Student Learning Outcomes

National Park College collects student learning outcomes data, or key measures of student learning, based on specific general education objectives each year. Information collected through general education assessment, Business Division assessment, and individual course assessment is used to analyze student learning to improve course curriculum, degree requirements, and program viability.

TABLE 2: Student Learning Results (Standard 4)
Use this table to supply data for Criterion 4.2.
Performance Indicator Definition
1. Student Learning Results

A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:

  • Direct - Assessing student performance by examining samples of student work
  • Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
  • Formative – An assessment conducted during the student’s education.
  • Summative – An assessment conducted at the end of the student’s education.
  • Internal – An assessment instrument that was developed within the business unit.
  • External – An assessment instrument that was developed outside the business unit.
  • Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data.

- If for any given performance measure your goal is being exceeded repeatedly, consider either increasing the goal or changing the performance measure so that action can be taken to improve the program.

- For all data reported, show sample size (n=75).

Analysis of Results

Select one of the following to navigate.

Analysis of Results for Associate of Science in Business
Performance Measure: For each assessment, identify the following - 1. Academic Program, 2. Student Learning Outcome, 3. Measurable Goal What is your measurement instrument or process? Do not use grades. Indicate type of instrument (e.g. direct, formative, internal, comparative) Current Results: What are your current results? Analysis of Results: What did you learn from your results? Action Taken or Improvement Made: What did you improve or what is your next step? Provide a graph or table of resulting trends (3-5 data points preferred)
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#1 - "Perform tasks following acceptable guidelines and processes for the specific discipline. GEO#3Goal - 90% or higher on the Intro to Business Video Case Assignment, Manager's Hot Seat-Help Wanted, Chapter 10 In BUS 1113, Intro to Business, students watch a 10:59 video scenario after completing the Chapter 10 Human Resources chapter and assignments. Students answer questions based upon the information provided about hiring processes and guidelines. This assignment is an opportunity for students to watch a relevant and current HR issue, conflicting approaches, collaboration, and ultimate resolution based upon the processes and guidelines. This is a direct, formative, and external assessment. All students who completed the assignment accomplished the 90% or higher score. Students who completed the project easily exceeded the goal. This is a straight-forward assignment that students can successfully complete without a lot of effort, but reinforces the importance of following processes and guidelines when hiring new employees and working to accomplish overall company goals. Raising the benchmark to 95% is the next step as well as incorporating a guest speaker for this chapter.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO #2, Use appropriate technology proficiently. (GEO#1) Goal - 70% or higher score on the Excel 5-8 Capstone Exam In CIS-1013, Information Systems, students scores on the capstone exam will show comprehension of Excel skills and ability to use the skills learned in Excel Modules 5-8. This is a direct, summative, external, and comparative assessment. Of the students who submitted the capstone exam, the percentage of students who made a "C" or higher was lower in Fall 2020 and Summer 2021. The instructors received feedback from the Health Information Technology Instructor that the students in the program struggle to do the Pivot Tables. With that information, the Information Systems instructors decided to include more instruction on Pivot Tables. In order to make that happen, they decided to alter the modules that students need to complete. Students are now graded based on their completion of Modules 3-12. The first two modules are available to students if they need to review their Excel basics they should have learned in Intro to Computing. The instructors have now added the Module 9-12 Capstone as part of the final exams. Students will now complete the capstones as their final exams for Excel Modules 1-4, 5-8, 9-12 and Access 1-4. This change is effective with the Fall 2021 semester. The instructors will continue to monitor student skill sets for methods to improve the outcome.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#3 (Evaluate alternatives that promote effective decision making. GEO#2,3) Goal - 95% or higher score on case study Hardware House: Finding Sources of Cash for Expansion In Intro to Business (BUS-1113), the goal of this exercise is to demonstrate student understanding of the different ways that businesses can be organized. The case describes the growth of a small start-up manufacturing organization and students will need to determine the correct answer for the next steps the owner should take. This is a direct, formative, and external assessment. All students who completed the assignment accomplished the 95% or higher score. Students who completed the project easily exceeded the goal. The benchmark was increased to 95% or higher for those who complete it. This video helps students understand the importance of finding sources money for expansion needs as well as identifying funding sources. A follow-up discussion board will be added to the assignment where students relate the case study to a business in Hot Springs.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#4 (Use critical thinking and problem-solving skills in business scenarios. GEO#1) Goal - 70% or higher score on Excel Module 9 Project, Exploring Financial Tools and Functions. In CIS-1013, Information Systems, Excel Module 9 is an exploration of financial tools and additional functions used in today's workplace. This is a direct, formative, and external assessment. The number of students who completed the Excel Module 9 Project assignment met or surpassed the 75% benchmark in the Fall 2020, Spring 2021, and Summer 2021 semesters. Students who completed the project exceeded the 75% or higher score goal. Even though this assignment was challenging for some students, the project provides students an opportunity to use the financial tools and functions used in today's workplace. The instructors raised the benchmark for this assignment from 70% to 75% beginning with the Fall 2020 semester. The instructors will continue to monitor the assignment and have now added a capstone which includes Excel Modules 9-12 as part of the final exam capstones beginning in the Fall 2021 semester.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#5 (Communicate effectively using oral, written, and electronic methods. GEO#1) Goal - 90% or higher score on using verbal communications rubric outline; oral presentation is created from written career report & a PowerPoint is also created from the career report & used during verbal presentation. In BUS-2033 (Business Communications), student scores derived from verbal rubric outline to assess ability to deliver a verbal presentation. This is a formative, internal assessment.

