Department	Faculty Member	Course Name	Course CRN#	SLO Statement(s)	Academic Year	Quarter of Assessment	Modality of class	Method of Assessment	Elaborate on Assessment Method	Number of students exceeding expectations	Number of students meeting expectations	Number of students approaching expectations	Number of students who do not meet this/these outcome(s)	N/A Not Applicable (withdrew, absent, ...)	Reflection	Enhancement/Action
ACCT	Alexis Gough	ACCT 74-63Z	35069	Identify and   assess professionalism and professional due care in an accounting	2025-2026	Winter	Online -   Asynchronous	Exam – Course   Test/Quiz	The students   are assigned cases for part of the midterm and for all of the final exam in   this course. The cases are scenarios where one must determine what is   required to respond professionally and ethically to a/some questionable   issue(s). Their answers are analyzed to see if they:<br>     Recognize the issue(s)<br>     Determine the best course of action<br>     Defend their recommended course	36	0	0	0	4	The issues   presented are fairly clear, but very important to the profession of   accounting. The bulk of students who take this course already have degrees,   so they are generally mature learners and tend to be quite motivated as many   will likely be siting for the Uniform Certified Public Accounting Exam in the   near future. Nevertheless, at this time in our history where some might   contend that ethics and professionalism are for suckers, given the current   leadership in the country, it would appear the accounting profession is not   following that idea.	The cases used are quite   effective in that they are based on real-life issues that come up in public   accounting and corporate finance. There are some indications that the idea of   stakeholders in a corporation are now more lengthy than in the past, so moving   forward I may update the cases to include some broader issues that effect   firms that are audited.
ACCT	Amber Hatter	ACCT D088-64Z	46706	Evaluate   accounting problems; then design and construct Excel spreadsheets to solve   those problems.	2025-2026	Spring	Online -   Asynchronous	Project	Student have to   choose 1 of 3 options for their Final Project. 1. NJW Corp. - Financial   Statements (Journal entries, T-accounts, three financial statements), 2.   CraftWorld Core Acctg. (Inventory Analysis, Bank Reconciliation, Depreciation   Schedule, Payroll Register, or 3. Offsides Corp. - Advanced Analysis (Bond   Amort., Ratios, Cash/Purchase, Budgets, CVP Analysis).	12	10	7	0	9	I have observed   that since I have switched to a more appropriate and updated recent book   (Microsoft Excel for Accounting), (for the third time now), students are more   engaged and have higher final projects that past courses. Also, I noticed   that most of the students chose Option 1 of the three projects (the easiest   choice). Only a couple of students chose the harder projects (Option 2 and   Option 3).	I will continue to use the   Microsoft Excel fo Accounting Textbook because it provides a step by step   guide on how to use Excel in Accounting tasks.
ACCT	Hung, Lih	ACCTD001A06Y	00009	Demonstrate a   knowledge of double entry accounting for business transactions and   adjustments and prepare, explain and analyze financial statements using   GAAP.<br>     <br>     Analyze fundamental business concepts, how businesses operate, how   accounting serves them and identify ethical issues in an accounting context.	2025-2026	Fall	Hybrid (some   Face-to-Face)	Other	We have 3 tests   in the classroom, no student is allowed to bring any notes or smart phone.<br>     <br>     Group project presentation to make sure each student understand the   financial statements for a real company.<br>	16	7	1	3	11	-Encourage   student individually is effective to boost up their confidence.<br>     -Class practice is important to get students going.<br>     -Group Project is a good way to let students understand what we learned is   reflected in real world.<br>     -Knowing each student's name and carry private conversation makes them feel   noticed and inspired.	Will have more class practices   and conduct private meetings with those struggling students.<br>     <br>
ACCT	Yacoub Moussa	ACCT 1A	48435	Demonstrate a knowledge of double entry accounting for   business transactions and adjustments and prepare, explain and analyze   financial statements using GAAP.	2025-2026	Spring	Hybrid (some Face-to-Face)	Project	Students   had to write a comparative financial statement analysis paper where they   assessed two publicly traded companies financial statements, made   recommendations to management and chose a company to invest in and supported   their decisions with accounting data. Students also had to analyze the   financial statements using ratio analysis and their knowledge of accounting   thus far. Students also were tested on the accounting cycle in its entirety,   including needing to make the journal entries, adjustments, closing entries   and create the financial statements from scratch. Both items combined show   subject matter mastery.	Many students say they gain a lot from the course and the   project helps them have material to speak towards in future interviews, which   is great. However, students also struggle with the workload required to   accomplish this.	I can   launch the project sooner to give students more time and can try to allocate   dedicated time to working on it in class, even if it is just 15 minutes at   the end of class sessions
AUTO	Pete Vernazza	Auto 99A	23791	The student will demonstrate the ability to perform a   battery load test, a starter draw test, a charging system test and analyze   the readings.	2025-2026	Fall	Face-to-Face	Demonstration	Each student does a Performance Final where they   demonstrate for me, various electrical tests such as a battery load test,   parasitic drain test, starter draw etc.	10	14	0	2	2	Overall, the students in this class did well on the   performance final. The test if very rigorous and intense for the   students.  They practice for hours to   prepare.	I am   satisfied with the students that met or exceeded expectations as this   performance test is difficult. As far as the 2 students that dropped, next   year, I will do a better job of retaining all students as I am disappointed   that 2 students dropped. One thing that I will do to help this is communicate   with all students and convey to them how much of a commitment the class is,   as we meet 25 hours a week. Both students that dropped did so because the   school schedule was too difficult for them.
AUTO	James Tallent	AUTO 91A	23611	• Given a vehicle and tools, you are to remove one dual   servo brake assembly from the vehicle, inspect and lubricate the brake   assembly as needed, and reinstall the dual servo brake assembly in the   vehicle, according to recognized industry standards in 30 minutes.<br>     • Given a vehicle and tools, you are to remove one tire, wheel, and brake   caliper assembly from the vehicle, turn one rotor on the car as needed, and   reinstall the tire, wheel, and brake caliper assembly on the vehicle,   according to recognized industry standards.<br>     • Given a brake drum and tools, you are to setup the brake drum on the   bench lathe, measure and turn the drum as needed according to recognized   industry standards in 30 minutes.<br>     • Given a vehicle and tools, you are to perform a complete brake   inspection, according to recognized industry standards in 30 minutes.<br>	2025-2026	Fall	Face-to-Face	Demonstration	Students must demonstrate ability to practically apply what   they have learned through the quarter by means of performing several   automotive repair procedures, in accordance with industry recognized   standards.	9	15	0	1	1	High rate of success due to setting better expectations for   students. The students understood well how they were to be assessed from very   early in the quarter. Student also had the opportunity to practice more. The   students took advantage of office hours and after class opportunities to   study and practice. Student that was not successful was unmotivated and   ignored safety protocols. Student that was NA was DSS.	Continue   to set expectations early and to create opportunities for students to   practice/study outside of class hours. Work on better early intervention to   identify and motivate non-successful students.
AUTO	Ivan   Kojnok	AUTO D060   61	00221	• Demonstrate   the ability to diagram and construct simple electrical circuits, calculating   and measuring voltage, amperage, and resistance using Ohm's Law and a digital   multimeter.<br>     <br>     • Develop a testing sequence to diagnose inoperative charging, cranking,   and battery circuits.	2025-2026	Fall	Face-to-Face	Exam – Course   Test/Quiz	Students will   demonstrate the diagnostic sequence and findings of a malfunctioning cranking   circuit by using electrical testing tools, checking fuses, reviewing scan   tool data, and testing the circuit on a passenger motor vehicle.   Additionally, students will complete 50 multiple-choice questions to   demonstrate their knowledge of Ohm’s Law and the proper use of a voltmeter.	10	11	2	0		Most students   met or exceeded the expectations for this activity, demonstrating strong   understanding of diagnostic procedures and electrical testing. Their ability   to correctly interpret scan tool data, identify fuse faults, and apply proper   circuit testing techniques reflected both technical competence and logical   reasoning. Performance on the multiple choice assessment also showed solid   comprehension of Ohm’s Law and effective use of a voltmeter. Overall, the   results indicate that students have developed a confident and accurate   approach to diagnosing cranking circuit malfunctions.	To further strengthen this   positive outcome, I will continue to integrate current industry practices and   real world diagnostic examples into classroom instruction. As always, my goal   is to provide high quality, equitable learning experiences that support every   student’s understanding and skill development. Continuous updates on evolving   automotive technologies and diagnostic methods will ensure students remain   aligned with industry standards and maintain excellence in both theory and   practical application.
AUTO	Ivan Kojnok	AUTO D060 62	26843	• Demonstrate the ability to diagram and construct simple   electrical circuits, calculating and measuring voltage, amperage, and   resistance using Ohm's Law and a digital multimeter.<br>     <br>     • Develop a testing sequence to diagnose inoperative charging, cranking,   and battery circuits.<br>	2025-2026	Fall	Face-to-Face	Exam – Course Test/Quiz	Students will demonstrate the diagnostic sequence and   findings of a malfunctioning cranking circuit by using electrical testing   tools, checking fuses, reviewing scan tool data, and testing the circuit on a   passenger motor vehicle. Additionally, students will complete 50   multiple-choice questions to demonstrate their knowledge of Ohm’s Law and the   proper use of a voltmeter.	11	9	2	1	0	Most students met or exceeded the expectations for this   activity, demonstrating strong understanding of diagnostic procedures and   electrical testing. Their ability to correctly interpret scan tool data,   identify fuse faults, and apply proper circuit testing techniques reflected   both technical competence and logical reasoning. Performance on the multiple   choice assessment also showed solid comprehension of Ohm’s Law and effective   use of a voltmeter. Overall, the results indicate that students have developed   a confident and accurate approach to diagnosing cranking circuit   malfunctions.	To   further strengthen this positive outcome, I will continue to integrate   current industry practices and real world diagnostic examples into classroom   instruction. As always, my goal is to provide high quality, equitable   learning experiences that support every student’s understanding and skill   development. Continuous updates on evolving automotive technologies and   diagnostic methods will ensure students remain aligned with industry   standards and maintain excellence in both theory and practical application.
AUTO	Pete Vernazza	Auto 99C	34442	The student will be able to demonstrate the ability to   properly install a distributor into an engine, install spark plug wires in   the proper firing order and set ignition timing to specifications	2025-2026	Winter	Face-to-Face	Demonstration	The students have a performance final outlined in the SLO	10	10	0	5	0	Many of the students were prepared for the Performance   Final and unfortunately, 5 were not. The students know what is on the final   and it is up to them to manage their time regarding preparation.	I will   continue to let students know to prepare.    At that point, it is their responsibility.
