Bachelor of Arts in English, Language, and Literature

Assessment Report, 2015-2016

CLASS, English, Languages, and Literature

Assessment Identifiers

College / School
CLASS

Department
English, Languages, and Cultures

Program / Major / Certificate
BA in 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 English, Languages, and Cultures 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 international languages and cultures, the department provides the strong foundation of a liberal arts education rooted in the 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.

Has this mission statement been revised since the last plan? No

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.

4. The students will be able to document source material using appropriate documentation style and formatting.

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

• The assessment reporting from 2014-2015 revealed that

– English Language and Literature program student learning outcomes as written were not measurable, and outcomes were revised to be measurable.

– The emphasis on measuring program student learning outcomes via institutional student learning outcomes was a misguided effort propagated by unclear guidance or lack of guidance from the College and Institutional assessment committees and Academic Affairs.

– In order to measure the English Language and Literature program student learning outcomes to be measured, the department must develop its own rubric for measurement.

• In an effort to determine whether or not the English Language and Literature curriculum maps, program student learning outcomes 1 through 4 will be assessed at three levels:

– Emerging (sophomore level required courses, ENGL 2104 and ENGL 2105)

– Practicing (junior level required or elective courses in Africana literature)

– Mastery (senior level courses, ENGL 4011 and ENGL 4700)

– Program student learning outcome 5 will continue to be assessed via the ETS Major Field Test for English

