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
CIS Sreedevi Chalasani CIS D105- 62Z 28733 Identify the risks in utilizing cloud services.<br>     Identify the steps required to secure a cloud environment 2025-2026 Fall Online - Asynchronous Laboratory Project Labs, Quizzes and Final Project 18 21 1 1 5 exceeding (A), meeting (C,B), approaching (D) , did not   meet (F) . Withdrew (5 students), Dropped (5 - 1 of which is instructor   dropped)<br>     <br>     Lots of AI use in class Plan to   make it more 'learning by doing' - focus more on labs , rather than quizzes
DMT Mike Tatarakis DMT-90-62 28870 Students will   demonstrate the ability to interpret multi-view drawings and prints.<br>     Students will demonstrate the ability to solve common calculations found in   machine shop applications.<br> 2025-2026 Fall Face-to-Face Exam – Course Test/Quiz Utilizing pre-prepared content, specialized assignments,   & unique tests, mid-term, & final exam. 16 3 2 2 2 Students that have good/very good attendance & complete   the majority of activities & quizzes are more likely to meet or exceed   expectations. Add some   activities that are more industry focused.<br>     The overall skills needed are moving from a paper based output to a model   based output.  Add demonstrations of   how blueprint reading is changing.
MATH Mo Geraghty Stat C1000-19 39482 • Organize,   analyze, and utilize appropriate methods to draw conclusions based on sample   data by constructing and/or evaluating tables, graphs, and numerical measures   of characteristics of data. <br>     <br>     • Identify, evaluate, interpret and describe data distributions through   the study of sampling distributions and probability theory. <br>     <br>     • Collect data, interpret, compose and evaluate conjectures, and   communicate the results of random data using statistical analyses such as   interval and point estimates, hypothesis tests, and regression analysis. <br> 2025-2026 Winter Face-to-Face Laboratory   Project Students   constructed tables and graphs (such as histograms and scatterplots) and   computed numerical summaries to analyze sample data and draw conclusions.   Students performed statistical inference, including confidence intervals and   hypothesis testing, and communicated conclusions clearly in context. 21 9 4 1 4 Most students   met or exceeded expectations, demonstrating strong ability to organize and   analyze data. Most were able to perform statistical analyses and communicate   their findings effectively. Some students had difficulty with interpreting   results and explaining conclusions in context. A smaller group struggled with   correctly interpreting results and selecting appropriate methods. Provide additional practice and   examples.
MATH Lisa Markus Math 1D-53Z 39323 Use double, triple and line integrals in applications,   including Green's Theorem, Stokes' Theorem and Divergence Theorem.<br> 2025-2026 Winter Online - Asynchronous Exam – Course Test/Quiz Written response quiz with graphing, showing all work,   linking Green's Theorem to evaluating line integrals 28 6 2 2 2 Having given a similar quiz before, the question and rubric   have been modified to reflect expectation for student response. Slight   updates to wording of rubric to better express expectation of student   graphing.
MATH Charles De   Vogelaere MATH D001B 06Y 39772 • Analyze the   definite integral from a graphical, numerical, analytical, and verbal   approach,<br>     using correct notation and mathematical precision.<br>     • Formulate and use the Fundamental Theorem of Calculus.<br>     • Apply the definite integral in solving problems in analytical geometry   and the sciences. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Test 2 -   evaluating the SLO for Math 1B 17 4 8 5 3 This is a class   that meets once a week.  It requires   that students study and prepare for the class on their own throughout the   week.  I gave reading assignments and   online quizzes due on Tuesdays and Thursdays to encourage them to prepare for   the coming week's class. Some students thrived in this environment.  Others waited until Friday (night?) to   prepare for Saturday's class. During the week, follow up with   students who are not keeping up with the homework and online quizzes.  Ask them to respond to me via email or in   class.  Contact De Anza Connect for   assistance before the third week of the quarter.
MATH Abdul Ghori Math D114.13 39698 Evaluate real world situations and distinguish between  and apply exponential, logarithmic,   rational, and discrete function models appropriately. Analyze, interpret, and   communicate results of exponential, logarithmic, and rational models in a   logical manner from four points of view- visual, formula, numerical, and   written. <br> 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Attendance, class participation, homework. quizzes, and   exams. 10 15 10 5 5 Class participation and    group project Completeness   and correctness in homework, classwork, and    exams.
MATH Alex Cheng Math 32-46 38539 Formulate, construct, and evaluate trigonometric models to   analyze periodic phenomena, identities, and geometric applications.<br> 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz 11 out of 13 students met expectations. The question was   presented in a final exam format. 1 10 2 0 1 I thought the results were great overall. Even the   struggling students were able to almost meet expectations. I will   assign more problems like this in homework and classwork.
MATH Loraine Moen MATH D001C.11 38460 • Analyze   infinite sequences and series from the perspective of convergence, using   correct notation and mathematical precision 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz I had the   students complete problems that forced them to analyze infinite sequences and   series from the perspective of convergence, using correct notation and   mathematical precision 7 10 5 2 3 The students   did well on the exam. The lecture and homework prepared them for the exam. I would like to create a group   work next time to evaluate this SLO
MATH Alex Cheng Math 31- 46 38528 Investigate,   evaluate, and differentiate between algebraic and transcendental functions in   their graphic, formulaic, and tabular representations. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz The assessment   was a free-response question included on the final exam. It required students   to demonstrate their understanding by showing their work and explaining their   reasoning, rather than selecting an answer. This format allowed for a deeper   evaluation of students’ conceptual understanding and problem-solving skills.   The question was aligned with course objectives and assessed students’   ability to apply mathematical concepts in a structured and meaningful way. By   using a free-response format, I was able to better identify student   misconceptions and evaluate the steps they took to arrive at their solutions. 2 9 0 0 5 Overall, the   results were positive. I think the extra practice questions really helped   build understanding of this standard. As a next step, I will   incorporate more free-response problems like this into both homework and   classwork to reinforce students’ understanding of the standard. I will also   provide targeted support for students who are close to meeting expectations   by reviewing common errors and modeling correct problem-solving strategies.
ENGR Saied Rafati ENGR-37-20 37516 Analyze the   electrical behavior of DC and AC circuits including first and second order   circuits using various circuit analysis techniques by calculating volts, ohms   and amps. <br>      <br>     Determine the Ix in circuit below= Let is(t)=5cos(200t+60). unit is Amp.   Notice capital I refers to phasor format. 2025-2026 Winter Face-to-Face Exam -   Standardized This is one of   the final exam questions where students need to solve the problem using AC   phasor equations and following rubric. 24 6 4 5 0 Overall, the   students have a good understanding of AC analysis. Going forward, I will   focus on more applications and doing more practices and encourage students to   attend the office hours The students who consistently   did their homework, participated in class discussion , and attended class and   office hours also consistently did well on their class assessments.   Therefore, my focus will be on encouraging students to participate more.
MATH Leah Lane STAT C1000 MP1 39511 Identify, evaluate, interpret and describe data   distributions through the study of sampling distributions and probability   theory. 2025-2026 Winter Online with at least some synchronous hours Exam – Course Test/Quiz Final Exam 9 13 4 1 5 The majority of the mistakes I saw here were issues like   rounding and confusion surrounding inequality statements. Given it's an MPS   class, I am afforded more time than usual to address these gaps, but more   might be warranted. While   I've considered a review of sorts at the beginning of the quarter, I think   I'll have more luck addressing these issues as more small flashpoint/side   lessons when the material is specifically encountered, and multiple/every   time the material is encountered throughout the quarter, not just the first   time.