AUTO	Ivan   Kojnok	Auto D0 60.61	00203	• Demonstrate   the ability to diagram and construct simple electrical circuits, calculating   and measuring voltage, amperage, and resistance using Ohm's Law and a digital   multimeter.<br>     <br>     • Develop a testing sequence to diagnose inoperative charging, cranking,   and battery circuits.	2025-2026	Winter	Face-to-Face	Exam – Course   Test/Quiz	Students will   demonstrate the diagnostic sequence and findings of a malfunctioning cranking   circuit by using electrical testing tools, checking fuses, reviewing scan   tool data, and testing the circuit on a passenger motor vehicle.   Additionally, students will complete 50 multiple-choice questions to   demonstrate their knowledge of Ohm’s Law and the proper use of a voltmeter.	4	9	3	0	3	Most students   met or exceeded the expectations for this activity, demonstrating strong   understanding of diagnostic procedures and electrical testing. Their ability   to correctly interpret scan tool data, identify fuse faults, and apply proper   circuit testing techniques reflected both technical competence and logical   reasoning. Performance on the multiple choice assessment also showed solid   comprehension of Ohm’s Law and effective use of a voltmeter. Overall, the   results indicate that students have developed a confident and accurate   approach to diagnosing cranking circuit malfunctions.	To further strengthen this   positive outcome, I will continue to integrate current industry practices and   real world diagnostic examples into classroom instruction. As always, my goal   is to provide high quality, equitable learning experiences that support every   student’s understanding and skill development. Continuous updates on evolving   automotive technologies and diagnostic methods will ensure students remain   aligned with industry standards and maintain excellence in both theory and   practical application.
AUTO	Ivan   Kojnok	AutoD060-62	47955	• Demonstrate   the ability to diagram and construct simple electrical circuits, calculating   and measuring voltage, amperage, and resistance using Ohm's Law and a digital   multimeter.<br>     <br>     • Develop a testing sequence to diagnose inoperative charging, cranking,   and battery circuits.	2025-2026	Spring	Face-to-Face	Exam – Course   Test/Quiz	Students will demonstrate the diagnostic   sequence and findings of a malfunctioning cranking circuit by using   electrical testing tools, checking fuses, reviewing scan tool data, and   testing the circuit on a passenger motor vehicle. Additionally, students will   complete 50 multiple-choice questions to demonstrate their knowledge of Ohm’s   Law and the proper use of a voltmeter.	6	12	5	0	2	Most students   met or exceeded the expectations for this activity, demonstrating strong   understanding of diagnostic procedures and electrical testing. Their ability   to correctly interpret scan tool data, identify fuse faults, and apply proper   circuit testing techniques reflected both technical competence and logical   reasoning. Performance on the multiple choice assessment also showed solid   comprehension of Ohm’s Law and effective use of a voltmeter. Overall, the   results indicate that students have developed a confident and accurate   approach to diagnosing cranking circuit malfunctions.	To further strengthen this   positive outcome, I will continue to integrate current industry practices and   real world diagnostic examples into classroom instruction. As always, my goal   is to provide high quality, equitable learning experiences that support every   student’s understanding and skill development. Continuous updates on evolving   automotive technologies and diagnostic methods will ensure students remain   aligned with industry standards and maintain excellence in both theory and   practical application.<br>
AUTO	Ivan Kojnok	auto DO60.61	46428	• Demonstrate the ability to diagram and construct simple   electrical circuits, calculating and measuring voltage, amperage, and   resistance using Ohm's Law and a digital multimeter.<br>     <br>     • Develop a testing sequence to diagnose inoperative charging, cranking,   and battery circuits.	2025-2026	Spring	Face-to-Face	Exam – Course Test/Quiz	Students will demonstrate the diagnostic sequence and   findings of a malfunctioning cranking circuit by using electrical testing   tools, checking fuses, reviewing scan tool data, and testing the circuit on a   passenger motor vehicle. Additionally, students will complete 50   multiple-choice questions to demonstrate their knowledge of Ohm’s Law and the   proper use of a voltmeter.	3	13	3	0	2	Most students met or exceeded the expectations for this   activity, demonstrating strong understanding of diagnostic procedures and   electrical testing. Their ability to correctly interpret scan tool data,   identify fuse faults, and apply proper circuit testing techniques reflected   both technical competence and logical reasoning. Performance on the multiple   choice assessment also showed solid comprehension of Ohm’s Law and effective   use of a voltmeter. Overall, the results indicate that students have developed   a confident and accurate approach to diagnosing cranking circuit   malfunctions.<br>	To   further strengthen this positive outcome, I will continue to integrate   current industry practices and real world diagnostic examples into classroom   instruction. As always, my goal is to provide high quality, equitable   learning experiences that support every student’s understanding and skill   development. Continuous updates on evolving automotive technologies and   diagnostic methods will ensure students remain aligned with industry   standards and maintain excellence in both theory and practical application.<br>
AUTO	Gerilowie   Escalona	AUTO60E	45923	Describe the   principles of electronic fuel injection.	2025-2026	Spring	Face-to-Face	Exam – Course   Test/Quiz	Changed from   online testing to in person testing	3	4	4	7	5	I believe there   is some need of improvement in the laying out the foundation even more which   helps to build more confidence once their foundation is solid	Go more over basic fundamentals   of systems, explain the purpose of the class more and what they should learn   by the end of the course.
AUTO	Gerilowie Escalona	AUTO67A	49050	Demonstrates the ability to safely maintain and service a   vehicle that uses a high voltage battery as a fuel source for the main   propulsion.	2025-2026	Spring	Face-to-Face	Exam - Standardized	Changed from online test to in person test	2	7	3	5	3	There needs to be a little more improvement in the way   students can understand the topics more clearly by sticking with more basic   information before we move onto the more complex topics	I will   increase the time it takes for students who come during the second half of   the quarter who have not taken 67A to give them a better understanding of the   material that was previously taught, which will give continuing students a   reiteration of what they should know, and give the newer students a better   foundation to build on as well.
BUS	Oduro Takyi	BUS D087 62Z	21223	By the end of   the course, you should be able to:<br>     <br>     Identify and describe each of the steps in the seven-step selling process   model, explain the purpose of each step, and describe the essential elements   of successful execution of each step. <br>	2025-2026	Fall	Online -   Asynchronous	Exam – Course   Test/Quiz	Assignments,   Discussions, Quizzes, Mid Term & Final Exam	13	7	2	12	11	This course   enrolled a total of 45 students and demonstrated a wide range of academic   outcomes. Thirteen students (29%) exceeded expectations, indicating a strong   level of mastery and engagement among nearly one-third of the class. These   students consistently demonstrated high levels of critical thinking, timely   completion of assignments, and active participation in course activities.   Their performance suggests that the course design, learning materials, and   assessments effectively supported advanced learners.<br>     <br>     Seven students (16%) met expectations, showing satisfactory achievement of   course learning outcomes. While these students demonstrated an adequate   understanding of core concepts, some would have benefited from increased   engagement or more consistent application of feedback. Targeted instructional   strategies, such as additional formative assessments or structured peer   collaboration, may help support this group in moving toward higher   performance levels.<br>     <br>     Twelve students (27%) did not meet expectations, highlighting a need for   instructional and structural reflection. Contributing factors may have   included inconsistent attendance, limited engagement with course resources,   and challenges with foundational knowledge. Earlier identification of at-risk   students, expanded academic support, and clearer scaffolding of assignments   could help improve outcomes for this population in future offerings.<br>     <br>     Additionally, twelve students (24%) withdrew from the course. This   relatively high withdrawal rate suggests potential external factors such as   workload demands, scheduling conflicts, or preparedness issues. It may also   indicate a need for clearer communication of course expectations at the   outset and increased check-ins during the early weeks of the term.<br>     <br>     <br>     <br>     <br>     <br>     <br>	Overall, while the course   successfully supported a segment of high-performing students, the outcomes   point to opportunities for improvement in student retention and support.   Future iterations of the course will focus on enhanced early-intervention   strategies, clearer alignment between assessments and learning objectives,   and expanded opportunities for student engagement to promote more equitable   success across all learners.<br>
BUS	Oduro Takyi	BUS D089-50Z	27831	Upon successful completion of this course, a student will   be able to:<br>     <br>       A. Relate contemporary advertising   to the classic human communication model.<br>     <br>       B. Distinguish advertising from   other elements of integrated marketing communications (IMC) and explain its   role in an organization's marketing strategy.<br>     <br>       C. Identify the major social and   economic aspects of advertising in the U.S. and contrast those with the role   of advertising in other countries.<br>	2025-2026	Fall	Online - Asynchronous	Exam – Course Test/Quiz	Assignments, Discussions, Quizzes, Mid Term Exam and Final   Exam	19	9	1	10	11	This course enrolled a total of 50 students and yielded   varied levels of academic performance. Nineteen students (38%) exceeded   expectations, demonstrating strong mastery of course learning outcomes. These   students consistently engaged with course materials, applied feedback   effectively, and exhibited higher-order thinking skills. Their success   suggests that the course structure and instructional strategies were   effective in supporting motivated and well-prepared learners.<br>     <br>     Nine students (18%) met expectations, achieving satisfactory performance   across core assessments. While these students demonstrated an adequate   understanding of course concepts, some showed uneven engagement or limited   depth in analysis. Additional opportunities for formative feedback and   structured learning supports may help this group further strengthen their   performance in future iterations of the course.<br>     <br>     Ten students (20%) did not meet expectations. This outcome indicates   challenges related to academic preparedness, engagement, or time management.   Patterns observed among this group included missed assignments, inconsistent   participation, and difficulty applying key concepts. Earlier identification   of struggling students, increased use of low-stakes assessments, and targeted   academic interventions could help improve outcomes for this population.<br>     <br>     Eleven students (22%) withdrew from the course. The withdrawal rate   suggests that non-academic factors such as external responsibilities, course   workload, or misalignment of expectations may have influenced persistence.   Strengthening early communication about course demands, implementing early   progress check-ins, and providing clearer guidance on available support   resources may help reduce withdrawals.	Overall,   the course demonstrated strong success among a significant portion of   students while also highlighting areas for growth related to student support   and retention. Future course improvements will focus on proactive engagement   strategies, enhanced scaffolding of assignments, and early intervention   efforts to promote broader student success and persistence.
BUS	Kim Andrews-Bingham	Leadership 65-63Z	32337	Distinguish the roles, interaction and impact of the   leader, the follower, and the situation<br>     in the leadership model.<br>	2025-2026	Winter	Online - Asynchronous	Exam – Course Test/Quiz	This 15 question quiz was based on course content that   focused on the roles, interaction and impact of the leader, the follower, and   the situation<br>     related to various leadership models. Questions were a mixture of multiple   choice and true false statements.	44	3	2	1	1	This assignment seems to provide a good opportunity for   students to test their knowledge related to this SLO while also helping them   prepare for related questions on the midterm exam.	Review   the assignment questions with a critical eye to 1) look for opportunities to   clarify language of existing questions and / or 2) insert new questions to   enhance student learning.
BUS	Kim   Andrews-Bingham	Human Relations   56-64Z	38100	Describe the   value of diversity in today's business environment.	2025-2026	Winter	Online -   Asynchronous	Exam – Course   Test/Quiz	This 10   question quiz does a good job of giving students the chance to test their   knowledge related to this SLO and help them prepare for related questions on   the final exam. The quiz is a mixture of multiple choice, true / false and   scenario based questions.	49	1	0	0	1	This assignment   seems to provide a good opportunity for students to test their knowledge   related to this SLO while also helping them prepare for related questions on   the final exam.	Review the assignment questions   with a critical eye to 1) look for opportunities to clarify language of   existing questions and / or 2) insert new questions to enhance student   learning.
