ࡱ> o Pbjbj zfzf Hp p $P)!yyyyyM!O!O!O!O!O!O!$x#.&s!s!yy4!vyyM!M!yY.#9!!0!((&(As!s!o!(p {: Course Prefix, Number, and Title: ENG 451B: American Literature II Section Number(s): 1001 Department: Arts and Letters/English Instructor: Cooley Academic Year: 2019-2020 Semester: Spring 2020 Is this a GenEd class? Yes__ No_X_ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Analyze literary texts using a variety of techniques and critical frameworks, as well as synthesize complex literary arguments and interpretations. Assessment Measure: As with most of my coursesespecially courses above the 200-levelI require weekly discussion posts meant to 1) assure students are keeping up with the reading, 2) that they can practice textual analysis using the techniques and contextual information presented in my lectures, and respond to colleagues interpretations of the texts we are reading together. Criteria for Evaluation: Criteria change as the semester advances and I determine student need, but a standard list of criteria for weekly discussion posts looks much like the following: -Make sure your posts are substantive. In a 400-level class, that means a good, solid response to each question. A "good, solid response" should start with an argumentative claim. That claim should be supported by specific textual evidence and close reading of that evidence. Your goal is to reproduce the way you read the text for readers who likely read it differently. For people who are worried about word counts, I would say anything less than 250 words can't do the work you need to be doing. You are probably better off aiming for responses (not posts) of 350 words. -Write in complete sentences. -Analyze the text rather than use discussion prompts as an opportunity to share your own opinions about a topic or as a forum for philosophical musings. -Dont just let quotes speak for themselves. (For example, if you say that an author believes humans transcend nature, you should be able to show how a quote that doesnt explicitly say transcend still conveys that message.) Trust your interpretations but be sure to show everyone how you got there. -Use MLA formatting and citation guidelines. Results: I will use Discussion 8 because it is at a point in the semester when students have had an opportunity to practice and to receive my feedback. 10/12 students completed the assignment. 10/10 scored at least 85% competence. Outcome Met: Yes1. Results Analysis: Discussion posts are admittedly low stakes if taken on a week-by-week basis. The fifteen posts combined, however, equal 30% of the overall grade. I want students to have sustained weekly practice with textual analysis rather than find out at midtermwhen the first genuine piece of literary criticism is due--that they are not grasping the basic principles. Not only is it a standard type of formative assessment in the upper-division literature classroom, it also gives me regular opportunity to provide feedback and check in with students before they tackle summative assessments such as the final paper. 2. Action Plan: I have yet to find a better way to make sure students engage with the texts and each other. This approach to assessment creates a massive grading load, especially when the course coincides with four or five writing intensive general education courses. That said, I will continue to use the discussion post as formative assessment that allows me to build a shared vocabulary with my students that will hopefully better prepare them for the instructions, expectations, and feedback on summative assessments. I might need to consider making my course worth 1000 points rather than 100 points because 20 for a discussion posts might make students more likely to take the discussion posts seriously than 2 despite zero mathematical difference. Outcome #2: Write and communicate effective in diverse contexts in a variety of academic, creative and professional genres.Assessment Measure: As I mentioned above, I assess student progress weekly with at least one