ENGR Saied Rafati ENGR 10-20 36619 Analyze and   present data in solving engineering problems. <br>      <br>     What is the value of current in bulb with resistance of 240 ohm, when it is   connected to 120V Battery. <br> 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz This is one the   final exam questions where students needed to solve the problem using ohms   law equation. 30 2 0 0 0 Overall, the   students have a good understanding of the Ohms law. I have focused more on   the ohm’s law application and demonstrated ohms law using hand on simulator   for their understanding. The students who consistently   did their homework, participated in class discussion, and attended class also   consistently did well on their class assessments. Therefore, my focus will be   on encouraging students to participate more in class and office hours.
CHEM Alexander Chang CHEM 12B-01 and   12B-02 32211 and 32212 Construct   logical multi-step syntheses for organic molecules 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Cumulative   final exam 15 14 10 8 5 It is my first   time teaching this course. I think I could do a better job having homework   problems more geared towards the bottom third of the class. They may be   overwhelmed by synthesis problems, since those are inherently multi-step   problems. The students who did not meet these outcomes struggled to get a   completely correct answer on any synthesis problem throughout the year.   Something that I have yet to determine is how much of this is "I don't   know how to approach this multi-step problem", or "I know how to   approach this problem, but I don't know the reactions well enough to progress   with this problem". <br>     <br>     It could also be that the bottom of the class is not doing the homework. I   have ungraded homework. I could also think of ways to incentive actually   doing the homework, encouraging those students to keep up. This class is very   cumulative, and if those students fall behind, they are behind for the rest   of the quarter. I can have a couple more simple   homework problems at the start of every problem set. I can do more informal   assessments (i.e. collect notecards) to see where students are struggling. I   can ask struggling students in person to learn what is keeping them from   solving these problems. I think I also overestimate the time it takes to   solve synthesis problems, and this affected scores on my final because I   think some students were rushing due to time. I will adjust for this in   future exams.
MATH Nadiia Turbai MATH 12-17 38511 Use correct   notation and mathematical precision in the evaluation and interpretation of   derivatives and integrals 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Final exam   (problems 8, 9) 8 5 5 2 3 Most of   students (65%) exceed and meet expectations. However, some students do not   use correct notation and mathematical precision in the evaluation and   interpretation of derivatives and integrals (for example forget to put limits   for definite integral or close integral with dx). Students who do not meet   expectations, are missed a lot of classes and have not done homework. To improve using correct   notations I will provide clear examples and non-examples (e.g., integrals   missing limits or “dx”) and discuss why they matter, and I will dedicate   short, regular “notation checks” where students correct improperly written   solutions.
MATH Howard Rudolf MATH D031.51Z 38530 1. Investigate, evaluate, and differentiate between   algebraic and transcendental functions in their graphic, formulaic, and   tabular representations.<br>     <br>     2. Synthesize, model, and communicate real-life applications and phenomena   using algebraic and transcendental functions.<br> 2025-2026 Winter Online - Asynchronous Exam – Course Test/Quiz I chose a question from my final exam pertaining to SLO #2. 0 36 0 5 4 Anyone who took the exam got the problem correct.<br>     Five students did not take the final exam. NA
MATH Sundararajan   Arabhi MATH 32-11Y 38536 Formulate, construct, and evaluate   trigonometric models to analyze periodic phenomena, identities, and<br>     geometric applications. 2025-2026 Winter Hybrid (some   Face-to-Face) Exam – Course   Test/Quiz In addition to   a cumulative Final Exam, students are assessed their understanding   through:<br>     Group work<br>     weekly quizzes<br>     low stake homeworks <br>     Exams <br>     extra credit work 4 5 6 4 1 These students   took this class to be better prepared for Calculus and worked very hard. It would help students if more   time is spent on algebra review.
MATH Reza Shariatmadari Math 1A 39473 Analyze and synthesize the concepts of limits, continuity,   and differentiation from a graphical, numerical, analytical and verbal   approach, using correct notation and mathematical precision. Evaluate the   behavior of graphs in the context of limits, continuity and   differentiability. Recognize, diagnose, and decide on the appropriate method   for solving applied real world problems in optimization, related rates and   numerical approximation. 2025-2026 Winter Face-to-Face Other Students were given a set of assignments for inside and   outside the classroom, 3 quizzes, and a final exam. 4 7 4 2   Productive quarter over all. Most students work hard inside   and outside the classroom. More   application problems related to current advancement in science, mathematics,   and technology.
MATH Reza   Shariatmadari Math 44-27 38542 Analyze   contemporary mathematical problems, apply problem solving techniques using a   variety of methods, and communicate the results mathematically through a   variety of forms. Demonstrate and correctly apply basic mathematical   techniques in at least five of the following ten areas: symmetry, graph   theory, fractals and chaos theory, topology, number theory, geometry,   combinatorics, methods of social choice, probability and statistics,   economics and personal finance. Examine and evaluate myths and realities   about the contemporary discipline of mathematics and its practitioners. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Students were   given a set of assignments for inside and outside the classroom, 3 quizzes,   and a final exam.<br> 2 13 1 1   Productive   quarter over all. Most students work hard inside and outside the   classroom.<br> Adding a group   project.
MATH Reza Shariatmadari STAT C 1000-07 39476 Organize, analyze, and utilize appropriate methods to draw   conclusions based on sample data by constructing and/or evaluating tables,   graphs, and numerical measures of characteristics of data. Identify,   evaluate, interpret and describe data distributions through the study of   sampling distributions and probability theory. Collect data, interpret,   compose and evaluate conjectures, and communicate the results of random data   using statistical analyses such as interval and point estimates, hypothesis   tests, and regression analysis. 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Students were given a set of assignments for inside and   outside the classroom, 3 quizzes, and a final exam.<br> 3 20 2 3   Productive quarter over all. Most students work hard inside   and outside the classroom.<br> More   application problems related to current advancement in statistics. Add   additional mini-projects.
MATH Renuka O Kapur MATH   12-46Z 38512 Use correct   notation and mathematical precision in the evaluation and interpretation of   derivatives and integrals.<br>     Evaluate, solve, interpret and communicate business and social science   applications using appropriate differentiation and integration   methodologies.<br> 2025-2026 Winter Other Exam – Course   Test/Quiz Homework (16%),   Quizzes( 17%), Tests (50%), Final Exam (17%) 15 19 4 1   - Attendance   definitely matters for students who are weak.<br>     - Examples showing how to solve the homework problems, is a very powerful   tool. - Having a short quiz does make   the students come to class and then stay on.<br>     - Reviewing the difficult homework problems in class does help the   students.
