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

ADMJ

DuJuan E. Green

ADMJ 1-01F

28151

- Contrast the responsibilities of each component of the criminal justice system. - Evaluate the interrelationships that link the components of the justice system.

2025-2026

Fall

Face-to-Face

Exam – Course Test/Q

Students were assessed on information gleaned from lectures, with the information coming directly from the required textbook. The Assessments took the form of Multiple Choice, Fill in the Blank, Matching, and True/False questions. In addition, students had to complete an Essay on one of the Components of the Criminal Justice System.

Students did very well this Quarter. The two (2) students approaching expectations are both marginalized women, who have not fully grasped the English language, and therefore may not have fully understood the concepts. However, they were both present and engaged during the course. The one student who did not meet expectations had a "life" issue and fell off during the last few weeks of the Quarter. Attempts to make contact with the student were unsuccessful. When present, she was a pleasure having in class.

As someone who speaks Spanish for First Responders, I have always wanted to improve my bilingual skills in order to better reach my marginalized students who are not quite fully capable of understanding the lectures in English. Sadly, Spanish for First Responders is not enough to accomplish this goal (Action). Therefore, my Enhancement/Action is to seek out a Spanish Immersion program, so that I can better communicate with my ESL students during Office Hours, before class, or after class. This will allow me to ascertain if they're understanding the information during the lectures.

ADMJ

DuJuan E. Green

ADMJ 1-1GF

28152

- Contrast the responsibilities of each component of the criminal justice system. - Evaluate the interrelationships that link the components of the justice system.

2025-2026

Fall

Face-to-Face

Exam – Course Test/Quiz

The Dual-Enrollment High School students did an outstanding job overall this Quarter! I was very impressed with their inquisitiveness, attention and ability to understand the concepts, and their participation in the course in the form of asking questions and volunteering for examples. One of the students meeting expectations is a student-athlete, and tended to often leave class early. I do not believe he was as focused as the students exceeding expectations. Three of the other students meeting expectations were young women, who tended to often be immersed in their own lives, as they often seemed tuned out and discussing "girl stuff." In fact, I had to separate them from each other, as they were a distraction to other students at times. Once the seat changes occurred, I saw a more concerted effort to be present.

To ensure my Dual-Enrollment students do better, if need be, I will separate them earlier from one another earlier in the Quarter, as I believe they will be more focused on the lectures and not each other.

ADMJ

Amir Alem

ADMJ D025.5OZ

28147/8

Critique the relationship between law and social change within the context of cross-cultural settings

2024-2025

Fall

Online - Asynchron

Presentation/Perform

Lecture accompanied by PowerPoint detailing the many ways in which the law and social change are inter-related.

It's an amazing and one which merits much discussion.

I think that next time I teach this class I will attempt to incorporate some guest speakers that provide different perspectives on this topic.

ADMJ

Kevin Rudich

ADMJ-DO 50Z

27739

Analyze the sociological principles regarding the causation of juvenile crime and delinquency. Student Learning Outcome: Identify those laws that relate to juvenile offenses and critique how they impact youthful offenders. Student Learning Outcome: Learn how the Juvenile Justice Courts and their system partners affect Juveniles in the Juvenile Justice System

2025-2026

Fall

Online - Asynchrono

Exam – Course Test/Q

Both quizzes and examinations, comprised of multiple choice and true/false questions. In addition there were essay assignments.

All in all a good class. Some disappointments with lower than expected grades for some students

Will attempt more contact with students. Make it clear to them that I am avaialble for anyone having problems in the class.

ADMJ

Kevin Rudich

ADMJ D054

37399

Student Learning Outcome: Analyze the sociological principles regarding the causation of juvenile crime and delinquency. Student Learning Outcome: Identify those laws that relate to juvenile offenses and critique how they impact youthful offenders. Student Learning Outcome: Learn how the Juvenile Justice Courts and their system partners affect Juveniles in the Juvenile Justice System

2025-2026

Winter

Online - Asynchrono

Exam – Course Test/Q

There are essay assignments as well as quizzes and tests.

Good course. Students motivated.

Try to give more and varied feed back.

ADMJ

Amir Alem

D090A.50Z

49737

Analyze a case scenario and demonstrate the proper rules of evidence that apply to that case

2025-2026

Spring

Online - Asynchron

Exam – Course Test/Quiz

A case scenario was presented to the students comprising a multitude of facts and scenarios involving various forms of evidence. The students were asked to analyze the case scenario and provide answers to the admissibility (or lack thereof) of the particular evidence.

I like this SLO a great deal. I think it allows students to apply the theoretical aspects they have learned to the practical case scenario

None.

ADMJ

Ramona Gabriel

ADMJ 7

49090

1) Compare and contrast ethical theories that influence and determine decision making and critical thinking. Identify and explain the utilization of the ethical decision-making process in making value-based decisions in the resolution of ethical dilemmas. 2) Analyze and discuss the consequences of ethical behavior's influence on leadership within the criminal justice system. 3) Identify and evaluate the consequences of individual responsibility for ethical and unethical decisions and actions

2025-2026

Spring

Online - Asynchrono

Exam – Course Test/Q

I assessed students’ knowledge of the subject matter using a comprehensive final exam and a reflective journal. The final exam measured cumulative understanding and mastery of key concepts through standardized questions, while the reflective journal captured ongoing learning, metacognitive development, and application of skills. Together these methods gave me both quantitative evidence of students’ content knowledge and qualitative insight into their thinking, effort, and growth.

I am pleased to report that a high number of students performed well on the final exam and reflective journal, which suggests strong overall mastery of the subject matter and effective engagement with course activities. The combination of a standardized exam and reflective journals appears to have supported both accurate measurement of content knowledge and insight into students’ learning processes, revealing consistent understanding across the cohort.

While there were positive outcomes on students' learning, this outcome indicates that instructional strategies and formative feedback were largely successful, though I will review areas of weaker performance to refine future teaching and ensure continued improvement.

ADMJ

Ramona L. Gabriel

ADMJ - 1

41932 & 4

1) Contrast the responsibilities of each component of the criminal justice system. 2) Evaluate the interrelationships that link the components of the justice system.

2025-2026

Spring

Hybrid (some Face-t

Exam – Course Test/Q

I used a quiz as the final exam, and it proved to be an effective, efficient assessment method when aligned with my course goals. It worked well for testing factual knowledge, recall, and basic application through multiple-choice and short answer items in a timed format. Benefits I observed included quicker grading, clearer feedback, reduced student anxiety, and easier administration for a large class. Limitations included less ability to assess higher-order skills (synthesis, complex problem solving), higher guessing risk, and academic integrity concerns in remote settings. To improve effectiveness, I designed questions to match learning objectives, included application/scenario items, set an appropriate time limit, randomized items online, and provided clear instructions and accommodations.

Using a quiz as the final exam produced clear positive outcomes for students’ grades. Many students demonstrated improved mastery of core facts and foundational skills, reflected by a rise in overall course averages and fewer failing grades. The format rewarded steady preparation and reduced test anxiety, allowing more students to perform closer to their true ability. Quick turnaround on results enabled timely feedback and targeted review before grade finalization, helping borderline students boost scores with small interventions. While not a sole measure of deep learning, the quiz successfully improved measurable achievement and equity in grade distribution when combined with thoughtful question design and supportive policies.