assignment, the discussion post. My central focusas it is with all general education and literature coursesacademic writing. While my central focus is argument writing, not all assignments are literary criticism. Students can benefit from other assignments that teach them other useful and necessary skills required for literary criticism (i.e., research; using biographical, historical, and cultural context properly; identifying audience; etc.). In ENG 451 B, I require what I call Cultural Context Papers. There are various aims for this. I want students to be able to do responsible and rigorous research, to create quality summary, to synthesize various accounts of the same event or object, to write lively and engaging accounts of historical and cultural events (or descriptions of objects), to reproduce difficult ideas in their own language, and to show that they understand audience and purpose in a literature classroom. This is not literary criticism. It is also not a report. This is informative writing and should have a clear focusa thesis. I will assess the second Cultural Context Paper because they would have received my feedback on the first Cultural Context paper, which was worth only a third as many points. Criteria for evaluation: -An introduction that culminates in a thesis -A thesis that lets the audience know the importance of the event, phenomenon, or artifact you. In short, you need to explain why your audience should care about the information you dug up on the event, phenomenon, or artifact. (Hint: It illuminates a text or a section of a text.) -Research that doesnt come from suspicious internet pages, encyclopedias, or other often overly simplified sources of information -A summary/description of the event, moment, object, ad, text, etc. -3-4 double-spaced pages of 12-point, Times New Roman font (does not include the works cited page) -An MLA heading, title, citations, and Works Cited page -College level prosethat means complete sentences, proper punctuation, and few to none of the peskiest sentence errors out there: run-on sentences and sentence fragment. Results: 10/12 students completed the assignment. 8/10 scored at least 70% Outcome Met: Yes1. Results Analysis: I have found that students who follow instructions and meet minimum requirements achieve outcomes. The major problem I have had since arriving at GBC is to get people to follow instructionseven at the upper division level. That said, the most significant stumbling block with this assignment seems like following instructions. The lower scores were the result of students not doing the assignment: researching an event, phenomena, or object. So, rather than look into a particular womens rights rally, a student may summarize a single article on The Woman Question. In one instance, three students chose the exact same documentone which they had learned about in another class. Thats not research. 2. Action Plan: Of course, I need to continue to work on my assignment sheets. I still struggle to find concise ways of explaining the assignment without leaving myself open to complaints about not being clear enough or not having clear expectations. I want students to do research rather than summarize a single document, regurgitate something they learned in a lecture, or find the information that confirms their point of view. I want them to go into the assignment with a question and genuine curiosity, but Im not sure how to create curiosity. I am loathe to assign topics to 400-level students, but that might be the measure I need to take. Outcome #3: Explicate and utilize numerous theories and methodologies of reading and interpreting literary texts. Assessment Measure: As with all of my literature coursesespecially survey courses like ENG 451 B that cover a significant amount of literary history in a very short timeI use lectures, assignment sheets, and discussion prompts to mention a variety of theoretical approaches and methodologies. The assignments, however, most closely align with a methodologyNew