MATH Vinh Thanh   Nguyen Math 1A MP1 39143 Analyze and   synthesize the concepts of limits, continuity, and differentiation from a   graphical, numerical, analytical and verbal approach, using correct notation   and mathematical precision.<br>     Evaluate the behavior of graphs in the context of limits, continuity and   differentiability.<br>     Recognize, diagnose, and decide on the appropriate method for solving   applied real world problems in optimization, related rates and numerical   approximation. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz 1. Formative   assessment: Quizzes and exams are low-stakes. Homework also are   practice-based one.<br>     2. Final exams is a comprehensive evaluation of knowledge 8 10 6 6 2 I should   encourage students to come to office hours since I believe some students are   still struggling on the practice exams. I should ask students to come to   whiteboards and show their work as the way they practice and prepare for the   upcoming exams.
MATH Paul Du MATH 1B-25 38451 Apply the definite integral in solving problems in   analytical geometry and the sciences 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Use problems in the final exam to assess the specific   learning outcomes. 14 5 4 4 11 Some students did not use the washer method correctly to   set up an integral for the volume of a solid of revolution or confused the   washer method with the cylindrical shell method. I will   provide more in-class and review practices in using washer method and the   cylindrical shell method to find volumes of solids of revolution.
MATH Paul Du MATH 1B-46 38453 Apply the   definite integral in solving problems in analytical geometry and the   sciences. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Use problems in   the final exam to assess the specific learning outcomes. 13 3 4 4 12 Some students   did not use the washer method correctly to set up an integral for the volume   of a solid of revolution or confused the washer method with the cylindrical   shell method. I will provide more in-class and   review practices in using washer method and the cylindrical shell method to   find volumes of solids of revolution.
ENGR Irfan Saadat ENGR D037 42 36620 • Analyze   circuits containing resistive, capacitive, inductive passive elements, along   with op-amps interconnected to voltage and current sources.  <br>     <br>     • Use circuit laws and network theorems to solve DC steady state circuits,   RC, RL, and RLC DC circuit transients and sinusoidal AC steady state   circuits. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz SLO 1: Midterm   Q4, Q7 covered this topic <br>     SLO2: Final Exam Q2, Q3, Q4, Q7, Q8 and Q9 covered these topics 10 22 1 4 2 This course   requires a good grasp of college freshmen level math. The students who did   not do well in this course are weak in math, even though met the Math   Pre-req. They lack simple linear algebra, fraction, trig and calculus skills. I have already started doing   this but will do this: guide weak students in math to seek De Anza provided   math tutoring and support resources.
CHEM Chad Miller Chem12A 37911 • Predict products in reactions of alkanes, haloalkanes and   alkenes by applying concepts from General Chemistry. 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Final exam question asking students to write all of the   required reagents that would be used for conversion of an alkene into a   Markovnikov alcohol product, a rearranged product alcohol and an   anti-Markovnikov alcohol product. 0 13 8 3 1 These types of reactions are basic in the design of organic   chemical syntheses and students should be aware of them and understand their   use in synthesis design. Additional   emphasis via lecture time and problem sets on the strategy for synthesis and   the skills using specific reagents.
CHEM Chad Miller Chem12A 38397 • Predict   products in reactions of alkanes, haloalkanes and alkenes by applying   concepts from General Chemistry. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Question on the   final exam asked students to write all of the required reagents for the   conversion of an alkene into a Markovnikov alcohol product, a rearranged   alcohol product and an anti-Markovnikov alcohol. 0 13 4 5 3 Section   difference in outcome. Students should be aware of and competent in the use   of reagents to form products through organic chemical synthetic methods. Additional emphasis on these   reactions through lecture time and problem sets.
CHEM Chad Miller Chem12B 34851 • Increase breadth of knowledge of organic reactions to   include functional groups containing oxygen, benzene and more complex π   systems. 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Question on the final exam asking students to identify   reagents and the substitution patterns on benzene rings based on activating   and deactivating substituents to arrive at a final aromatic product from   simple aromatic starting materials. 0 12 10 2 2 Aromatic electrophilic substitution reactions comprise an   important set of organic synthetic reactions in the design of aromatic   compounds. Students should be aware of reagents and the effects of activating   and deactivating substituent groups on the outcome of the structure of a   final product. Additional   lecture time and problem sets to enable all students to achieve the expected   outcome.
MATH Renuka O Kapur STAT 1000- 17 39481 Organize,   analyze, and utilize appropriate methods to draw conclusions based on sample   data by constructing and/or evaluating tables, graphs, and numerical measures   of characteristics of data.<br>     <br>     Identify, evaluate, interpret and describe data distributions through the   study of sampling distributions and probability theory.<br>     <br>     Collect data, interpret, compose and evaluate conjectures, and communicate   the results of random data using statistical analyses such as interval and   point estimates, hypothesis tests, and regression analysis.<br> 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Objectives   (Homeworks and Quizzes) all rolled into one (25%); Pie Progress (25%) -   checks overall completion goal of Objectives; Discussions (5%); Collaborative   Work (20%); Tests and Final Exam (25%) 18 12 4 3   Making the   students work on the homework in class does help with the understanding of   the material.<br>     <br>     The collaborative Labs were started and finished in the class. Learning   from each other and overall learning is more holistic. Maybe make the students discuss   the discussion Question in class and make them answer it during lecture time.   This would make the topic more interesting and they would not forget to   answer these very important but low scoring simple questions which give a   practical perspective to all the learning. <br>     <br>     Maybe have a calculator based collaborative Lab to encourage interaction   and learning.
CHEM Chad Miller Chem12B - 03 34851 • Construct logical multi-step syntheses for organic   molecules. 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Question on the final exam asked students to complete a   multistep synthesis of an aromatic compound using electrophilic and   nucleophilic substitution reactions in addition to reactions learned in the   previous quarter of Chem12A. 0 16 7 1 2 Students did well on this problem which involved synthesis   strategy and critical thinking regarding the reactions involved. This   particular content is covered in the last two weeks of the course and should   be emphasized in somewhat more detail through lecture time and problem sets.
CHEM Michael Lane Chem 1B-25 38390 \*Evaluate the   principles of molecular kinetics.<br>     \*Apply principles of chemical equilibrium to chemical reactions.<br>     \*Apply the second and third laws of thermodynamics to chemical reactions. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Questions on   Exam:  1) Questions relating to how a   change in physical conditions (Temperature, Pressure, Catalyst, etc, affect   the rate of a reaction. 13 29 12 3 0 no response Continue to   emphasize.
