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
MAND Yang Shao MAND D051 01Z 26417 • Student Learning Outcome 1: Develop general knowledge of   theories in translation studies.<br>     • Student Learning Outcome 2: Develop awareness of differences between   English and Chinese.<br>     • Student Learning Outcome 3: Apply structured research techniques for   finding target language equivalents.<br>     • Student Learning Outcome 4: Demonstrate the skills necessary to have   situational control to perform translation task at hand.<br> 2025-2026 Fall Online with at least some synchronous hours Exam – Course Test/Quiz Written test by translation of English article into Chinese   and specifying techniques applied. 4 16 4 2 2 Due to limitations of their Chinese language skills, some   students may struggle to keep up with the rest of the class Encourage   students to take MAND D052 in winter semester
JOUR Gail McElroy JOUR 2-50Z 01324 #3 Analyze and   critique the impact of mass media in society and articulate controversies   surrounding each medium, including legal and ethical issues and the role of   women and minorities. 2025-2026 Fall Online -   Asynchronous Exam – Course   Test/Quiz The last two   times I assessed this SLO, I focused on an essay assignment students must   write about stereotypes in the media. This time, I chose to look at quiz   results about women and advertising (which applies to gender controversies).   <br>     <br>     On the quiz covering the chapter on advertising, I include two questions   about women, so I looked at the quiz statistics for those two questions to   assess how well students did. <br>     <br>     The first question is a True/False answer: "Femvertizing" is when   ad agencies use harmful stereotypes to sell products. 90% of the students   correctly answered "False" and 10% answered incorrectly. <br>     <br>     The second question is multiple choice: Ad agencies focus on targeting   women because... The correct answer is: (c) they control 85% of household   purchases. 100% of the students answered correctly. <br> 27 3 0 0 3 I feel   confident the assessment is a solid representation of whether students met   this SLO both from this quantitative assessment and a qualitative assessment   with an additional discussion question about female representation in   advertising that provided further insight. It was one of several prompts to   choose, so I didn't include specific data. However, from those who chose that   prompt, 100% answered in a way that demonstrated they understood the issues   with women and advertising. JOUR 2 only has three SLOs and   we rotate which faculty member completes the assessments between two   part-time faculty. For the last rwo years, this rotation has resulted in the   same faculty member assessing the same SLO. For Winter and Spring 2026, we plan   to rotate them so the department can have more data to assess on each SLO to   see if we need to update them or create different assessments.
ESL Kathy Flores ESL 244.02Y 37549 Comprehend, analyze and respond to reading and listening   intermediate-level<br>     materials.<br>     · Write a paragraph using intermediate-level specific grammar and   vocabulary.<br>     · Demonstrate understanding and usage of intermediate-level grammar and<br>     vocabulary in reading, writing, listening and speaking. 2025-2026 Winter Hybrid (some Face-to-Face) Presentation/Performance Midterm and Final exam which tests grammar, vocabulary,   reading and writing skills.<br>     <br>     Oral presentations which measure speaking skills.<br>     Several quizzes to assess grammar, listening, reading, writing and   vocabulary skills. 5 8 2 4 6 The students who meet or exceed outcomes are dedicated to   learning and are ready to succeed at the next levels. Some   students are not able to meet the outcomes. They either need to be placed at   a lower level or need to put in the work to succeed or need more time at this   level to meet the outcomes. I encourage them to keep learning at this level   until they meet the outcomes so they can be successful at the next   levels.
JOUR Betsy Gebhart JOUR 21A 39242 Gather,   organize and synthesize information to compile into news stories and write   the stories. 2025-2026 Winter Face-to-Face Other Written news   article.  The news story is evaluated   for structure, completeness, accuracy, grammar, AP style, use of sources, use   of quotations, observation of legal and ethical standards and adherence to   length requirements. 12 0 0 1 1 In one of the   last news stories assigned in the quarter, 12 of the 14 students in the class   received an A or B. The students' understanding of how to write a news lead   and structure a news story, (along with the other requirements) appeared to   increase appreciably during the quarter. This was a highly motivated   group of students.  Their work   continued to improve markedly as the quarter went along.  Being able to go out into the field for   live interviews as a class this quarter, I think excited them about the   journalism curriculum.
