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Warning Text’?’ џ Warning Text џџџ%ŽXŽTableStyleMedium9PivotStyleLight16`…фVSheet1…к~Sheet2…j€Sheet3ššЃЃŒССыќ 55Where, When, and How Monitored(Expectation for Satisfactory Performance#Observations of Student Performance'When and By Whom Were Results Analyzed?Dept. or Program Follow-up#Program-initiated Goal of ObjectiveOutcome of Analysis%Kent Neely, CCAS, November 2004, p.11(Other Observations? Unexpected findings?0Department of __________________________________Decision Point AnthropologyFTo develop student appreciation of a variety of human social systems.:Acceptable mastery of subject is a score of 2.0 or better.ƒStudents scoring 2.0 or better will have demonstrated acceptable mastery. Expect at least 60% of students to meet this objective.7To prepare students for employment and/or graduate workCompletion of survey.FSpring semester by Undergraduate Coordinator, Instructor, and Chair. (Every spring semester by entire faculty.:Spring semester by Undergraduate Coordinator, and Chair. {Successful career moves as inferred by the pursuit of graduate studies, program matriculations, or successful employment, ХNote: The department reports only on the assessment tool being implemented during the academic year. For example, a department wishes to assess students each year with a portfolio, conduct senior exit surveys on a two year rotation, and use an external reviewer at five year intervals. That department will report only on the assessment tool's) implemented during the past academic year. Summary data are gathered each five years in program review. В To produce students who command basic concepts, theories and subject matter in the three major anthropological subfields of cultural, biological and archaeological anthropology. Students scoring 70% or better (averaged among evaluators) will have demonstrated acceptable mastery. Expect at least 70% of students to meet this objective.ŠStudent-produced anthropological essays evaluated by faculty committee in select capstone courses. Committee members ratings are averaged.YAcceptable mastery of subject on multi-component assessment is an average score of 70%. BTranscript records for Capstone course 2009 anthropology graduatesStudents scored an average of 76.18% on two anthropolo-gical essays. 63% of all students met expectations (by both graders. Note that overall difference in grading between two experienced faculty graders = 9.1 %). Six of 7 students not meeting this expectation fall in this interval. ?Twenty-one of twenty-five students (84%) scored 2.0 or better ‘Senior assessment survey and personal contacts with alumni. The survey is submitted to graduating seniors at the time of or following graduation.`Student produced responses to class survey in Anth 100 "Modern America: Understanding Diversity"ЋCompletion of an IDEA Diagnostic Form Report with a comparison of courses of similar contents (Anth 303 "World Cultures" and a section of Anth 102 "Cultural Anthropology".ЊA rating of at least 2.75 (on a 5 point scale) on student overall course assessment of progress on Relevant Course Objectives, Overall rating and a Summary evaluation. &at least 25 majors and 5 BA graduates.bTo provide a viable major (program) an with career opportunities for KS students in Anthropology.3Spring semester by class instructor and the chair.Spring semester by Chair.kReview of major registration records and graduation records from institutional services. Number of faculty.п63 % of students assessed met the requirement. A majority of students, approximately 63%, demonstrated a grasp of method and theory in undergraduate anthropology, sufficient for them to pursue graduate work in anthropology.ФThe assessment demonstrated that the program, continues to meet objectives and exceeds goals of student performance. The instrument used appear to properly reflect student success, but what may be less clear is the role of the faculty energy that is involved in holding on to keep our continuing success. The demands on faculty to keep maintaining this standard are extended and further faculty resources are necessary to continue to develop this goal.GAll students express success and benefits from advising, mentoring, along with curriculum and opportunities offered through the program. All students found individual courses to complement each other well within the overall program. Students did express concern about course the availability of more diverse course offerings. •The findings speaks to the success with which the program continues to address and meet its mission. Indeed faculty continually work to assure growth in majors (see long term program review) together with a reasonable percentage of graduates annually, even with current resource reductions. Administratively, we project that an additional faculty position is necessary to continue this pattern of success.ДAlthough the course is a 1st time offering in the current format, and, accordingly, enrollment was low (n=7), the course met expectations. Further, the course was rated highly among students in the category "demonstrating the importance and significance of the subject matter. 83% of students felt the course introduced stimulating ideas about the subject. 