CHEM Michael Lane Chem 1B-25 38390 \*Apply principles of chemical equilibrium to chemical   reactions.<br> 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Question on Exam.    How does the equilibrium position of a reaction change upon change in   temperature, pressure or catalyst. 31 14 7 4 0 no response Continue to emphasize
CHEM Michael Lane Chem 1B-25 38390 \*Apply the   second and third laws of thermodynamics to chemical reactions. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz After providing   standard enthalpies and entropies, students were asked to calculate the   decomposition temperature of a compound 5 36 6 6 0 no response Continue to   emphasize
MATH Amanda Lien STAT 1000-57Z 39489 • Organize,   analyze, and utilize appropriate methods to draw conclusions based on sample   data by constructing and/or evaluating tables, graphs, and numerical measures   of characteristics of data.<br>     <br>     • Identify, evaluate, interpret and describe data distributions through the   study of sampling distributions and probability theory.<br>     <br>     • Collect data, interpret, compose and evaluate conjectures, and   communicate the results of random data using statistical analyses such as   interval and point estimates, hypothesis tests, and regression analysis.<br> 2025-2026 Winter Online -   Asynchronous Exam – Course   Test/Quiz SLO determined   by 25-question exam that includes questions with various scenarios. Students   are asked to use the scenarios to determine the variable, identify the   variable, determine the distribution, evaluate the data, organize data into   visual representation (using appropriate graph depending on type of   variable), create confidence intervals, conduct hypothesis testing based on a   given claim, evaluate results from hypothesis testing, and draw conclusions   from the results. Students earning at least 90% (45 points out of 50) on this   exam were considered exceeding expectations. Students earning between 80% and   90% were considered meeting expectations. Students earning between 75% and   80% were considered to be approaching expectations. Students earning less   than 75% were considered to be unsuccessful in meeting the outcomes. 30 11 1 3 1 Even while I   try very hard to come up with different questions and applications/scenarios   for the exam questions, students are able to answer them rather quickly and   accurately. I continue to suspect the use of AI in answering the questions as   the results are so different than when students take the exams in person. With the department requiring   in-person exams for some of our math courses, I'd also like to require them   for the statistics courses.
ASTR Rachel Mastrapa ASTR 4-54Z CRN 00189 Appraise the benefits to society of   planetary research and exploration. <br>     <br>         Compare and contrast the   development of planetary systems and of the major planet types, including   those factors that have led to Earth's unique characteristics. <br>     <br>         Evaluate astronomical news items   or theories concerning solar system astronomy based upon the scientific method. 2025-2026 Winter Online -   Asynchronous Exam – Course   Test/Quiz There are three   exams throughout the quarter with multiple questions that address the SLOs. 38 31 4 1 0 The students   are very good at answering exam questions. Address questions that students   struggle with.
MATH Teck Ky STAT C1000-33 39485 1 Organize, analyze, and utilize appropriate methods to   draw conclusions based on sample data by constructing and/or evaluating   tables, graphs, and numerical measures of characteristics of data.<br>     2. Identify, evaluate, interpret and describe data distributions through   the study of sampling distributions and probability theory.<br>     3. Collect data, interpret, compose and evaluate conjectures, and   communicate the results of random data using statistical analyses such as   interval and point estimates, hypothesis tests, and regression analysis. 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz The questions for the three SLOs were embedded in the final   examination. 28 6 0 1 6 The general standard was good. 30 out of 42 students   successfully earned at least 70% or higher on those three SLOs. 5 out of 42   students failed to distinguish the difference between Test of Homogeneity and   Test of Independence. Since technology was allowed to obtain the test   statistic and the P-value, they managed to identify the test statistic and   the P-value correctly for both tests, but they interpreted the conclusions   incorrectly. I will   put more emphasis on those two statistical techniques in spring 2026 and   continue to use more problems from the textbook to practice and understand   these two statistical techniques.
MATH Teck Ky STAT C1000-37 39486 1. Organize,   analyze, and utilize appropriate methods to draw conclusions based on sample   data by constructing and/or evaluating tables, graphs, and numerical measures   of characteristics of data.<br>     2. Identify, evaluate, interpret and describe data distributions through   the study of sampling distributions and probability theory.<br>     Collect data, interpret, compose and evaluate conjectures, and communicate   the results of random data using statistical analyses such an interval and   point estimations, hypothesis tests, and regression analysis. 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz The questions   for these three SLOs were embedded in the final examination. 32 1 1 3 5 The general standard was good. There was an   overall pass rate of 33 out of 37 or 89%. The overall average mark was 82% on   the final.  10 students obtained   distinction standard (90% or higher on the final). 8 out of 37 students   failed to distinguish the difference between Test of Homogeneity and Test of   Independence. Since technology was allowed to obtain the test statistic and   the P-value, they managed to read the results and answered the questions   correctly, but they interpreted the conclusions incorrectly for these two   statistical techniques. I will put more emphasis on   these two statistical techniques in the spring 2026 and continue to assign   more problems from the textbook to practice and understand these two   statistical methods.
MATH Millia Ison Math1C-55Z 38954 Analyze   infinite sequences and series from the perspective of convergence, using   correct notation and mathematical precision.<br>     <br>     Apply infinite sequences and series in approximating functions.<br>     <br>     Synthesize and apply vectors, polar coordinate system and parametric   representations in solving problems in analytic geometry, including motion in   space. 2025-2026 Winter Online -   Asynchronous Exam – Course   Test/Quiz Homework   Assignment for each section, quizzes twice a week, three midterm exams and   one final exam 42 1 0 0 0 Since all   course work is online. With AI widely available, it may not be very accurate   assessment of students' learning. Some in-person tests for online   class will provide better assessment.
ASTR Caitlin Kepple ASTR 4-50Z 30185 Appraise the benefits to society of planetary research and   exploration.<br>     <br>     Compare and contrast the development of planetary systems and of the major   panet types, including those factors that have led to Earth's unique   characteristics.<br>     <br>     Evaluate astronomical news items or theories concerning solar system   astronomy based upon the scientific method. 2025-2026 Winter Online - Asynchronous Project This is a culminating project students assemble during the   last half of the quarter. The topic must be related to solar system astronomy   in some capacity, include scholarly sources, and include elements of   "significance" of the research/topic to society. 34 16 3 11 8 Majority of students met or exceeded expectations for these   SLOs on the project Room for   improvement in terms of encouraging all students to submit this assignment
CHEM Nida Khan CHEM 1A 32199 Identify and   explain trends in the periodic table.<br>     Construct balanced reaction equations and illustrate principles of   stoichiometry.<br>     Apply the first law of thermodynamics to chemical reactions.<br> 2025-2026 Winter Face-to-Face Exam -   Standardized Student   learning outcomes (SLOs) were assessed using a combination of multiple-choice   and problem-solving questions to measure both conceptual understanding and   application skills.<br>     SLO 1: Identify and explain trends in the periodic table<br>     Assessment was conducted using a multiple-choice question asking students   to choose the ground state electron configuration for Zn2+. This question   evaluates students’ understanding of electron arrangements in atoms and ions,   which reflects their position in the periodic table. By correctly selecting   the configuration, students demonstrate comprehension of periodic trends such   as electron removal, effective nuclear charge, and the behavior of transition   metals.<br>     SLO 2: Construct balanced reaction equations and illustrate principles of   stoichiometry<br>     Assessment was conducted using a long-answer question involving the   preparation of titanium metal from its oxide: TiO2 (s) + 2 C (s) → Ti (s) + 2   CO (g)<br>     Students were required to identify the limiting reactant, calculate the   theoretical yield, and determine the percent yield. This question directly   measures the ability to use balanced chemical equations, apply stoichiometric   principles, and perform quantitative problem-solving, which are key aspects   of this SLO.<br>     SLO 3: Apply the first law of thermodynamics to chemical reactions<br>     Assessment was conducted using a multiple-choice question asking which   combination of q (heat) and w (work) corresponds to a system doing work on   the surroundings and losing heat. This question evaluates students’   conceptual understanding of energy transfer and the application of the first   law of thermodynamics (ΔE = q + w) in chemical systems.<br>     Overall, this assessment strategy integrates conceptual knowledge (periodic   trends, thermodynamics) with quantitative application (stoichiometry),   ensuring that students are evaluated on both understanding and   problem-solving skills relevant to the course SLOs.<br> 7 10 6 5 2 The results   indicate that 17 out of 28 students (7 exceeded + 10 met expectations)   successfully demonstrated mastery of the Student Learning Outcomes (SLOs),   showing that a majority of students understood and could apply the concepts.   However, 11 students (6 approaching + 5 did not meet) are still struggling   with certain areas, particularly in applying problem-solving skills and   conceptual reasoning in stoichiometry, periodic trends, and thermodynamic   calculations. This suggests that while instruction and assessments were   effective for many students, additional support is needed for those who have   not yet achieved proficiency.<br> Targeted Review: Offer focused   review sessions or tutorials for students approaching or not meeting   expectations to reinforce challenging concepts.<br>     Practice with Feedback: Provide additional guided practice problems with   step-by-step feedback to improve understanding and application of   concepts.<br>