ESL Iris Thot-Johnson ESL D461.51Z 37566 1)Produce comprehensible low advanced spoken English on   academic topics through one-on-one, group and public speaking situations. <br>     <br>     2)Demonstrate listening comprehension of a variety of low advanced   materials, including academic lectures, newscasts, dialogues, and interviews   by taking notes and answering questions.<br> 2025-2026 Winter Online with at least some synchronous hours Exam – Course Test/Quiz Students had two quizzes and a midterm and final. There   were also other assessment methods, including speeches, journals, and   homework. 17 1 0 4 2 I did a good job of reaching out to students who missed   assignments, etc. Some of them will be taking my class again in the   spring. I will   continue to reach out to students who are lagging behind.
EWRT Lauren Gordon ENGL C1001 11Y 39445 SLO #1: Apply critical thinking skills to writing and   complex readings <br>     SLO #2:  Demonstrate academic   (analytical, argumentative) writing based on reading of complex texts<br>     SLO #3:  Demonstrate analysis,   comparison, synthesis, and documentation of independent research 2025-2026 Winter Hybrid (some Face-to-Face) Project Research essay 16 1 3 0 8 After reading through these final products, I feel that   students may need more help with finding more research articles/texts, and   more help with feeling confident in including outside evidence within their   paper. More   time to work on essay in class maybe to help with  confidence in doing research and finding   strong enough sources and then integrating multiple examples within their   writing (the balance between the outside sources and their own writing).
EWRT Lauren Gordon ENGL C1001 04Q 39401 1. You will be able to practice writing as a multi-step   process including planning and revising with attention to varying purposes,   audiences, and rhetorical strategies.                       <br>     2. You will be able to read and analyze rhetorically and culturally diverse   narrative and expository texts from a variety of perspectives. <br> 2025-2026 Winter Hybrid (some Face-to-Face) Project Essay 14 1 1 5 6 I think overall the students meant the requirement of   submitting a final paper and demonstrating their own voice and including   references to text that have been writing on all quarter. All students had   clear organization and thesis statements as well as examples from the course   texts and most used MLA formatting correctly. I think   I would like to work more on in class wriitng and giving them more time to   develop and revise their ideas. Focusing more on transitions and how to   integrate multiple texts effectively while still keeping their own voice.
ESL Webster   Hamilton ESL D244/444.   01 38939/ 38940 Comprehend,   analyze and respond to reading and listening intermediate materials.<br>     <br>     Write a paragraph using intermediate-level specific grammar and   vocabulary.<br>     <br>     Demonstrate understanding and usage of intermediate-level grammar and   vocabulary in reading, writing, listening and speaking.<br> 2025-2026 Winter Face-to-Face Tracked   Academic Behavior • SLO   --Comprehend, analyze and respond to reading and listening intermediate   materials.<br>     <br>     METHOD—In-class timed reading and completion of comprehension exercises<br>     <br>     READING SKILLS<br>     ELABORATE—Learners were given an Intermediate level article and asked to   complete the comprehension corresponding multiple choice comprehension   exercises with a 30 minute time limit.<br>     <br>     LISTENING SKILLS—Listen to a short newscast and summarize content. <br>     ELABORATE—Learners were asked to listen to a short prerecorded news   broadcast for intermediate level learners and then to summarize the content   of the listening<br>     <br>     • SLO -- Write a paragraph using intermediate-level specific grammar and   vocabulary.<br>     <br>     METHOD—2. Paragraph writing<br>     <br>     ELABORATE—Students were asked to write an in-class paragraph on a fixed   topic within 40 minutes<br>     <br>     • SLO --Demonstrate understanding and usage of level-specific grammar and   vocabulary in reading, writing, listening and speaking.<br>     <br>     METHOD—Vocabulary matching quiz<br>     <br>     ELABORATE—Students were given a list of vocabulary and asked to match the   vocabulary term with its corresponding definition<br>     <br>     METHOD—Individual presentation<br>     <br>     ELABORATE—Students were asked to present a 3 minute speech on a preassigned   topic to the class.<br>     <br> 25 2 0 0 3 ESL 244/444 is   a multi-skill ESL course. Students are better in some skills than others due   to past exposure/experiences with the English language, the need to   communicate in English, and the ability to deal with traits that interfere   with communication, such as an accent. For listening comprehension and   speaking exercises requiring immediate response, students could express   themselves well enough to be understood but with obvious errors—some of which   interfered with communication, but for tasks requiring and allowing for out   of class prior preparation and practice, they were much better at clearly   expressing themselves. For writing, there was a clear dependence on   translation devices. To determine and improve actual   reading, writing, listening, and speaking ability, more in-class activities,   especially speaking oriented activities and assessment, should be conducted.   Moreover, more personal responses should be elicited and access to translation   devices limited.<br>     <br>     Having the support of instructors in main-stream classes, such as making   language use a heavier part of assessment when scoring written and spoken   tasks may provide more motivation for students to improve on developing   personal language skills rather than allowing learners to rely too heavily on   translation devices.