Improvements: add higher-order and partial‑credit items, use question banks and randomization to reduce cheating, offer practice quizzes and rapid feedback, allow limited retakes/redemption, align items to objectives, and provide accommodations. Alternative methods: cumulative project (synthesis, authentic; heavier grading), timed/structured essays (depth; subjective grading), take‑home/open‑book exams (application; collaboration risk), practical/performance exams (authentic; resource intensive), oral exams/presentations (probing understanding; time‑consuming), portfolios (growth over time; management overhead), or a hybrid (short quiz + project/essay) to balance breadth and depth.

ADMJ

Ramona L. Gabriel

ADMJ - 5

48674

1) Discuss how the relationship between the justice system and the community is a complex interaction at multiple levels. 2) Compare and contrast the traditional method of policing with the community-based philosophy of providing police services

2025-2026

Spring

Online - Asynchron

Exam – Course Test/Quiz

I used a quiz as the final exam, and it proved to be an effective, efficient assessment method when aligned with my course goals. It worked well for testing factual knowledge, recall, and basic application through multiple-choice and short-answer items in a timed format. Benefits I observed included quicker grading, clearer feedback, reduced student anxiety, and easier administration for a large class. Limitations included less ability to assess higher-order skills (synthesis, complex problem solving), higher guessing risk, and academic integrity concerns in remote settings. To improve effectiveness, I designed questions to match learning objectives, included application/scenario items, set an appropriate time limit, randomized items online, and provided clear instructions and accommodations. For topics requiring deeper learning, I paired the quiz with other assessments (projects, essays, or portfolios).

ANTH

Nancy H Olsen

World Prehistory An

CRN27734

Develop an appreciation for the range and diversity of past human societies

2025-2026

Fall

Online - Asynchron

Tracked Academic Be

Every week there are 4 to 5 assignments related to the textbook assignments students complete to enlarge their information about the topic such as articles to read, documentaries to watch, websites to go to and learn. They write reflections about what they learned or answer questions related to the reading assignment.

Many students registered for the class did not seem to be interested in actually taking the class. By the second week of class I had dropped 25 students who never checked in, by 11/02-06 I dropped 6 more students that were passively participating, 14 withdrew themselves. Given that many of the students are working, I expect a number to drop because it is interfering with their work. So 14 withdrawing is expected. The remaining students participated every week and took quizzes on the reading at the end of the week and passed the quizzes. Two midterms made up of both multiple choice and essay recap sections of the World Prehistory topic. One final exam includes 1 part multiple choice on Complex Societies, authority, economy, social inequality, religious concepts, 1 part multiple choice comprehensive, and 1 thought problem that gives the student a chance to demonstrate creative initiative regarding solving an archaeological problem. Each section covers ethical concerns, government solutions by CRM, National Park Service, NAGPRA and museums, questions of race, equality, and cultural differences related to local ecology. They see environmental change affect living resources. They see abandonment, occupation of new areas, social organization relative to hunting and gathering, beginning of domestication to full farming, organization of villages, social organization in village life, to constructing monuments with and without central leadership, ending with complex societies living in large cities around the world. The discussion takes students to mental and physical places they have never been, No matter what a students' background is, they are exposed to cultures and ideas from every continent and environment. They are given weekly chances to develop independent thinking and do with enthusiasm. In this plan, students are exposed to variation in archaeological thinking as well as variation in human settlement and relationship to an environment. In these ways, students gain appreciation for the many ways that humans solve their permanent requirements of food, housing, clothing, making a living, reproduction/family life, social interactions and authority/power/agency.

Making multiple choice questions clearer Making new questions that reflect the reading Introducing topics that are relevant to the Society for American Archaeology that also relate to the readings. Keeping students up to date on recent developments.

ANTH

Amanda Feldman

Anth 1-55Z

38157

Apply scientific, evolutionary, holistic and a multidisciplinary approach to understand human biology and behavior.

2024-2025

Winter

Online - Asynchrono

Project

In this assignment, students choose a location to visit and interpret impacts of this environment through an evolutionary lens (ex: movement patterns, posture, load carrying, social spacing, group size, etc.).

Many demonstrated a nuanced understanding of course content, built on ideas and elicit responses from other students, encouraged the audience to think critically, and applied concepts to personal experiences or professional practice.

Work on encouraging students to avoid repetition of ideas and add a new element to the discussion (different perspective, professional application, scenario, etc.).

ANTH

Leslie Berry

Sp26 ANTH D001 Phy

42561

Evaluate biological and behavioral similarities and differences between humans and non human primates.

2025-2026

Spring

Online - Asynchrono

Tracked Academic Beh

Student participation and performance in discussion forum with peer responses.

Student participation remains high in these exercises but assessing the level of participation is difficult to adjust over the range of assignment expectations. Next time I would choose a more direct assessment option to avoid achievement inflation.

I would choose to evaluate on a different kind of assignment the next time to evaluate results based on a stricter assessment question.

Zana Wilkie

CD 10H Middle Chil

00312

Develop a broad understanding of the behaviors and characteristics of children in middle childhood through adolescence.

2025-2026

Winter

Online with at least

Tracked Academic Beh

Course grades were based on attendance, participation, and interview/research essays incorporating information based on lectures and research.

I felt that the number of students enrolled in college courses no longer are prepared to meet the academic standards that represent college level learning. Many of the students who were in 8th grade in 2020 (Covid pandemic) do not seem to have received a high school level education and are not prepared for the rigors of higher education. I felt I needed to give much more guidance on expectations for meeting due dates, class participation, reminders to participate and turn in assignments.

I am more prepared now to attempt to meet the needs of students who possibly lacked appropriate preparation for college level academics during their high school years. I will offer guidance, reminders and clarify instructions on my assignments and in my lectures. I am redesigning some of my rubrics for grading clarity and considering other options for one assignment that was difficult for many students to complete.

Nellie E. Vargas

CD 064.01Y

39102

Evaluate the importance of nutrition in the health and development of young children in childcare settings.

2025-2026

Winter

Hybrid (some Face-

Exam – Course Test/Quiz

Multiple choice and essay questions

Students will answer essay questions related to the importance of health and nutrition related to the development of young children.

Students will collect evidence from different prescool programs to explore and compare the nutritional needs of young children.

Nellie E. Vargas

CD 012.2EY

37462

Recognize the importance of building partnerships with families and the community.

2025-2026

Winter

Hybrid (some Face-t

Presentation/Perform

Students will present in class the different community resources available for children and their families in the county and state of California.

Students will present in class the different community resources available for the children and their families in the county and the state of California.

Students will present how this community services enhance and help improve the life of the children and their families in the county and the state of California.

Nellie E. Vargas

CD 056.01Z

00324

Analyze the language development of a young English learner through assessment and observation.

2025-2026

Winter

Hybrid (some Face-

Presentation/Perform

Students will present in class the different kinds of assessments and observations use to analyze the language development of young English learners.

Students will present in class the different assessments and observations available to analyze the language development of young English learners.

Students will present how to use the different assessments and observations available to analyze the language development of young English learners.

Nellie E. Vargas

CD 010G 01Z/PSYC 01

00306/018

Demonstrate an understanding of how and why human beings change over the course of their life.