CHEM Nida Khan CHEM 1A 37908 Identify and explain trends in the periodic table.<br>     Construct balanced reaction equations and illustrate principles of   stoichiometry.<br>     Apply the first law of thermodynamics to chemical reactions.<br>     <br> 2025-2026 Winter Face-to-Face Exam - Standardized Student learning outcomes (SLOs) were assessed using a   combination of multiple-choice and problem-solving questions to measure both   conceptual understanding and application skills.<br>     SLO 1: Identify and explain trends in the periodic table<br>     Assessment was conducted using a multiple-choice question asking students   to choose the ground state electron configuration for Zn2+. This question   evaluates students’ understanding of electron arrangements in atoms and ions,   which reflects their position in the periodic table. By correctly selecting   the configuration, students demonstrate comprehension of periodic trends such   as electron removal, effective nuclear charge, and the behavior of transition   metals.<br>     SLO 2: Construct balanced reaction equations and illustrate principles of   stoichiometry<br>     Assessment was conducted using a long-answer question involving the   preparation of titanium metal from its oxide: TiO2 (s) + 2 C (s) → Ti (s) + 2   CO (g)<br>     Students were required to identify the limiting reactant, calculate the   theoretical yield, and determine the percent yield. This question directly   measures the ability to use balanced chemical equations, apply stoichiometric   principles, and perform quantitative problem-solving, which are key aspects   of this SLO.<br>     SLO 3: Apply the first law of thermodynamics to chemical reactions<br>     Assessment was conducted using a multiple-choice question asking which   combination of q (heat) and w (work) corresponds to a system doing work on   the surroundings and losing heat. This question evaluates students’   conceptual understanding of energy transfer and the application of the first   law of thermodynamics (ΔE = q + w) in chemical systems.<br>     Overall, this assessment strategy integrates conceptual knowledge (periodic   trends, thermodynamics) with quantitative application (stoichiometry),   ensuring that students are evaluated on both understanding and   problem-solving skills relevant to the course SLOs.<br> 4 11 11 2 2 The results indicate that slightly more than half of the   students (15 out of 28) met or exceeded expectations, showing a basic   understanding of the assessed Student Learning Outcomes (SLOs). However, a   significant portion of students (11 approaching + 2 did not meet = 13) are   struggling to fully grasp and apply the concepts, particularly in areas   requiring deeper reasoning or quantitative problem-solving. This suggests   that while the instruction and assessment methods were partially effective,   additional support is needed for students who are still developing   proficiency.<br> Targeted   Support: Provide additional review sessions or tutorials focused on   challenging concepts, such as stoichiometry, periodic trends, and   thermodynamic applications.<br>     Guided Practice: Include more structured, step-by-step practice problems with   feedback to help students transition from approaching to meeting   expectations.<br>
MATH Jelena Segan STAT C1000-03 39475 Collect data,   interpret, compose and evaluate conjectures, and communicate the results of   random data using statistical analyses such as interval and point estimates,   hypothesis tests, and regression analysis. 2025-2026 Winter Face-to-Face Tracked   Academic Behavior The SLO was   assessed using targeted questions on the final exam that required students to   analyze sample data using confidence intervals, hypothesis testing, and   regression analysis. Students were required not only to perform correct   calculations but also to interpret results in context and communicate   statistical conclusions clearly in written form. Performance on these   questions was used to determine the level of student achievement of the   stated learning outcome. 23 9 5 0 3 The majority of   students met or exceeded expectations on this SLO, demonstrating strong   ability to apply statistical methods such as confidence intervals, hypothesis   testing, and regression analysis. Students were generally successful in   performing calculations and interpreting results in context. Areas where some   students approached expectations included clearly communicating conclusions   and selecting the correct statistical method in multi-step problems. Overall,   the results indicate that the instructional strategies used in this course   were effective in supporting student learning. To support student learning,   more practice will be provided on interpreting results and explaining   conclusions clearly. Additional guided multi-step and real-world problems   will be included. Students showing early signs of difficulty or irregular   attendance will be contacted earlier in the quarter, directly or through   Connect in MyPortal, to provide support.
MATH Lilit Mazmanyan Math 2A-47Z 39241 Construct and   evaluate differential equation models to solve application problems.<br>     Classify, solve and analyze differential equation problems by applying   appropriate techniques and theory. 2025-2026 Winter Online with at   least some synchronous hours Exam – Course   Test/Quiz The assessment   is based on Quiz 4, completed online through Canvas during the scheduled   class meeting time. The course modality is synchronous. For this evaluation,   one question aligned with the second Student Learning Outcome (SLO) was   selected, and overall quiz performance was also reviewed. Student success   rates were calculated under the assumption that students completed at least   60% of the assignment.<br>     Question 4 from Quiz 4 was chosen as the representative measure for this   SLO. This problem required students to solve a second order differential   equation using the method of reduction of order. The first solution was   provided, and students were asked to determine the second linearly   independent solution.<br>     The success rate for this question was approximately 51%, meaning that 51%   of students demonstrated mastery at or above the 60% threshold. One absent   student and one student who withdrew from the course were excluded from this   calculation. A total of 43 students participated in Quiz 4.<br>     For the overall assessment of the SLO based on Quiz 4, the success rate was   95% when absent and withdrawn students were excluded. Note that Question 4   contributed 3 points out of the total 10 points on the quiz.<br>     The failure rate for students who did not meet the learning outcome on the   selected question was 49%. The “meeting expectations” rate is based on the   assumption that students completed at least 60% of the assignment. 21 0 1 21 2 To assess the   second Student Learning Outcome, I selected a question from Quiz 4 that   required students to solve a second order differential equation using the   method of reduction of order. The first solution was provided, and students   were asked to determine the second linearly independent solution.<br>     Upon reviewing the results, I observed several patterns. Some students used   an alternative method that we discussed earlier in the course, which is   mathematically valid but not aligned with the intended learning objective for   this question. Others applied the correct method but made errors in   differentiation, simplification, or algebraic calculations. These mistakes   suggest that students need additional practice with the procedural steps   involved in the reduction of order.<br>     Because our class meets online in the evenings and many students work full   time, it became clear that they had limited time to practice before the quiz   on the topic, which is discussed close to the date of assessment. After   providing more opportunities for practice and reinforcement, I included a   similar problem on the subsequent exam to support mastery. Based on my analysis, students   struggled primarily with applying the method of reduction of order, so I   immediately revisited the technique after the quiz, provided additional   practice problems, and included a similar item on the next exam to reassess   mastery. <br>     Going forward, I will incorporate targeted practice that emphasizes method   selection through short exercises asking students to identify the most   appropriate solution strategy for a given differential equation without   necessarily carrying out the full solution, and I will implement procedural   fluency drills focused on differentiation and algebraic simplification to   reduce common calculation errors.<br>     I will implement structured small group discussions focused on strategy and   method selection for solving differential equations: students will work in   groups of three to four to analyze a set of brief problem prompts, decide   which solution method is most appropriate, such as reduction of order,   undetermined coefficients, variation of parameters, or characteristic   equation and justify their choice in one or two sentences.<br>     To support varied schedules, I will scaffold practice with brief weekly   homework sets, a one page checklist, and a short video walkthrough for   reduction of order so students can review asynchronously.