BUS	Oduro Takyi	BUS 87-63Z	3519	Identify and describe each of the steps in the seven-step   selling process model, explain the purpose of each step, and describe the   essential elements of successful execution of each step.	2025-2026	Winter	Online - Asynchronous	Project	Each student picked one of the salespersons indicated   below:<br>     1. A real estate agent<br>     2. A car salesperson<br>     3. A software sales rep<br>     4. A fitness trainer<br>     5. A furniture store salesperson<br>     6. A phone company sales rep<br>     7. An electronics store salesperson<br>     Then they used the 7-step Selling Process of  (1) Prospecting and Qualifying, (2)   Preapproach, (3) Approach, (4) Presentation, (5) Handling Objections, (6)   Close and (7) Follow Up, to consummate a sale to a potential client or   customer based on the salesperson they selected from Week 6 to Week 11.	23	4	0	2	13	Overall, instructor believes that this was a very good   outcome. 23 students exceeded expectations. 4 students met expectations. 2   students failed to meet expectations. And, 13 students did not complete any   of the steps of The 7-Step Selling Process because they withdrew from the   class.	Instructor   cannot think of anything he can do to enhance the outcome.
BUS	Dionne Morgan	BUS 89 - 63Z	38692	• Relate contemporary advertising to the classic human   communication model.<br>     • Distinguish advertising from other elements of integrated marketing   communications (IMC) and explain its role in an organization's marketing   strategy.<br>     • Identify the major social and economic aspects of advertising in the U.S.   and contrast those with the role of advertising in other countries.<br>     <br>     <br>	2025-2026	Winter	Online - Asynchronous	Exam – Course Test/Quiz	Quizzes and exams covered core topics from the advertising   textbook.	12	5	2	6	0	The majority of students grasped the key concepts. Those   who did not grasp the concepts did not make an effort to complete the   coursework.	Encourage   students to take advantage of office hours and complete the assignments.
BUS	Lale Yurtseven	BUS 60 64Z	28801	• Examine a   country’s economic, political, legal, social and cultural conditions and   assess its business risks and opportunities.<br>     <br>	2025-2026	Spring	Online -   Asynchronous	Project	Students had to   write a research paper about a country assigned by the instructor and its   economic, political, legal, socio/cultural and environmental aspects.	14	11	2	1	7	As students use   more AI in their school work, it's hard to determine who used tools to   humanize the papers or who did the work themselves. Papers are either way   above and beyond what's expected, or mediocre at the most.	I will continue to use tools   provided to me by the district to help determine the originality of students'   work.
BUS	Kim   Andrews-Bingham	BUS D057 64Z	45909	Examine Human   Resources (HR) practices and how they affect employee performance,   motivation, and the firm.	2025-2026	Spring	Online -   Asynchronous	Exam – Course   Test/Quiz	A comprehensive   quiz was created that represents the chapter and other course materials   covering this topic. Students took this quiz to gauge their acquired   knowledge of the associated learning outcome. All quizzes also serve as a way   for students to study for the higher stakes examinations, as the exams are   based on the quizzes.	43	0	1	0	1	Students   generally do well on this quiz as it is untimed. This reduces the test   anxiety that is common and which can inhibit learning and performance. The   point is for students to use class resources to draw conclusions and arrive   at the correct quiz answers to demonstrate understanding of content related   to this SLO. The strategy for making the quiz untimed is also so that   students can use it as a way to study for the higher stakes examinations that   come later and are timed and have other requirements. The exams also   reinforce SLOs as they obviously cover all SLOs and other related course   content, but as they are comprehensive and cover multiple course topics,   extrapolating student answers related to individual SLOs via these   assignments would be less efficient for faculty. The quizzes are an efficient   way to assess student knowledge related to a specific SLO.	This assignment seems to serve   its purpose as intended.
BUS	Kim Andrews-Bingham	BUS D057 64Z	45909	Appraise the impact of HR as a strategic partner with   corporate executive leadership to achieve competitive advantage in the   marketplace.	2025-2026	Spring	Online - Asynchronous	Exam – Course Test/Quiz	A comprehensive quiz was created that represents the   chapter and other course materials covering this topic. Students took this   quiz to gauge their acquired knowledge of the associated learning outcome.   All quizzes also serve as a way for students to study for the higher stakes   examinations, as the exams are based on the quizzes.	43	2	0	0	0	Students generally do well on this quiz as it is untimed.   This reduces the test anxiety that is common and which can inhibit learning   and performance. The point is for students to use class resources to draw   conclusions and arrive at the correct quiz answers to demonstrate   understanding of content related to this SLO. The strategy for making the   quiz untimed is also so that students can use it as a way to study for the   higher stakes examinations that come later and are timed and have other   requirements. The exams also reinforce SLOs as they obviously cover all SLOs   and other related course content, but as they are comprehensive and cover   multiple course topics, extrapolating student answers related to individual   SLOs via these assignments would be less efficient for faculty. The quizzes   are an efficient way to assess student knowledge related to a specific SLO.	This   assignment seems to serve its purpose as intended.
BUS	Kim   Andrews-Bingham	BUS D057 64Z	45909	Compare HR   functions to formulate critical written and oral analysis of current global   HR challenges.	2024-2025	Spring	Online -   Asynchronous	Exam – Course   Test/Quiz	A comprehensive   quiz was created that represents the chapter and other course materials   covering this topic. Students took this quiz to gauge their acquired   knowledge of the associated learning outcome. All quizzes also serve as a way   for students to study for the higher stakes examinations, as the exams are   based on the quizzes.	43	2	0	0	0	Students   generally do well on this quiz as it is untimed. This reduces the test   anxiety that is common and which can inhibit learning and performance. The   point is for students to use class resources to draw conclusions and arrive   at the correct quiz answers to demonstrate understanding of content related   to this SLO. The strategy for making the quiz untimed is also so that   students can use it as a way to study for the higher stakes examinations that   come later and are timed and have other requirements. The exams also   reinforce SLOs as they obviously cover all SLOs and other related course   content, but as they are comprehensive and cover multiple course topics,   extrapolating student answers related to individual SLOs via these   assignments would be less efficient for faculty. The quizzes are an efficient   way to assess student knowledge related to a specific SLO.	This assignment seems to serve   its purpose as intended.
BUS	Oduro Takyi	BUS 89-64Z Advertising	48609	A. Relate contemporary advertising to the classic human   communication model.<br>     <br>     <br>     B. Distinguish advertising from other elements of integrated marketing   communications (IMC) and explain its role in an organization's marketing strategy.<br>     <br>     <br>     C. Identify the major social and economic aspects of advertising in the   U.S. and contrast those with the role of advertising in other countries.<br>	2025-2026	Spring	Online - Asynchronous	Project	For an Advertising Plan Term Project, students were tasked   to develop a comprehensive advertising plan for a product, service, or brand   of their choice. The project had to include the following components:<br>     <br>     1. Company and Product/Service Overview<br>     2. Advertising Objectives and Target Audience<br>     3. Creative Strategy and Message Development<br>     4. Media Plan and Budget<br>     5. Campaign Execution and Integration<br>     6. Evaluation Metrics and Effectiveness<br>     7. Presentation and Final Report	26	10	3	5	10	Overall, instructor believes that this was a very good   batting average. 26 students of a 44-students class roster exceeded   expectations. 10 students of a 44-student class roster met expectations. 3   students approached expectations, and 5 students did not meet the outcomes.	Instructor   cannot think of any action he has to take at this time to enhance the course.
BUS	Dionne Morgan	BUS 90-66Z	47686	SLO #1: Determine appropriate market segments and target   markets and explain consumer behavior:<br>     <br>     SLO #2: Identify global forces external to the organization that affect   marketing strategies.	2025-2026	Spring	Online - Asynchronous	Project	SLO Assessment #1: Students are required to create a   Marketing Plan for a client, including an overview of their target customers.   During one of their exams, they have to explain the difference between   consumer buying behavior and organization buying behavior. In the same exam,   they have to describe a stage of the consumer purchase decision process they   have experienced.<br>     <br>     SLO Assessment #2: As part of their Marketing Plans, the students must   conduct a SWOT analysis, which includes analysis of external forces.	26	8	4	11	9	The hands-on marketing plan project helps to reinforce the   core concepts of Marketing.	Provide   examples of good marketing plan assignments from previous class. But the   plans will have to be edited to be anonymous.
CIS	Anita Whitehill	CIS 40-03Z	26032	Student   Learning Outcome Statements (SLOs): Design, code, document, analyze, debug,   and test introductory-level Python programs.<br>     <br>     Course Objectives:<br>     <br>     Provide an overview of computer organization.<br>     Investigate the development and testing environment.<br>     Evaluate different data types.<br>     Use operators and expressions in a program to compute results.<br>     Use flow control statements to apply programming logic.<br>     Access files for data input and output.<br>     Separate a program into user-defined functions.<br>     Use collection data types to investigate data structures.<br>     Use of classes in object-oriented programs.	2024-2025	Fall	Online with at   least some synchronous hours	Laboratory   Project	Students to   complete programming assignments	10	2	3	3		Students are   grasping the content and working hard in the course.	I think the course is going   well, and I am pleased with the students' work.
CIS	Arthur Linn	CIS89C-62Z	26016	1) Introduction to JavaScript (JS)<br>     2) Compose JavaScript in Web documents <br>     3) Create JavaScript that include various features of the language <br>     4) Create JavaScript that manage various objects in the XML DOM <br>     5) Compose JavaScript that manage the Navigator Object <br>     6) Compose JavaScript that manage the Cookie Object  <br>     7) Use skills to develop a simple client-side application	2025-2026	Fall	Online - Asynchronous	Project	It evaluates all SLOs except #6. In it's place was   localStorage concept.	5	5	1	0	9	For the 9 who didn't turn in the project, they still may   since this evaluation was done prior to the final date accepting work.<br>     This project is actually a more complex project then #7 SLO states. Based   on previous years of teaching this class, having 5 exceeding expectations was   a good result.<br>     Even though I'm doing the RSI communications I established earlier this   year, the drop out rate hasn't changed much for this class.	I used a   newer Javascript book 2024 edition this session. I will be asking students to   give an evaluation of this book along with overall suggestions. Based on   their feedback I'll modify the assignments and/or the number of chapters   covered
CIS	ShuHuar Yeh	CIS 22B-02Z	21720	Student   Learning Outcome: Create algorithms, code, document, debug, and test   intermediate level C++ programs.  <br>     Student Learning Outcome: Read, analyze and explain intermediate level C++   programs and their efficiency. <br>     Student Learning Outcome: Design solutions for intermediate level problems   using appropriate design methodology incorporating intermediate programming   constructs including structures and objects.	2025-2026	Fall	Online with at   least some synchronous hours	Tracked   Academic Behavior	Auto graded   assignments, lab works evaluated by the instructor, midterm and final.	12	17	4	0	0	Students in the   zoom meetings could respond to many questions well.	Using the IDE to trace the   programs prove be a productive method for learning.
CIS	Valerie Taylor	CIS -089A 61Z	13060	Create a web site using HTML and CSS and publish it to a   web server.	2024-2025	Summer	Online - Asynchronous	Project	In addition to coding projects specific to each Module   topic, and a final project demonstrating production of a complete website   integrating all the elements previously covered throughout the course,   assessment includes regular participation in discussions about topics related   to all phases of website development.	4	4	3	1	7	Course attracts students with diverse prior knowledge of   programming and other forms of online authoring. Course is structured to   encourage active participation in a range of tasks associated with website   creation. Always looking for additional ways to support those with limited   expertise, especially in the technical areas.	It is   difficult to know where students are struggling if they aren't submitting   work or asking explicit questions. Taking online courses and being   responsible for self-directed learning is still new to many students.   Providing examples and access to other student work is helpful. Outreach   offering support and additional prompting are helping.