2025-2026

Winter

Hybrid (some Face-t

Exam – Course Test/Q

Exam- essay questions

Students will answer essay questions about the understanding of how and why human beings change over their course of their life.

Students with explain the different reasons about the understanding of how and why human beings change over their course of their life.

Nellie E. Vargas

CDD 050.01Y

43904

Recognize the value of the field of child development in providing for the developmental/foundational needs of children through quality programs and appropriate practice.

2025-2026

Spring

Hybrid (some Face-t

Exam – Course Test/Q

Exam-Students will answer questions related to the field of child development and the developmental/foundational needs of children through quality programs and appropriate practice.

Students will write a self-reflection related to the importance of the field of early childhood education.

Students will identify developmentally appropriate practice and its application to a cross range of early childhood settings.

Nellie E. Vargas

CDD064.01Y

40277

Evaluate the importance of nutrition in the health and development of young children in childcare settings.

2025-2026

Spring

Hybrid (some Face-t

Exam – Course Test/Q

Exam-Students will answer dicussions questions related to the nutritional needs of various ages of children and plan an early childhood curriculum on the topics of nutrition.

Students will write a self-reflection of the importance of nutrition in the health and development of young children.

Students will collect evidence from different preschool programs examine and compare the nutritional needs of various ages of children and plan nuttritional meals and snacks based on the individual needs of children.

Zana Wilkie

PSYC D010H Chld Gr

47981, 47

Develop a broad understanding of the behaviors and characteristics of children in middle childhood through adolescence.

2025-2026

Spring

Online with at least

Other

Term papers that indicates knowledge of the course information, including theories and how this information pertains to child development.

The course went well. Students were responsive with good attendance and participation.

I had changed the scoring for discussions which seemed to encourage participation in the breakout rooms and on the discussion board.

ECON

Monika Thomas ( By wa

ECON 3.50Z

37422

SLO1. Demonstrate an understanding of environmental responsibility and natural resource scarcity, and its role within economic science and economic growth. SLO2. Demonstrate a basic understanding of the interdependent relationship between the economy and the environment, and the long-term thinking necessary to grow the world economy while simultaneously protecting environmental resources. SLO3. Evaluate the marginal benefits and marginal costs of environmental cleanup and contrast the optimal solution of the free market versus competing views of valuing the environment. SLO4. Evaluate outcomes in markets with negative externalities, government policy responses and their effectiveness in the US and global economy.

2025-2026

Winter

Online - Asynchron

Exam – Course Test/Quiz

Students answer the short answer questions as part of their midterm, final exam, and homework assignments.

Since instructor resources (From Pearson textbook) do not offer much in form of multiple choice questions, and the subject matter of ECON 3 suggests the focus on critical thinking approach, I believe that short answer questions are the best way to evaluate SLOs.

The instructor is experimenting with different types of short answer questions (some relating to critical thinking, others relating more to calculations and data analysis).

GEO

Sohini Dutt

GEO D001.50Z

23396

SLO for Geo 1 : Demonstrate understanding of the scientific method by identifying theories, evidence and hypotheses to explain earth processes and the impact of humans on the environment Explain the causes of seasonal changes and differentiate between seasons in the Northern and Southern Hemispheres.

2025-2026

Fall

Online - Asynchrono

Exam – Course Test/Q

The learning outcome has been assessed using a written objective test comprising both Multiple Choice Questions and True or False items. This method is highly effective for efficiently measuring the breadth of knowledge and understanding across the entire curriculum ensuring fairness and reliability in scoring. Total points possible for the assignment was 10.

The assignment was on Air Temperature which is an essential component and indicator of major earth processes particularly related to atmosphere and climate. It is a variable that is both driven by and drives fundamental interactions within the earth system. The students were asked to answer questions based on key elements related to the concept of air temperature like the layers of the atmosphere and their characteristics, temperature scales, factors affecting atmospheric temperature, global temperature zones, ozone and global warming. Most of the students exhibited a strong knowledge of the topics listed above.

After observing the performance of students, I have decided to cover the topics that most students have missed in more detail and providing them more accessible reading material and videos on the topics. The evaluated class is an asynchronous online class. I will try to reach out to more students who have met expectation or are below expectation and request them to attend zoom sessions to get their doubts clarified. I have already incorporated online discussion sessions with peers on topics in the chapter and in future I plan to include more of the topics where students exhibit that they need more detailed discussions.

GEO

Kerry Rohrmeier

GEO4

27661

Map global variations in human cultures and analyze the origins and diffusion of those cultures.

2025-2026

Fall

Online - Asynchron

Exam – Course Test/Quiz

Students were given a 50-question exam administered on Canvas covering the first half of the coursework. This was content provided to students in lecture slides and some questions were directly taken from low-stakes practices quizzes. The exam was a mix of true/false, multiple choice, short answer, and one data analysis interpretation question.

Students largely did well on the exam. In part because they have lecture content available on Canvas. They also have a week to prepare and are offered a study guide.

Two of the multiple choice questions were disproportionately incorrect and in re-reading them they could be confusing so I dropped the points from the exam total. These questions have been revised for future exam content.

GEO

Sohini Dutt

GEO D001.50Z

CRN: 2339

Student Learning Outcome: Synthesize and apply weather and climate variables.

2025-2026

Fall

Online - Asynchrono

Exam – Course Test/Q

The assessment evaluated our understanding of global biomes through a series of multiple-choice questions.

The high success rate indicates that the instructional materials effectively enabled the students to identify the key characteristics of different biomes and the key role of climate variables in the creation of the different biomes . The fact that nearly all students achieved mastery suggests that the scaffolding provided was sufficient for the cohort's needs to understand the concepts.

The vast majority of the class reached the learning objective. However, I need to investigate the 2 students who scored below 90%. Was their struggle due to a misunderstanding of the climate variable themselves, or a difficulty in applying those variables to the biomes? Based on the questions they have missed I will try to provide a deeper understanding of those sections in my future lectures. I will also try to provide additional reading materials to help the future classes understand the concept better.

GEO

Eileen Pena

GEOG 10-62Z

22240

• Identify and apply geographic themes to describe the major geographic regions of the world.

2025-2026

Fall

Online - Asynchrono

Exam – Course Test/Q

Students were asked to write a paper on any world region that they have been to or would like to visit. They needed to describe it's location and it's geographic features (topography, water features, etc.). They had to include written work with references, a map, and a photo.

Those who did not meet expectations simply did not submit a paper despite several reminders.

The paper guidelines were clear and instructor answered all emails asking for clarification. Ample time was given to complete it and information about the writing center was provided.

HIST

George Edgar

HIST D017A 02Z

35669

Students will demonstrate and apply knowledge of United States pre-historic and colonial eras through 1800’s primary documents to construct defensible statements of meaning and evaluation about this period’s developments.

2025-2026

Winter

Online with at least

Survey

Essay exams, Primary Source Documents, and a Book Review are used in this assessment.

Live Zoom lectures generated discussions. Of course, this starts with the instructor. My lectures were exciting to my students, because I introduced them to the colonial/early national phase of the U.S. experience through information they had not been privy to before. This stems from my years of researching my field.

integrate multi-media

HIST

Lindsay Bell

HIST 17B.02

35081

Identify, critically evaluate, and interpret nineteenth-century U.S. history using primary source documents to construct historical analysis.

