Bachelor of Arts in English, Language, and Literature

Assessment Report, 2014-2015

CLASS, English, Languages, and Literature

Assessment Identifiers

College / School:
CLASS

Department:
English, Languages, and Cultures

Program / Major / Certificate:
BA English

Assessment Coordinator(s):
Dr. Catherine Rogers

Has there been a change to the Assessment Coordinator(s) since the last assessment plan?
No

Person(s) responsible for writing and/or submitting this report:
Dr. Jonathan Elmore and Dr. Jordan Dominy

Program Mission Statement

The Department of Liberal Arts offers a multidisciplinary, student-centered approach to learning that enriches the whole person and the larger community. By exploring literature, creative and professional writing, and global languages and cultures, the department provides a strong foundation of a liberal arts education rooted in Africana traditions. The department engages learners in a high level of scholarly and creative work, develops critical and creative thinking and communication skills, and fosters a desire for life-long learning, self-efficacy, and civic involvement.

(Note: this statement has been adapted from that of the Department of Liberal Arts and has not been approved by the new Department of English, Languages, and Cultures. It will be discussed, probably revised, and hopefully approved in August 2014).

Has this mission statement been revised since the last plan?

PSLOs

1. The students will be able to read, analyze and interpret texts using a variety of academic approaches 

2. The students will be able to develop and implement a successful writing process that results in effective communication choices 

3. The students will be able to conduct academic research using appropriate sources and documentation 

4. The students will be able to apply reading, writing and research in creative production and /or professional settings 

5. The students will be able to demonstrate familiarity with the evolution of literature including key genres, movements and figures in the areas of (a) American Literature, (b) British Literature, (c) Africana Literature, and (d) World Literature.

LINK TO: Assessment Report, 2014-2015 – Supporting Documents

Assessment Results (PSLOs)