JOUR Newsha Naderzad Jour D002 31919 1. Evaluate the role, power and influence of mass media   industries in the U.S. and globally. 2025-2026 Winter Hybrid (some Face-to-Face) Demonstration Students demonstrated their ability to evaluate the role,   power, and influence of mass media industries by analyzing a recent lawsuit   related to social media addiction. They examined both sides of the case,   considering arguments about corporate responsibility and user accountability.   Students then explained the broader significance of the trial, including how   it sets a precedent and what the verdict may allow in terms of future legal   action and regulation of major media companies. 16 16 0 2 0 I believe this assignment was a success. Majority of   students completed the assignment and completed it well! They demonstrated an   understanding of how media corporations may be subject to legal regulations.   <br>     <br>     I think the format of the assignment was so simple and easy for students to   complete. I   believe this assignment could be improved by changing the format to a   research paper or essay. If the students research this subject deeper, they   may get a better understanding of how Social Media companies influence our   lives.
ESL Alice Chan ESL 265-51Z/ESL   465-51Z 37528/37571 Evaluate own   writing for unity, coherence, clarity, development and rhetorical structure   by means of revision and editing. 2025-2026 Winter Online with at   least some synchronous hours Exam -   Standardized In addition to   exams, students' writing assignments were broken down into small parts, and   students focused on specific skills as they progress from one step to the   next, such as  topic sentence,   paragraph development, thesis statement, introduction paragraph, and   conclusion paragraph. 5 8 5 0   Students   understand the general structure and organization of academic paragraphs, but   there is a lot of room for improvement in terms of paragraph   development. Students can be given more   sample essays to analyze the structure and organization.
ESL Daisy Lee ESL 255-01 47720 • Develop high   intermediate English reading comprehension skills and vocabulary building   skills in extended written materials.<br>     • Demonstrate understanding and usage of high-intermediate vocabulary in   readings and writing.<br>     • Write well-developed, single and connected narrative, descriptive, and   explanatory paragraphs demonstrating high intermediate grammar and vocabulary   in response to reading materials.<br>     • Evaluate own writing for rhetorical structure, clarity, organization, and   grammatical correctness by means of revision and editing. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz Students took a   final exam that consisted of reading comprehension, vocabulary, grammar, and   a timed writing task. 3 1 1 0 4 Overall, the   assessment provided a comprehensive measure of students' language proficiency   and their progress throughout the course. Most students demonstrated a solid   understanding of the vocabulary and grammar concepts covered in class, while   the reading section showed their ability to identify main ideas and   supporting details. The timed writing task allowed students to apply their   language skills in a more authentic context and revealed their strengths and   areas for improvement in organization, grammar accuracy, and sentence   development. Students performed better in   reading and writing, showing clear improvement in comprehension and written   expression. However, grammar results varied, and some students may need   additional practice to strengthen their accuracy. Future lessons will provide   more focused grammar support.
ESL Daisy Lee ESL 455-01 47737 • Develop high   intermediate English reading comprehension skills and vocabulary building   skills in extended written materials.<br>     • Demonstrate understanding and usage of high-intermediate vocabulary in   readings and writing.<br>     • Write well-developed, single and connected narrative, descriptive, and   explanatory paragraphs demonstrating high intermediate grammar and vocabulary   in response to reading materials.<br>     • Evaluate own writing for rhetorical structure, clarity, organization, and   grammatical correctness by means of revision and editing. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz Students took a   final exam that consisted of reading comprehension, vocabulary, grammar, and   a timed writing task. 6 2 3 0 5 Overall, the   assessment provided a comprehensive measure of students' language proficiency   and their progress throughout the course. Most students demonstrated a solid   understanding of the vocabulary and grammar concepts covered in class, while   the reading section showed their ability to identify main ideas and   supporting details. The timed writing task allowed students to apply their   language skills in a more authentic context and revealed their strengths and   areas for improvement in organization, grammar accuracy, and sentence   development. Students performed better in   reading and writing, showing clear improvement in comprehension and written   expression. However, grammar results varied, and some students may need   additional practice to strengthen their accuracy. Future lessons will provide   more focused grammar support.