2025-2026

Winter

Face-to-Face

Exam – Course Test/Quiz

Students must synthesize primary source material from the era with secondary (lecture) content to answer a question about the events covered in class.

Overall, students need additional support to develop the reading comprehension and analytical skills needed to produce the level of work expected of college students on a path to a four-year institution.

I have incorporated focused workshops that are designed to help students develop the skills needed to analyze and synthesize sources.

HIST

Ben Kline

History 6C-50Z

47154

Student Learning Outcome Statements (SLO) • Student Learning Outcome: Students will demonstrate and apply knowledge of World history from 1750 CE to the present to construct defensible statements of meaning and evaluation about this period's developments. Assessment: quizzes, exams, and papers. • Student Learning Outcome: Students will identify, critically evaluate, and interpret World history primary documents from 1750 CE to the present to construct historical analysis. Assessment: written evaluation and interpretation of primary documents.

2025-2026

Spring

Online - Asynchrono

Exam – Course Test/Q

Most students seems to respond well to the diversity and importance of the subject.

I find online teaching can be very rewarding when I am able to contact and interact with them on a regular basis. Their exams and essays often demonstrate a keen interest in the subject.

I think online classes need to be more closely regulated by the administration to insure consistency and appropriate academic standards.

HIST

Ben Kline

History 6B-50Z

47818

2025-2026

Spring

Online - Asynchrono

Exam – Course Test/Q

I use a variety of methods including standard M/C questions, essays, written movie projects, and research projects. Weekly tutorial and office meetings allow me to stay in contact with my students through Zoom and emails.

A very enjoyable class with students responding well to the weekly assignments and lectures.

I hope to continue these practices with the addition of more discussion groups.

HIST

Lindsay Bell

HIST 17C-01

46041

Identify, critically evaluate, and interpret twentieth-century U.S. history using primary source documents to construct historical analysis.

2025-2026

Spring

Face-to-Face

Other

During discussions, students must demonstrate knowledge of primary sources and synthesize them with secondary and lecture content to demonstrate their ability to analyze them within their historical context.

Students whose native language is not English struggle the most to meet expectations on assessments that rely heavily on interpreting historical sources. More support for these types of students is needed to help them reach higher levels of performance.

Group interactions are a part of discussions as it helps students work together to make sense of the sources and analyze them historically.

HUMI

Sal Breiter

Humi 01.02Z

23401

Student Learning Outcome 1: Synthesize critical thinking, imaginative, cooperative, and empathetic abilities as whole persons in order to contextualize knowledge, interpret and communicate meaning, and cultivate their capacity for personal, as well as social change. Student Learning Outcome 2: Cultivate and demonstrate awareness of the power of creativity and the potential of the creative process through direct involvement.

2025-2026

Fall

Online with at least

Project

Experiential project is evaluated through narrative self-reported outcomes and self-reflection of learning

If student engage with and complete the project they tend to have exceptional and deeply meaningful outcomes. My biggest failure is with student who do not engage with or submit the project.

I need to continue to build strategies of engagement and intrusiveness that lead to fewer students staying enrolled but not completing the work. The synchronous Zoom format has both strengths and challenges in this regard.

HUMI

Javier Galindo

Humi 010

28676

Students synthesize their critical thinking, imaginative, cooperative, and empathetic abilities as whole persons in order to contextualize knowledge, interpret and communicate meaning, and cultivate their capacity for personal, as well as social change.

2025-2026

Fall

Online - Asynchrono

Exam – Course Test/Q

A part of their midterm exam is an essay question reviewing the historical origins of Abrahamic traditions and how they reflect movements of social change.

In assessing this midterm question, I found that 86% of my active students successfully synthesized the historical origins of Abrahamic traditions with a critical understanding of socio-political movements. The high number of students who "Exceeded Expectations" (13) demonstrates a strong ability to move beyond rote memorization and instead contextualize knowledge to interpret how these traditions served as catalysts for historical social change. For the three students who fell below the "Met" threshold, the challenge appeared to be shifting from a strictly theological or descriptive narrative to the more complex, imaginative synthesis required to see these traditions as human-driven responses to political realities.

I will try to reword the "empathy exercises" that I currently have that require students to interpret the meaning of these movements from the perspective of an early adherent, ensuring they are better equipped to communicate the human element of these historical shifts.

HUMI

Sal Breiter

Humi 01-02Z

32919

#1: Synthesize critical thinking, imaginative, cooperative, and empathetic abilities as whole persons in order to contextualize knowledge, interpret and communicate meaning, and cultivate their capacity for personal, as well as social change. #2: Cultivate and demonstrate awareness of the power of creativity and the potential of the creative process through direct involvement

2025-2026

Winter

Online with at least

Project

Students complete an experimental project that has two stages. In stage 1, students identify a social issue that is personally important to them and then discuss potential actions they can take to create meaningful change with their classmates. In stage 2, students take action to create this change and then share/reflect upon the outcomes with their classmates.

I continue to be impressed by student commitment to personal transformation and developing the skills and abilities to make meaningful changes around them. Students excel at working to influence their families and friends and continue to be challenged to see their ability to influence broader social contexts.

I am working to improve my strategies for helping students to personalize their work and not rely on AI to do the developmental aspects of their projects. The more that students do the foundational work, the more empowered they feel in developing experiments that are personally relevant and meaningful.

HUMI

Sal Breiter

Humi 01-04Z

01045

Synthesize critical thinking, imaginative, cooperative, and empathetic abilities as whole persons in order to contextualize knowledge, interpret and communicate meaning, and cultivate their capacity for personal, as well as social change. Cultivate and demonstrate awareness of the power of creativity and the potential of the creative process through direct involvement

2025-2026

Spring

Face-to-Face

Project

Students complete a experiential learning project

If students completed the project, they tended to do very well... A few students partially completed the project and were allowed to resubmit with additional work and did so. A few students partially completed and did not resubmit. A portion of students did not complete the project.

I continue to strategize about how to encourage full participation for every student that is enrolled in the class. I use early alert and check in processes and need to find new ways to encourage full student participation.

HUMI

Leslie Berry

Sp26 HUMI D016 Art

43264

Analyze the dynamic relationship between contemporary culture, artistic expression, and individual assumptions, beliefs and values.

2025-2026

Spring

Online - Asynchron

Tracked Academic Be

Assessment was made on a final written reflection by each student in response to questions breaking down this very large SLO into measurable statements.

Measuring student performance on a single assignment tends to inflate success rates or omit students who missed the assignment. The problem with using objective test questions is the incomplete value of the assessment on a single discreet query. In order to evaluate student success and progress I may consider doing both and comparing results.

Reconfigure assessment activities and selections to gain a more comprehensive sense of student performance.

PARA

Sheryl Bernardo

PARA D092A 01Z

28656

Compare and contrast the different types of California business organizations. Outline the processes for formation and dissolution of each type of California business organization. Recommend the correct course of action based on hypothetical fact scenarios regarding business formation.

2025-2026

Fall

Online with at least

Exam – Course Test/Quiz

Multiple choice test on corporate legal terminology to assess students' understanding and knowledge of corporate business law.

Most students understood legal concepts of partnerships and corporations, business plans, how to incorporate businesses, and the requirements necessary to open and maintain businesses.

