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

BIOL

Elsa Jimenez-Samayoa

Biol 26.01Y

39794

Investigate host-parasite relationships and assess their positive and negative impact on the participants.

2025-2026

Winter

Hybrid (so

Exam – Co

Student understanding of host–microbe relationships was assessed using a multiple-choice question embedded in Lecture Exam 2. The question asked students to identify the beneficial role of normal microbiota in protecting the host by competing with pathogenic organisms for nutrients and space. This question evaluates students’ understanding of beneficial microbial interactions and their role in maintaining host health.

Performance levels were defined as: Exceeds expectations: Correct answer and exam score ≥ 90% Meets expectations: Correct answer Approaching expectations: Incorrect answer but exam score ≥ 70% Does not meet expectations: Incorrect answer and exam score < 70% Assessment results indicate that most students demonstrated a strong understanding of host–microbe relationships. Eighty-four percent of students met or exceeded expectations, correctly identifying the beneficial role of normal microbiota in protecting the host by competing with pathogenic organisms. A small number of students demonstrated partial understanding or misconceptions regarding microbial interactions with the host. Overall, the results suggest that the majority of students successfully grasp the ecological role of microorganisms in human health.

Future iterations of the course will incorporate additional brief examples and discussion of beneficial microbial interactions, including colonization resistance and microbiome function. Integrating short case-based examples during lecture may further reinforce distinctions between beneficial microbes and pathogenic microorganisms.

BIOL

Jennifer Lee

BIOL D054G 01Z

39685

Define the characteristics of life and demonstrate an understanding of how homeostatic mechanisms are important to survival.

2025-2026

Winter

Online - A

Exam – Co

Homework: 2-4 homework assignments per week Chapter Tests: Test at the end of each chapter (roughly 1/weel) FInal Exam: comprehensive final exam covering all content

The homeworks are designed to be low-stakes assignments in order to incentivize learning and review. They have unlimited attempts to improve their homework grade as long as they work before the weekly due date. This hopefully encourages the students to continue reviewing and learning.

Minimize passive engagement with content and provide active thinking opportunities: provide printable slides so they can take notes as they watch the lectures

BIOL

Jennifer Lee

BIOL D054J 50Z

28748

Evaluate the anatomy and general functions of the human digestive system.

2025-2026

Fall

Online - As

Exam – Co

Homework: 2-4 assignments per week Chapter tests: at end of each chapter (roughly once per week) FInal Exam: comprehensive, covering all content

Students who did not meet with SLO expectations stopped participating late in the course.

Provide weekly short supplemental videos (<5 min) that review key content / core concepts more succinctly.

BIOL

Amy R. Nava

Biol 6B

39229

Demonstrate the ability to use appropriate molecular biology techniques to answer research questions and to interpret and explain the results.

2025-2026

Winter

Hybrid (so

Other

Students successfully learned to use appropriate molecular biology techniques to answer research questions and to interpret and explain the results through the rigorous practice of writing lab reports. Throughout the course, students engaged in a series of hands-on laboratory experiments that required the application of various molecular biology techniques, such as PCR (Polymerase Chain Reaction), gel electrophoresis, and DNA sequencing. Each lab report served as a comprehensive platform for students to articulate their experimental design, clearly outline the methods employed, and discuss their findings in relation to the initial research questions posed. By documenting their procedures and results in detail, students learned to critically analyze their data, draw scientifically valid conclusions, and relate their outcomes to theoretical concepts covered in lectures.

I observed a good level of performance among students in the molecular biology course. Most students effectively applied the techniques learned in laboratory sessions and demonstrated a solid understanding of how to analyze and interpret their results in the context of their research questions. Their lab reports displayed a clear grasp of the methodologies used and an ability to articulate their findings logically and cohesively. However, some students struggled with interpreting the data and connecting it to broader biological concepts. This indicates room for improvement, particularly in critical thinking and analytical skills.

Design better assignments that specifically target critical thinking and analytical skills. This could include data interpretation exercises, hypothesis generation based on data, and discussions about the implications of research findings.

Alicia De Toro

F25 ES D001 50Z I

25401

Demonstrate a coherent understanding of environmental issues, their underlying causes and potential solutions from an interdisciplinary perspective.

2025-2026

Fall

Online - As

Project

Rubric includes assessment of topic communication, satisfaction of requirements, MLA works cited, and overall comprehension.

The students who are not meeting expectations have a pattern of missed work that would be considered absences in face to face class. I see this in online asynchronous classes and I suspect students get overwhelmed and take on more than they can handle. They end up falling off about one third into the quarter.

I'm going to use the student services and reinforce and extend availability to students in that first third of the quarter.

ESCI

Philip Higgins

ESCI 1

39712-01

ESCID001. - Environmental Science • Utilize the scientific method to demonstrate role of scientist and public to to analyze the consequences of human actions on the physical, biological, and cultural world.