ESL Christopher   Fathman ESL 265-01 47724 • Write   well-developed, connected, analytical paragraphs in response to reading   materials.<br>     <br>     • Evaluate own writing for unity, coherence, clarity, development and   rhetorical structure by means of revision and editing.<br>     <br>     • Demonstrate understanding and usage of low-advanced grammar, sentence   structure, and vocabulary in writing and reading.<br>     <br>     • Demonstrate reading comprehension skills of low-advanced academic reading   materials and fiction.<br>     <br>     • Identify and analyze organization and rhetorical modes of extended   reading materials.<br> 2025-2026 Spring Face-to-Face Exam -   Standardized This exam   targeted the last three SLOs listed above. 4 10 3 3 3 The outcomes   were what I expected based on previous assessments.  There is a wide range of ability in this   class given that many are non-credit and placed themselves. No action or enhancement   needed.
ESL Iris Thot-Johnson ESL D261.51Z 48948 Produce comprehensible low advanced spoken English on   academic topics through one-on-one, group and public speaking situations. <br>     <br>     Demonstrate listening comprehension of a variety of low advanced materials,   including academic lectures, newscasts, dialogues, and interviews by taking   notes and answering questions. 2025-2026 Spring Online with at least some synchronous hours Exam – Course Test/Quiz Besides quizzes, a midterm, and a final, I also employ   other assessment methods including homework, presentations, and   journals. 7 0 0 0 0 I think the students in this section learned a lot and,   since they completed all of the required work, they also did well. I will,   as always, try to be as enthusiastic an instructor and as passionate about   what I teach, as possible.
EWRT Vivian Bejarin ENGL C1000 - 05Q+ LART D250.05Q 49523 + 46780a EWRT C1000: (Letter grade)<br>     Practice writing as a multi-step process including planning and revising   with attention to varying purposes, audiences, and rhetorical   strategies.  Read and analyze   rhetorically and culturally diverse narrative and expository texts from a   variety of perspectives.<br>     <br>     LART 250: (Pass/No Pass)<br>     Demonstrate the reading and writing process and metacognitive awareness in   a combined reading and writing portfolio of their strongest work.<br> 2025-2026 Spring Hybrid (some Face-to-Face) Portfolio Review Because the English Department is committed to your success   here at De Anza and to your goals after your education, a selection of your   writing in this course will be assessed based on honing the Student Learning   Outcomes.<br>     <br>     All students must satisfactorily complete the required coursework ,   especially your Final Reflection Essay (70 percent of required assignments)   in the course.<br>     <br>      ENGL C1000 Portfolio is comprised   of:<br>     <br>     1. A thoroughly revised  out of  class essay that clearly demonstrates the   skills we expect from a student who has completed ENGL C1000. (Submit clean   final draft only.)<br>     2. An originally scored timed analytical essay that clearly demonstrates   the skills we expect from a student who has completed ENGL C1000. (Submit   original submitted essay only as JPEGs or as a PDF file.<br>     3. ENGL C1000 Reflection Essay. This 3-page final essay should demonstrate   the skills that we expect from a student who has a strong command of ENGL   C1000. It is worth 50 required points, likely needed to pass LART250 at the   minimum.<br>     In a nutshell, <br>     <br>     Clear organization<br>     Well-developed, focused paragraphs that show critical thinking about your   own writing and learning process<br>     Specific examples, details<br>     Strong metacognitive support from critical writing reflections and quoted   content from essays included in the portfolio;  use of MLA format is required.<br>     Correct grammar and punctuation<br> 7 5 1 6 7 I had a handful of C1000 ready students in my course. I   think because I took attendance consistently, I was able to retain them   during the face-to-face days on campus for lecture. <br>     <br>     Because of that, they were able to participate in a handful of LART 250   group work, connect with their peers as a learning community, and strength,   their investment to complete the course.<br>     <br>     As a result, they were able to pass the bundle course with confidence.<br> I   created a research analysis essay assignment that was very focused on the   student learning outcomes. One of the lectures required a library   orientation, in which one of the librarians introduced the library databases   to the students so that they could complete a literature review.