In the future, I would like to offer more insight into government agency filings such as reporting financials and if we can get the funding - how to red line contracts in software.

PARA

Sheryl Bernardo

PARA D094 01Y

22771

Demonstrate knowledge of the different legal systems at work in the state of California. Outline the hierarchy and court procedures of the courts with jurisdiction in California. Differentiate between the various substantive areas of law applicable in California.

2022-2023

Fall

Face-to-Face

Project

Students have to choose one type of California state legal category (ex: Contract law, torts law, property law, etc.) we learned in this course and choose a law, case, or government entity and post an educational presentation on it for their peers. Presentations could be verbal with written legal memo, visual with slides/pictures or recording.

In the future, I hope to spend more time giving helpful feedback and commentary to students on assignments so they can improve substantially versus just posting an answer key.

PARA

Sheryl Bernardo

PARA D067 01Z

27020

Demonstrate the ability to understand the legal industry and the various legal professionals within it. Learn the specific duties paralegals have within the Law Office environment.

2022-2023

Fall

Online with at least

Project

Final assignment was a law office manual students had to put together such as a contact list of vendors servicing our law firm, client procedures, law firm procedures, basically all the information you would need to run a law firm successfully as a Director of Law Operations which is a common Senior Managerial position for a Paralegal.

Students that are unsure about their motivations or futures do not seem to be as motivated. Students who know the legal field is for them perform well because they take a general interest in the curriculum. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time.

In the future, it would be nice to get funding on legal software for billing and docketing that I can show to students.

PARA

Sheryl Bernardo

PARA D088 01Z

27022

Analyze fact patterns to identify the ethical problems contained therein and determine the applicable actions required to resolve the issues. Identify and describe the applicable governing professional responsibility rules and identify where they are located.

2022-2023

Fall

Online with at least

Exam – Course Test/Quiz

Test on Ethics terminology and life like scenarios regarding the professional responsibilities of legal professionals, especially paralegals.

Students for the most part understand a paralegal's professional responsibility regarding confidentiality, due diligence, and honesty. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time. Students that are unsure about their motivations or futures do not seem to be as motivated. Students who know the legal field is for them perform well because they take a general interest in the curriculum.

Moving forward, I'd like to test students' knowledge on ethics with more creative projects versus just a multiple choice exam.

PARA

Sheryl Bernardo

PARA D095 01, ADMJ

34935, 34

Demonstrate knowledge of the American judicial system and process, utilizing appropriate legal terminology. Demonstrate the ability to read case law and statutory law. Analyze factual situations in relationship to concepts of the major areas of substantive law in America.

2022-2023

Winter

Hybrid (some Face-t

Presentation/Perform

Students choose one type of legal category in American Federal Law and do a presentation on it. They can choose a law, agency, government entity, or case and explain all the facets of it - the history and significance of their topic on society.

Students that are unsure about their motivations or futures do not seem to be as motivated. Students who know the legal field is for them perform well because they take a general interest in the curriculum. They usually took interest in their favorite type of law such as litigation and were bored with intellectual property. Students worked well in groups and liked doing creative activities and brainstorming sessions when learning about the law. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time.

I hope to get more funding and get students temporary access to legal software that emulates real life work.

PARA

Sheryl Bernardo

PARA D096A 01Y

36902

Demonstrate an understanding of the organization and heirarchy of published legal materials. Demonstrate the ability to locate and analyze various substantative and procedural laws. Prepare and critique various analytical legal memoranda.

2022-2023

Winter

Hybrid (some Face-

Exam – Course Test/Quiz

Exam existed of multiple choice exam testing students on navigation skills on Westlaw and a legal memo writing assignment.

I hope to get more funding and get students temporary access to additional legal software that emulates real life work. In the future, I hope to spend more time giving helpful feedback and commentary to students on assignments so they can improve substantially versus just posting an answer key.

PARA

Sheryl Bernardo

PARA D094 01Z

37987

2022-2023

Winter

Online with at least

Project

Students choose one category of state law in California which can be a law, agency, or case. They have to put together an educational presentation on the topic they chose either in legal memo format, recorded video of a lesson, or use visuals and slides.

I hope to get more funding and get students temporary access to additional legal software that emulates real life work.

PARA

Sheryl Bernardo

ADMJ D095 01Z; PA

48284; 48

2022-2023

Spring

Online with at least

Project

Students choose a category of Federal American law that we studied in class. Students choose either a law, case or agency to do an educational presentation on that will educate the class. They can do it in legal memo format, recorded video or use slides with content and visuals.

Students worked well in groups and liked doing creative activities and brainstorming sessions when learning about the law. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time. When I went over a type of law students were passionate about, they normally performed better on those lessons than others that they thought were boring.

In the future, I hope to spend more time giving helpful feedback and commentary to students on assignments so they can improve substantially versus just posting an answer key. I hope to get more funding and get students temporary access to additional legal software that emulates real life work.

PARA

Shery Bernardo

PARA D086 01Z

48280

Demonstrate ability to locate and outline case law. Apply correct sources of law to hypothetical fact scenarios. Develop proper legal writing skills and formats.

2022-2023

Spring

Online with at least

Project

I gave students a famous piece of case law Dobbs v. Jackson Women's Health Organization :: 597 U.S. \_\_\_ (2022) :: Justia US Supreme Court CenterLinks to an external site. Students had to write a legal case brief using this piece of case law, and summarize the dissenting judges' written commentary and find secondary legal sources to support the dissenting judges' decisions.

Students worked well in groups and liked doing creative activities and brainstorming sessions when learning about the law. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time. When I went over a type of law students were passionate about, they normally performed better on those lessons than others that they thought were boring.

PARA

Sheryl Bernardo

PARA D067 01Z

48281

Demonstrate the ability to understand the legal industry and the various legal professionals within it. Learn the specific duties paralegals have within the Law Office environment.

2022-2023

Spring

Online with at least

Project

Students put together a law office manual as if they are a Director of a Law firm and oversees its operations. This manual has everything from the cost of legal technology, subscriptions, vendors, and law firm procedures. It also contains clients’ preferences. That way if this Director quits, the next Director can come in and have a good sense of how to run operations.

Students loved the law office manual final project because it gave them the opportunity to be creative, use a unique font, visuals, and organize material we went over in class. They said it was a fun way for them to learn about leadership and operations at a law office or company. Students worked well in groups and liked doing creative activities and brainstorming sessions when learning about the law. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time. Students that are unsure about their motivations or futures do not seem to be as motivated. Students who know the legal field is for them perform well because they take a general interest in the curriculum. When I went over a type of law students were passionate about, they normally performed better on those lessons than others that they thought were boring.

PARA

Sheryl Bernardo

PARA D088 01Z

48282

2022-2023

Spring

Online with at least

Exam – Course Test/Q

Final multiple choice exam testing students on ethics regarding legal professionals and their responsibilities.

PARA

Sheryl Bernardo

PARA D085 01Z

48327

Demonstrate an understanding of the various types of Intellectual Property, including the general legal principles of each. Outline the appropriate procedures required for each form of Intellectual Property. Identify and use the appropriate governing laws.

2022-2023

Spring

Online with at least

Project

Students choose a copyright, trademark or patent and give their peers an educational presentation on the significance of that piece of intellectual property. They can do so in legal memo format, recorded lecture, or use slides with content and visuals.

