Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?
YES
Published where? (website)
Do PLOs include or imply link to Core Competency? (AY 2021-2022: Oral Communication)?
No
Process of Core Competency Assessment:
Course (300 or 400- level)
ENG 305 WI/Survey of British Literature
Assignment
8-10 minute PowerPoint presentation via Zoom of research paper’s main points. Research paper on topic of choice about British novel of choice written from the Romantic Period through the Post-Modern Era.
Type of Student Artifact
Research paper presentation
Rubric or other instrument
GE Rubric for Oral Communication
Data (measurement of the competency)
Two readers from the department undertook evaluations of the student presentations. Both evaluators noted that the nine ENG 305 students, who did the presentation on their assigned day, did very well. Eight demonstrated clear understanding for the different components of the oral presentation and the format of the assignment. Their PowerPoints were well structured with a clear line of reasoning, examples of analytical points, and ended with a conclusion. One student’s presentation was not well organized, and the line of reasoning and analytical focus were not clear. This student seemed poorly prepared, both in terms of the analysis and the presentation itself.
Both reviewers are in 100% agreement in assessing content and delivery. We differ only once on organization and structure (presentation 7) and twice on language (presentations 3 and 5). Our differences are only within one point. We can therefore conclude that the assessment demonstrates high reviewer agreement.
The nine student presenters appeared to be quite comfortable to deliver their presentations via Zoom. There were a few technical problems relating to connectivity, but generally the presentations ran smoothly. The audience was engaged and asked relevant questions.
It was clear that this research paper assignment was challenging, though rewarding, for the students. Each had independently read and analyzed a novel of their own choice from within the course timeline. This required them to demonstrate self-directed learning and the ability to communicate complex information to an audience of their classmates, teacher, and reviewer, who were not necessarily familiar with the novel or its content.
Some of the ENG 305 students were unable to finish this assignment on time, so out of the fourteen students enrolled in ENG 305, only nine were able to present on the assigned presentation day. Some of the remaining students presented their projects to the teacher only at a later date.
Action Taken in Response to the Data (What will you do in response to the Findings?)
None
Date of Last Program Review
2015 Self-study