MATH Jakob Kotas MATH 2B-20 38899 Solve problems by deciding upon and applying appropriate   algorithms/concepts from linear algebra. 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Cumulative final exam 25 36 7 5 1 Defining "meets" expectations as getting at least   70% on the final exam, most students are doing well, while others still have   room to improve. Continue   to support students of different learning styles by offering and emphasizing   the importance of structured group work activities and individual online   homework assignments in addition to departmentally mandated exams.
PHYS Ching-Yee Chang PHYS D004C 39631 Acquire confidence in taking precise and accurate   scientific measurements, with their uncertainties, and then with calculations   from them, analyze their<br>     meaning as relative, in an experimental context, to the verification and   support of physics theories. 2025-2026 Winter Face-to-Face Exam – Course Test/Quiz Students'   learning is assessed by three different methods: <br>     1. Writing the lab reports, which display their understanding of the lab   theory, procedure, and data analysis<br>     2. Weekly quizzes: tests on previous week's theory or data calculation/analysis.<br>     3. Lab final exam, which consists of both practical measurement questions   and paper format of data analysis. Some labs had multiple sections, and sometimes majority of   the students couldn't finish all sections in 3 hours. <br>     <br>     Lab final exam's results were not as good as what I expected. Some students   didn't answer well for the sonometer-lab questions. Some students didn't do   well in the practical measurement questions. Students' answer to comparing   two measurements with uncertainties were not as well as I expected. 1.   Reduce or consolidate some of the multiple sections lab.<br>     2. Adding a more basic wave speed lab before the sonometer lab. <br>     3. Emphasize the importance of error analysis and comparison of two   measurements with uncertainties more often during each lab.          
MATH Danny Tran Math 32-MP1 38546 Formulate,   construct, and evaluate trigonometric models to analyze periodic phenomena,   identities, and geometric applications 2025-2026 Winter Face-to-Face Exam – Course   Test/Quiz Students solved   a Ferris wheel problem that asked to construct a trig function, find the   rider's height at a particular time, max and min heights, and interpret 10 4 3 3 0 Students were   proficient in finding the max and min and finding the height at a particular   time. Students struggled with finding the function and some of the   interpretation. Demonstrate additional examples   finding the function and interpreting, including additional examples besides   Ferris wheels
MATH Alex Cheng Math 11-Q09 48741 Identify, evaluate, and utilize appropriate linear,   probability, and optimization models and communicate results. 2025-2026 Spring Face-to-Face Exam – Course Test/Quiz The question was included on the final exam as a   constructed-response question. 0 6 3 1 3 I thought students did a good job on this question. There   were many steps involved, and most students completed them successfully. I will   provide more practice problems and different variations of this type of   question in future classwork and homework assignments.
MATH Luke Hibbs Math D001B-07Y 49639 Analyze the definite integral from a graphical, numerical,   analytical, and verbal approach, using correct notation and mathematical   precision.<br>     Formulate and use the Fundamental Theorem of Calculus.<br>     Apply the definite integral in solving problems in analytical geometry and   the sciences. 2025-2026 Spring Hybrid (some Face-to-Face) Exam – Course Test/Quiz Students had weekly quizzes. Three mid-term exams. And one   cumulative final. 7 7 2 5 21 Students who have a good understanding of prerequisite   knowledge do fine. Those who struggle often have difficulties in algebra,   geometry or even calculus one. I plan   to make prerequisite knowledge clearER from day one. So student can choose to   remain in the course.
ENGR Markt ENGR D035 42 48850 Analyze two-   and three-dimensional force systems on rigid bodies in static equilibrium   using vector and scalar analysis methods 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz Problem sets to   demonstrate the analysis of two- and three-dimensional force systems on rigid   bodies in static equilibrium using vector and scalar analysis methods 18 11 2 3 1 The structure   of the course supported the majority of the students. I would like to develop   pre-class assignments to help students develop the questions they have prior   to coming to class.
MATH Luke Hibbs MathD001B-09Y 49640 Analyze the definite integral from a graphical, numerical,   analytical, and verbal approach, using correct notation and mathematical   precision.<br>     Formulate and use the Fundamental Theorem of Calculus.<br>     Apply the definite integral in solving problems in analytical geometry and   the sciences. 2025-2026 Spring Hybrid (some Face-to-Face) Exam – Course Test/Quiz Students had two weekly take-quizzes. Three mid-term exams.   And a cumulative final. 4 5 2 9 21 A lot of students seemed underprepared in prerequisite   knowledge. E.g. couldnt factor, deal with exponents, or add fractions. Those   comfortable with prerequisite knowledge succeeded. Make   prerequisite knowledge clearer from the beginning.
CHEM Cinzia Muzzi Chem 1B-01 47970 Apply principles of chemical equilibrium to chemical   reactions. 2025-2026 Spring Face-to-Face Laboratory Project An Equilibrium Lab Report was assessed for both   sections 20 2 3 2 1 This experiment works pretty well in helping students   understand these concepts. I think   the wording of the questions asked should be changed to be a bit more   specific.
CHEM Cinzia Muzzi Chem 1B-02 47971 Apply   principles of chemical equilibrium to chemical reactions. 2025-2026 Spring Face-to-Face Laboratory   Project Student   illustrates that Kc is constant at constant temperature.  They can do this by illustrating an   understanding that their standard deviation for Kc should be small given the   experiment was run at constant temperature and that they explicitly state   that Kc is constant at constant temp. 19 4 2 2 2 This experiment   works well in helping students understand this concept of a constant Kc in   relation to temperature and the iron thiocyanate formation. The questions can be edited to   be more specific.
MATH Abdul Ghori Math D00- 1A 26 46754 Analyze the   concepts of limits continuity, and differentiation.Evaluate the behavior of   graphs of limits, continuity, and differentiability. Recognize , diagnose and   decide on the method for solving problems. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz Classwork,   homework, quiz, test, and final exam. 10 15 5 5 3 Turn in the   summary of  what we learn in our   classes. Check the homework and the   notebook related to the class lectures.
MATH Abdul Ghori Math D114 - 21 01270 Evaluate real   world situations and distinguish between    and apply exponential, logarithmic, rational, and discrete models   appropriately. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz homework,   classwork, quiz,test,and final exam. 10 15 5 3 2 Attendance,   class participation. completeness and correctness in all work. taking notes, collecting the   homework and the binder.
