics problems into a solution structure using the fundamental concepts and basic equations.

NA: first time teaching this course

Embedded Exam Questions.

14/18, 78% More practice problems and CENT major related examples.

Division Course Semester Year F:Face-to-face; O:Online; H:Hybrid

SLO assessed PLO linkage

How was SLO assessed

# and % of students meeting SLO

What you tried new and worked well to meet SLO

What you need to change next time to meet SLO

Communication and Services

AJ 150 Fall 2016 F SLO 9 Articulate an understanding of the most controversial debates in contemporary corrections that include overcrowding, security, privatization, technology, and accreditation (I assess a different SLO each semester)

8 Final exam question 17/17=100% Add a different area of the prison for more exposure

Add a female perspective by having Chief of Security, who is a woman, speaking to students


CENT 112 Spring 2015 F Understand the basic principles of electricity

1 Quiz 14/19* = 74% *Students present during assessment

Refine Homework assignments related to quiz

Athough the Average was down I will continue to stress pre quiz knowledge with homework assignments and in class examples


COSM 40 Fall 2015 F 1. Utilize the theoretical knowledge of chemistry to perform safe, effective salon services.

4 Written Exam 13/17=76% I used a variety of videos to peek interest in chemistry related to todays proffesional in the salon industry

I will review topics on chemistry and have students complete Self-Check exams after each chapter in Chemistry before final written exam


ICS 100 Fall 2014 F SLO 3. Utilize online resources for research and communication.

N/A Assignment; Exam questions

20092: 7.4/10 = 74% 20365: 7/10 = 70% 21411: 8/10 = 80% 21443: 7/10 = 70%

Help students understand the Internet and the Web better by asking them to create a few webpages

Enhance the topic on online resources


MELE 102 Fall 2014 f SLO 2 - Identify fundamental properties of sound with regard to differences in spectral, dynamic, and spatial characteristics of recording.

10 Written Exam - Test #2

20/29= 69% Provide more visuals

Provide real world application demonstration.


MELE 211 Spring 2015 F SLO 1 - Plan, set-up, manage and engineer a basic multi-track recording session in a studio environment.

11 Recording Project 9/12= 75% Allowed students more time to work on project.

Define rubric and expectations more clearly. Organization of project requirements.

1. Division 2. Department 3. Semester 4. Year 5.F:Face-to-face; O:Online; H:Hybrid

6. SLO/SAO assessed 7. ILO Linkage 8. How was the SLO/SAO assessed 9. # and % of students meeting SLO/

SAO

10. What you tried new and worked well

to meet SLO/SAO

11. What you need to change

next time to meet SLO/SAO

Academic Support Library Fall 2014 F SLO 1: Students will be able to identify and access

needed information effectively and efficiently

2 Faculty instruction survey, question

"Online /print resources were identified

and demonstrated" (survey participants

who agreed/survey participants)

16/16=100% Handouts on how to use resources are

helpful for the students to refer to after the

session.

Handouts are revised based on the

class assignments.

Academic Support Library Fall 2014 F SLO 2: Students will be able to evaluate information

and its sources critically

1,2 Faculty instruction survey, question

"Search techniques taught by the librarian

enhanced student's ability to conduct

research" (survey participants who

agreed/survey participants)

16/16=100% Explain how to search for information by

subject, using keyword terms.

Academic Support Library Spring 2015 F SLO 1 2 Faculty instruction survey, question

"databases and search examples used

were appropriate for learning library



15/15=100% Examples were based on the class

assignment. Real time questions from

students lead to other databases being

shown, not on the handouts.

Revise databases covered

Academic Support Library Spring 2015 F SLO 2 1,2 Faculty instruction survey, question "The

library instruction session helped meet

objectives of my course SLO" (survey

participants who agreed/survey

participants)

15/15=100% Collaborated with the instructor on what

they wanted the students to learn in the

library session.

Continue to work with faculty.

Academic Support Library AY 2014-2015 F SAO: Provide consistent, accurate, and timely

professional support services to students, faculty, staff,

and the community.

1,2,3,4,5,6 Library user survey, question for students,

"would you use a scanner if available?"

(survey participants who answered

yes/survey participants.

82/133=62% Got scanner (hand-me-down, free from

computer lab - slow, time consuming)

Need a faster scanner. It will take

time to get one.