After three years of student performance, the goal has been met for three years.

However, the online/Zoom/recorded delivery is not yet where it needs to be. Instructor plans to monitor online/Zoom/recorded performance again for Spring 2022.

Students who follow the verbal rubric outline including all parts of the introduction, body, and conclusion during the verbal presentation tend to score well.

Spring 2020 - verbal presentations were delivered electronically rather than in person, which worked quite well.

Plans to deliver presentations electronically in Spring 2021 to determine whether or not to continue complete electronic delivery or in-person delivery with raising the goal to 80% for Spring 2022.

Continue to monitor verbal presentation delivery in Spring 2022. Most students in Spring 2021 recorded the presentation and submitted a link to the presentation. For the most part, delivery was okay; however, instructor must be more specific of seeing entire student and PowerPoint screen, which makes Zoom live a better choice. Otherwise, the students don't setup the PowerPoint correctly for instructor to view it while the student is speaking.

EXAMPLE: Program - ASB, Associate of Science in Business; PLO#6 Make ethical decisions in a given business situation. (GEO#4) Goal - 95% or higher overall score on an ethical video case in Chapter 2: Business Ethics and Social Responsibility. In BUS 1113, Intro to Business, learning to recognize ethical issues is the most important step in understanding business ethics. In this video assignment, Manager's Hot Seat: Ethics, students are assigned a video case that showcases an ethical situation in the workplace and then must respond to the questions about the video. This is a direct, formative, and external assessment. Students continue to exceed the benchmark on this assignment. The benchmark on this assignment should be moved to 95% or higher. Even though it is a fairly simple assignment to complete, it is important for students to view the video and be able to recognize the ethical issue presented. This assignment provides a valuable learning experience for the students. Because ethics is such an important fundamental component for students to address, the instructor plans to incorporate a "think/pair/share" assignment using an ethical scenario beginning in Fall 2021.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#7 Model values and characteristics of a business professional. (GEO#4) Goal - 80% score on student ability to professionally present himself or herself in a mock interview, which requires professional appearance, professional verbal skills, and professional written skills through cover letter and resume preparation prior to interview as well as written follow-up docs post-interview.

In BUS-2033 (Business Communications), student scores derived from interview rubric and/or CareerLink Mock Interview tool 5-Star rating scale to assess ability to professionally participate in a mock interview. This is a formative, internal assessment.

Spring 2021 and 2022 - the ability to use Zoom to deliver a business, professional interview presence.

After three years of student performance, the goal has been met for three years.

Spring 2022 - continue to monitor to confirm the Zoom interviews work smoothly for students and Career Center personnel at 80% or above interview scores.

Students who follow the interview rubric & practice their mock interview skills using the CareerLink Mock Interview practice tool tend to score well.

Spring 2020 - all mock interviews were completed electronically using CareerLink rather than in person in the Career Center with Career Center scoring the interviews.

Plans for all mock interviews to be electronic through CareerLink and scored via Career Center in Spring 2021. Scoring will occur on a 5-Star scale in the CareerLink program rather than using the in-person grading rubric.