2025-2026

Winter

Face-to-Fa

Presentati

In-class writing assignment to compare and contrast a newspaper article and a peer-reviewed article from a scientific journal

Some students had difficulty finding a scientific article

Will spend additional time showing students the De Anza Library access information to find scientific journals

ESCI

Philip Higgins

ESCI - 01

39713-02

2025-2026

Winter

Face-to-Fa

Presentati

In-class writing assignment to compare and contrast a newspaper article verus a peer-reviewed scientific article from a journal

Some students had difficulty finding a peer-reviewed scientific journal article

Will spend additional time on the De Anza library site showing students how to find journal articles

ESCI

Mary Poffenroth

ESCI D001 03Z

39280

Utilize the scientific method to demonstrate the role of scientists and the public to analyze the consequences of human actions on the physical, biological, and cultural world.

2025-2026

Winter

Online - As

Presentati

Instructions You will be creating a slide deck and video presentation based on your chosen topic. Your presentation will cover background information and current news/information on the topic. You must scour the peer-reviewed journals and reputable science news/information sources. Your presentation should include how your topic is relevant to the life of your fellow college student as well as touch on the ethics and integrity in both academic and non-academic settings surrounding your topic. Since all topics are different, this will look a bit different for each student.

Student performance on this oral presentation SLO was strong overall, with 85% of students meeting or exceeding expectations. That result reflects the power of student driven, topic based learning: when students choose subjects that genuinely matter to them, engagement follows. What stood out most, however, was the variability in how students handled the ethics and real world relevance components of the assignment. Most students demonstrated solid command of the science. They found sources, built coherent narratives, and presented their topics with confidence. Where I consistently saw students struggle was in moving from "here is what the science says" to "here is why this matters to you, right now, as a college student, and here is the ethical weight it carries." That bridge, from information to implication, is the kind of thinking that separates science literacy from science fluency, and it is the harder cognitive lift that future courses will continue to address.

Finding good sources is a learnable skill. When students struggle with it, the downstream effects on argument quality, credibility, and confidence are significant, so I will be searching out additional activities to engage students on finding and applying reputable resources in future courses.

HTEC

Sumedha Sherlekar

HTEC D050 03Z

48826

Develop the evolution, desirable characteristics and abilities of various roles of health technologies team members as it relates to the health care team. Develop various methods of coping with loss.

2025-2026

Spring

Hybrid (so

Exam – Co

Participation in group activities during the class and Attendance. Successful completion of ALL Activities for all 21 chapters Successful completion of MIDTERM and FINAL

Most students complete all necessary requirements for the course, with a handful (5-10 total out of around 50-60) not completing or submitting homework/exams on time, with little to no class participation.

Meet struggling students 1-on-1 to check whether they need additional resources like DSS, send reminders before each exam to all students.

NURS

Sunghae Jung

NURS96A 02Z

48857

Nursing Concept Integration is designed to provide a final educational experience and prepare the Registered Nursing student to demonstrate mastery of nursing knowledge, critical thinking, and preparedness to sit for the NCLEX-RN examination. The culmination of this course is the comprehensive computerized Exit exam. The focus of the course includes a review of important and essential concepts from the nursing program, identifying areas for in-depth study and individual focus, and refinement of test-taking strategies.

2025-2026

Spring

Hybrid (so

Exam – Co

These assignments provide students with multiple opportunities to demonstrate proficiency while connecting course concepts to their own clinical experiences and backgrounds. For example, weekly online case studies allow students to analyze patient scenarios and apply nursing knowledge to real-world situations. Students are encouraged to draw from their previous clinical rotations, work experience, and personal observations to explain how they would prioritize care, communicate with the healthcare team, and ensure patient safety. This allows students to connect course content to experiences they have encountered in clinical settings.