Historicism. So, while I allude to approaches that would be referred to as Marxist, feminist, critical race studies, and environmental criticism, among others, the focus is on putting texts within their proper cultural and historical context. Too many students are stuck in a postmodern mindset (a text means someone different to everyone). They too often trade in historical platitudes (women had less freedom to work and speak than men in this period). Students must learn the value of locating texts in specific historical and cultural contexts. To that end, I require cultural context papers, discussion posts, and two formal papers, all of which give students repeated attempts to practice this. I also stress the importance of understanding the critical conversation you are joininganother way of linking their essays to a specific theoretical approaches to textual analysis or methodologies. One way to encourage students to really think about this is to encourage them to pursue their ethical commitmentssomething I do for major assignments, usually in the Tips Section. I will focus on the Annotated Bibliography and the Final Paper because they work together and the Annotated Bibliography makes students explain how their argument fits within the larger conversation about the text they will write about for their Final Paper. Criteria for EvaluationAnnotated Bibliography: Im mostly interested in the quality of your summaries. I should be able to understand an article Ive never read based on your summary. And note that summaries are not simply a matter of First the author x, and then the author y. Summary is about locating the main ideas and distilling them into easily digestible prose. And remember, you need to clearly articulate the authors contribution to the critical discourse. Im also interested in your ability to use existing scholarship to fine-tune your own ideas and readings. It should be clear how your argument converses with the arguments made in the articles you select. Whether you agree or disagree with the scholar, whether you want to challenge the author or borrow from them, it should be obvious to your reader. Also, 150 words is theminimum. Criteria for EvaluationFinal Paper: I am primarily concerned that your paper be anchored in an arguable and significant thesis. That is, you should be able to say what your argument contributes to the field and who your audience is. The easiest way to do this, of course, is to peruse the extant criticism on the author or work you have selected. Another approach is to put your argument in conversation with current cultural or social issues. Graduate schools also want to see how well you engage the text, your nuts-and-bolts close-reading skills. Therefore, although you will be using outside resources to contextualize your argument (history, commentary, biography, theory, criticism, etc.), the bulk of the evidence you use to support your claim should come from close analysis of the primary text (think Analysis Sandwich). Results: Annotated Bibliography: 11/12 completed the assignment. 10/11 scored at least 70% Final Paper: 10/12 completed the assignment 10/10 scored at least 70% Outcome Met: Yes1. Results Analysis: I would obviously like more students to spend more time on their assignments. It simply takes time to produce successful arguments at the 400-level. Im not sure students who self-select online English degrees have that time or make that time. I have no way of assessing this other than unofficial surveys, questionnaires, and self-assessments, which often have limited value. However, when I provide assignments sheets weeks in advance of an assignment due date and have students ask me the week an assignment is due where the instructions are, it can be pretty discouraging. I am also discouraged when writing tips and supplemental materials are not consulted despite my recommendation (when I see work that just isnt up to the 400-level standard). From what I can tell, the ability to succeed or do well on assignments like the Annotated Bibliography, is really more a matter of time and commitment than anything else. Their failure to demonstrate this outcomeany outcomeis usually because they do not meet minimum assignment requirements or do not complete the assignment. 