CIS	Valerie Taylor	CIS -002   61Z	10246	Analyze the   effects of the Internet, computers, and cellular communications on   institutions, including education, business, economics, and politics.	2024-2025	Summer	Online -   Asynchronous	Demonstration	In addition to   2 individual projects and 1 group project, assessment of participation in   research, summary and commentary contributions to topic-specific discussions   throughout the course.	13	4	3	3	8	Overall   participation and quality of work submitted was pretty high. Some students   were just doing the minimum at the last minute prior to deadlines and were   not fully engaged in the subject generally - "just need to get the   credit".	Many of current course resources   are text. Always looking for more multimedia and interactive resources to   include. Requesting that students cite resources that are appropriate and   more interesting.
CIS	Doug Case	CIS 22A-05Z	21716	Create   algorithms, code, document, debug, and test introductory level C++ programs.	2025-2026	Fall	Online with at   least some synchronous hours	Laboratory   Project	Student   programming lab assignments had students create C++ programs with algorithms,   code, that they had to document, debug, and test.	35	7	0	0	0	In this online   course all of the students at least met expectations by submitting programs   that at least met the requirements. Most actually exceeded by getting extra   credit by submitting their program 2+ days early or doing extra credit for   the one relatively large program that has extra credit.	Since this was an online class   and the students did very well, the only real enhancement would be to 100%   verify that they did not get too much help from AI software. If this were   done it'd probably need to be at a school-wide level, not in a single class.
CIS	Ron Kleinman	CIS 22C-01Y	22327	Create and   analyze efficiency of advanced level data structures algorithms, code,   document, debug and test advanced data structures programs using multiple   source and header files.	2025-2026	Fall	Hybrid (some   Face-to-Face)	Exam – Course   Test/Quiz	Final exam   questions on:<br>     1. Sort algorithm efficiencies (Big O notation) requiring an understanding   of underlying sort algorithms and the relative advantages of each alternative   (Merge, Bucket, Heap and Bubble Sorts)<br>     2. Determining the proper replacement for a "Brute Force"   algorithm, to solve object collection issues.    Students needed to realize an alternative approach based either on   "Divide and Conquer" or "Tabulation" was required, and   then successfully code their solution    in C++.	20	12	4	3	1	These   particular exam problems take a lot of description in order to convey exactly   what the students are being asked to solve.    In looking at the results, I realized that the majority of my students   who had trouble displaying mastery of this SLO were not really fluent in   English.	I need to work on simplifying   the algorithm questions on my final exam .    In the future, I plan to replace words like "intersperse"   with "mix", and increase the exam time so I can spend the first 15   minutes carefully explaining these questions.
CIS	Tuan Nguyen	CIS 22A-61Z	21717	-Design   solution, create algorithms, code in C++, document, debug, and test program   for an introductory level program using appropriate design methodology   incorporating elementary C++ programming constructs.<br>     -Read, analyze and explain introductory level C++ programs.	2025-2026	Fall	Online -   Asynchronous	Project	Students   complete many coding projects using C++. They analyze problems, design   solutions, write code, test code, fix errors and write code documentation. I   run their code, test their code and give them detailed feedback and   suggestions for improvement.	15	6	0	7	8	To improve   student's success, I conducted regular optional Zoom meetings with my   students. But not many students attended these meetings because they   preferred to watch recorded videos. Some students read the materials but did   not complete the projects. I mentioned the tutoring service offered by the   CIS department, so they get help to complete projects.	I will provide more e   encouragement and support to students with one-on-one messages and helpful   guidance.
CIS	An Lam	CIS D022A-50Z	22584	Design   solutions for introductory level problems using appropriate design   methodology incorporating elementary programming constructs.<br>     Create algorithms, code, document, debug, and test introductory level C++   programs.<br>	2025-2026	Fall	Online -   Asynchronous	Exam – Course   Test/Quiz	I used both   exams and programming project to assess students.	18	5	2	6	10	Those students   who did not meet expectations because they did not take exams and did not   turn in many assignments.	Even thought I sent several   e-mails to remind students about taking exams and turn in assignments, they   still missed final exam and some assignments.    In the coming quarters, I'll set up 1-1 meeting with these students to   help them.
CIS	Mirsaeid Abolghasemi	INTRO TO UNIX/LINUX CIS 18A-01Y	02639	Use the Unix/Linux Operating System utilities and shell   features for basic file manipulation, networking, and communication.<br>	2025-2026	Fall	Hybrid (some Face-to-Face)	Exam – Course Test/Quiz	Student learning outcomes in CIS 18A were assessed through   a combination of hands-on lab exercises, practical exams, quizzes, and   written assignments. Labs and exams required students to demonstrate skills   in file management, shell scripting, and system administration, while quizzes   and assignments evaluated their understanding of UNIX/Linux concepts.   Instructor observations during labs provided additional insight into   students’ problem-solving and application abilities. These methods together   ensured a comprehensive measure of both practical proficiency and conceptual   knowledge aligned with the course SLOs.	21	2	1	6	4	Overall, students demonstrated strong proficiency in core   UNIX/Linux skills, particularly in file management and basic shell scripting.   Most students were able to successfully apply concepts in practical labs and   exams, though some needed additional support with more complex scripting and   process management tasks. Based on these results, future iterations of the   course could benefit from more guided practice and examples on advanced   scripting, as well as additional resources for students to develop confidence   in applying commands in real-world scenarios.	To   improve student learning outcomes, future offerings of CIS 18A will include   additional guided exercises on advanced shell scripting and process   management, along with supplemental resources and examples for independent   practice. The course will also incorporate more formative feedback during   labs to help students identify and correct mistakes early, ensuring stronger   mastery of practical UNIX/Linux skills and better preparation for real-world   applications.
CIS	Mirsaeid   Abolghasemi	DATA ABSTRACT   & STRUCTURES 22C-50Z	22320	- Read,   analyze, and explain data structures programs.<br>     - Create and analyze efficiency of data structures algorithms, code,   document, debug, and test large data structures programs using appropriate   design methodology incorporating advanced programming concepts.	2025-2026	Fall	Hybrid (some   Face-to-Face)	Exam – Course   Test/Quiz	Student   learning outcomes in CIS 22C were assessed through programming assignments,   coding projects, quizzes, and exams. Assignments and projects required   students to implement and manipulate data structures such as arrays, linked   lists, stacks, queues, and trees, while quizzes and exams evaluated their   understanding of algorithms and abstraction principles. Instructor review of   code style, correctness, and efficiency provided additional insight into   students’ mastery of both theoretical and practical concepts.	10	20	3	0	1	Students showed   strong understanding of basic data structures and algorithm implementation,   successfully completing most assignments and projects. Some students   struggled with more complex structures like trees and graph algorithms,   indicating a need for additional examples and guided practice in these areas.   Overall, students were able to apply abstract concepts in practical   programming scenarios.	Future iterations of CIS 22C   will include more targeted exercises on advanced data structures and graph   algorithms, along with step-by-step coding examples and in-class   problem-solving sessions. Incorporating additional formative feedback and   peer code reviews will help students strengthen both their conceptual   understanding and programming proficiency.
CIS	Mirsaeid Abolghasemi	PYTHON PROGRAMMING CIS 41A-02Y	24090	Design, code, document, analyze, debug, and test   introductory level Python programs that include Python modules.	2025-2026	Fall	Hybrid (some Face-to-Face)	Exam – Course Test/Quiz	Student learning outcomes were assessed through hands-on   programming assignments, coding projects, quizzes, and exams. Assignments and   projects required students to apply Python concepts such as variables,   control structures, functions, object-oriented programming, and file   handling. Quizzes and exams measured understanding of programming logic,   syntax, and problem-solving skills, while in-class observations provided   insight into students’ ability to debug and implement solutions   independently.	13	12	3	1	1	Students generally demonstrated strong proficiency in   Python fundamentals and problem-solving skills, successfully completing most   assignments and projects. Some students needed additional guidance with   object-oriented programming concepts and debugging complex code. Overall, the   course effectively supported students in developing practical coding skills   and applying programming concepts to real-world scenarios.	Future   offerings of CIS 41A will include more in-class exercises and guided   debugging sessions, along with additional examples of object-oriented   programming and file manipulation projects. Increased formative feedback and   collaborative coding activities will help students strengthen both conceptual   understanding and practical programming proficiency.
CIS	Mirsaeid   Abolghasemi	PYTHON   PROGRAMMING CIS 41A-62Z	26033	Design, code,   document, analyze, debug, and test introductory level Python programs that   include Python modules.	2025-2026	Fall	Online -   Asynchronous	Exam – Course   Test/Quiz	Student   learning outcomes were assessed through online programming assignments,   coding projects submitted via the learning management system, quizzes, and   exams. Assignments and projects required students to apply Python concepts   such as control structures, functions, object-oriented programming, and file   handling. Online quizzes and exams measured understanding of programming   logic and problem-solving, while discussion boards and virtual lab activities   provided insight into students’ collaboration and independent coding skills.	12	13	2	2	3	Students   demonstrated strong understanding of Python fundamentals and effectively   applied concepts in their projects and assignments. Some students required   additional support with debugging and object-oriented programming concepts in   the online environment, highlighting the need for more interactive guidance.   Overall, the course successfully facilitated practical coding skill   development despite the remote format.	Future online offerings of CIS   41A will include more interactive tutorials, guided coding walkthroughs, and   live virtual lab sessions. Additional formative feedback through discussion   boards and peer code review will help students strengthen both conceptual   understanding and practical programming skills in a remote learning context.
CIS	Mirsaeid Abolghasemi	INTRO PROGRAMMING IN PYTHON CIS 40(& 340)-63Z	27462 and 28319	Design, code, document, analyze, debug, and test   introductory-level Python programs<br>	2025-2026	Fall	Online - Asynchronous	Exam – Course Test/Quiz	Student learning outcomes were assessed through online   programming exercises, coding projects, quizzes, and exams submitted via the   learning management system. Assignments focused on Python basics such as   variables, control structures, functions, and basic data types, while quizzes   and exams tested conceptual understanding and problem-solving skills. Online   discussion boards and virtual lab activities provided additional insight into   students’ independent coding abilities and engagement with course material.	14	16	2	0	3	Students generally demonstrated solid understanding of   Python fundamentals and successfully completed assignments and projects. Some   students needed extra support with debugging and applying programming logic   independently in the online format, indicating a need for more interactive   guidance and examples. Overall, the course effectively built foundational   Python programming skills.	Future   online offerings of CIS 40 will include more interactive coding tutorials,   guided exercises, and virtual lab sessions, along with increased formative   feedback through discussion boards and peer review, to strengthen students’   understanding and confidence in applying programming concepts independently.
