ENGLISH 251: 20-21
| Intended Outcomes | Means of Assessment | Criteria for Success | Summary & Analysis of Assessment Evidence | Use of Results |
|---|---|---|---|---|
| SLO 1: Students will critically examine characteristics of literary periods, cultural conditions of the writers and times, historical forces, philosophical movements, and key terms for genres of literature and literary movements in American literature during the period of Inception-1865. | Evaluation 1: Through exam questions, students will recognize and/or discuss the following: Characteristics of the literary periods; Cultural conditions of the writers and times; Historical forces; Philosophical movements; and Key terms for genres of literature and literary movements. | Eval 1: 70% of students will demonstrate a satisfactory level of achievement on instructor provided assessment with rubric. | Fall 2020-Summer 2021: 93% of students met a satisfactory proficiency level in examining listed elements. Number of Students Assessed 571 Students/21 Sections Annual Summary Shelby: 297/314 (95%) Jefferson: 129/138 (93%) Clanton: 73/90 (81%) Pell City : 24/29 (83%) | Observations/Changes based on previous cycle (19-20): The percentage achievement is an 11% increase from last year’s data collection. This year, instructors used scaffolding assignments like journals, or in-class/online discussion forums to give students practice in applying characteristics of literary periods and surrounding cultural contexts to questions about texts, authors, and key literary ideas on exams. Instructors also used varying instructional methods like new lectures or the JSCC Library American Passages videos which detail literary periods and cultural ideologies for added instructional activity. These new methodologies were very effective particularly this year since the pandemic pushed most of our ENG 251 class offerings online. Observations/Changes based on current cycle (20-21): Instructors saw much success with the use of American Passages videos and will continue to use them this year. Instructors also will continue to utilize scaffolding assignments. A new instructional technique that will be applied is the use of pre-reading questions and use of either textbook background reading material or library article background reading material to set the literary, historical, and cultural landscape foundation for students. |
| SLO 2: Students will critically review major works of prose, poetry, or drama in American literature during the period of Inception-1865 and compose an original extended written assignment reflecting on both the literature and its contemporary or modern social and cultural movements by clearly and correctly integrating supporting primary evidence and valid secondary sources. | Evaluation 2: In their essays, students will be able to do the following: Analyze and contextualize a work of literature from the period in its historical, cultural and philosophical background; compare/contrast the literature of an historical period to its contemporary or modern culture; Locate and integrate relevant and effective secondary sources; Compose an argument correctly integrating and documenting both primary and secondary sources in MLA style. | Eval 2: 70% of students will demonstrate at least a “Satisfactory” level achievement based on similar rubric. | Fall 2020-Summer 2021: 85% of students demonstrated an ability to review literary primary texts and compose an extended written assignment with primary and secondary sources. Number of Students Assessed 560 Students/21 Sections Annual Summary Shelby: 289/311 (93%) Jefferson: 106/131 (81%) Clanton: 77/89 (87%) Pell City : 22/29 (76%) | Observations/Changes based on previous cycle (19-20): The percentage achievement is a 5% increase from last year’s data collection. This year, instructors used scaffolding assignments like rough drafts or class source/unit discussion or workshop days to help set students on a better path to success; workshops from resources and tutorials found on the JSCC Library Writing Center webpage. This is a contributor to increased student success as seen in usage data for the year. The JSCC Libraries have proven invaluable this year during the pandemic where most of the ENG 251 classes have been provided virtually. For the upcoming year, instructors will look to build and bolster their own JSCC Library Guide pages for use aiding students in writing procedures. This gives students access to resources specific to each instructor’s class any time they can access the Library online. Furthermore, this switch to mostly virtual instruction has shown that instructors should add more multi-modal writing or projects for assessment to keep relevant. Observations/Changes based on current cycle (20-21): The department has purchased a new technology called Thinglink for use beginning Fall 2021 semester and instructors will use this or other multi-modal platforms (Sway or PowerPoint, etc) to help students scaffold writing assignments into technological projects. This addition of a technological aspect to student writing might help students see their research as more relevant in a digital age. Instructors will also create or use more readily their own guides for classes on the JSCC Library webpage to support student research for papers. |