Spring 2021 - interviews were performed via Zoom scored with rubric by the Career Center; did not use CareerLink.

Spring 2022 - continue to monitor to confirm the Zoom interviews work smoothly for students and Career Center personnel.

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Analysis of Results for Associate of Arts in Business Management
Performance Measure: For each assessment, identify the following - 1. Academic Program, 2. Student Learning Outcome, 3. Measurable Goal What is your measurement instrument or process? Do not use grades. Indicate type of instrument (e.g. direct, formative, internal, comparative) Current Results: What are your current results? Analysis of Results: What did you learn from your results? Action Taken or Improvement Made: What did you improve or what is your next step? Provide a graph or table of resulting trends (3-5 data points preferred)
Program - AAS in Business Management - Accounting; PLO 1- "Perform tasks following acceptable guidelines and processes for the specific discipline"; Goal - 80% score on Milestone 3

In ACT-1113 (Principles of Accounting II), students scores on Milestone 3 on the final project will assess ability to journalize transactions for bonds payable and interest expense using the effective interest amortization method. This is a direct, summative, internal assessment.

After trending above the 80% benchmark student scores have dipped below the standard.

Milestone projects open when the learning completed for that objective and remain open until the end of the semester. Students are not managing time well and milestone projects have suffered.

Beginning Summer 2021 Milestones will continue to open after the learning concludes for that objective but will only remain open for one week.

Program - AAS in Business Management - Accounting; PLO 2, "Use appropriate technology proficiently".

Goal - 70% or higher score on the Excel 5-8 Capstone Exam

In CIS-1013, Information Systems, students scores on the capstone exam will show comprehension of Excel skills and ability to use the skills learned in Excel Modules 5-8. This is a direct, summative, external, and comparative assessment.

Of the students who submitted the capstone exam, at least 50% each semester scored a 70% or higher on the capstone exam in both the traditional and online classes even with the transition of classes going totally virtual and online in Spring 2020.

Even though the students are meeting the goal, they continue to struggle when creating the more complex formulas on the Excel 5-8 capstone exam. The two instructors who teach the course have collaborated on what is occurring with the students and ways to assist them.

The textbook and software were updated to Office 2019. The course was modified beginning in Fall 2020 to include a module textbook project grade and a training grade. As an extra assistance to students, when NPC went totally online because of the pandemic in March 2020, Ms. Brown created VidGrid videos and posted them in her course shell to assist students who are struggling with content. With the new textbook, content was rearranged in the course shell.

Program - AAS in Business Management - Accounting; PLO 3- "Evaluate alternatives that promote effective decision making"; Goal - 80% score on Milestone 3

In ACT-1113 (Principles of Accounting II), student scores on Milestone 7 on the final project will assess ability to make outsourcing and process further decisions - differential analysis. This is a direct, summative, internal assessment.

Students are consistently achieving the 85% benchmark.

Changes were made in prior semesters to improve mastery of this PLO. Handwritten homework was required beginning Fall 2019. Data suggests the change resulted in student mastery of this particular skill.

The benchmark was raised from 80% (NPC's standard) to 85% in Fall 2020.

Program - AAS in Business Management - Accounting; PLO 4 - "Use critical thinking and problem solving skills in business scenarios"; Goal - 80% score on Milestone 3

In ACT-1113 (Principles of Accounting II), student scores on Milestone 4 on the final project will assess ability to prepare a statement of cash flows following the indirect method. This is a direct, summative, internal assessment.

Students have consistently performed close to the benchmark through Spring 21 but dipped slightly below 85% in Fall 20 Online and Summer 21 Online.

Students seem to perform better on this PLO with face-to-face instruction.

Zoom sessions will be offered on this topic to students in online sections as well short VidGrid videos.

Program - AAS in Business Management - Accounting PLO 5 - "The student will demonstrate the ability to communicate effectively using oral, written, and electronic methods."

Goal - 80% score on verbal presentation using verbal communications rubric outline; oral presentation is created from written career report & a PowerPoint is also created from the career report & used during verbal presentation.

In BUS-2033 (Business Communications), student scores derived from verbal rubric outline to assess ability to deliver a verbal presentation. This is a formative, internal assessment.

After three years of student performance, the goal has been met for three years.