CIS	Sreedevi Chalasani	CIS-D105-63Z	39665	Identify the risks in using cloud services<br>     Identify the steps required to secure a cloud environment	2025-2026	Winter	Online - Asynchronous	Laboratory Project	The first outcome of "Identify the risks with using   cloud services" is assessed with Quizzes<br>     <br>     The second outcome of "Identify the steps required to secure a cloud   environment" is assessed with Lab projects<br>	4	26	2	0	9	I have 9 students who have dropped/withdrawn. Of the   current 32 students, I have 2 who are approaching expectations. The others   are meeting/exceeding expectations	I will   reach out to the 2 students to see if they can benefit from meeting with me,   and receiving additional assistance
CIS	Anita Whitehill	CIS 22A-08Z	33762	Course Student Learning Outcome Statements (CSLOs): <br>     <br>     Design solution, create algorithms, code in C++, document, debug, and test   program for an introductory level program using appropriate design   methodology incorporating elementary C++ programming constructs.<br>     Read, analyze and explain introductory level C++ programs.<br>     Learning Outcomes and Objectives:<br>     <br>     Course Objectives<br>     <br>     Illustrate the difference between procedural and object oriented   programming.<br>     Demonstrate the software life-cycle steps including design, development,   styles, documentation, testing, and maintenance in the creation of   program.<br>     Use the C++ environment in the development and testing of programs.<br>     Illustrate declaring identifiers of different data types.<br>     Use data types to declare variables in C++ programs.<br>     Apply input and output functions to read data using keyboard and output to   screen.<br>     Use expressions, statements and operators to construct program building   blocks that compute values.<br>     Apply control structures to break up flow of program execution and   conditionally execute blocks of code.<br>     Apply the techniques of structured decomposition through implementation of   functions/methods to separate C++ program into simple and interactive   modules.<br>     Develop programs using functions that enable input and output with text   files.<br>     Demonstrate usage of arrays to process variety of data problems.<br>     Implement STL vectors<br>     CSLOs<br>     <br>     Design solution, create algorithms, code in C++, document, debug, and test   program for an introductory level program using appropriate design   methodology incorporating elementary C++ programming constructs.<br>     Read, analyze and explain introductory level C++ programs.	2025-2026	Winter	Online with at least some synchronous hours	Other	Assessment includes completing lab projects and a final   collaboration lab project (demonstration and presentation).	18	7	4	0	0	Students are doing well in the course. Everyone is   collaborating well on their final lab project.	All is going well.
CIS	Anita Whitehill	CIS 40-64Z	34089	Student   Learning Outcome Statements (SLOs): Design, code, document, analyze, debug,   and test introductory-level Python programs.<br>     <br>     Course Objectives:<br>     <br>     Provide an overview of computer organization.<br>     Investigate the development and testing environment.<br>     Evaluate different data types.<br>     Use operators and expressions in a program to compute results.<br>     Use flow control statements to apply programming logic.<br>     Access files for data input and output.<br>     Separate a program into user-defined functions.<br>     Use collection data types to investigate data structures.<br>     Use of classes in object-oriented programs.	2025-2026	Winter	Online -   Asynchronous	Other	Students work   on lab project assignments each week and coding programs each week.	29	9	5	0	0	Students are   learning and doing well in the course.	The class is doing well overall.
CIS	Valerie Taylor	CIS -002 63Z	00435	• Analyze the effect of the Internet, computers, and   cellular<br>     communications on individuals, culture, and society.<br>     • Analyze the effects of the Internet, computers, and<br>     cellular communications on institutions, including education, business,   economics, and<br>     politics.<br>     • Judge the effect of the the Internet and computers on law<br>     and ethics.	2025-2026	Winter	Online - Asynchronous	Tracked Academic Behavior	Course participation - many of the items in the list above   are incorporated - discussions, surveys, projects, labs, demonstrations are   all used.	6	15	3	8		Similar to previous semesters. Evaluations are more   specific so there are fewer students exceeding expectations. Better   recognition for those who are exceptional.	More   students are meeting but not exceeding expectations. Encouragement and   feedback provided to get more students to meeting expectations.
CIS	Arthur Linn	CISD014A-63Z	00440	1. Student   Learning Outcome: Design a graphical user interface in Visual Basic .NET   implementing basic controls including text boxes, labels, list boxes,   buttons, radio buttons, and checkboxes.<br>     2. Student Learning Outcome: Design the algorithm, write, document, debug   and test the code for event procedures and sub procedures of a Visual Basic   application incorporating elementary coding constructs.<br>     3. Student Learning Outcome: Read, analyze and explain introductory level   Visual Basic code.	2025-2026	Winter	Online -   Asynchronous	Laboratory   Project	Referring to   SLO: 3. Student Learning Outcome: Read, analyze and explain introductory   level Visual Basic code.<br>     Implemented 6 graded laboratory assignments which included students   analysis and discussions with other students - they were presented a Puzzles   to be solved by students and evaluated as to how to improve them.	10	3	1	0	7	There was   success in this assignment compared to the project assignments. Almost all   students completed these 6 concept puzzles.	Continue to use these. Improve   based upon student feedback once class ends.
CIS	Patricia Holmes	CIS 097 63Z	34260	• Develop, with   accuracy, use of Flash animation by using filters, tools, vectors, bitmaps,   digital video and graphics within software to achieve clients' goals<br>     of dynamic, interactive website.<br>     • Develop and program inverse Kinematics, build and program interactivity,   program and use video, program and control playback sound<br>     • Implement optimal program playback and publishing settings for major   platforms.	2025-2026	Winter	Online -   Asynchronous	Project	I have applied   the SLO's into the lesson and a collection of produced evidence to   demonstrate the successful application of the learning outcomes. The project   based assessment is accurate as it is performance based. They must understand   and know the totality of the learning outcomes to complete the assessment.	16	5	5	2	4	Using a variety   of instruction methods, I try to reach all learning styles. This helps   achieve the SLO gap.	Enhancement and action is taken   if the software is updated. I update my teaching examples so the students   meet the learning objectives.
CIS	Patricia Holmes	CIS 099	37644	• Create spreadsheets to solve business problems.<br>     • Create a text/graphics presentation using presentation graphics software.	2025-2026	Winter	Online - Asynchronous	Project	Excel spreadsheets are created and students write the   corresponding formulas to solve the business problem. Additionally, a graphic   presentation of PowerPoint is made to demonstrate data and demonstrates the   student learning outcomes.	17	6	3	9	5	Overall, students are able to successfully complete the   assignments demonstrating the student learning outcomes.	Enhancement   and action of a lesson plan occurs when software is updated. My teaching must   reflect the changes so the students understand how to properly use the   software.
CIS	Edward J Ahrens II	CIS 22B-02Z	32253	Create algorithms, code, document, debug, and test   intermediate level C++ programs	2025-2026	Winter	Online with at least some synchronous hours	Project	Final lab exercise is comprehensive activity encompassing   all of coding constructs covered in the class.	34	2	1	2	6	Students struggled with concept of elimination of bad or   non-conforming data.	Develop   new lecture material with focus on use of C++<br>     try/throw/catch mechanism when applied to data validation.
CIS	Ron Kleinman	CIS 22C-13Y	32256	Design solutions for advanced problems using appropriate   design methodology incorporating <br>     advanced data structures programming constructs.	2025-2026	Winter	Hybrid (some Face-to-Face)	Laboratory Project	Assignment:<br>     You are charged with developing a text analysis tool that takes as input a   large document (even an entire novel), and outputs (to a printer or a file)   in alphabetical order, every word contained in that document, coupled with   the number of times the word appeared. An output snippet is shown below:<br>     <br>     that 128<br>     thatch 9<br>     the 17320<br>     them 16<br>     then 79<br>     <br>     Note: If the frequency of each word is later divided by the total number of   words in the document, this provides the “word frequencies” of every word   used, which (because such word frequency profiles often are quite similar for   the books of a particular author), can reveal whether or not a selected   author, with many analyzed documents, is likely to have written the document   in question. This exact method has revealed surprising results when applied   to Shakespearean sonnets and various verses in the bible.<br>     <br>     Use Case:<br>     Input:<br>     A very large file containing the complete text of the Lord of the Rings   Trilogy<br>     <br>     Output:<br>     An alphabetically ordered “collection” of C++ word frequency (WF)   structures which can be printed or saved, where:<br>     struct WF {<br>     String word; // Word that appeared in the document<br>     unsigned int count; // Number of times word appeared<br>     }<br>     Solution Requirements:<br>     1. List the series of steps required to convert the text to the WF   collection<br>     2. For every utilized collection class, document:<br>     The type of the collection class and exactly the elements it collects<br>     Why this particular collection class was selected & exactly How it is   being used<br>     Collection details:<br>     Sorted or unsorted elements<br>     Unique or duplicate keys<br>     The big O cost of its use<br>	8	6	1	0	4	The assignment was recently redesigned to include an   "AI Usage Guideline" along with the request to include an AI   generated summary of the AI session the student used to help respond to the   homework, so conformance with the guideline could be measured. <br>     <br>     The goal was to prevent the student from just feeding the assignment   directly to AI, and directly posting the AI response as the completed   homework ... and it seemed to work.	My   sections are "on campus" with proctored exams, which means students   who use AI to do all the homework are in trouble when they sit down to take   the midterm and final exams.  <br>     <br>     To ensure that homework assignments are part of the learning experience, I   am considering asking a few randomly chosen students to spend 5-10 minutes   during a scheduled office hour to "explain" the detailed design   choices they (or AI) made in generating this homework.
CIS	Doug Case	CIS 011-01Y	39612	Write short   programs to collect data, apply statistical concepts, visualize, and analyze   data.	2025-2026	Winter	Hybrid (some   Face-to-Face)	Laboratory   Project	Students   submitted weekly Lab assignments that included short programs to collect   data, apply statistical concepts, visualize, and analyze data.	21	14	2	1	1	The expectation   is that students could get grades across all of the Lab assignments from 90%   up to almost 98%. That range shows strong competence in writing short   programs to collect data, apply statistical concepts, visualize, and analyze   data. That is what the Lab assignments do in general, and there were 11 of   them in the course. I was pleasantly surprised at the percentage of students   who met of exceeded the expectation. It was significantly higher than the   previous quarter, Fall 2025, which was the first quarter this course was   offered.	I think for the minority of   students who struggled with one of their earlier labs I need to more   proactively reach out to them (or ask a TA to) early in the quarter. It looks   like only some the students who struggled with the first few labs had   improved labs grades as the quarter went on.
CIS	Mirsaeid Abolghasemi	CIS 22A-03Y	32250	Design solutions for introductory level problems using   appropriate design methodology incorporating elementary programming   constructs.<br>     Create algorithms, code, document, debug, and test introductory level C++   programs.<br>     Read, analyze and explain introductory level C++ programs.	2025-2026	Winter	Face-to-Face	Exam – Course Test/Quiz	Student learning is assessed through programming   assignments, quizzes, and exams. Assignments evaluate the ability to design   solutions, write algorithms, and implement, debug, and test C++ programs   using basic constructs. Quizzes and exams also require students to read and   explain code to demonstrate understanding. Assessment focuses on correctness,   problem-solving approach, and code quality.	29	11	1	3	2	Through this course, I improved my ability to design   solutions, write algorithms, and implement C++ programs using basic   programming constructs. I also became more confident in debugging, testing,   and explaining code. Overall, the course strengthened my problem-solving   skills and understanding of fundamental programming concepts.	To   further improve learning, I will continue practicing problem-solving and   coding regularly. I will focus on writing clearer algorithms, improving code   readability, and strengthening my debugging skills. Additionally, I will   review feedback from assignments and seek help when needed to deepen my   understanding of C++ concepts.