PARA

Sheryl Bernardo

ADMJ D095 01Z ; PAR

26991 ; 26

2023-2024

Fall

Online with at least

Project

Students worked well in groups and liked doing creative activities and brainstorming sessions when learning about the law. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time. When I went over a type of law students were passionate about, they normally performed better on those lessons than others that they thought were boring.

PARA

Sheryl Bernardo

PARA D094 01Z

22771

2023-2024

Fall

Online with at least

Project

Students choose a category of California State law that we studied in class. Students choose either a law, case or agency to do an educational presentation on that will educate the class. They can do it in legal memo format, recorded video or use slides with content and visuals.

PARA

Sheryl Bernardo

PARA D096A 01Z

27847

2023-2024

Fall

Online with at least

Project

Multiple choice test navigating Westlaw and questioning students about researching and finding different laws and cases.

I hope to get more funding and get students temporary access to additional legal software that emulates real life work.

PARA

Sheryl Bernardo

ADMJ D095 01Z ; PA

34935 ; 34

2023-2024

Winter

Online with at least

Project

PARA

Sheryl Bernardo

PARA D065Z 01Z

38645

Explain the organization, function, and tasks of an agency that utilizes paralegals. Demonstrate ability to locate US patent laws and navigate the US Patent and Trademark Office website. Locate and file proper patent forms. Read, understand and draft responses to communications from the US Patent and Trademark Office.

2023-2024

Winter

Online with at least

Project

The final project requires students to choose a patent – issued, pending or abandoned and do a presentation on this patent. Students need to provide the patent number, its status, and owner. They must cover the technology and how it contributes to society.

PARA

Sheryl Bernardo

PARA D086 01Z

38770

Demonstrate ability to locate and outline case law. Apply correct sources of law to hypothetical fact scenerios. Develop proper legal writing skills and formats.

2023-2024

Winter

Online with at least

Demonstration

Students were assigned a mock trial for the final. They were tasked with drafting a motion for summary judgment complete with the proper forms and court brief. Proper formatting, terminology and analysis were mandatory.

PARA

Sheryl Bernardo

PARA D086 01Z

48280

Demonstrate ability to locate and outline case law. Apply correct sources of law to hypothetical fact scenarios. Develop proper legal writing skills and formats.

2023-2024

Spring

Online with at least

Demonstration

Students that are unsure about their motivations or futures do not seem to be as motivated. Students who know the legal field is for them perform well because they take a general interest in the curriculum. When I went over a type of law students were passionate about, they normally performed better on those lessons than others that they thought were boring.

PARA

Sheryl Bernardo

PARA D096A 01Z

48722

2023-2024

Spring

Online with at least

Demonstration

Students were assigned a mock trial for the final. They were tasked with drafting a trial brief. Proper formatting, terminology, table of contents, and analysis are mandatory.

Students that are unsure about their motivations or futures do not seem to be as motivated. Students who know the legal field is for them perform well because they take a general interest in the curriculum. When I went over a type of law students were passionate about, they normally performed better on those lessons than others that they thought were boring.

PARA

Sheryl Bernardo

PARA D094 01Z

48723

2023-2024

Spring

Online with at least

Project

PARA

Sheryl Bernardo

PARA D072 01Z

48724

Demonstrate an understanding of what constitutes a Trademark and evidence of use of Trademarks. Demonstrate an understanding of the trademark clearance process and the paralegal's role in that process. Demonstrate an understanding of the paralegal's role in international trademark practice. Outline the appropriate procedures of the federal Trademark registration and maintenance process. Identify the rules and laws governing federal Trademark registration and options for enforcement.

2023-2024

Spring

Online with at least

Project

The final project requires students to choose a trademark – issued, pending or abandoned and do a presentation on this trademark. Students need to provide the trademark number, its status, and owner. They must cover the image and how valuable it is to the owner.

PARA

Sheryl Bernardo

PARA D092A 01Z

13791

2023-2024

Summer

Online with at least

Project

Students are required to put together a Business Plan to start a business as if they are going to present to investors. They need to include details in the plan such as startup costs, timelines, licenses, permits, and proper business structure to file with the state secretary’s office such as an LLC or PC, etc.

PARA

Sheryl Bernardo

PARA D094 01Z

22771

2024-2025

Fall

Online with at least

Project

PARA

Sheryl Bernardo

PARAD064Z1JF; D064

27029; 28

Explain the organization, function, and tasks of an agency that utilizes paralegals.

2024-2025

Fall

Hybrid (some Face-t

Field Placement/Inter

Final grades are based on total hours worked depending on if student signed up for 1,2,3, or 4 units. Students' timesheets need to be submitted to me signed by an authorized supervisor.

Students performed best when working at internships that best suited their passion and interests.

In the future, I hope to have more contacts with employers in the field so I can help students get hired faster.

PARA

Sheryl Bernardo

PARA D067 02Z

27919

Demonstrate the ability to understand the legal industry and the various legal professionals within it. Learn the specific duties paralegals have within the Law Office environment.

2024-2025

Fall

Online with at least

Project

Students worked well in groups and liked doing creative activities and brainstorming sessions when learning about the law. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time. Students that are unsure about their motivations or futures do not seem to be as motivated. Students who know the legal field is for them perform well because they take a general interest in the curriculum. Students loved the law office manual final project because it gave them the opportunity to be creative, use a unique font, visuals, and organize material we went over in class. They said it was a fun way for them to learn about leadership and operations at a law office or company.

PARA

Sheryl Bernardo

PARA D088 02Z

27920

2024-2025

Fall

Online with at least

Project

The final project consists of students choosing an ethical dilemma in the legal field today. They need to explain how it affects confidential information, due diligence, and fiduciary responsibility for legal professionals. Students can present information in a legal memo, slides with content and visuals, or a recording.

PARA

Sheryl Bernardo

PARA D086 01Z

28211

Demonstrate ability to locate and outline case law. Apply correct sources of law to hypothetical fact scenerios. Develop proper legal writing skills and formats.

2024-2025

Fall

Online with at least

Demonstration

PARA

Sheryl Bernardo

PARA D092A 01Z

36904

2024-2025

Winter

Online with at least

Project

PARA

Sheryl Bernardo

PARAD064Z1JF, D06

37992; 38

Explain the organization, function, and tasks of an agency that utilizes paralegals.

2024-2025

Winter

Online with at least

Demonstration

Final grades are based on total hours worked depending on if student signed up for 1,2,3, or 4 units. Students' timesheets need to be submitted to me signed by an authorized supervisor.

Students performed best when working at internships that best suited their passion and interests.

In the future, I hope to have more contacts with employers in the field so I can help students get hired faster.

PARA

Sheryl Bernardo

PARA D065Z 01Z

38645

Demonstrate an understanding of Current developments in substantive procedural law. Demonstrate ability to locate US patent laws and navigate the US Patent and Trademark Office website. Locate and file proper patent forms. Read, understand and draft responses to communications from the US Patent and Trademark Office.

2024-2025

Winter

Online with at least

Project

PARA

Sheryl Bernardo

PARA D085 01Z

38646

2024-2025

Winter

Online with at least

Project

The final project requires students to choose a piece of intellectual property (patent, copyright or trademark) – issued, pending or abandoned and do a presentation on this patent. Students need to provide the official number, its status, and owner. They must cover the technology and how it contributes to society (if they choose a patent); or the design and how it is valuable to the owner (if they choose a trademark or copyright).