EWRT Yeganeh Modirzadeh ENGL C1001-67Z 49570 1) Apply critical thinking skills to writing and complex   readings. <br>     2) Demonstrate academic analytical, argumentative writing based on reading   of complex texts.<br>     3) Demonstrate analysis, comparison, synthesis, and documentation of independent   research. 2025-2026 Spring Online - Asynchronous Exam – Course Test/Quiz Students were assessed using 4 different methods: <br>     1) expository essays <br>     2) forum discussions <br>     3) reading quizzes/responses <br>     4) final autoethnography project 13 3 4 3 7 Most students were engaged and successfully completed the   requirements for the course. Three students fell behind due to work/personal   circumstances and did not pass the class. Seven students   dropped/withdrew/dropped by me due to non-attendance. I will   make a requirement for struggling students (not just recommendation) to meet   with a tutor at WRC. <br>     <br>     Even though students tell me that they have not always found De Anza   Connect to be effective, I continue referring them to this resource, hoping   they can find the individual support they need.<br>     <br>     Asynchronous courses are tricky since students do not meet face-to-face   with each other or the instructor. A few always need additional assistance,   but work and family responsibilities are always a challenging factor for   some.
JOUR Betsy Gebhart JOUR 21B 46279 Appraise and   critique feature stories for originality, sourcing and writing style.<br> 2025-2026 Spring Hybrid (some   Face-to-Face) Presentation/Performance Journalism 21B   students were asked to select a interview-based feature news article from a   well-known and respected publication. Students had to pay attention to the   article's structure, language use, sources and overall storytelling approach.   They then had to write, prepare and present a five-minute slide presentation   to the class about the article. 13 0 0 0 2 Students did   very well on this SLO.  From the time   they were assigned to the project to the time of their presentation, students   approached me and emailed me fairly often, asking questions about exact   requirements for the presentation. The feature (and AP style)   presentation requirement is a creation of Journalism department head Farideh   Dada. Students had more concern about what to do on this assignment than any   other in the Jour 21B course. I believe it's because they have to face their   classmates and present in front of them.    It's a valuable exercise, for a future career in journalism,   broadcasting, public relations, marketing, and advertising.
JOUR Gail McElroy JOUR 80-50Z 45666 Demonstrate   knowledge of the history, role and function of public relations in today's   society and global economy. 2025-2026 Spring Online -   Asynchronous Demonstration Students were   ask to identify and analyze a <br>     CSR (Corporate Social Responsibility) campaign/strategy (one of the   important roles of public relations) from a company or organization tying   into a current trend and/or issue.<br>     <br>     Instructions for assignment:<br>     Find and share an example of a CSR communication/campaign you've received   via email or seen via a social media feed, advertisement, news article (or   other source) from a company or organization. Describe the campaign or communication   and which of the areas of CSR it falls under (see green diagram and   categories [in rectangles] above). There may be crossover into more than one   area. Be sure to copy and paste, include a link, or upload an image into your   assignment for reference.<br>     <br>     Then provide an analysis of the CSR campaign/program from two different   perspectives:<br>     <br>     First, put your "consumer hat" on to provide an analysis about   what works and what doesn't with the messaging for you personally. Does it   draw you in? Make you want to patronize the company? Improve your loyalty to   them? Change your mind about something? Conversely, if you don't agree with   the values being portrayed, does it make you not want to use the product or   service? Or make you skeptical?<br>     <br>     Then, place your new "PR hat" on and analyze it from a PR   perspective. How do you think this is benefiting the company? (Refer to list   of benefits above.) What aspects could "backfire"? What might you   suggest for improving the message?<br>     <br>     Conclude the assignment with an overall "grade" (A, B, C, D, F)   or rating (1-5) for the CSR campaign/message as a public relations strategy   and how well it is publicly perceived. For this part, you can include your   own thoughts (based on what you've learned in class so far), as well as do   some research on public reactions via comments in news feeds, news story   coverage, asking friends/family for reactions, etc., and sharing   feedback. 20 0 0 1   I am pleased   with the outcome of this assignment and all but one student exceeded   expectations. The assignment is given in Week 2 of the quarter when the focus   topic and lessons are about the various roles of public relations in today's   society. The assignment assessed how well students demonstrated an   understanding of a key role in current PR strategies and roles within an   organization and community. The next time this SLO is   assessed, I plan to assess it mid quarter and focus on functions within   PR.