CIS	Mirsaeid   Abolghasemi	CIS 41A-62Z	35651	Design, code,   document, analyze, debug, and test introductory level Python programs that   include Python modules.	2025-2026	Winter	Online -   Asynchronous	Exam – Course   Test/Quiz	Student   learning is assessed through programming assignments, quizzes, and exams   completed online. Assignments focus on designing, coding, documenting,   debugging, and testing introductory Python programs that use modules and   fundamental programming concepts. Quizzes and exams evaluate students’   ability to analyze code and understand program behavior. Assessment also   includes correctness, code organization, and clarity of documentation.	10	18	5	2	2	This course   helped me improve my ability to write and test Python programs using modules   and basic programming structures. I gained more experience in debugging code   and understanding how different parts of a program work together. Overall, it   strengthened my problem-solving skills and confidence in Python programming.	To improve further, I will   practice more Python problems regularly and focus on using modules   effectively in my programs. I will also work on improving debugging skills   and writing cleaner, well-documented code by reviewing feedback from   assignments.
CIS	Mirsaeid Abolghasemi	CIS 41A-63Z	38592	Design, code, document, analyze, debug, and test   introductory level Python programs that include Python modules.	2025-2026	Winter	Online - Asynchronous	Exam – Course Test/Quiz	Assessment is based on online homework, coding projects,   quizzes, and exams. Students are evaluated on their ability to design, code,   document, analyze, debug, and test Python programs that incorporate modules   and core programming concepts. Understanding is measured through both program   output and code analysis questions.	12	15	5	3	1	Throughout this course, I developed stronger skills in   building Python programs and using modules to organize code. I became more   comfortable analyzing errors, debugging programs, and testing solutions. The   course helped me better understand fundamental programming logic.	To   continue improving, I will keep practicing Python programming outside of   class and focus on writing more efficient and readable code. I also plan to   strengthen my understanding of modules and improve my ability to debug   programs independently.
CIS	Mirsaeid   Abolghasemi	CIS 22C-73Z	38591	Read, analyze   and explain data structures programs.<br>     Create and analyze efficiency of data structures algorithms, code,   document, debug, and test large data structures programs using appropriate   design methodology incorporating advanced programming concepts.	2025-2026	Winter	Online -   Asynchronous	Exam – Course   Test/Quiz	Student   learning is assessed through programming assignments, projects, quizzes, and   exams. Students are required to design, code, document, debug, and test   programs using data structures such as stacks, queues, trees, and graphs.   Assessment also includes analyzing algorithm efficiency and understanding   program behavior. Exams and quizzes evaluate the ability to read, interpret,   and explain data structures programs.	13	22	2	0	2	This course   strengthens students’ understanding of data structures and how they are used   to solve complex problems efficiently. Students develop skills in analyzing   code, debugging larger programs, and evaluating algorithm performance.   Overall, it builds foundational knowledge in advanced programming and   problem-solving.	To improve learning outcomes,   students should continue practicing data structure implementation and focus   on analyzing time and space complexity. Additional practice in selecting   appropriate data structures and optimizing solutions will further strengthen   programming and analytical skills.
CIS	Mirsaeid Abolghasemi	CIS 40-04Y	38595	Student Learning Outcome: Design, code, document, analyze,   debug, and test introductory level Python programs<br>	2025-2026	Winter	Face-to-Face	Exam – Course Test/Quiz	Student learning is assessed through programming   assignments, quizzes, and exams. Students are required to design, code,   document, analyze, debug, and test introductory-level Python programs.   Assessments focus on correct program output, code structure, use of basic   programming concepts, and the ability to understand and explain program   behavior.	14	16	3	1	1	This course helps students build a strong foundation in   Python programming. Students develop essential skills in problem-solving,   writing programs, and debugging errors. It also supports understanding of how   to design and test simple programs using fundamental programming concepts.	To   improve learning outcomes, students should practice programming regularly and   focus on writing clean, well-documented code. Additional practice in   debugging and analyzing program logic will help strengthen overall   programming skills and confidence.
CIS	Mirsaeid   Abolghasemi	CIS 340-04Y	38596	Student   Learning Outcome: Design, code, document, analyze, debug, and test   introductory level Python programs<br>	2025-2026	Winter	Face-to-Face	Exam – Course   Test/Quiz	Assessment is   based on programming assignments, exercises, and quizzes. Students are   evaluated on their ability to design, code, document, analyze, debug, and   test introductory Python programs. Emphasis is placed on understanding basic   programming concepts, writing functional code, and demonstrating correct   program behavior.	0	2	2	0	3	Students in   this course gain introductory experience in Python programming and learn how   to build simple programs using core concepts. The course supports development   of problem-solving skills, logical thinking, and basic debugging abilities.	To further improve, students are   encouraged to complete additional practice exercises and review programming   concepts regularly. Continued practice in writing and debugging simple Python   programs will help strengthen understanding and build confidence.
CIS	Anita Whitehill	CIS 03-03Z	44153	Course   Outcomes<br>     Student Learning Outcome Statements (SLOs):    <br>     <br>     Create and execute a plan to improve success factors in a business, using   software and hardware.<br>     Produce a business document utilizing word processing tools to show use of   various formatting, such as columns, outlline, and numbering.<br>     Design a model for business decision making utilizing spreadsheet software   and incorporating charts, formulas, and formatting.<br>     Create a presentation about a business technology implementation utilizing   presentation software incorporating graphics, tables, process flow diagrams   and text.<br>     Solve a business data problem by utilizing database technology.	2025-2026	Spring	Online with at   least some synchronous hours	Exam – Course   Test/Quiz	There are 12   exams -- one for each chapter	25	6	3	2	8	Good class. All   the students were engaged in the course content.	not at this   time
CIS	Doug Case	CIS 40	44673	Design, code, document, analyze, debug, and test<br>     introductory level Python programs	2025-2026	Spring	Online with at least some synchronous hours	Exam – Course Test/Quiz	Final Exam score	19	3	2	0	1	This was an online class with some asynchronous work.   Students did well overall on the final exam, but 3/25 did not.	Make   student tutors and my office hours even more emphasized during the   quarter.
CIS	Doug Case	CIS 340	47778	Design, code, document, analyze, debug, and test<br>     introductory level Python programs	2025-2026	Spring	Online with at least some synchronous hours	Exam – Course Test/Quiz	Final exam score	3	3	0	0	1	This was an online course with significant asynchronous   work. Most of the students did well, but one stopped participating near the   end and did not attend the final.	I will   make student TA office hours and my office hours even more visible and   emphasized to the students.
CIS	Doug Case	CIS 011	49608	Calculate and   interpret basic statistics in a dataset and apply basic regression and   classification techniques for predictions.	2025-2026	Spring	Hybrid (some   Face-to-Face)	Exam – Course   Test/Quiz	Performance on   Exam 1 and Exam 2	9	17	1	1	0	There was good   engagement in class for students who attended. But attendance was pretty good   but not great.	Encourage attendance more, and   encourage office hours more, especially for students who are struggling
CIS	Doug Case	CID 311	49609	Calculate and   interpret basic statistics in a dataset and apply basic regression and   classification techniques for predictions.	2025-2026	Spring	Hybrid (some   Face-to-Face)	Exam – Course   Test/Quiz	Scores on Exam   #1 and Exam #2	0	5	0	0	2	For non-graded   in-person course attendance was inconsistent, and two students stopped   attending early on. Engagement when present was good.	I'll encourage attendance more,   and encourage more focus and attendance on office hours as well.
CIS	Tacey Baskett	CISD004 64Z	43279	CISD004. - Computer Literacy<br>     • Manipulate data in a spreadsheet.<br>     <br>     • Manage file and folder properties in the operating system.<br>     <br>     • Extract information from a database program.<br>	2025-2026	Spring	Online -   Asynchronous	Exam – Course   Test/Quiz	Module exams   assess CSLOs	21	0	2	2	3	The students   who were approaching expectations received a 0 one one of the 3   assessments.  The other scores were   good for them.  The students who did   not meet received two zeros but did receive a good score for the third   assessment.	I could just do one assessment   going forward and just count the final exam.
CIS	Valerie Taylor	Computers and the Internet in Society	00428	Analyze the effects of the Internet, computers, and   cellular communications on institutions, including education, business,   economics, and politics.	2025-2026	Spring	Online - Asynchronous	Project	Research and online discussions throughout the semester   used as the basis for a final project that demonstrated review, analysis and   presentation of student's understanding of the effects of the Internet,   computers, and cellular communications on institutions, including education,   business, economics, and politics.	8	10	5	12		Many students worked hard and were very engaged and did   well. A number of students failed to participate much if at all but remained   as registered in the course. The marginal students often missed assignments   or turned work in late.	Continue   to share the work of students as a model for others who are looking for   additional guidance. Will continue to reach out to students who are falling   behind to encourage them to continue and/or assist by providing clarification   or extra support.
CIS	Valerie Taylor	Web Page   Development	42103	Create a web   site using HTML and CSS and publish it to a web server.	2025-2026	Spring	Online -   Asynchronous	Project	Students   applied the features and procedures covered throughout the semester to plan   and create a web site using HTML and CSS and publish it to a web server.	6	4	3	10		Many students   completed all the assignments throughout the semester and applied those   skills to plan and create and entire web site that was published for public   access. There still seem to be a large number of students who register, do   the minium acceptable work up to the census day and never do anything more   despite numerous attempts to contact them throughout the semester.	The features and procedures   covered are regularly updated to reflect industry changes in web design and   introduction of tools like AI assistants. Continue to reach out and provide   support support to students who fall behind.
CIS	Patricia Holmes	CIS 098 64Z	42533	Student Learning Outcomes: <br>     1. Demonstrate correct use of Photoshop tools to alter existing graphics   for Internet, print applications, scientific research imaging, and medical   imaging. <br>     2. Convert digital images and digital media into a movie format for   interactive platforms of phone apps and web pages. <br>	2025-2026	Spring	Online - Asynchronous	Demonstration	SLO: Convert digital images and digital media into a movie   format for interactive platforms of phone apps and web pages. <br>     Method: Images and video clips are applied to the software to create a   movie. Photoshop software allows movies to be created. This SLO is   demonstrated by a completed movie. Students are given images and short clips   and asked to create an .mp4 movie clip.	12	4	1	3	1	There were many students that achieved the student learning   outcome. I would like all students to achieve it, but the ones who attempted   the assignment were able to successfully complete it.	Following   up with students and checking in with them helps them to realize the   instructor cares about them. This action personalizes teaching and results in   greater participation.
CIS	Patricia Holmes	CIS 398 64Z	47835	Convert digital   images and digital media into a movie format for interactive platforms of   phone apps and web pages.	2025-2026	Spring	Online -   Asynchronous	Demonstration	SLO\:Convert   digital images and digital media into a movie format for interactive   platforms of phone apps and web pages. <br>     Method of Assessment: Students are provided with images and video clips.   The takes the provided material and create a movie .mp4 using Photoshop.	12	4	2	2	1	Although many   achieved the SLO, I would like to see all achieve this learning outcome as   the software is capable of many things. My continued attempt to reach out and   help them in anyway will continue.	By letting students know you   care, they now have a connection to the class and content. I will continue to   reach out and connect with students and be able to assist them in their SLO   goals.