As students progress into Quarter Six of the nursing program, they are expected to demonstrate the integration of knowledge, clinical judgment, and critical thinking required of an entry-level registered nurse. However, some students nearing graduation do not fully meet the standards expected of a graduating RN. Reflecting on this issue highlights several contributing factors related to the development and application of critical thinking and the ability to synthesize learning from earlier quarters. One important factor is the challenge of knowledge integration. Throughout the nursing program, students are introduced to large volumes of information across multiple courses such as pharmacology, pathophysiology, medical-surgical nursing, and leadership. While many students successfully memorize or recall information for individual exams, some struggle to integrate this knowledge when faced with complex clinical scenarios. The NCLEX and real-world nursing practice require students to analyze patient data, recognize patterns, and prioritize interventions. Students who rely primarily on memorization rather than understanding underlying concepts may find it difficult to apply previously learned material when clinical situations become more complex. Another contributing factor is limited development of clinical reasoning skills. Critical thinking in nursing involves recognizing subtle changes in patient conditions, anticipating potential complications, and determining the most appropriate interventions. Students who have had fewer opportunities to independently analyze patient situations or who rely heavily on step-by-step instruction may have difficulty transitioning to the level of independent thinking expected of a graduating nurse. In some cases, students may perform technical skills well but struggle to explain the rationale behind their clinical decisions. Prioritization and clinical judgment also play a significant role. In the final quarter, students should be able to manage multiple patients, determine which patient needs attention first, and identify the most urgent interventions. Some students continue to focus on completing tasks rather than analyzing patient acuity or anticipating changes in condition. This task-oriented mindset can limit the development of the higher-level thinking required for safe patient care and NCLEX-style questions, which often focus on prioritization, delegation, and safety. Additionally, difficulty applying learning from earlier quarters can impact readiness. Nursing education is cumulative; foundational knowledge from previous courses should guide clinical decision-making in later quarters. When students have gaps in earlier content or have not consistently reinforced their understanding, these gaps become more evident as the complexity of patient care increases. This may be seen when students struggle to connect pathophysiology with assessment findings, interpret laboratory values, or link medications with expected therapeutic effects and potential complications. Another factor to consider is test-taking and NCLEX preparation strategies. The NCLEX emphasizes application and analysis rather than simple recall. Students who have not practiced NCLEX-style questions consistently or who focus primarily on memorization may have difficulty selecting the “best” answer when multiple responses appear correct. Developing test-taking strategies that focus on patient safety, prioritization frameworks (such as ABCs and Maslow’s hierarchy), and clinical reasoning is essential for success on the licensing exam. Finally, confidence and transition readiness can influence performance. Some students approaching graduation may experience anxiety about their upcoming professional role. This anxiety can impact their ability to think clearly, make decisions, and demonstrate the level of independence expected at the end of the program. Continued guidance from faculty and preceptors, along with opportunities for

1. Integrate Cumulative Knowledge Reinforcement Across Quarters Action Plan: Incorporate spiral learning by revisiting key concepts from earlier courses such as pharmacology, pathophysiology, and medical-surgical nursing throughout later quarters. Use case-based discussions that require students to apply previously learned concepts to complex patient scenarios. Encourage students to connect assessment findings, lab values, medications, and pathophysiology when discussing patient care. Goal: Strengthen the ability to synthesize and apply knowledge from earlier quarters rather than relying on memorization. 2. Increase Exposure to NCLEX-Style Questioning Early in the Program Action Plan: Integrate NCLEX-style questions in every course beginning in early quarters. Use resources such as HESI Compass practice exams and question banks to familiarize students with the format and level of critical thinking required. Conduct weekly or biweekly practice quizzes focused on prioritization, delegation, patient safety, and clinical judgment. Goal: Improve students’ ability to analyze questions, recognize distractors, and identify the safest and most appropriate nursing intervention. 3. Strengthen Clinical Reasoning Through Simulation and Case Studies Action Plan: Utilize high-fidelity simulation scenarios requiring students to assess, prioritize, and intervene in evolving patient conditions. Implement post-simulation debriefing sessions where students explain the rationale behind their clinical decisions. Encourage the use of SBAR communication and clinical reasoning frameworks during case discussions. Goal: Enhance students’ ability to think critically, anticipate complications, and make safe clinical decisions. 4. Emphasize Prioritization, Delegation, and Time Management Action Plan: Provide structured exercises where students must prioritize care for multiple patients. Include delegation scenarios involving licensed and unlicensed personnel. Encourage reflective discussions on time management and workflow organization during clinical rotations. Goal: Prepare students for real-world nursing responsibilities and NCLEX questions that emphasize prioritization and patient safety. 5. Encourage Active Learning and Self-Assessment Action Plan: Require students to complete regular self-assessment quizzes and track areas needing improvement. Encourage the use of study groups, concept maps, and peer teaching to reinforce learning. Provide faculty-guided sessions on effective test-taking strategies and clinical reasoning approaches. Goal: Promote accountability and encourage students to take an active role in identifying and strengthening knowledge gaps. 6. Provide Structured NCLEX Preparation in the Final Quarters Action Plan: Schedule comprehensive review sessions focusing on high-yield NCLEX topics. Utilize comprehensive exit exams and review sessions to identify areas needing remediation. Provide individualized academic support plans for students scoring below benchmark thresholds. Goal: Ensure students demonstrate readiness for the NCLEX and have the opportunity to address knowledge deficits prior to graduation. 7. Foster Clinical Reflection and Integration of Learning Action Plan: Encourage students to reflect on clinical experiences and identify connections between theory and practice. Require brief reflective assignments focusing on clinical judgment, patient outcomes, and lessons learned. Promote discussions that link earlier coursework to current patient care scenarios. Goal: Develop deeper understanding and promote lifelong learning habits essential for professional nursing practice. Summary Preparing students for the state board examination requires consistent reinforcement of critical thinking, clinical reasoning, and the integration of knowledge gained throughout the nursing program. By implementing structured NCLEX-s

NURS

Mary McElwain

NURSD095L - Co

49423

1. Evaluate complex patient problems or needs a

2025-2026

Winter

Face-to-Fa

Field Place

Clinical with instructor supervision and some content quizzing

The students are coming more and more prepared for clinical, but need some refreshing on some skills

On the 1st day of the quarter, review skills learned in quarters 1 to 4.