JOUR Gail McElroy JOUR 2-50Z 42791 1. Evaluate the role, power and influence of mass media   industries in the U.S. and globally. 2025-2026 Spring Online - Asynchronous Demonstration In Week 3, students learn about search engines and how   algorithms influence search results and the spread of false information, as   well as the information collected by tech/social media companies about users.   <br>     They are give the following assignment to complete and analyze (including   an analysis of their own media literacy about the impact this has on society:   <br>     <br>     Media Journal Entry #1 - Search Engines <br>     PART 1:<br>     At the opening of Chapter 3, it talks about a search for who invented   homework and then goes on to explain how the information is bogus.<br>     How does this contribute to the spread of "fake news" and   falsehoods?<br>     Do you take the time to make sure information from your searches is true?   Why or why not? <br>     How do you personally check the credibility of different sites and   information to make sure it is accurate/true? <br>      <br>     PART 2:<br>     What are the pros and cons of getting instantaneous answers through search   engines? Discuss this question with a partner or small group and generate a   list of advantages and disadvantages. Then, think about this list from the   point of view of children, teens, adults and older people. Be sure to   consider both short-term and longer-term potential consequences and   unanticipated impacts as well.<br>      <br>     PART 3:<br>     Read through Google's "Information We Collect"Links to an external   site.as part of their Privacy Policy. <br>     List three new things you learned.<br>     What surprised/shocked you the most? <br>     Will you change your privacy settings when using Google? Why or why not?<br>      <br>     PART 4:<br>     Read this article from 31 years ago predicting the dark side of AI   (artificial intelligence): He predicted the dark side of the Internet 30   years ago. Why did no one listen? Compare what the predictions were to   today's digital landscape. What surprises you the most? What scares you the   most? <br> 26 1 1 0 0 The last time I assessed this SLO, the assignment focused   on reading the privacy policy of a chosen social media company, a different   aspect of the power and influence of United States digital media has on   society. This was a good way to assess students understanding another aspect   of these companies, since they spend most on their time online. The next   time I assess this SLO, I plant to use a more quantifable test by assessing a   quiz about media monolopolies and mergers.
COMM Kathleen Raiff Comm C1000 45501 SLO1: Organize,   compose, present, and critically evaluate informative and persuasive<br>     presentations appropriate in content and style to the audience and   situation 2025-2026 Spring Face-to-Face Presentation/Performance For this SLO, I   assess student presentations on 4 major, formal speeches. These are prepared,   researched, practiced, recorded and assessed by myself, the student, and   their peers. I have rubrics for each speech addressing their research,   delivery, organization, visual aids and use of language. Each speech has a   different context-entertainment, informative/demonstrative, and two   persuasive (one on policy, one a mock interview). These speeches are weighted   so that a student is not able to pass the class unless they have completed   each speech. Some elements of the rubric are more objective, for example the   number of sources cited, some elements are subjective-how credible are those   sources and how well were they cited. The first three speeches build upon one   another with each subsequent speech having greater expectations (in the areas   listed above), and are more heavily weighted as we move through the quarter.   With the exception of the first entertainment speech, students submit   paperwork, usually an outline with bibliography for these speeches. 4 19 3 2 0 I had an   incredible group of students this quarter. Attendance was consistent and   high, I didn't have any who needed constant follow up. They were   communicative, respectful and creative. It was one of the smoothest quarters   I've had in a long time. I did more warm ups this quarter to make them feel   comfortable with one another and get them connecting right away. We had a   potluck during one workshop day. These types of activities make them not   dread a class-they look forward to seeing their new friends and sharing   ideas. I also had a group of 5 students who were on the track team. They were   pretty tight knit and seemed to encourage others at their table. If one had   to miss, they'd rely on their teammates to catch them up. I find if you have   a handful of students who are boisterous and engaged, it can be contagious.   They feel more comfortable sharing with the class and get used to speaking   up, asking questions for clarification and giving their ideas. Sometimes you   can do the exact same activities with another class and they just don't land   the same. It's a combination of personalities meshing amongst all of us, and   creative activities to get the energy level high. I'll continue doing what I've   been doing as they seem to work well. One thing I tied in this quarter was   taking the speakers for that day and doing an improv activity with only them   (in front of the class). They started class laughing instead of obsessing   over their speech and it loosened them up a bit. I am currently taking an   improv class solely for the warm up activities they do so I can adapt them to   my public speaking class. More engagement=more consistent, creative work.
EWRT Todd Gutmann ENGL C1001 02Y 49543 Apply critical thinking skills to writing and complex   readings.<br>     Demonstrate academic (analytical, argumentative) writing based on reading   of complex texts.<br>     Demonstrate analysis, comparison, synthesis, and documentation of   independent research. 2025-2026 Spring Hybrid (some Face-to-Face) Other writing, in class and out, and exam 6 5 0 2 6 Several students enrolled without the basic English skills   necessary for the class.<br>     <br>     The availability of artificial intelligence continues to be a challenge,   limiting the types of work that can be fruitfully assigned. I will   continue to move away from encouraging mastery of skills toward understanding   of process.