Academic Support Library AY 2015-2016 F SLO 1 2 Faculty instruction survey, question

"Database and search examples were

appropriate for learning library research"

(survey participants who agreed/survey

participants)

12/12/100% Examples were based on class

assignments

Continue to get assignment from the

faculty

Academic Support Library AY 2015-2016 F SLO 2 1,2 Faculty instruction survey, qualitative

analysis of comment box. For example:

"what was most valuable about the

instruction.

e.g., demonstration of different search

terms, criteria for credible sources,

collaboration on the content of the

instruction.

Submit request to IT for new

projector for sharper image of library

instruction sessions.

Academic Support Library AY 2015-2016 F SAO 1,2,3,4,5,6 Library user survey, question for, "I feel

comfortable being in the library". (survey

participants who agreed/ survey

participants.

178/181=98% Through grant funds (Spring 2015)

purchased new tables, chairs and 2

charging stations. Created collaborative,

comfortable space on the first floor.

Periodically reconfigure the space to

keep it interesting and inviting.

Academic Support Library AY 2016-2017 F SLO 1 2 Faculty instruction survey, question

"Online databases/print resources

relevant to the course were identified and

demonstrated" (survey participants who


12/12=100% Worked with faculty to demonstrate

databases relevant to the class

Continue to collaborate with faculty

on assignments. New projector in

instructional area.

Academic Support Library AY 2016-2017 F SLO 2 1,2 Faculty instruction survey, question

"Search techniques taught by the librarian

enhanced the students' ability to conduct



12/12=100% Used student topics as examples of

search techniques, i.e. used

local newspaper on microfilm to find

information.

Revised based on the class

assignment.

Academic Support Library AY 2016-2017 F SAO 1,2,3,4,5,6 Library user survey, question "The library

staff are approachable and professional".

(survey participants who agreed/survey

participants)"

137/143=96% Library staff assist patrons and provide all

library services during library hours.

On going discussions about meeting

student needs.

SLO/SAO assessment for accreditation report: Non-instructional Option for templete, approved by DDC on 8/30/2017

1.Division 2.Service 3.Semester (Fall

and Spring only)

4.Year 5.F:Face-to-

face;

O:Online;

H:Hybrid

6.SAO assessed 7.ILO linkage 8.How was SAO assessed 9.# and % of

students meeting

SAO

10.What you tried new

and worked well to meet

SAO

11.What you need to change next

time to meet SAO

Student Services Counseling Fall 2014 F SAO 1: Create

and follow an

academic plan that

reflects their

program

requirements and

leads to

registration into

appropriate

classes.

1, 2, 3 Post-Survey for New Student

Registration (NSR), Question

7: "STAR is an academic

advising tool that allows you to

track your progress toward

earning your degree."

502/508* = 99%

*out of students

who took the Post-

Survey and

answered this

question which

indicates they met

the SAO.

Added question 7 to Post-

Survey along with

questions on MySuccess

and feedback.

Modify sign up process for the New

Student Registration Session by

having students call Admissions

rather than going online so that

staff can ask them prompt

questions to make sure they are

ready to register, such as health

clearance and completion of online

orientation.

Student Services Counseling Fall 2014 F SAO 2: Identify

and effectively use

MyUH Portal to

achieve academic

goals by

registering and

accessing STAR

for academic

planning.

1, 2, 3 Post-Survey for New Student


2: "I know the prerequisites

and requirements for my

program."

500/507* = 99%

*out of students

who took the Post-

Survey and

answered this

question which

indicates they met

the SAO.

Nothing because this

question was effective.

Plan to launch the new STAR

Graduation Pathways in place of

paper based advising sheet.

Student Services Counseling Spring 2015 F SAO 1 1, 2, 3 Post-Survey for New Student






82/91* = 90%

*out of students

who took the Post-

Survey and

answered this

question.

Implemented new sign up

process by having

students call Admissions

rather than going online so

that staff can ask them

prompt questions to make

sure they are ready to

register, such as health

clearance and completion

of online orientation.

Align questions across pre and

post surveys so they match.

Student Services Counseling Spring 2015 F SAO 2 1, 2, 3 Student signed up to meet

with an academic counselor to

develop an academic plan

with the STAR Graduation

Pathways Tab.

24/24* = 100%

*out of students

who made an

appointment

Launched the new STAR

Graduation Pathways in

place of paper based

advising sheet.

This semester pilot worked well so

counselors start using the STAR

Graduation Pathway as the primary

tool for advising.

1


Student Services Counseling Fall 2015 F SAO 1 1, 2, 3 Post-Survey for New Student






48/49* = 97%

*out of students

who took the Post-

Survey and

answered this

question.

Decided to keep questions

for New Student

Registration (NSR) Post-

Survey the same.