LINK TO: Assessment Report, 2015-2016 – 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 2015	Dr. Elmore	ENGL 2104 Advanced Composition	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: 60% Satisfactory TARGET 2 NOT MET 3000-level: 47% Satisfactory TARGET 3 NOT MET 4000-level: 10% Satisfactory	OVERALL: TARGET NOT MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Assessment reporting from 2014-2015 indicated a need to reinforce and examine how students should appropriately advance through the levels of emerging (2000-level), practicing (3000-level), and mastery of PSLOs. To this end, pre-requisites for upper level courses that were previously addressed through advising were implemented to be applied to student registration for courses. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: Formation of an ad hoc curriculum revision committee and ad hoc department policy/handbook committee. Introduction of faculty development workshops for first year composition program faculty to reinforce an ongoing commitment to proper teaching of research and documentation skills that will adequately prepare students for 2000-level courses in English. Description of the expected use of results that will be addressed in AY 2016-2017: An assessment plan will be developed for the revised major curriculum proposal that will assess program student learning outcomes on a more sustainable model that reduces the duplication of effort. The program student learning outcomes will be indirectly assessed with a focus group with students enrolled in ENGL 4700 in Spring 2017.
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Navare	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. K. Martin	ENGL 3218 African-Caribbean Literature
			Dr. Schroeder	ENGL 4700 Senior Seminar
		Spring 2016	Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Michael	ENGL 2104 Advanced Composition
			Dr. Navare	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. Rogers	ENGL 2105 Introduction to Literary Criticism
			Dr. K. Martin	ENGL 3216 African-American Poetry
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. C. Martin	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 2015	Dr. Elmore	ENGL 2104 Advanced Composition	Research Paper -- ENGL Student Research Assignment Rubric	TARGET 1 - 70% of students in 2000 courses will score a 2 or higher TARGET 2 - 70% of students in 3000 level courses will score a 3 or higher TARGET 3 - 70% of students in 4000 level courses will score a 4 or higher	TARGET 1 NOT MET 2000-level: 63% Satisfactory TARGET 2 NOT MET 3000-level: 36% Satisfactory TARGET 3 NOT MET 4000-level: 25% Satisfactory	OVERALL: TARGET NOT MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Assessment reporting from 2014-2015 indicated a need to reinforce and examine how students should appropriately advance through the levels of emerging (2000-level), practicing (3000-level), and mastery of PSLOs. To this end, pre-requisites for upper level courses that were previously addressed through advising were implemented to be applied to student registration for courses. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: Formation of an ad hoc curriculum revision committee and an ad hoc department policy/handbook committee. Introduction of faculty development workshops for first year composition program faculty to reinforce an ongoing commitment to proper teaching of research and documentation skills that will adequately prepare students for 2000-level courses in English. Description of the expected use of results that will be addressed in AY 2016-2017: An assessment plan will be developed for the revised major curriculum proposal that will assess program student learning outcomes on a more sustainable model that reduces the duplication of effort. The program student learning outcomes will be indirectly assessed with a focus group with students enrolled in ENGL 4700 in Spring 2017.
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Navare	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. K. Martin	ENGL 3218 African-Caribbean Literature
			Dr. Schroeder	ENGL 4700 Senior Seminar
		Spring 2016	Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Michael	ENGL 2104 Advanced Composition
			Dr. Navare	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. Rogers	ENGL 2105 Introduction to Literary Criticism
			Dr. K. Martin	ENGL 3216 African-American Poetry
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. C. Martin	ENGL 4700 Senior Seminar
Academic Engagement and Achievement	3. The students will be able to conduct academic research using appropriate sources.	Fall 2015	Dr. Elmore	ENGL 2104 Advanced Composition	Research Paper -- ENGL Student Research Assignment Rubric	TARGET 1 - 70% of students in 2000 courses will score a 2 or higher TARGET 2 - 70% of students in 3000 level courses will score a 3 or higher TARGET 3 - 70% of students in 4000 level courses will score a 4 or higher	TARGET 1 NOT MET 2000-level: (53% Satisfactory) TARGET 2 NOT MET 3000-level: (44% Satisfactory) TARGET 3 NOT MET 4000-level: (5% Satisfactory)	OVERALL: TARGET NOT MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Assessment reporting from 2014-2015 indicated a need to reinforce and examine how students should appropriately advance through the levels of emerging (2000-level), practicing (3000-level), and mastery of PSLOs. To this end, pre-requisites for upper level courses that were previously addressed through advising were implemented to be applied to student registration for courses. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: Formation of an ad hoc curriculum revision committee and an ad hoc department policy/handbook committee. Introduction of faculty development workshops for first year composition program faculty to reinforce an ongoing commitment to proper teaching of research and documentation skills that will adequately prepare students for 2000-level courses in English. Description of the expected use of results that will be addressed in AY 2016-2017: An assessment plan will be developed for the revised major curriculum proposal that will assess program student learning outcomes on a more sustainable model that reduces the duplication of effort. The program student learning outcomes will be indirectly assessed with a focus group with students enrolled in ENGL 4700 in Spring 2017.
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Navare	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. K. Martin	ENGL 3218 African-Caribbean Literature