PARA

Sheryl Bernardo

PARA D096A 01Z

48722

Demonstrate an understanding of the organization and heirarchy of published legal materials. Demonstrate the ability to locate and analyze various substantive and procedural laws. Prepare and critique various analytical legal memoranda.

2024-2025

Spring

Online with at least

Exam – Course Test/Q

Multiple choice test navigating Westlaw and questioning students about researching and finding different laws and cases.

PARA

Sheryl Bernardo

PARA D009 01Z

49068

2024-2025

Spring

Online with at least

Project

PARA

Sheryl Bernardo

PARA D072 01Z

49219

2024-2025

Spring

Online with at least

Project

PARA

Sheryl Bernardo

PARA D086 01Z

49220

Demonstrate ability to locate and outline case law. Apply correct sources of law to hypothetical fact scenarios. Develop proper legal writing skills and formats.

2024-2025

Spring

Online with at least

Demonstration

PARA

Sheryl Bernardo

PARAD064Z1JF, D064

27029 , 28

Explain the organization, function, and tasks of an agency that utilizes paralegals.

2025-2026

Fall

Online with at least

Demonstration

Final grades are based on total hours worked depending on if student signed up for 1,2,3, or 4 units. Students' timesheets need to be submitted to me signed by an authorized supervisor.

PARA

Sheryl Bernardo

PARA D067 02Z

27919

Demonstrate the ability to understand the legal industry and the various legal professionals within it. Learn the specific duties paralegals have within the Law Office environment.

2025-2026

Fall

Online with at least

Project

Students worked well in groups and liked doing creative activities and brainstorming sessions when learning about the law. Some students who had poor attendance, personal issues going on, or have never taken a legal class before had a harder time. Students that are unsure about their motivations or futures do not seem to be as motivated. Students who know the legal field is for them perform well because they take a general interest in the curriculum. When I went over a type of law students were passionate about, they normally performed better on those lessons than others that they thought were boring. Students loved the law office manual final project because it gave them the opportunity to be creative, use a unique font, visuals, and organize material we went over in class. They said it was a fun way for them to learn about leadership and operations at a law office or company.

PARA

Sheryl Bernardo

PARA D088 02Z

27920

2025-2026

Fall

Online with at least

Project

PARA

Sheryl Bernardo

PARA D086 01Z

28211

Demonstrate ability to locate and outline case law. Apply correct sources of law to hypothetical fact scenerios. Develop proper legal writing skills and formats.

2025-2026

Fall

Online with at least

Demonstration

PARA

Daniel Blanchette

DO 97B 01Z

39601

Student Learning Outcomes: • Student Learning Outcome: Demonstrate knowledge of civil discovery rules, procedures and motions. • Student Learning Outcome: Outline the steps necessary to prepare for trial. • Student Learning Outcome: Demonstrate knowledge of appellate rules, procedures and pleadings

2025-2026

Winter

Online with at least

Project

Assessed via written projects (e.g. A Complaint, A Motion, and Discovery Tools), as well as a Midterm Exam and a Final Exam.

The challenges of teaching during the AI era is ever-changing, but in the end, those who are not competent fail, and those who are skilled and disciplined rise to the top.

I challenge the students with real-world legal briefs and case law, during which time I make myself available 5 to 6 days a week for guidance and explanation.

PARA

Kevin Lee

Federal Courts and

27737

1) Student Learning Outcome: Analyze the substance Constitutional amendments pertaining to individual civil rights and evaluate their impact on protected classes. 2) Student Learning Outcome: Describe writs of error and certiorari and define their use within the appellate process.

2024-2025

Fall

Online - Asynchron

Exam – Course Test/Quiz

The course has a final examination and research paper to evaluate the student's learning throughout the quarter as well as their grasp of critical thinking, reasoning, and writing skills in connection with the course subject matter.

Great course and students

Refresh caselaw for next session

PARA

Kevin Lee

Intro to Legal Resear

39160

1) Demonstrate the ability to identify and locate legal sources using electronic research. 2) Demonstrate the ability to analyze hypothetical facts and appropriately identify the appropriate facts, disputes, and legal issues. 3) Demonstrate the ability to analyze hypothetical case facts in order to conduct applicable legal research and prepare appropriate legal documents.

2024-2025

Winter

Online - Asynchrono

Exam – Course Test/Q

Students were given a mid-term and a final examination to assess their understanding and learning in the course

The course has a mid-term and final examination to evaluate the student's research and writing skills. Students did a fantastic job grasping the course and meeting the SLO's.

Refresh the course each quarter

PARA

Kevin Lee

California Family La

48725

1. Demonstrate and understanding of how California Family Law is applied both in state and worldwide 2. Compare and contrast various legal avenues available for the formation and dissolving of marriages in California 3. Analyze the current role of the paralegal in the family law court process

2024-2025

Spring

Online - Asynchron

Exam – Course Test/Quiz

The course has a final examination and various writing/practical assignments to evaluate the student's learning throughout the quarter as well as their grasp of critical thinking, reasoning, and writing skills in connection with the course subject matter.

Outstanding class! Students mastered the materials and the SLO's were met

Refresh the class for the next quarter it is taught

PARA

Kevin Lee

Overview of America

28207

1. Demonstrate knowledge of the American judicial system and process, utilizing appropriate legal terminology 2. Demonstrate the ability to read case law and statutory law 3. Analyze factual stations in relationship to concepts of the major areas of substantive law in American

2025-2026

Fall

Online - Asynchrono

Exam – Course Test/Q

The course has 3 quizzes and a final examination to evaluate the student's learning throughout the quarter as well as their grasp of critical thinking, reasoning, and writing skills in connection with the course subject matter.

Outstanding course! Students enjoyed. SLO's met.

Refresh case law the next quarter the class is taught.

PARA

Kevin Lee

Intro to California L

13871

1. Demonstrate knowledge of the different legal systems at work in the state of California 2. Out the hierarchy and court procedures of the courts with jurisdiction in California 3. Differentiate between the various substantive areas o law applicable in California

2024-2025

Summer

Online - Asynchron

Exam – Course Test/Quiz

Assessment was a completed with 3 quizzes and a final examination

I thought this was an outstanding class and the student's grasped the course material. SLO's met.

Refresh case law before the course is taught in the next session

PHIL

Rich Booher

PHIL 20C

49063

Identify and assess the central figures, questions and themes of 19th and 20th century philosophy in the western tradition.

2024-2025

Spring

Face-to-Face

Exam – Course Test/Quiz

Students were required to complete an in-class essay exam. This exam required students to analyze an argument of a 19th or 20th century philosopher, explain the place of the argument in its historical context, and critically evaluate the argument.

This was a sm

In an ideal world, the enhancement would be to make all classes have enrollment caps of 18, enabling meaningful individualized attention for every single student. Given the unlikelihood that development, when and if this class has a larger enrollment, making sure that substantive, supportive feedback and guidance is offered early on to students whose work early in the course earns lower marks. Encouragement is also key! This class covers some of the most difficult philosophical in the history of the world, and students need to know that it is normal to feel lost at times, and that the rest of the class is there to support them.