2. Action Plan: I continue to struggle to find solutions to this. I could always assign more work: reports on a theoretical approach, a short paper exploring your favorite methodology and explaining why, etc. However, if I already have more work than I can efficiently grade and already have a difficult time getting students to complete the work I already assign . . . more work seems like the wrong approach. At this point, I will do what makes the most sense: 1) work on assignment sheets to make my expectations clearer; 2) consider creating more intermediate assignments that force students to assess their own progress towards the learning outcomes (self-assessments, reports, etc.). Perhaps this could replace one of the Cultural Context papers, which helps them develop a methodology. I could create a paper that asks them to dive deeply into a theory or to summarize a famous theoretical text, theorist, theoretical approach and explain its/their significance. Outcome #4: Think critically and analytically to address complex problems, understand diverse viewpoints and understand various cultural and social perspectives.Assessment Measure: Ideally, each assignment in a course like thisa 400-level English coursehelps students make progress towards all the objectives and demonstrate that progress. Each week in a literature class gives students the opportunity to encounter a life unlike their own, a perspective on the world unlike their own, a complex social issue that has no obvious solution. Discussion posts and formal papers alike are the best way to get students to think critically and analytically about these things. This course begins at the end of Civil War and ends at the present (the last text we read is a collection of poetry from 2007). That means each week we are grappling with ideas such as post-war reconciliation and whether to prioritize the economy over the lives of millions of black Americans. We talk about the postwar industrial boom, which ushered in massive immigration and massive wealth disparities. We explore the Woman Question and the continued hurdles to equality that women in the country facedand continue to face. We explore race tensions from the colonization, removal, and violence against Native Americans to the persistent marginalization of African Americanswhich we can track from war-time texts through the Harlem Renaissance into the Civil Rights era, and into our last text of the semester which puts the antebellum south in conversation with early twenty-first century race politics and images of the South. In short, every assignment gives students an opportunity to meet this outcome, regardless of their upbringing or background. To put some constraints on this, however, well look at three discussion posts (a series of short works associated with Naturalism, a novel, and a collection of poetry) and Paper 1: Comparison and Contrast (a comparative analysis of two texts that encouraged students to think in terms of complex social or cultural issues (war trauma, the representation of women, etc.). Criteria for evaluationdiscussion posts: -You have substantive posts. That means that each response should begin with an argumentative claim. You need to support that with analysis of specific textual evidence. Each response should be 350 words. -You analyze the text rather than use discussion prompts as an opportunity to share your own opinions about a topic or as a forum for philosophical musings. -You don't force quotes to speak for themselves but interpret them to show how you arrived at your reading of the text. -You maintain the standards of college writing, which includes organization, development, grammar and usage, etc. -You use MLA style.Results: Discussion 5Frank Norris, Stephen Crane, Jack London, and Zitkala-a 11/12 completed the assignment 11/11 scored at least 75% Discussion 13Part I of Leslie Marmon Silkos Ceremony 11/12 completed the assignment 10/11 scored at least 70% Discussion 15Natasha Tretheweys Native Guard 10/12 Completed the assignment 10/10 scored at least 75% Paper 1: Comparison and Contrast 10/12 completed the assignment 8/10 scored at least 70% Outcome Met: Yes1. Results Analysis: As long as students are following instructions and completing the assignment, they are meeting the outcome. The questions/prompts are designed to make them engage the outcome directly. 