MATH Nadiia Turbai MATH 1A-Q01 49581 Evaluate the behavior of graphs in the context of limits,   continuity and differentiability. 2025-2026 Spring Face-to-Face Exam – Course Test/Quiz Final exam (problems: 1, 3, 8) 5 11 3 2 0 Most of students (76%) exceed and meet expectations. The   most common errors involved finding the limit of a function as (x) approaches   infinity and determining points of differentiability. Students who did not   meet expectations had significant absences and missed a substantial amount of   class instruction. To   address the common misconceptions, I will provide additional practice and   targeted mini-lessons on evaluating limits as (x) approaches infinity and   identifying points of differentiability. I will incorporate formative   assessments to monitor student understanding and provide timely feedback. For   students who did not meet expectations, I will offer make-up support to help   them catch up on missed instruction due to absences.
MATH Lisa Markus Math 001D-50Z 48467 Apply analytic,   graphical and numerical methods to study multivariable and vector-valued   functions and their derivatives, using correct notation and mathematical   precision. 2025-2026 Spring Online -   Asynchronous Exam – Course   Test/Quiz Students needed   to correctly use multivariate calculus theorems to show transformations,   complete with correct mathematical writing and graphing. 21 6 4 0 7 Most students   submitting the quiz met or exceeded expectations. For those that did not,   written comments on their work and the answer key help guide them to a   correct way to approach the problem. For future quizzes, review the   instructions and highlight those parts that some students missed.
MATH Leah Lane Stat C1000 MP1 49465 Collect data, interpret, compose and evaluate conjectures,   and communicate the results of random data using statistical analyses such as   interval and point estimates, hypothesis tests, and regression analysis. 2025-2026 Spring Online with at least some synchronous hours Exam – Course Test/Quiz Final Exam 6 11 6 5 2 The most common problem I see here is running the wrong   test Including   final exam review with situational decision making. Time restraints will   likely require they simply decide which test they'll use, without having to   run it out in its entirety.
ASTR Rachel Mastrapa ASTR 4 51Z 00192 Appraise the   benefits to society of planetary research and exploration. 2025-2026 Spring Online -   Asynchronous Other Weekly   assignments where students have the opportunity to check in and review the   material from the week. 28 32 3 3 0 This was a new   set of assignments this quarter.  I   received a lot of positive feedback from the students, especially regarding   the opportunity to check-in. I need to update the assignments   to be specific regarding the material for the week, since students finish the   assignments at different rates.
ASTR Rachel Mastrapa ASTR 4 51Z 00192 Compare and contrast the development of planetary systems   and of the major planet types, including those factors that have led to   Earth's unique characteristics 2025-2026 Spring Online - Asynchronous Exam – Course Test/Quiz 3 exams with multiple choice or matching questions. 46 19 1 0 0 I have designed the exams to be straightforward, so these   are the type of results I would expect to see. I need   to review the accessibility of the exam questions.
ASTR Rachel Mastrapa ASTR 4 51Z 00192 Evaluate   astronomical news items or theories concerning solar system astronomy based   upon the scientific method. 2025-2026 Spring Online -   Asynchronous Other A set of 3   assignments where students review a popular science article, the abstract of   an academic paper, and a work of astronomy-related art or fiction. 40 11 9 6 0 This was a   rework of old assignments to make an overall theme.  I both gave too much extra credit and did   not give enough explanations or examples. Have students submit their   article in a separate assignment to save time. <br>     Give more detailed examples.
MATH Amanda Lien Stat 1000-56Z 49460 • Organize, analyze, and utilize appropriate methods to   draw conclusions based on sample data by constructing and/or evaluating   tables, graphs, and numerical measures of characteristics of data.<br>     • Identify, evaluate, interpret and describe data distributions through the   study of sampling distributions and probability theory.<br>     • Collect data, interpret, compose and evaluate conjectures, and   communicate the results of random data using statistical analyses such as   interval and point estimates, hypothesis tests, and regression analysis. 2025-2026 Spring Online - Asynchronous Exam – Course Test/Quiz The SLO was assessed using a comprehensive final exam   composed of questions built around fictional scenarios. Students were   required to interpret each scenario to determine the relevant variable,   identify the type of variable, select the appropriate distribution, evaluate   the data, and organize the data into a suitable visual representation. They   then constructed confidence intervals, conducted hypothesis tests based on a   stated claim, evaluated the results of those tests, and drew conclusions   supported by their analysis.<br>     <br>     Student performance was categorized as follows:<br>     <br>     - Exceeds expectations: Score of at least 90% (45 out of 50 points)<br>     - Meets expectations: Score between 80% and 90%<br>     - Approaches expectations: Score between 75% and 80%<br>     - Does not meet expectations: Score below 75% 6 31 1 2 1 While it helps to change the scenarios and questions each   quarter on the exam, I am noticing that some students were still able to   finish the exam rather quickly (time recorded by Canvas) and I still have the   same concern about using outside resources (such as AI) alongside taking the   exam. I think continuing to have a thoughtful conversation with students   about appropriate use of AI in the course makes a difference in how they will   approach the material so I will continue to update my syllabus with the AI   policy to be clear about my expectations. The   department has decided to require in-person exams in some of our math   courses, but not Stats 1000. However, I would like to try requiring the   in-person exams when I teach Stat 1000 in the Fall 2026 quarter.
MATH Misako van der   Poel MATH 1B-27 01197 Analyze the   definite integral from a graphical, numerical, analytical, and verbal   approach, using correct notation and mathematical precision. <br>     Formulate and use the Fundamental Theorem of Calculus. <br>     Apply the definite integral in solving problems in analytical geometry and   the sciences.<br> 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz 14 quizzes, 2   midterm exams, and 1 final exam were given, and each weight is 10%, 40%, and   34% respectively. 9 5 2 2 2 Group work was   conducted in each class, which was very helpful for the both students who   need help or are able to help other students. The students who were   approaching expectations, still needs more help in person. So a study session   for each exam should be provided to improve their understanding the   mathematical concepts, definitions, and theorems.
MATH Renuka Kapur STAT C1000 40Z 49457 - Organize,   analyze, and utilize appropriate methods to draw conclusions based on sample   data by constructing and/or evaluating tables, graphs, and numerical measures   of characteristics of data.<br>     - Identify, evaluate, interpret and describe data distributions through the   study of sampling distributions and probability theory.<br>     - Collect data, interpret, compose and evaluate conjectures, and   communicate the results of random data using statistical analyses such as   interval and point estimates, hypothesis tests, and regression analysis.<br> 2025-2026 Spring Online with at   least some synchronous hours Exam – Course   Test/Quiz - Objectives   (Homeworks and Quizzes) all rolled into one (25%);<br>     - Pie Progress (25%) - checks overall completion goal of Objectives; <br>     - Discussions (5%); <br>     - Collaborative Work (20%); <br>     - Tests and Final Exam (25%) 16 20 2 2   -Being an   online class it gets harder to access some of the work. They could be taking   a lot of help without understanding the material. <br>     - How to improve class participation for a larger group of students. - Timed short in Zoom classroom   Canvas Quizzes give a better assessment of the students understanding. <br>     - Taking poll kind of questions for all the students worth a few points   help with the participation. <br>     - Creating groups and then asking the solution for a certain question for   each group, but without the breakout rooms.