CIS	LINYUN YU	CIS-22C-02Y	42519	Read, analyze   and explain data structures programs.<br>     Create and analyze efficiency of data structures algorithms, code,   document, debug, and test large data structures programs using appropriate   design methodology incorporating advanced programming concepts.	2025-2026	Spring	Hybrid (some   Face-to-Face)	Exam – Course   Test/Quiz	Assigned readings, practices,   labs, midterm and final exam	12	3	0	1	Upon reflecting   on this assessment cycle, I found that integrating modern tools and engaging   scenarios significantly benefits student learning. Moving forward, I plan to   actively encourage students to utilize AI assistance as a supplemental   tutoring resource during in-class labs. Additionally, I aim to design more   captivating, real-world problems to spike student interest and motivation—for   example, incorporating challenges like the "one-stroke tracing   problem" to make theoretical concepts more engaging and tangible.	To enhance student outcomes, I   will adopt a "first principles" approach to teaching the   curriculum, focusing heavily on foundational understanding. For example, I   plan to dedicate more time to explicitly discussing the fundamental   differences between the physical and logical representations of data   structures, ensuring students grasp the core underlying mechanics before   moving on to complex applications.
CIS	Joseph Lam	CIS 108-64Z	10617797	Determine the best plan of action to stop malware based on   security breach scenarios.	2025-2026	Spring	Online - Asynchronous	Presentation/Performance	The Student Learning Outcome for CIS 108 is assessed   through students’ overall performance in the course, including homework   assignments, online quizzes, discussions, and applied exercises completed   through Canvas. These assessments measure students’ ability to recognize   fundamental computer security concepts, identify malware and attack methods,   evaluate security risks, and select appropriate protective measures. Since   the SLO focuses on determining the best plan of action to stop malware based   on security breach scenarios, particular attention will be given to student   performance on course activities related to malware, computer security,   internet security, backups, password protection, firewalls, browser/email   safety, and operating system vulnerabilities.<br>     <br>     Student achievement may be evaluated through the final course grade as a   summative indicator of whether students have successfully demonstrated the   course objectives connected to the SLO. A 70% total score is the minimum   score for a passing grade.	16	4	3	2	9	For the Spring 2026 quarter, the overall CIS 108   performance showed positive achievement among students who completed the   course requirements. Out of the 25 students with applicable assessment   results, 16 exceeded expectations, 4 met expectations, 3 approached   expectations, and 2 did not meet expectations. This means 20 out of 25   applicable students, or 80%, met or exceeded expectations, while 23 out of   25, or 92%, reached at least the approaching-expectations level. These   results suggest that most students who remained active in the course   demonstrated progress toward the Student Learning Outcome and successfully   engaged with the course objectives related to malware, computer security,   internet security, and protective security practices. However, the 9 students   who were not applicable, including those who withdrew, were absent, or did   not submit homework/quizzes, indicate that student participation and course   completion remain important concerns. Since the syllabus identifies Canvas   homework, online quizzes, discussions, and applied exercises as major course   activities, non-submission directly limits students’ ability to demonstrate   the SLO.	To   improve future SLO results, the course will continue to emphasize the timely   completion of homework, quizzes, discussions, and applied exercises. However,   given the number of students who were not eligible due to withdrawal,   absence, or missing homework/quizzes, I will consider revising the strict   no-late-assignment rule to allow limited late submissions with partial   credit. This adjustment may encourage students who fall behind to remain   engaged in the course and complete the learning activities needed to   demonstrate the Student Learning Outcome. In addition to early reminders,   Canvas announcements, and office-hour encouragement, I will also use De Anza   CONNECT to identify students who may be experiencing academic difficulties   and connect them with appropriate services to help them succeed.
CIS	Mirsaeid Abolghasemi	CIS 22A-63Z	42526	Design solutions for introductory level problems using   appropriate design methodology incorporating elementary programming   constructs.<br>     Create algorithms, code, document, debug, and test introductory level C++   programs.<br>     Read, analyze and explain introductory level C++ programs.	2025-2026	Spring	Online - Asynchronous	Exam – Course Test/Quiz	Student achievement of the selected SLO was assessed using   multiple direct assessment measures, including programming assignments,   quizzes, exams, and a programming project aligned with the course objectives.   Student work was evaluated using a rubric that measured the ability to   design, implement, test, and debug programs utilizing the concepts covered in   the course, such as variables, control structures, methods, arrays, and   object-oriented programming principles. The assessment focused on students'   demonstrated ability to apply course concepts to solve programming problems   and produce correct, efficient, and well-documented code.	18	11	3	4	1	The assessment results indicate that most students   successfully achieved the learning outcome and demonstrated an understanding   of the core programming concepts covered in the course. Students generally   performed well on fundamental concepts and programming syntax, while some   experienced difficulties with more complex topics such as problem   decomposition, debugging, and applying object-oriented programming principles   to larger programming tasks. These results suggest that additional practice   opportunities, examples, and guided exercises in these areas may further   improve student understanding and performance.	Based on   the assessment results, additional instructional support will be provided for   topics that students found challenging. Planned actions include incorporating   more in-class programming examples, providing additional practice exercises   and review materials, and emphasizing problem-solving and debugging   strategies throughout the course. Existing assignments and assessment   instruments will continue to be reviewed to ensure alignment with the Student   Learning Outcomes and to support continuous improvement in student learning   and success.
CIS	Mirsaeid   Abolghasemi	CIS 22A-62Z	44189	Design   solutions for introductory level problems using appropriate design   methodology incorporating elementary programming constructs.<br>     Create algorithms, code, document, debug, and test introductory level C++   programs.<br>     Read, analyze and explain introductory level C++ programs.	2025-2026	Spring	Online -   Asynchronous	Exam – Course   Test/Quiz	Student   achievement of the selected SLO was assessed using multiple direct assessment   measures, including programming assignments, quizzes, exams, and a   programming project aligned with the course objectives. Student work was   evaluated using a rubric that measured the ability to design, implement,   test, and debug programs utilizing the concepts covered in the course, such   as variables, control structures, methods, arrays, and object-oriented   programming principles. The assessment focused on students' demonstrated   ability to apply course concepts to solve programming problems and produce   correct, efficient, and well-documented code.	15	14	1	2	4	The assessment   results indicate that most students successfully achieved the learning   outcome and demonstrated an understanding of the core programming concepts   covered in the course. Students generally performed well on fundamental   concepts and programming syntax, while some experienced difficulties with   more complex topics such as problem decomposition, debugging, and applying   object-oriented programming principles to larger programming tasks. These   results suggest that additional practice opportunities, examples, and guided   exercises in these areas may further improve student understanding and   performance.	Based on the assessment results,   additional instructional support will be provided for topics that students   found challenging. Planned actions include incorporating more in-class   programming examples, providing additional practice exercises and review materials,   and emphasizing problem-solving and debugging strategies throughout the   course. Existing assignments and assessment instruments will continue to be   reviewed to ensure alignment with the Student Learning Outcomes and to   support continuous improvement in student learning and success.
CIS	Mirsaeid Abolghasemi	CIS 41A-02Y	45467	Design, code, document, analyze, debug, and test   introductory level Python programs that include Python modules.<br>	2025-2026	Spring	Face-to-Face	Exam – Course Test/Quiz	Student achievement of the selected Student Learning   Outcome was assessed using multiple direct measures, including programming   assignments, quizzes, exams, and a programming project aligned with the   course objectives. Student work was evaluated based on the ability to design,   implement, test, and debug Python programs using appropriate data types,   control structures, functions, file handling, modules, and object-oriented   programming concepts. Assessment activities required students to apply Python   programming concepts to solve problems and produce correct, efficient, and   well-documented programs.	12	20	8	1	3	Assessment results indicate that most students successfully   achieved the learning outcome and demonstrated proficiency in fundamental   Python programming concepts and problem-solving skills. Students generally   performed well on topics such as variables, expressions, control structures,   and functions. Some students experienced challenges with more advanced   topics, including object-oriented programming, file processing, exception   handling, and debugging larger programs. The results suggest that additional practice   opportunities and examples in these areas would further support student   learning and success.	Based on   the assessment results, instructional strategies will continue to emphasize   active learning and hands-on programming practice. Additional coding   exercises, examples, and guided activities will be incorporated for topics   that students found more challenging, particularly object-oriented   programming, file handling, and debugging techniques. Course materials and   assessment instruments will continue to be reviewed and refined to ensure   alignment with the Student Learning Outcomes and to support continuous   improvement in student achievement.
CIS	Mirsaeid   Abolghasemi	CIS 41A-64Z	46054	Design, code,   document, analyze, debug, and test introductory level Python programs that   include Python modules.<br>	2025-2026	Spring	Online -   Asynchronous	Exam – Course   Test/Quiz	Student   achievement of the selected Student Learning Outcome was assessed using   multiple direct measures, including programming assignments, quizzes, exams,   and a programming project aligned with the course objectives. Student work   was evaluated based on the ability to design, implement, test, and debug   Python programs using appropriate data types, control structures, functions,   file handling, modules, and object-oriented programming concepts. Assessment   activities required students to apply Python programming concepts to solve   problems and produce correct, efficient, and well-documented programs.	13	20	4	0	0	Assessment   results indicate that most students successfully achieved the learning   outcome and demonstrated proficiency in fundamental Python programming   concepts and problem-solving skills. Students generally performed well on   topics such as variables, expressions, control structures, and functions.   Some students experienced challenges with more advanced topics, including   object-oriented programming, file processing, exception handling, and   debugging larger programs. The results suggest that additional practice   opportunities and examples in these areas would further support student   learning and success.	Based on the assessment results,   instructional strategies will continue to emphasize active learning and   hands-on programming practice. Additional coding exercises, examples, and   guided activities will be incorporated for topics that students found more challenging,   particularly object-oriented programming, file handling, and debugging   techniques. Course materials and assessment instruments will continue to be   reviewed and refined to ensure alignment with the Student Learning Outcomes   and to support continuous improvement in student achievement.
CIS	Mirsaeid Abolghasemi	CIS 40 and 340-01Y	44500 and 48702	Design, code, document, analyze, debug, and test   introductory level Python programs	2025-2026	Spring	Face-to-Face	Exam – Course Test/Quiz	Student achievement of the selected Student Learning   Outcome was assessed using a combination of programming assignments, quizzes,   exams, and hands-on coding activities designed to evaluate students' ability   to design, implement, document, test, and debug introductory Python programs.   Assessment tasks required students to apply fundamental programming concepts,   including variables, expressions, control structures, functions, and basic   data structures, to solve computational problems and develop working Python   solutions. Student performance was evaluated based on program correctness,   code organization, documentation, and effective use of debugging and testing   techniques.	3	15	16	9	2	Assessment results indicate that the majority of students   successfully achieved the learning outcome and demonstrated proficiency in   the fundamental concepts of Python programming. Students generally performed   well in writing simple programs and applying control structures and functions   to solve problems. Some students experienced challenges with problem   decomposition, debugging, and testing their programs systematically,   particularly when working on more complex programming tasks. These findings   suggest that additional opportunities for guided practice and debugging   exercises would further strengthen student learning and confidence.	Based on   the assessment results, additional instructional emphasis will be placed on   program design, debugging strategies, and testing methodologies throughout   the course. More in-class examples, practice exercises, and guided   programming activities will be incorporated to reinforce problem-solving   skills and promote good programming practices. Course assignments and   assessment methods will continue to be reviewed to ensure alignment with the   Student Learning Outcome and to support continuous improvement in student   learning and success.