SSU Strategic Plan Goal	PSLO	Semester	Professor	Courses	Assessment Artifacts and Instruments	Target Levels	Results and Analysis of Results	Actions in Response to Results
Academic Engagement and Achievement	1. The students will be able to read, analyze and interpret texts using a variety of academic approaches.	Fall 2014	Dr. Lewis	ENGL 2104 Advanced Composition	ELC PLO Research Paper -- ENGL Student Research Assignment Rubric	TARGET 1 - 70% of students will score a level 2 or higher (satisfactory) in 2000-level courses TARGET 2 - 70% of students will score a level 3 or higher (satisfactory) in 3000-level courses TARGET 3 - 70% of students will score level 4 or higher (satisfactory) in 4000-level courses	TARGET 1 NOT MET 2000-level: 48% Satisfactory TARGET 2 NOT MET 3000-level: 40% Satisfactory TARGET 3 NOT MET 4000-level: 28% Satisfactory	OVERALL: TARGET NOT MET Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014 – 2015 academic year: TARGETS 1 - 3: We established a departmental Assessment Committee and ad hoc committee to create a departmental policy on plagiarism and academic dishonesty driven by 2013-2014 assessment data and review of policies at peer and aspirant institutions. We re-conduct a failed search for a tenure-track faculty position specializing in technical writing. Description of the expected use of results that will be addressed in the 2015-2016 academic year: TARGETS 1 - 3: The Assessment Committee realizes that assessment of institutional student learning outcome cannot replace assessment of program student learning outcomes. The committee must design assessment instruments that measures program student learning outcomes more directly. Data reveals that we are not adequately sampling to reflect meaningful data related program student learning outcomes; therefore, all student artifacts should be assessed from designated courses. The program will implement policies in First Year Composition program to create more consistent practices that will improve student outcomes related to information literacy and the conduct of academic research and documentation. The department must conduct a search for writing center director, and the assessment committee requested the search committee preference candidates with secondary expertise in British literature in order to provide more opportunities for students to take courses in that area. The program will implement prerequisites for 3000 and 400 level ENGL courses. These prerequisites are ENGL 1102, ENGL 2105, and the relevant 2000 level survey (i.e. British Literature survey for upper level British Literature courses etc.).
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. C. Martin	ENGL 3213 African Literature
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. Schroeder	ENGL 4700 Senior Seminar
		Spring 2015	Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. Rogers	ENGL 2105 Introduction to Literary Criticism
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. Schroeder	ENGL 4700 Senior Seminar
Academic Engagement and Achievement	2. The students will be able to develop and implement a successful writing process that results in effective communication choices.	Fall 2014	Dr. Lewis	ENGL 2104 Advanced Composition	ELC PLO Research Paper -- ENGL Student Research Assignment Rubric	TARGET 1 - 70% of students will score a level 2 or higher (satisfactory) in 2000-level courses TARGET 2 - 70% of students will score a level 3 or higher (satisfactory) in 3000-level courses TARGET 3 - 70% of students will score level 4 or higher (satisfactory) in 4000-level courses	TARGET 1 NOT MET 2000-level: 57% Satisfactory TARGET 2 NOT MET 3000-level: 27% Satisfactory TARGET 3 NOT MET 4000-level: 8% Satisfactory	OVERALL: TARGET NOT MET Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014 – 2015 academic year: TARGETS 1 - 3: We established a departmental Assessment Committee and ad hoc committee to create a departmental policy on plagiarism and academic dishonesty driven by 2013-2014 assessment data and review of policies at peer and aspirant institutions. We re-conduct a failed search for a tenure-track faculty position specializing in technical writing. Description of the expected use of results that will be addressed in the 2015-2016 academic year: TARGETS 1 - 3: The Assessment Committee realizes that assessment of institutional student learning outcome cannot replace assessment of program student learning outcomes. The committee must design assessment instruments that measures program student learning outcomes more directly. The program student learning outcomes are not assessable as written; therefore, they must be revised. Data reveals that we are not adequately sampling to reflect meaningful data related program student learning outcomes; therefore, all student artifacts should be assessed from designated courses. The program will implement policies in First Year Composition program to create more consistent practices that will improve student outcomes related to information literacy and the conduct of academic research and documentation. The department must conduct a search for writing center director, and the assessment committee requested the search committee preference candidates with secondary expertise in British literature in order to provide more opportunities for students to take courses in that area. The program will also implement prerequisites for 3000 and 400 level ENGL courses. These prerequisites are ENGL 1102, ENGL 2105, and the relevant 2000 level survey (i.e. British Literature survey for upper level British Literature courses etc.).
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. C. Martin	ENGL 3213 African Literature
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. Schroeder	ENGL 4700 Senior Seminar
		Spring 2015	Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. Rogers	ENGL 2105 Introduction to Literary Criticism
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. Schroeder	ENGL 4700 Senior Seminar