MATH Sithparran   Vanniasegaram Math 22-35 48258 Critique a   mathematical statement for its truth value, defend choice by formulating a   mathematical proof or constructing a counterexample. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz A question on   the final exam. 7 3 2 0 0 Students who   didn't do this question correctly failed to recognize that the given   statement was false. Assign more problems where   students need to produce counterexamples.
ENGR Irfan Saadat ENGR 37 48883 Analyze circuits   containing resistive, capacitive, inductive passive elements, along with   op-amps interconnected to voltage and current sources.<br>     • Use circuit laws and network theorems to solve DC steady state circuits,   RC, RL, and RLC DC circuit transients and sinusoidal AC steady state circuits 2025-2026 Spring Face-to-Face Exam – Course Test/Quiz There were mid term and final exam. 7 10 5 3 0 Math skills is key weakness for these cohorts. Review   math and refer to tutoring services.
MATH Nadiia Turbai MATH 1D-32 01205 Use double,   triple and line integrals in applications, including Green's Theorem, Stokes'   Theorem and Divergence Theorem. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz Final exam   (problems: 11-14) 16 12 6 1 0 Overall, the   results of the final assessment were very positive. Approximately 80% of   students met or exceeded expectations.<br>     Students demonstrated a strong understanding of how to apply double,   triple, and line integrals, as well as Green's Theorem, Stokes' Theorem, and   the Divergence Theorem, to solve application problems. All students correctly   evaluated line integrals, indicating a solid grasp of this topic.<br>     The most common error occurred on problems involving Stokes' Theorem. In most   cases, students selected and applied Stokes' Theorem appropriately, but made   computational errors while evaluating the resulting surface integral. Some   students who were approaching expectations also experienced difficulty with   the computation of triple integrals. To improve student success, I   plan to:<br>     • Provide additional practice problems focused on applying Stokes' Theorem,   with particular emphasis on accurately evaluating the resulting surface   integrals.<br>     • Incorporate more in-class activities and guided examples that reinforce   the computation of surface and triple integrals.<br>
CHEM Chris Deming CHEM 1C-25 and   26 42672 and 42673 Apply the   principles of equilibrium and thermodynamics to electrochemical systems. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz Three questions   on the final exam and one questions on a quiz were used to assess this SLO. 34 21 3 2 0 This topic is   tricky, but we were able to practice a lot together before the exams/quizzes   and it seemed most student got it. Since most student did well, the   course of action will be to better identify those who might not do well ahead   of time and give extra help, practice, and support.
CHEM Chris Deming CHEM 1C-25 and 26 42672 and 42673 Apply the principles of transition metail chemistry to   predict outcomes of chemical reactions and physical properties. 2025-2026 Spring Face-to-Face Exam – Course Test/Quiz Three questions on the final exam were used to assess this   SLO. 35 17 5 3 0 This section comes at the very end and is different than   most of the chem 1 series, so I was happy to see how many students met or   exceeded expectations. I will   probably make a lab that addresses this topic to help solidify the important   concepts
CHEM Chris Deming CHEM 1C-25 and   26 42672 and 42673 Evaluate   isotopic decay pathways. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz Five questions   on the final exam were used to assess this SLO. 33 15 6 6 0 This is   literally the last topic, so there is not much time to study compared to   other topics, so it is inherently a difficult topic for student other than   how hard the material actually is. I gave so much extra practice   for these topics, so the students that did not meet expectations likely did   no know about the extra practice or did not do it.  Either way, emphasizing how important   practice is for this section might help.
CHEM Chad Miller CHEM 12C-03 48744 Generate   stepwise reaction mechanisms of biologically important molecules. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz Problem mapping   to the this SLO was presented on the course final exam. 20 4 1 1 0 Most students   were proficient in their knowledge and problem-solving skills to address this   particular SLO. Maintain the pedagogy and   student interactions along with a collaborative learning environment to   sustain excellent student performance.
ENGR Saied Rafati ENGR 37-22 49902 Analyze the electrical behavior of DC and AC circuits   including first and second order circuits using various circuit analysis   techniques by calculating volts, ohms and amps. 2025-2026 Spring Face-to-Face Exam – Course Test/Quiz This is one of the final exam questions where students need   to solve the problem using AC phasor equations and following rubric. 13 9 3 2   Overall, the students have a good understanding of AC   analysis. Going forward, I will focus on more applications and doing more   practice. The   students who consistently did their homework, participated in class   discussions, and attended class also consistently did well on their class   assessments. Therefore, my focus will be on encouraging students to   participate more.
ENGR Saied Rafati ENGR 10-01 47401 Analyze and   present data in solving engineering problems. 2025-2026 Spring Face-to-Face Exam – Course   Test/Quiz This is one the   final exam questions where students needed to solve the problem using ohms   law equation. 24   1 2   Overall, the   students have a good understanding of the Ohms law. I have focused more on   the ohm’s law application and demonstrated ohms law using hand on simulator   for their understanding. The students who consistently   did their homework, participated in class discussion, and attended class also   consistently did well on their class assessments. Therefore, my focus will be   on encouraging students to participate more.
CHEM Christopher P Deming CHEM 1C-25 109578 Apply the principles of equilibrium and thermodynamics to   electrochemical systems. 2025-2026 Summer Face-to-Face Exam – Course Test/Quiz Since this topic is broad and covers about 1/4 of the   entire class material, there was a quiz and part of the final exam that had   material from this topic.  I used both   of these sources to assess this SLO. 15 6 5 4 0 Summer quarter is so much different than the other quarters   so I think the speed always has an effect.    For some, recency is most important, while for others, the time to   study and marinade in the material is best.    I think the success in summer most boils down to who can keep up the   best. While I   do like our electrochemistry lab, we could be doing more in terms of the   depth and bredth.  So maybe enhancing   the hands on aspect of this SLO could help provide more interest and give   more exposure to the ideas.
CHEM Christopher P   Deming CHEM 1C-25 10957 Apply the   principles of transition metail chemistry to predict outcomes of chemical   reactions and physical properties. 2025-2026 Summer Face-to-Face Exam – Course   Test/Quiz The topic in   this SLO comes towards the end of the quarter, so the related questions on   the final exam are used to evaluate it. 15 7 7 1 0 This topic is   really tricky and different from the rest of chemistry up to that point, so   only having one student in the lowest category is great. This topic is primarily   introduced as theory with no related labs.    My last response got me thinking that perhaps a TMetal based lab would   be beneficial.  We use TMetals in other   experiments, so even a stronger connection/emphasis might help.
CHEM Christopher P Deming CHEM 1C-25 10957 Evaluate isotopic decay pathways. 2025-2026 Summer Face-to-Face Exam – Course Test/Quiz This is the very last topic in the quarter, so this SLO is   based on 2 final exam questions asking students to determine the likely type   of nuclear decay for different nuclei. 17 7 5 1 0 There were a very low number of students who did not meet   the outcome.  While it would be good if   it were 0, 1 is the next best I guess. Ive been   trying to preview this topic earlier in the quarter to let it sink in more,   so I will continue to do that to lessen the amount of new material at the end   of the quarter.