DMT	Andrew Stoddard	DMT D087P 61	28476	1. Construct and import advanced part geometry using   Mastercam.<br>     2. Produce tool paths from advanced part geometry to create word address   programs for lathes and multi-axis machining centers.<br>	2025-2026	Fall	Face-to-Face	Exam – Course Test/Quiz	The student's progress is evaluated objectively on the   basis of scores from examinations and quizzes covering both laboratory work   and lecture material. Three major examinations are given. These examinations   combined with quiz scores constitute approximately 40% of the final grade.   Laboratory work constitutes approximately 60% of the final grade.	11	10	2	1	3	I’m happy with the over outcome of this course.	This   being a software class, I will continue to keep up to date with the latest   changes. I need to continue to have the ability to keep my students on the   cutting edge of manufacturing.
DMT	Mike Appio	DMT 84A - 55	26644	Demonstrate the set up and basic operation of vertical   machining centers.	2025-2026	Fall	Face-to-Face	Project	Students are assessed upon completion of six major projects   involving     G-code, CNC machining,   and CNC operation. For each project, students     receive inspection sheets (rubrics) with   defined scoring criteria for each      dimension shown on the drawings. These sheets are used to inspect the   fin-ished parts using metrology equipment learned in prerequisite courses.   Up-on completion, students submit both the projects and the completed     in-spection sheets to the instructor.   The instructor then repeats the inspection process to verify accuracy and   completeness.	10	10	0	2	2	Upon examining the results, students who utilized all   required lab time to complete the projects exceeded or met expectations. In   contrast, students who were consistently late or absent did not meet   expectations.	Students   are reminded that starting on time and fully participating in lab sessions   are essential to course success. The DMT department has already implemented   additional lab courses for students who require extra time to complete lab   projects or need to make up time due to excused absences.
DMT	Emmanuel Tatarakis	Applied GDT (ASME Y14.5), CMM	49925	Students will demonstrate the ability to interpret drawings   and prints including GD&T specifications.    This will include the ability to solve common math & trigonometry   functions found in machine shop applications.	2025-2026	Spring	Face-to-Face	Exam – Course Test/Quiz	Lab demonstrations.    Assignments, worksheets, tests, and quizzes.  Team groups working with specific learning   outcomes.	6	8	6	2	1	A very specific blueprint dimensioning application for used   by Engineering, Machining, & Inspection.    Very similar to teaching a new language.  <br>     I believe a prerequisite of a blueprint reading class would be very   helpful.	Have   forwarded my prerequisite recommendation to staff.  Will include more basic blueprint reading   review the first 2 weeks.
DMT	Emmanuel	Applied GDT (ASME Y14.5), CMM	49926	Students will demonstrate the ability to interpret drawings   and prints including GD&T specifications.    This will include the ability to solve common math & trigonometry   functions found in machine shop applications.	2025-2026	Spring	Face-to-Face	Exam – Course Test/Quiz	Lab demonstrations.    Assignments, worksheets, tests, and quizzes.  Team groups working with specific learning   outcomes.	5	12	7	0	0	The course is similar to learning a new language.  A language associated with mechanical   Engineering, machining, and Inspection.    A basic understanding of blueprint reading would be helpful.	I have   forward my prerequisite of basic blueprint reading to Staff.  Will add basic blueprint reading review for   the first two weeks.
PARA	Maureen Lerma	PARA D065X 01Z	28657	Demonstrate an   understanding of Current developments in substantive procedural law.<br>	2025-2026	Fall	Hybrid (some   Face-to-Face)	Project	Assessment was   based on a combination of hands-on assignments, hypotheticals and discussions   which allowed students to demonstrate their understanding of substantive and   procedural content.	9	2	0	0	0	N/A	N/A
PARA	Maureen Lerma	PARA D065Z 01Z	28837	Demonstrate an understanding of Current developments in   substantive procedural law.<br>	2025-2026	Fall	Hybrid (some Face-to-Face)	Project	Assessment was a combination of hands-on assignments,   quizzes, discussions, and hypothetical scenarios to allow students to   demonstrate their understanding of the topic.	6	2	0	0	0	N/A	N/A
REST	Michael Gough	REST 50-63Z	01917	Demonstrate a   knowledge of how real property is described, acquired, appraised, financed,   encumbered and leased;	2025-2026	Winter	Online -   Asynchronous	Exam -   Standardized	There are   several questions on the quizzes, midterm and final exams that tie to the   Outcome - how real property title is acquired, owned and financed. Class   results were analyzed after each exam to determine if students were grasping   the concepts or if some part was being missed. The class performed well on   that Outcome (over 90% answered at a correct rate of over 80% - higher than   what is required on the professional real estate sales exam)	45	0	0	0	6	The Outcome   that is measured in this course, is the primary reasons most students take   the RE Principles course. Historically, about 40-50% seem to have experience   is purchasing or renting real estate and so the primary objective is fairly   straightforward. The remainder of the class tends to be quite motivated as   often they are preparing to purchase or rent property and this course ties   directly to that motivation, or, they are interested in going into the real   estate sales or financing professions - which provides significant motivation   to really understand the material.	Going forward I will likely   incorporate some additional open answer questions as part of the homework   such as having students identify what they think is the greatest risk one can   encounter in acquiring real property in California, or the largest obstacle   of ownership in the state- that tends to bring out issues where a lack of   understanding can be.
REST	Michael Gough	REST050-64Z	48164	Describe how   title to real property is held in California	2025-2026	Spring	Online -   Asynchronous	Exam – Course   Test/Quiz	Several   questions on the midterm and final indicating how title is held in CA real   property	0	42	3		4	The outcome is   fairly straightforward, and one cannot pass the course without understanding   the holding of title in class. So as before, students who pass the class tend   to do fairly well on this outcome	Follow up and focus more on   students who disappear during the term
REST	Amber Hatter	REST D051	46682	1. Demonstrate an ability to handle offers, including   negotiating and making counteroffers. 2. Describe the events that take place   after a purchase and sale agreement is signed. 3. Describe the functions of a   property manager and identify the types of documents commonly used by   property managers.	2025-2026	Spring	Online - Asynchronous	Exam - Standardized	I used a standardized mid-term exam which covered chapters   1-6 of the text & course. This exam has a mix of question types (e.g.   multiple choice, true/false, matching).	24	4	0	0	6	I have used the same mid-term before at De Anza (and also   other colleges I teach at) and most students earn top scores (even the   non-credit students). Students are very consistent across all, not just the   mid-term. Having a practice quizzes (low stakes, ungraded) also helps   students do well on graded assessments.	I will   continue to use the same mid-term next time since it has proven well. As for   the N/A students, they didn't even attempt the assessment (and they also have   low scores, other than not taking the mid-term).
REST	Amber Hatter	REST D061	47823	1. Identify,   analyze and evaluate real estate investments and construct cash flow models   utilizing discounted cash flows for analysis of economic viability of   investment property. 2. Evaluate the risks and returns of real estate   investment in residential, commercial, industrial properties as well as land   development. 3. Explain and evaluate the taxation and financing issues in the   acquisition, ownership and sale of real estate investments.	2025-2026	Spring	Online -   Asynchronous	Underlying   Course	I reviewed each   of the student's overal grade (total percentage, ranging from 0-100%) in the   course. I excluded students who stopped participating after the deadline to   drop (or withdraw).	9	4	1	0	8	The format that   I've been using works well. I have a mix of different kinds of assignments,   assessments, use of AI, discussion forums, and a final project (choiceboard   options to choose from) and this works well because students learning   differently and perform better with flexibility in ways of learning.	I will continue to run the   course the way mentioned above (in 17.) with minor tweaks & updates on an   as needed basis.
REST	Amber Hatter	REST D351	47806	1. Demonstrate an ability to handle offers, including   negotiating and making counteroffers. 2. Describe the events that take place   after a purchase and sale agreement is signed. 3. Describe the functions of a   property manager and identify the types of documents commonly used by   property managers.	2025-2026	Spring	Online - Asynchronous	Exam - Standardized	I used a standardized mid-term exam which covered chapters   1-6 of the text & course. This exam has a mix of question types (e.g.   multiple choice, true/false, matching).	24	4	0	0	6	I have used the same mid-term before at De Anza (and also   other colleges I teach at) and most students earn top scores (even the   non-credit students). Students are very consistent across all, not just the   mid-term. Having a practice quizzes (low stakes, ungraded) also helps   students do well on graded assessments.	I will   continue to use the same mid-term next time since it has proven well. As for   the N/A students, they didn't even attempt the assessment (and they also have   low scores, other than not taking the mid-term).
REST	Amber Hatter	REST D361-64Z	49136	1. Identify,   analyze and evaluate real estate investments and construct cash flow models   utilizing discounted cash flows for analysis of economic viability of   investment property. 2. Evaluate the risks and returns of real estate   investment in residential, commercial, industrial properties as well as land   development. 3. Explain and evaluate the taxation and financing issues in the   acquisition, ownership and sale of real estate investments.	2025-2026	Spring	Online -   Asynchronous	Underlying   Course	I reviewed each   of the student's overal grade (total percentage, ranging from 0-100%) in the   course. I excluded students who stopped participating after the deadline to   drop (or withdraw).	9	4	1	0	8	I reviewed each   of the student's overal grade (total percentage, ranging from 0-100%) in the   course. I excluded students who stopped participating after the deadline to   drop (or withdraw).	I will continue to run the   course the way mentioned above (in 17.) with minor tweaks & updates on an   as needed basis.
REST	Carol A. Jensen	REST 0051	48322	Describe the events that take place after a purchase and   sale agreement is signed	2025-2026	Spring	Online - Asynchronous	Exam – Course Test/Quiz	Final  examination	6	6	3	1	2	Two students  stopped   attending the class before the midterm.	Attention to retention
REST	Carol A. Jensen	REST D351 65Z	48323	Describe the   events taht take place after a purchase and sale agreement is signed-   Expected SLO	2025-2026	Spring	Online -   Asynchronous	Exam – Course   Test/Quiz	Final   examination	16	2	1	0	5	Attention to   Retention.  Student  tend to disappear	Weekly reach out to  delinquent or  behind task students
REST	Carol A. Jensen	REST D053	49137	Demonstrate   knowledge of how real estate is financed in California from a lending,   regulatory and borrower’s perspective.	2025-2026	Spring	Online -   Asynchronous	Exam – Course   Test/Quiz	Final   Examination	13	2	1	0	1	All in all, the   students in this class  did well.	Attention to   retention
REST	Carol A. Jensen	REST D053Z	49138	Demonstrate knowledge of how real estate is financed in   California from a lending, regulatory and borrower’s perspective.	2025-2026	Spring	Online - Asynchronous	Exam – Course Test/Quiz	Final Examination	9	6	3	0	7	Attention to retention is key	Ask   students to follow up/checkin every week