PHIL

Anthony Hanson

Phil D001 53Z

27727-01

Identify the vocabulary and general concepts associated with major Western philosophical views.

2025-2026

Fall

Online - Asynchron

Exam – Course Test/Quiz

Weekly quizzes including multiple choice short answer questions

I an happy with the assessment

Continue with assessment

POLI

Robert Stockwell

POLS C1000 3EZ

28682

Demonstrate the capacity to participate effectively in the political process.

2024-2025

Fall

Other

Survey

https\://docs.google.com/forms/d/e/1FAIpQLScb-RPSw3zKLvts1ANG9tLXqvnwmXCrW81aQE1rBYiyZDyUWQ/viewform?usp=preview Students completed the above anonymous survey on 11/20/25. Question 1: Has this class improved your ability to engage in politics? Yes or No. Question 2: If you answered "Yes" above, what did the class teach you (skills, knowledge, experience) that makes you feel more empowered to engage in politics? Question 3: If you answered "Yes" above, what aspects of the class improved your ability to engage in politics? The options included: The civic engagement project; Class assignments, discussions, and activities; Assigned readings; Other. Question 4: If you answered "No" above, if the class did not improve your ability to engage in politics, how might it be changed to make you feel more empowered?

In response to question 1, 27 of 28 students (96.4%) answered “Yes.” [The one student who answered “No” went on to write in response to question 4 that “I think I was already preatty politically engaged.” (sic) Forms response chart. Question title: Has this class improved your ability to engage in politics?. Number of responses: 28 responses. The course appears to have boosted political efficacy among students. Here are a few representative responses to question 2: “This class helped me understand how political systems work and how everyday people can participate. I learned how to analyze issues, communicate my opinions more clearly and understand the impact of civic engagement. It made me feel more confident in taking part in discussions and knowing how to get involved.” “The civic engagement project encouraged me to be more engaged with politics in a concrete way and the other content of the class also helped me be more aware of aspects of how the government operates that were not so clear to me before.” “I learned how the political system actually works and how policies get made, which makes everything feel way less confusing. I learned how to think critically, evaluate sources, and understand different perspectives, so I feel more confident forming my own opinions. Discussing real issues and seeing how they connect to my own life also made me realize that my voice actually matters.” Survey Responses Responses to question 3 indicate all aspects of the class contributed, including: the civic engagement project; class assignments, discussions, and activities; and assigned readings. Forms response chart. Question title: If you answered "Yes" above, what aspects of the class improved your ability to engage in politics?. Number of responses: 27 responses.

This survey suggests the importance of the civic engagement project in boosting political efficacy as well as classroom assignments, discussions, and activities. Reflecting on these, I believe the real impact comes from connecting the assigned readings to current political developments and taking the time to analyze, discuss, and engage with real-time politics. For example, this quarter we had the Special Election, which provided a powerful context for experiential learning.

PSYC

Jeanette Tucker

PSYC C1000-02

32951

1- Illustrate how the scientific method is used in psychology to study human-nature, and explain the necessity for ethical behavior in the conduct of psychological studies and the practice of psychology. 2-Demonstrate, by reference to supporting research, findings that underlie everyday knowledge and beliefs as they relate to psychology. 3-Create real life examples that show how psychology is present in many human endeavors. 4-Contrast the five (5) main models (cognitive, behavioral, psychodynamic, humanistic/positive, socio-cultural) used to explain psychopathology and treatment.

2025-2026

Winter

Face-to-Face

Exam – Course Test/Quiz

My MidTerm and Final both ask students to directly answer the SLOs. Those are the test questions.

Some students did better on one test versus the other. But overall everyone showed their learning.

Attendance is the largest factor. I talk about both tests in advance, so for students who choose not to attend regularly, they often miss these explanations. However, I have written directions posted as well. Sometimes I make a video of directions as well and upload it. I try to make it very clear and accessible so everyone knows what to do.

PSYC

Karinna Hurley

Psychology 2

49837

1. Explain and critically analyze the elements of scientific methodology and design with application to research problems in psychology. 2. Demonstrate a thorough understanding of research methods and design as applied to psychological topics, with particular attention to APA ethical standards. 3. Demonstrate the knowledge and ability to design, conduct, analyze, and report findings of an experimental project in psychology, utilizing proper APA format.

2025-2026

Spring

Online with at least

Project

Students completed a variety of assessments and learning activities, including weekly reading quizzes, exams, in-class discussions and activities, statisitcal analysis in JASP, and a multi-step APA-style project proposal. Assignments culminated in a final research presentation in which students integrated and communicated their proposed study.

One challenge encountered was the increasing difficulty of using traditional online exams as a valid assessment of student learning. There was evidence that students relied on generative AI tools during assessments despite course policies, making it difficult to determine the extent to which exam scores reflected individual understanding. As generative AI becomes more widely available, maintaining the integrity of online assessments will require additional institutional support. The college should consider investing in an online proctoring system or other academic integrity tools to help ensure that exam scores more accurately reflect student learning and achievement of course outcomes.

Investigate online proctoring and other academic integrity tools for online courses.

PSYC

Taiki Kondo

PSYC 2-06Y

49856

Recognize the importance and use of statistical analyses and the reporting of statistical results in research publications. Demonstrate a thorough understanding of research methods and design as applied to psychological topics, with particular attention to APA ethical standards.

2025-2026

Spring

Hybrid (some Face-t

Laboratory Project

Students participated in a group project that required them to conduct a pseudo-psychological experiment where they went through each step of the research process. Students then completed an APA-compliant research project and presented it to the class.

Most students appear to grasp the concepts discussed in class and were able to perform well on exams and respond to questions in class

Will try to encourage all students to participate more in class discussions. May have students spend less time on group work.

SOC

mark pasion

SOC 001-54z

37071

The student will develop a sociological imagination which is the ability to evaluate the affects of cultural, structural, historical, geographical, institutional and stratification processes on groups and individuals, including one's own experiences.

2025-2026

Winter

Online - Asynchrono

Other

writing assignments

Over 90% of the class showed mastery of meeting the expected outcome. Three students approached mastery and 2 students did not meet the outcome.

If the ideal goal is 100% mastery, then more oversight on my part is needed to help those students that are struggling with mastery. Perhaps more direct contact with the student.

SOC

Kamau Birago

SOC 1-65Z

41085

SLO Statement 1 The student will develop a sociological imagination, which is the ability to evaluate the effects of cultural, structural, historical, geographical, institutional and stratification processes on groups and individuals, including one’s own experiences. SLO Statement 2 The student will distinguish the sociological perspective from other sciences, including its methods, theories and empathetic standpoint.

2025-2026

Spring

Online - Asynchron

Exam – Course Test/Quiz

Students are expected to achieve the SLO goals because of their entire course experience rather than demonstrating it in a one-time assessment. I look for growth in their achievement of these goals throughout what they produce over the quarter. This includes Reading/Lecture Reflections, contributions to the class Discussion, two Midterms and the Final Exam.

Most of the students who did not meet expectations did not fulfill at least one of the major course requirements. The Reading/Lecture Reflections and the class Discussion were most frequently ignored.

I am at a loss for a solution to students simply choosing not to fulfill major course requirements that are clearly put forth at the beginning of the course (and which they have acknowledged that they are aware of).