			Dr. Schroeder	ENGL 4700 Senior Seminar
		Spring 2016	Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Michael	ENGL 2104 Advanced Composition
			Dr. Navare	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. Rogers	ENGL 2105 Introduction to Literary Criticism
			Dr. K. Martin	ENGL 3216 African-American Poetry
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. C. Martin	ENGL 4700 Senior Seminar
Academic Engagement and Achievement	4. The students will be able to document source material using appropriate documentation style and formatting.	Fall 2015	Dr. Elmore	ENGL 2104 Advanced Composition	Research Paper -- ENGL Student Research Assignment Rubric	TARGET 1 - 70% of students in 2000 courses will score a 2 or higher TARGET 2 - 70% of students in 3000 level courses will score a 3 or higher TARGET 3 - 70% of students in 4000 level courses will score a 4 or higher	TARGET 1 NOT MET 2000-level: (46% Satisfactory) TARGET 2 NOT MET 3000-level: (50% Satisfactory) TARGET 3 NOT MET 4000-level: (15% Satisfactory)	OVERALL: TARGET NOT MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Assessment reporting from 2014-2015 indicated a need to reinforce and examine how students should appropriately advance through the levels of emerging (2000-level), practicing (3000-level), and mastery of PSLOs. To this end, pre-requisites for upper level courses that were previously addressed through advising were implemented to be applied to student registration for courses. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: Formation of an ad hoc curriculum revision committee and an ad hoc department policy/handbook committee. Introduction of faculty development workshops for first year composition program faculty to reinforce an ongoing commitment to proper teaching of research and documentation skills that will adequately prepare students for 2000-level courses in English. Description of the expected use of results that will be addressed in AY 2016-2017: An assessment plan will be developed for the revised major curriculum proposal that will assess program student learning outcomes on a more sustainable model that reduces the duplication of effort. The program student learning outcomes will be indirectly assessed with a focus group with students enrolled in ENGL 4700 in Spring 2017.
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Navare	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. K. Martin	ENGL 3218 African-Caribbean Literature
			Dr. Schroeder	ENGL 4700 Senior Seminar
		Spring 2016	Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Metts	ENGL 2104 Advanced Composition
			Dr. Michael	ENGL 2104 Advanced Composition
			Dr. Navare	ENGL 2104 Advanced Composition
			Dr. Dominy	ENGL 2105 Introduction to Literary Criticism
			Dr. Rogers	ENGL 2105 Introduction to Literary Criticism
			Dr. K. Martin	ENGL 3216 African-American Poetry
			Dr. Brevik	ENGL 4011 Shakespeare
			Dr. C. Martin	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 American literature, British Literature, Africana Literature, and World Literature.	Fall 2013	Dr. Schroeder	ENGL 4700 Senior Seminar	Major Field Test in ENGL 4700 - Answer Key	70% of students will reach 70^th percentile nationally.	TARGET NOT MET 25 students took the major field test in AY 2015-2016. Student scores ranged from the 1st percentile to the 44th percentile nationally.	OVERALL: TARGET NOT MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Assessment reporting from 2014-2015 indicated a need to reinforce and examine how students should appropriately advance through the levels of emerging (2000-level), practicing (3000-level), and mastery of PSLOs. To this end, pre-requisites for upper level courses that were previously addressed through advising were implemented to be applied to student registration for courses. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: Formation of an ad hoc curriculum revision committee and an ad hoc department policy/handbook committee. Introduction of faculty development workshops for first year composition program faculty to reinforce an ongoing commitment to proper teaching of research and documentation skills that will adequately prepare students for 2000-level courses in English. Description of the expected use of results that will be addressed in AY 2016-2017: An assessment plan will be developed for the revised major curriculum proposal that will assess program student learning outcomes on a more sustainable model that reduces the duplication of effort. The program student learning outcomes will be indirectly assessed with a focus group with students enrolled in ENGL 4700 in Spring 2017. The program faculty in each of the areas of literary tradition will coordinate reading lists and course learning outcomes to expose students to more canonical literature.
Academic Engagement and Achievement		Spring 2014	Dr. Schroeder	ENGL 4700 Senior Seminar	Major Field Test in ENGL 4700 - Answer Key	70% of students will reach 70^th percentile nationally.

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

Revise entire English Major curriculum

Form ad hoc committee

Completion of proposal for new curriculum

Have revised curriculum proposal approved by department in Spring 2017.

TARGET MET
Curriculum proposal complete and turned in to department for first read. On track for Spring approval.

OVERALL: TARGET MET

Description of any changes for improvements which were made during the course of the 2015-2016 academic year: Form ad hoc committee for curriculum development and completion of proposal for new curriculum.

Description of the expected use of results that will be addressed in the 2016-2017 academic year: The program will approve curriculum at department level and move to curriculum committee for need approvals.

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 2015=75 majors enrolled.

Fall 2016=61 majors enrolled.

Target shortfall 29%

OVERALL: TARGET NOT MET

Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Verbal recruitment in class and outreach at Open Campus. We revised the entire curriculum to make it more appealing to majors.

Description of the expected use of results that will be addressed in the 2016-2017 academic year: The program will keep verbal recruitment in class and outreach at Open Campus. The program will revise the entire curriculum to make it more appealing to majors. Target may need to be discussed.