2. Action Plan: Continue to find ways to make students buy in to the class and education in general rather than focus on grade and degrees. Ive been working on this for over ten years, and I will continue to do so.  Notes: I have reviewed this report: _________________________________________________ ____________________________________________________ Department Chair Dean Date________________ Date_______________ ________________________________________________ Vice President of Academic Affairs and Student Services Date_______________     GBC Class/Course Assessment Report Revised 4/17 !"&6;BCVZ[fg   ƽٲƽƦƽvjjjh75h5CJaJhJ 5CJaJhl5CJaJhlhJ 5CJaJhna}5CJaJh'g5CJaJh.>ehl5CJaJh'2hJ CJaJhl5CJaJh'2hlCJaJhna}CJaJh'2CJaJh'25CJaJhJ 5CJaJhJ hJ 5CJaJ)C[  8 $$Ifa$gd# 1$7$8$H$gd  # , <     6 7 8 9 N j yqfXfXh )hPuCJ\]aJhPuCJ\]aJhPuCJaJhlhPu5CJaJhlhl5CJaJh.>ehl5CJaJh )hPuCJaJh )hPu5CJ\aJhPu5CJ\aJh.ehCJaJh55CJaJh|5CJaJhC=5CJaJh75hHc5CJaJh75h5CJaJ8 9 d wn $IfgdC= $IfgdlA $Ifgd0ukd$$Ifl\@ P($6 x\ 64 layt     J U c d   ǿϴ||||||||hna}CJaJh'2hPuCJaJ h"h'2hPuhPuCJaJhPuCJaJhlhlCJaJh.>ehlCJaJh~CJaJhPuCJaJh )hPuCJaJhPuCJ\]aJhJ CJ\]aJh )hPu6CJ\]aJ0 ww $Ifgd! $IfgdC=ukd$$Ifl\@ P($6 x\ 64 layt &9_r *,-.>EMNs|\\-.\\!"#,-C·¬hPuhPuCJaJhDhDCJaJh'2h/;.CJaJhDCJaJh/;.CJaJhPuCJaJhiWvCJaJh'2hPuCJaJhna}CJaJD -.."#,-"78 $Ifgd,=V $Ifgd0dd$If[$\$gdD $Ifgd/;. $Ifgd!CDEHN_i!"78Qbrs 127=>INm嶶hlCJaJh.>ehlCJaJh,=V5CJaJh[CJaJhPuh/;.CJaJhPuCJaJhPuhPuCJaJh/;.CJaJhDCJaJD)/r-@N]fgltyz',0LSjzhiWvCJaJhPuCJaJh.>ehlCJaJh.>ehlCJaJhlCJaJhlCJaJh/;.CJaJL&'3wnnne $IfgdO $IfgdC=ukd$$Ifl\@ P($6 x\ 64 layt $IfgdiWv $Ifgd0 !4E^cghijkrsx&'(0?EF]¶{{{{ppppppph[hCJaJh[hlCJaJh[h CJaJh[hPuCJaJhPuhB*CJaJphh'2 h"h'2hB*CJaJphhPuB*CJaJphhPuhPuB*CJaJphhPuCJaJhPuh/;.CJaJh/;.CJaJhlCJaJ,%,EGHN^afg{ )/2348DXY[epqrsty#78C^gvw{!/8=Ih[h CJaJh[hCJaJ\34J K d e !0"u""####### $$$$"$ $Ifgd $IfgdO $Ifgd[ $Ifgd0IKQRSgnow   % H I J K R S X b d e !!!!#!*!u!w!!!!"/"0":"F"t"u"v"y"z"""""""""""#h[hkCJaJh[CJaJh[h[CJaJh[hPuCJaJh[hCJaJP###############$ $ $$$$$$$!$"$7$8$?$D$E$J$s$t$$$$$$$$$$$$$$$$$$$%%%#%a%t%%%%ϼߴ߫ߠhlCJaJh.>ehlCJaJh 5CJaJhCJaJhPuh CJaJhPuCJaJh CJaJh[CJaJhPuhPuCJaJh[hkCJaJh[h[CJaJ<"$7$8$&&&& ' '))))wnn $IfgdPuukd$$Ifl\@ P($6 x\ 64 layt $Ifgd0 $Ifgdl %%%%%%&& && &%&0&J&P&Q&S&\&]&o&p&q&r&w&y&&&&&&&&&&&&&&&&' ' ' '''''#'-'N'h'z'}''''''''((((((((())))))hiWvCJaJhPuCJaJhlhlCJaJh.>ehlCJaJh.>eh CJaJhoWCJaJh[CJaJK)#)6);)D)o)y))))))))))****6*7*8*B*Q*e*i*l*y***********************+#+-+4+ʾheh CJaJhiWvCJaJhehPuCJaJhPuh'2B*CJaJph h"h'2h'2B*CJaJphhPuB*CJaJphhPuhPuB*CJaJphhPuCJaJhlh CJaJhoWCJaJ6)))**000234(45F7G7P7Q7R7k7l7777 $Ifgdx@ $Ifgde$-DIfM [$\$gdx@ $IfgdPu $Ifgd'2m$4+W+d+e+i+o+t++++++++++++,,, ,A,\,,,,,,,,,,---0-D-G-H-------. ...1.;.L.R.^.}.~........./////,/5/6/>/Y/^/_/`//////////////hx@CJaJheh CJaJhoWCJaJZ///0000#0+0,0^0_0b0k0l0p0y0000000000011111122223"3#33333333444444 4!4'4(445555667E7F7G7P7Q7⻰hPuhPuCJaJhehx@CJaJheCJaJhx@hx@0JCJaJ h;hx@hx@hx@CJaJhehPuCJaJhx@CJaJEQ7R7d7h7j7k7l7q7t7u77777777777777777777777888888$8%8E8e8i8k8|888888888888899 9"9G9H9P9^9t9999h.>ehlCJaJhe5CJaJhh RCJaJhPuheCJaJhPCJaJhPuCJaJheCJaJhx@CJaJhPuhPuCJaJD7777777777888Y<Z<j<k<'@ $Ifgdl $Ifgde $IfgdPu999::: :':/:8:?:P:\:]:m:y::::::::::::;; ; ;!;H;Q;];g;s;u;x;;;;;;;;;;;;;;;;;;;;;;<<<$<%<1<<<D<E<U<V<W<X<Y<Z<i<j<k<y<|<<<<<<h"CJaJhPuCJaJhlCJaJh.>l䴳䴳<<<<=====!=,=0=5=V=W=X=\=g=h=m============> >*>->>>>>>>>>>>>>>>>?