Academic Engagement and Achievement	3. The students will be able to conduct academic research using appropriate sources and documentation.	Fall 2014	Dr. Lewis	ENGL 2104 Advanced Composition	ELC PLO Research Paper -- ENGL Student Research Assignment Rubric	TARGET 1 - 70% of students will score a level 2 or higher (satisfactory) in 2000-level courses TARGET 2 - 70% of students will score a level 3 or higher (satisfactory) in 3000-level courses TARGET 3 - 70% of students will score level 4 or higher (satisfactory) in 4000-level courses	TARGET 1 NOT MET 2000-level: 38% Satisfactory TARGET 2 NOT MET 3000-level: 13% Satisfactory TARGET 3 NOT MET 4000-level: 14% Satisfactory	OVERALL: TARGET NOT MET Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014 – 2015 academic year: TARGETS 1 - 3: We established a departmental Assessment Committee and ad hoc committee to create a departmental policy on plagiarism and academic dishonesty driven by 2013-2014 assessment data and review of policies at peer and aspirant institutions. We re-conduct a failed search for a tenure-track faculty position specializing in technical writing. Description of the expected use of results that will be addressed in the 2015-2016 academic year: TARGETS 1 - 3: The Assessment Committee realizes that assessment of institutional student learning outcome cannot replace assessment of program student learning outcomes. The committee must design assessment instruments that measures program student learning outcomes more directly. The program student learning outcomes are not assessable as written; therefore, they must be revised. Data reveals that we are not adequately sampling to reflect meaningful data related program student learning outcomes; therefore, all student artifacts should be assessed from designated courses. The program will implement policies in First Year Composition program to create more consistent practices that will improve student outcomes related to information literacy and the conduct of academic research and documentation. The department must conduct a search for writing center director, and the assessment committee requested the search committee preference candidates with secondary expertise in British literature in order to provide more opportunities for students to take courses in that area. The program will also implement prerequisites for 3000 and 400 level ENGL courses. These prerequisites are ENGL 1102, ENGL 2105, and the relevant 2000 level survey (i.e. British Literature survey for upper level British Literature courses etc.).
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. C. Martin	ENGL 3213 African Literature
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. Schroeder	ENGL 4700 Senior Seminar
		Spring 2015	Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. Rogers	ENGL 2105 Introduction to Literary Criticism
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. Schroeder	ENGL 4700 Senior Seminar
Academic Engagement and Achievement	4. The students will be able to apply reading, writing and research in creative production and /or professional settings.	Spring 2015	Dr. Lewis	ENGL 2104 Advanced Composition	ELC PLO Research Paper -- ENGL Student Research Assignment Rubric	TARGET 1 - 70% of students will score a level 2 or higher (satisfactory) in 2000-level courses TARGET 2 - 70% of students will score a level 3 or higher (satisfactory) in 3000-level courses TARGET 3 - 70% of students will score level 4 or higher (satisfactory) in 4000-level courses	TARGET 1 NOT MET 2000-level: 53% Satisfactory TARGET 2 NOT MET 3000-level: 33% Satisfactory TARGET 3 NOT MET 4000-level: 14% Satisfactory	OVERALL: TARGET NOT MET Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014 – 2015 academic year: TARGETS 1 - 3: We established a departmental Assessment Committee and ad hoc committee to create a departmental policy on plagiarism and academic dishonesty driven by 2013-2014 assessment data and review of policies at peer and aspirant institutions. We re-conduct a failed search for a tenure-track faculty position specializing in technical writing. Description of the expected use of results that will be addressed in the 2015-2016 academic year: TARGETS 1 - 3: The Assessment Committee realizes that assessment of institutional student learning outcome cannot replace assessment of program student learning outcomes. The committee must design assessment instruments that measures program student learning outcomes more directly. The program student learning outcomes are not assessable as written; therefore, they must be revised. Data reveals that we are not adequately sampling to reflect meaningful data related program student learning outcomes; therefore, all student artifacts should be assessed from designated courses. The program will implement policies in First Year Composition program to create more consistent practices that will improve student outcomes related to information literacy and the conduct of academic research and documentation. The department must conduct a search for writing center director, and the assessment committee requested the search committee preference candidates with secondary expertise in British literature in order to provide more opportunities for students to take courses in that area. The program will also implement prerequisites for 3000 and 400 level ENGL courses. These prerequisites are ENGL 1102, ENGL 2105, and the relevant 2000 level survey (i.e. British Literature survey for upper level British Literature courses etc.).
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. C. Martin	ENGL 3213 African Literature
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. Schroeder	ENGL 4700 Senior Seminar
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. Rogers	ENGL 2105 Introduction to Literary Criticism
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. Schroeder	ENGL 4700 Senior Seminar
Academic Engagement and Achievement	5. The students will be able to demonstrate familiarity with the evolution of literature including key genres, movements and figures in the areas of (a) American literature, (b) British literature, (c) Africana literature, and (d) World Literature.	TARGET NOT ASSESSED THIS ACADEMIC YEAR

Assessment Results (POs)

SSU Strategic Plan Goal

PO Goal

Enabling Strategies

Measures

Targets

Results and Analysis of Results

Actions in Response to Results

Academic Engagement and Achievement

Refine and improve the consistency of prerequisites for upper level English courses.

Complete appropriate paperwork and file with administration.

Addition of necessary prerequisites

Add prerequisites to all upper level English Courses.

TARGET MET

19 prerequisites have been added to upper level English courses. Target has been met.

OVERALL: TARGET MET

Description of the expected use of results that will be addressed in the 2015-2016 academic year: None, goal completed.

Academic Engagement and Achievement

Increase English majors.

a. Verbal recruitment in class.

b. Outreach at Open Campus.

Blackboard Analytics

Increase of 10% from previous year.

TARGET NOT MET

Fall 2014=103 Majors enrolled. Fall 2015=75 Majors enrolled.

Target shortfall 27%

OVERALL: TARGET NOT MET

Description of projected use of results from the 2013-2014 academic year that is being addressed in the 2014-2015 academic year: Verbal recruitment in class and outreach at Open Campus.

Description of the expected use of results that will be addressed in the 2015-2016 academic year: The program will revise English Curriculum to make it more appealing to potential majors.