83% also felt that course material could be "related to real life situations". VNumber of active majors. Minors, field majors. Also number of graduates (F2009/S2010) gA total of 86 majors were actively enrolled in classes during Fall 2009. A total of 89 active majors enrolled in Spring 2010 the period of 2009/2010. A total of 14 undergrads (BA) degrees were awarded I(F2009: 7; S2010:12; S2010: 2). Female students (n=58) outnumber males (n=31). Permanent Faculty positions included 4.5 FTE for Fall 2009 and Spring 2010. The data used to assess the success of the mission of the program demonstrates that the program successfully addresses its objective of serving the community educationally (see mission statement). The program provides a significant educational option to student with interest in anthropology, cultural and human biological studies. The ratio of faculty student advisees is approximately 1:20. This excludes graduate advising and non-major advising. The percentage of the body of majors (89) graduating in 2009/2010 is ca. 14% (n-12).мThe department has held steady in this goal till now. In hindsight, the decline observed in this years assessment can possibly been seen as a continuation of the less obvious changes in the 2008-2009 results. The present review of the assessment points to a less than expected outcome. The decrease in student performance in the essays reviewed, point to a need to further enhance the educational experience and challenges in a wider/broader undergraduate experience in the major. The recent reduction on faculty resources has mean that fewer faculty are available to teach the necessary variety of course work, thus limiting the breadth of the major experience. An administrative assessment of the matter reveals that the department has made serious efforts to strategically restructure the number of introductory and required sections to free faculty to teach more variety. Yet this effort is directly countered by cuts in faculty positions that have taken away the benefits gained from the course curriculum restructuring effort. An assessment of the cries for the addition /restoring of a faculty member to enable the department to benefit from its restructuring effort and allow a return to greater focus on diverse content in the major. \The overall program continues to provide students with foundation and mentorship, instruction, to help further their ability to avail themselves of opportunities to complement their majors and further their careers. Students demonstrate acceptable mastery of anthropological method and theory as drawn from the different program sub disciplines.. НOnly 3 of 19 2009/10 graduates of the undergraduate program returned the survey. All 3 and identified great satisfaction with the program. Of the 19 graduates, five matriculated in graduate programs in anthropology at WSU, 1 student is considering UC San Diego. 1 is consider-ring graduate school in Hawaii. One stud< ent moved to Boston and 1 to New Orleans for employment. The remainder did not respond in time for this report when contacted.+The department strongly needs additional faculty support to address the question of better coverage of the curriculum. Student's experience at WSU is still good and an informal assessment of student placement identified WSU as an attractive option for students in anthropology because of the of the programs preparation of students for PhD program, and employment in anthropological and non-anthropological carreers.The follow-up to these findings is the call for a comprehensive "alumnus" search and update on the current status of WSU graduates from the last 20 years. Both to review trends and progress in career opportunities and professional placement attributable to the WSU experience. Such a survey will help better define the revisions to the exit survey and the monitoring of final student outcomes. vContribute to general appreciation of cultural diversity, the application of anthropological ideas to student's lives.0Progress on Relevant Objectives received a score of 3.0 similar to or just below the 102 and 303 courses. A score of Overall Course Ratings of 3.5 is similar to both Anth 102 and Anth 303. A score of 3.4 on the summary evaluation is also only slightly behind what is observed for Anth 102 and Anth 303. ЄFaculty assessment of the course points out strengths and weaknesses of the course. A concern is redundancy in the introductory curriculum, and the issue is about general education options versus major requirements. At present, the potential enhancement this course may offer programmatically, depends on an experimental continuance, as recommended by the instructor. Further development of the course, will be overseen by a committee appointed by the Chair. It's aim is to further test observed strengths of the course (providing and anthropological perspective to students education and life experience) along with addressing weaknesses (fostering collaboration and original and critical thinking). 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Moore-JansenMicrosoft Excel@uуч`Ы@€<„иЈХ@€бдЙaЫўџеЭеœ.“—+,љЎ0№ PX| „Œ”œ Є ЭфТщЖЙЦЦНтАц State University Sheet1Sheet2Sheet3  Worksheetsўџ џџџџ РF&Microsoft Office Excel 2003 WorksheetBiff8Excel.Sheet.8є9ВqCompObjџџџџџџџџџџџџ rџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