ENGLISH 101: 2020-2021 – JSCC Monitoring Report SACSCOC

Intended Outcomes	Means of Assessment	Criteria for Success	Summary & Analysis of Assessment Evidence	Use of Results
SLO 1: Students will communicate a stance on a subject by writing a unified specific thesis for a rhetorically based composition.	Evaluation 1: Essay with a thesis that carefully directs the ideas of the paper and accurately predicts the structure of the paper administered both at the beginning and the end of the course.	Eval 1: 70% of students’ essays meet a satisfactory level on the rubric, and there is at least a 5% positive student achievement change from beginning to end paper assessed.	Fall 2020-Summer 2021: 85% of students wrote a satisfactory level or above thesis for the beginning paper. (65% of corequisite students wrote a satisfactory level or above thesis for beginning paper) 90% of students wrote a satisfactory level or above thesis for the ending paper. (85% of corequisite students wrote a satisfactory level or above thesis for ending paper) Number of Students Assessed : 1744 students assessed for a beginning paper and 1639 students assessed for an ending paper / 95 sections Annual Summary Shelby: 478/582 (82%) beginning paper 470/530 (89%) ending paper Jefferson: 208/263(79%) beginning paper 199/225 (88%) ending paper Clanton: 156/161 (97%) beginning paper 132/154 (86%) ending paper Pell City: 88/109 (81%) beginning paper 97/109 (89%) ending paper DE Off Campus: 544/629 (86%) beginning paper 579/621 (93%) ending paper	Observations/Changes based on previous cycle (19-20): In this year, there was a 5% improvement in non-corequisite courses and a 20% improvement in corequisite paired courses, both illustrating an upward movement in student success. To continue to support students both on-campus and online, the department added more prominent drafting processes, and used the JSCC Library Writing Center as noted by the usage statistics from the library data collection to support students outside the classroom for a connection to both information on writing and tutors that will supplement the instructor’s primary interaction. In addition to the supplemental Writing Center, instructors added one additional drafting step in the revision process as seen in the assignment sheets and syllabus plans. Observations/Changes based on current cycle (20-21): The Writing Center will continue to be used especially since the pandemic has shifted many resources online, as noted by the Fall 2021 Writing Center Schedule. Instructors will also make use of either their own personal or overall English LibGuide pages for 101 on the library webpage for student support.
SLO 2: Students will communicate details of a subject by writing an essay with a unified and clear organization for a rhetorically based composition.	Evaluation 2: Essay that includes an introductory paragraph, body, and concluding paragraph. The essay will contain a thesis sentence, show unity in ideas, and reaffirm the main points and tie the paper together. The assessment is given at both the beginning and end of the semester.	Eval 2: 70% of students’ essays meet a satisfactory level on the rubric, and there is at least a 5% positive student achievement change from beginning to end paper assessed.	Fall 2020-Summer 2021: 85% of students wrote a satisfactory level or above unified and clearly organized body in the beginning essay. (64% of corequisite students wrote a satisfactory level or above unified and clearly organized body in the beginning essay) 91% of students wrote a satisfactory level or above unified and clearly organized body in the ending essay. (79% of corequisite students wrote a satisfactory level or above unified and clearly organized body in the beginning essay) Number of Students Assessed : 1744 students assessed for a beginning paper and 1639 students assessed for an ending paper / 95 sections Annual Summary Shelby: 488/582 (84%) beginning paper 474/530 (89%) ending paper Jefferson: 194/263 (74%) beginning paper 191/225 (85%) ending paper Clanton: 155/161 (96%) beginning paper 134/154 (87%) ending paper Pell City: 84/109 (77%) beginning paper 96/109 (88%) ending paper DE Off Campus: 559/629 (89%) beginning paper 589/621 (95%) ending paper	Observations/Changes based on previous cycle (19-20): In this year, there was a 6% improvement in non-corequisite courses and a 15% improvement in corequisite paired courses, both illustrating an upward movement in student success. The drafting process with revision was prominently used as seen in several example syllabuses and in gradebook columns and detailed calendar due dates. Instructors directed students to the JSCC Library Writing Center to support students and supplement the instructor’s primary interaction. Some faculty used their own videos for draft feedback or additional resources provided from A Writer’s Handbook on essay development and UNC’s Tips & Tools site describing methods for paragraph developing and revising and reorganizing drafts. The faculty feel all of these methods were successful in helping students succeed. Observations/Changes based on current cycle (20-21): Drafting processes continue to be best practice in creating cohesive essays. Along with the continued use of the JSCC Library Writing Center and essay development resources listed for last year, instructors will use drafts as scaffolding assignments for both peer and instructor comment. Instructors will also make use of either their own personal or overall English LibGuide pages for 101 on the library webpage for student support.
SLO 3: Students will locate, critically assess, and correctly integrate primary and secondary sources into a rhetorically based composition.	Evaluation 3: Essay with an ability to analyze a work or idea that involves research and the incorporation of both primary and acceptable secondary sources, properly documented according to MLA standards.	Eval 3: 70% of students’ essays meet a satisfactory level on the rubric for at least one composition using primary and secondary sources.	Fall 2020-Summer 2021: 80% of students achieved a satisfactory level or above in locating, assessing, and integrating sources in a beginning essay. (63% of corequisite students wrote a satisfactory level or above in locating, assessing, and integrating sources in a beginning essay) 89% of students achieved a satisfactory level or above in locating, assessing, and integrating sources in an ending essay. (79% of corequisite students wrote a satisfactory level or above in locating, assessing, and integrating sources in an ending essay) Number of Students Assessed : 1744 students assessed for a beginning paper and 1639 students assessed for an ending paper/ 95 sections Annual Summary Shelby: 493/582(85%) beginning paper 482/530 (88%) ending paper Jefferson: 185/263 (70%) beginning paper 186/225 (83%) ending paper Clanton: 118/161 (73%) beginning paper 123/154 (80%) ending paper Pell City: 86/109 (79%) beginning paper 96/109 (88%) ending paper DE Off Campus: 519/629 (83%) beginning paper 567/621 (91%) ending paper	Observations/Changes based on previous cycle (19-20): In this year, there was a 9% improvement in non-corequisite courses and a 16% improvement in corequisite paired courses, both illustrating an upward movement in student success. Efforts were made to standardize instruction in citation work in multiple assignments, but the department is still not at 100% and will continue the standardization process of assessing two sourced assignments this year. During the 20-21 assessment year, most instructors gave students at least two or more assignments that deal with finding, integrating and citing sources and found that students’ success rate in the second assignment improved over all campuses. Observations/Changes based on current cycle (20-21): Instructors found that using at least two assignments with sources helped students practice this skill. As such, instructors will continue to assess two assignments that use sources to gauge this evolution in success. Using the JSCC Library Writing Center will also be a recommended supplement for students. A new strategy going forward will be to add additional instruction in scholarly versus popular sources by using web resources, library tutorial services, and textbook material to give students a solid theoretical foundation in source use. Instructors will also make use of either their own personal or overall English LibGuide pages for 101 on the library webpage for student support.