(?3?;?CCCCCCCD DD=DPDsDDDDDDDDDDDDDDEEEE,E1E5EKEUE_EhEsEtEzEEEEEEEEEFFF1F4FLFQFYFZF^FdFeFfFlFsFxFzF{FFFFFFFFFFFFFGGGGGG+G/G4G@GCGDGhCJaJh$hPuCJaJh$h$CJaJYDGPGWGpGGGGGGGGGGH3H6H:HGHLH\HdHfHgHhHoHpHuHHHHHHH\I_I`IIII\JtJuJyJJJJJJJKKKKKK/K@KJKKKLKkKlKwKKKKKKKKKKKh$CJaJhhCJaJhPuhPuCJaJh$h CJaJh$hPuCJaJh$h$CJaJhCJaJHH`IIuJJJKKKKLKkKlKKKKKKKKK)L*LILJLdLeLL $IfgdPudd$If[$\$gd$KKKKKKKKKKKKKKKKKKLL LLLLLL(L)L*L0L4L>ݳڳ峢ٳLLLLLLLLLLLLLLLLڼڱڦ.>l䴳PP䴳䴳6CaP䴳$䴳䴳$䴳P6Ca$6CaehCJaJhPuCJaJh.>ehlCJaJhCJaJhlCJaJ1}N~NNNNN $IfgdPuukd$$Ifl\@ P($6 x\ 64 laytNNNNNN $IfgdPuukd.$$Ifl\@ P($6 x\ 64 laytNNNNNNNNNNNNNNNNukd$$Ifl\@ P($6 x\ 64 laytNNNNNNNNNNNNNNNNNNNNNN-OLOMOdOeO~OOOOOOOOOOOOOOO P PPPPPPPPPPPPPdPePPPPPPPPĻhJ h$CJaJh$CJaJh$h$5CJaJh jh UhF9CJaJh|5CJaJhhCJaJh)CJaJhCJaJh5/ZCJaJ@NNNNNNNNNNNN-OLOMO~OOOOOO P PPPPPPPgdgdhPPPPPPPPPP$a$gdJ 1$7$8$H$gd) 1$7$8$H$gdgd PPhhCJaJCP1h0:pl= /!"#$% P DpB 0P1h0:pl= /!"#$% Dp$$If!vh#v #v#vx#v\ :V l65 55x5\ / / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ /  4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ /  / 4yt"y   I02 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@666666 OJQJ^J_HmH nH sH tH L`L Normal$CJOJQJ^J_HaJmH sH tH DA D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List dod Default1$7$8$H$-B*CJOJQJ^J_HaJmH phsH tH 44 Header  H$B/B  Header CharCJOJQJ^JaJ4 @"4 Footer  H$B/1B  Footer CharCJOJQJ^JaJHBH  Balloon TextCJOJQJ^JaJN/QN Balloon Text CharCJOJQJ^JaJZYbZ Hc Document Map-D M CJOJQJ^JaJB' qB 7Comment ReferenceCJaJ<< 7 Comment TextCJaJF/F 7Comment Text Char OJQJ^J@j@ 7Comment Subject5\R/R 7Comment Subject Char5OJQJ\^JB^@B  0 Normal (Web)dd[$\$.X`. x@@Emphasis6]PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VGRU1a$N% ʣꂣKЛjVkUDRKQj/dR*SxMPsʧJ5$4vq^WCʽ D{>̳`3REB=꽻Ut Qy@֐\.X7<:+& 0h @>nƭBVqu ѡ{5kP?O&Cנ Aw0kPo۵(h[5($=CVs]mY2zw`nKDC]j%KXK 'P@$I=Y%C%gx'$!V(ekڤք'Qt!x7xbJ7 o߼W_y|nʒ;Fido/_1z/L?>o_;9:33`=—S,FĔ觑@)R8elmEv|!ո/,Ә%qh|'1:`ij.̳u'k CZ^WcK0'E8S߱sˮdΙ`K}A"NșM1I/AeހQתGF@A~eh-QR9C 5 ~d"9 0exp<^!͸~J7䒜t L䈝c\)Ic8E&]Sf~@Aw?'r3Ȱ&2@7k}̬naWJ}N1XGVh`L%Z`=`VKb*X=z%"sI<&n| .qc:?7/N<Z*`]u-]e|aѸ¾|mH{m3CԚ .ÕnAr)[;-ݑ$$`:Ʊ>NVl%kv:Ns _OuCX=mO4m's߸d|0n;pt2e}:zOrgI( 'B='8\L`"Ǚ 4F+8JI$rՑVLvVxNN";fVYx-,JfV<+k>hP!aLfh:HHX WQXt,:JU{,Z BpB)sֻڙӇiE4(=U\.O. +x"aMB[F7x"ytѫиK-zz>F>75eo5C9Z%c7ܼ%6M2ˊ 9B" N "1(IzZ~>Yr]H+9pd\4n(Kg\V$=]B,lוDA=eX)Ly5ot e㈮bW3gp : j$/g*QjZTa!e9#i5*j5ö fE`514g{7vnO(^ ,j~V9;kvv"adV݊oTAn7jah+y^@ARhW.GMuO "/e5[s󿬅`Z'WfPt~f}kA'0z|>ܙ|Uw{@՘tAm'`4T֠2j ۣhvWwA9 ZNU+Awvhv36V`^PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!g theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] H, ,E   CI#%)4+/Q79<(@CDGKLNPP)+-/124578:;=>?ABDEFHJNQ8 3"$)7'@HL}NNNNPP*,.0369<@CGIKLMOP@ @H 0(  0(  B S  ?@CJCDD HHHHHHHHHHHiw!/ (!.!&&''x33DDDDD HHHHHHHHHHH33333333??cDD H H HHHHHHHHHH)H;HHHHHHH??cDD H H HHHHHHHHHHHH)H;HHHHHHHHHUyGkqxjeVD J bHc$&75+f`6JX!T% )/;.#475-7Y9F9*_;W=g>2y>Y@TB-eDpFBGLK|pMw0Ph R=pT,=V5/Z];[VDb.>eJew\e'gM0gqgklSl@*sPuiWv)xbkyna}|5'2l7iuUQ|"oWf0~[4PM0C=# lAOPD> \)'uK --7+ll}.eF,h5#>0[K6%k x@3]ge"  HH@ DDDDH`@UnknownG.[x Times New Roman5Symbol3. .[x Arial7..{$ Calibri5. .[`)TahomaC.,*{$ Calibri LightA$BCambria Math"h暅GWGh M= $ M= $!x4GG;QHP  $P2!xxNt 6TMCC Program and Discipline Assessment Report TemplateComplete and submit your assessment report to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment activities in your program or discipline./Student Learning Outcomes and Assessment (SLOA)Nicholas Cooley Oh+'0  $0 P \ ht|8TMCC Program and Discipline Assessment Report TemplateComplete and submit your assessment report to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment activities in your program or discipline.0Student Learning Outcomes and Assessment (SLOA)NormalNicholas Cooley5Microsoft Office Word@pT@; .@SJ.  M= ՜.+,0\ px  ; Pam Hawkins$Truckee Meadows Community College$G 7TMCC Program and Discipline Assessment Report Template Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRTUVWXYZ\]^_`abcdefghijklmnoqrstuvwyz{|}~Root Entry FY.@Data S1Table[(WordDocument SummaryInformation(pDocumentSummaryInformation8xMsoDataStoreY.Y.GJLJ53ECXXA==2Y.Y.Item  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q