Orientation and

registration components of

New Student Orientation &

Registration remained the

same from previous

semester because it was

effective at addressing

SAO.

In the upcoming year, registration

will be changed from MyUH Portal

to STAR. New Student Orientation

& Registration curriculum needs to

be updated and refined to reflect

these changes and support

students with registration.

Student Services Counseling Fall 2015 F SAO 2 1, 2, 3 Post-Survey for STAR

Graduation Pathway

Workshop, Question #2: "I

understand how to use my

STAR Graduation Pathway to

select the courses I need for

graduation."

225/229* = 98%

*out of students

who took the Post-

Survey and

answered this

question.

Launched the new

MySuccess (Starfish)

website as an appointment-

making and case-

management tool; this tool

will assist with achieving

academic goals by

expanding appointment-

making capabilities to

meet with a Counselor.

Used STAR as primary

tool to facilitate advising.

Department plans to investigate

reducing wait-times for students

waiting for appointment, develop a

method and identify measures for

assessing wait-times.







105/106* = 99%

*out of students

who took the Post-

Survey and

answered this

question which

indicates they met

the SAO.

Prepped new students'

STAR Graduation

Pathways to reflect English

& Math placement to

ensure student takes the

right courses for major

prior to New Student

Registration session.

Recommended to meet with

Outreach to jointly plan and

implement changes to the New

Student Orientation & Registration

curriculum based on changes to

registration from MyUH Portal to

STAR.

Student Services Counseling Spring 2016 F SAO 2 1, 2, 3 Post-Survey for STAR

Graduation Pathway

Workshop, Question 2: "I




graduation."

206/211* = 97%

*out of students

who took the Post-

Survey and

answered this

question which

indicates they met

the SAO.

Counselors were still

learning and familiarizing

with recording outcomes

and start and end times in

MySuccess. Testing user

functionality and

processes to help develop

baseline data.

Department still learning how to

use MySuccess to its full

capabilities with appointment-

making and recording.

2


Student Services Counseling Fall 2016 F SAO 1 1, 2, 3 Post-Survey for STAR

Graduation Pathway





graduation."

148/158* = 93%

*out of students

who took the Post-

Survey and

answered this

question which

indicates they met

the SAO.

Changed communication

and outreach strategy to

attract more students to

learn about STAR; sent

emails to faculty and staff,

social media

announcements, and

posted information to

website.

Recommend to rewrite questions to

be more specific about skills

needed for registering through

STAR.

Student Services Counseling Fall 2016 F SAO 2 1, 2, 3 Post-Survey for New Student


1: "I know the pre-requisites

and requirements for my

major," and Question 4."

498/511* = 97%

*out of students

who took the Post-

Survey and

answered this

question.

Due to the changes in

registration through STAR,

updated information

included in New Student

Orientation & Registration

session to teach students

current information.

Recommended to add resources,

tutorials, and FAQ to website so

continuing students can learn

about changes made to STAR and

MyUH.



4: "I know how to find my

major requirements in STAR

Academic Essentials," and

Question 5: "I know where to

go to update my academic

plan in the STAR Graduation

Pathway."

Question 4: 90/91*

= 99%

Question 5: 90/91*

= 99%

*out of students

who took the Post-

Survey and

answered this

question.

Rewrote questions in

STAR Graduation Pathway

Workshop to identify

specific features: GPA,

What If Journey, adding

notes, changing number of

credits per semester.

Recommended to make New

Student Registration sessions more

interactive and include Major

Confirmation and Taking

Responsibility.

Student Services Counseling Spring 2017 F SAO 2 1, 2, 3 Post-Survey for STAR

Graduation Pathways


know how to select my

courses in STAR

Registration."

34/36* = 94%

*out of students

who took the Post-

Survey and

answered this

question.

Added resources to

website so students could

learn and understand

changes made for

registering through STAR.

Due to rapid updates to STAR

during this semester and staffing

shortage, it made it hard to plan

and set curriculum for workshops

for continuing students. Next

semester, will need to increase

STAR Workshops.

3

Documents

0,12#)#-&3%*4(,5&6.037&855,55(,#*&9#:,#*2+ · 2012, 86% in 2013, and 88% in 2014) probably indicates that this is a fairly accurate assessment. No change is planned. PLO #4 (rubrics

0,12#)#-&3%4(,5&6.037&855,55(,#&9#:,#*2+ · 2012, 86% in 2013, and 88% in 2014) probably indicates that this is a fairly accurate assessment. No change is planned. PLO #4 (rubrics