ENGLISH 102: 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 literary based analysis composition.	Evaluation 1: Essay with a thesis that carefully directs the ideas of the paper and accurately predicts the structure of the paper. The assessment was administered at both the beginning and end of the semester.	Eval 1: 80% 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: 83% of students wrote a satisfactory level or above thesis for the beginning paper. 90% of students wrote a satisfactory level or above thesis for the ending paper. Number of Students Assessed : 1158 students assessed for a beginning paper and 1136 students assessed for an ending paper / 61 sections Annual Summary Shelby: 352/428(82%) beginning paper 342/404 (85%) ending paper Jefferson: 99/142 (70%) beginning paper 128/149 (86%) ending paper Clanton: 78/86 (91%) beginning paper 78/83 (94%) ending paper Pell City: 101/136 (74%) beginning paper 113/134 (84%) ending paper DE Off Campus: 335/366 (97%) beginning paper 360/366 (98%) ending paper	Observations/Changes based on previous cycle (19-20): In this year, there was a 7% improvement illustrating an upward movement in student success. The department raised success rates in criteria to 80% with a 5% positive achievement from beginning to ending paper. To aid students struggling with comparative literary writing, instructors added some of the following new activities: specific thesis peer review workshops, freewriting or journaling for thesis foundations, formal outline development, or teacher revision workshops. Teachers found many of these methods helpful and saw significant student improvement in using these methods, but many students need online assistance. Instructors will look to more heavily incorporate the JSCC Library Writing Center for students needing additional resources. Observations/Changes based on current cycle (20-21): The JSCC Writing Center will be more prominently 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 ENG 102 on the library webpage for student support. These additional online methods should aid students in getting help virtually as well.
SLO 2: Students will communicate details of a subject by writing an essay with a unified and clear organization for a literary based analysis composition.	Evaluation 2: Essay include an introductory paragraph that the thesis sentence, body paragraphs that show coherence of ideas and a concluding paragraph that reaffirms main points and ties the paper together. The assessment was administered at both the beginning and end of the semester.	Eval 2: 80% 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. 91% of students wrote a satisfactory level or above unified and clearly organized body in the ending essay. Number of Students Assessed : 1158 students assessed for a beginning paper and 1136 students assessed for an ending paper / 61 sections Annual Summary Shelby: 348/428 (81%) beginning paper 344/404 (85%) ending paper Jefferson: 123/142 (87%) beginning paper 136/149 (91%) ending paper Clanton: 68/86 (79%) beginning paper 75/83 (90%) ending paper Pell City: 101/136 (74%) beginning paper 115/134 (86%) ending paper DE Off Campus: 343/366 (94%) beginning paper 365/366 (99%) ending paper	Observations/Changes based on previous cycle (19-20): In this year, there was a 6% improvement illustrating an upward movement in student success. The department raised the criteria for success to 80% and at least a 5% positive student achievement change from beginning to ending paper. To aid students in more rigorous literary comparative and analytical writing, instructors added one of the following changes/activities to the semester drafting process: using more rigorous or comparative assignments throughout the semester instead of just the final one, using example essays focusing on literary analysis development, formal and full outline development, or instructor workshops. 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 102 on the library webpage for student support.
SLO 3: Students will locate, critically assess, and correctly integrate primary and secondary sources into a literary based analysis 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: 80% 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 in locating, assessing, and integrating primary and secondary sources in a beginning essay. 87% of students achieved a satisfactory level or in locating, assessing, and integrating primary and secondary sources in an ending essay. Number of Students Assessed : 1158 students assessed for a beginning paper and 1136 students assessed for an ending paper / 61 sections Annual Summary Shelby: 336/428 (79%) beginning paper 346/404 (86%) ending paper Jefferson: 113/142 (80%) beginning paper 131/149 (88%) ending paper Clanton: 54/86 (63%) beginning paper 55/83 (66%) ending paper Pell City: 99/136 (73%) beginning paper 113/134 (84%) ending paper DE Off Campus: 322/366 (88%) beginning paper 345/366 (94%) ending paper	Observations/Changes based on previous cycle (19-20): In this year, there was a 7% improvement illustrating an upward movement in student success. The department raised success rates to 80% and at least a 5% positive student achievement change from beginning to ending paper. The department mostly assessed two assignments that require both primary and secondary sources, but this year the department will push for complete standardization of assessing two essays with source incorporation. Instructors added additional activities or scaffolding assignments to aid in finding, assessing, integrating and citing primary and secondary sources for literary analysis: using the JSCC Library tutorials for literary critical articles, using an annotated bibliography as a scaffolding assignment, using a new method of evaluating sources, using integration worksheets/exercises or examples for practice in-class journaling, or discussion postings or in-class talks presenting primary/secondary source connections. Students were very receptive to these assignments because it gave them a chance to practice using the source before integrating them in the final draft. Observations/Changes based on current cycle (20-21): Instructors will continue to adjust their use of worksheets and exercises as they tweak their literary selections used for this upcoming year. Faculty will use Plagiarism Tutorial videos from the JSCC Library, research-specific class days, and research-specific rubric areas to place importance on correctly understanding and using sources.