However, the online/Zoom/recorded delivery is not yet where it needs to be. Instructor plans to monitor online/Zoom/recorded performance again for Spring 2022.

Students who follow the verbal rubric outline including all parts of the introduction, body, and conclusion during the verbal presentation tend to score well.

Spring 2020 verbal presentations were delivered electronically rather than in person, which worked quite well. Plans to deliver presentations electronically in Spring 2021 to determine whether or not to continue complete electronic delivery or in-person delivery with raising the goal to 80% for Spring 2022.

Continue to monitor verbal presentation delivery in Spring 2022. Most students in Spring 2021 recorded the presentation and submitted a link to the presentation. For the most part, delivery was okay; however, instructor must be more specific of seeing entire student and PowerPoint screen, which makes Zoom live a better choice. Otherwise, the students don't setup the PowerPoint correctly for instructor to view it while the student is speaking.

Program - AAS in Business Management - Accounting; PLO 6 "Make ethical decisions in a given business situation". Goal - 70% or higher overall score on an ethical video case in Chapter 2: Business Ethics and Social Responsibility.

In BUS 1113, Intro to Business, learning to recognize ethical issues is the most important step in understanding business ethics. In this video assignment, Manager's Hot Seat: Ethics, students are assigned a video case that showcases an ethical situation in the workplace and then must respond to the questions about the video. This is a direct, formative, and external assessment.

Goal was exceeded. Of the students that completed the assignment , 100% scored 70% or higher score.

The benchmark on this assignment should be moved to 90% or higher. Even though it is a fairly simple assignment to complete, it is important for students to view the video and be able to recognize the ethical issue presented.

I think this assignment provides a valuable learning experience for the students. As an added component to this assignment, I will have students research current ethical issues in today's workplace and post an article that relates to the topic. This will further expand their exposure to the topic. Students will be required to state why they picked the article and then read each other's posts and comment on what they read.

Program - AAS in Business Management - Accounting PLO 7- "The student will model values & characteristics of a business professional."

Goal - 80% score on student ability to professionally present himself or herself in a mock interview, which requires professional appearance, professional verbal skills, and professional written skills through cover letter and resume preparation prior to interview as well as written follow-up docs post-interview.

In BUS-2033 (Business Communications), student scores derived from interview rubric and/or CareerLink Mock Interview tool 5-Star rating scale to assess ability to professionally participate in a mock interview. This is a formative, internal assessment.

Spring 2021 and 2022--the ability to use Zoom to deliver a business, professional interview presence.

After three years of student performance, the goal has been met for three years.

Spring 2022--continue to monitor to confirm the Zoom interviews work smoothly for students and Career Center personnel at 80% or above interview scores.

Students who follow the interview rubric & practice their mock interview skills using the CareerLink Mock Interview practice tool tend to score well.

Spring 2020 all mock interviews were completed electronically using CareerLink rather than in person in the Career Center with Career Center scoring the interviews.

Plans for all mock interviews to be electronic through CareerLink and scored via Career Center in Spring 2021. Scoring will occur on a 5-Star scale in the CareerLink program rather than using the in-person grading rubric.

Spring 2021--interviews were performed via Zoom scored with rubric by the Career Center; did not use CareerLink.

Spring 2022--continue to monitor to confirm the Zoom interviews work smoothly for students and Career Center personnel.

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Analysis of Results for Associate of Arts in Management/Marketing
Performance Measure: For each assessment, identify the following - 1. Academic Program, 2. Student Learning Outcome, 3. Measurable Goal What is your measurement instrument or process? Do not use grades. Indicate type of instrument (e.g. direct, formative, internal, comparative) Current Results: What are your current results? Analysis of Results: What did you learn from your results? Action Taken or Improvement Made: What did you improve or what is your next step? Provide a graph or table of resulting trends (3-5 data points preferred)

Program - AAS in Management/Marketing

PLO 1 - "Perform tasks following acceptable guidelines and processes for the specific discipline."

Goal - 80% score on Milestone 4

In ACT-1003 (Basic Accounting), students scores on Milestone 4 on the final project will assess ability to complete the payroll register, perform payroll entries, post to the ledger, and prepare Form 941. This is a direct, summative, internal assessment. Students were performing at or above the standard pre-pandemic but have really fallen since the pandemic began. Most student do very well on this assignment, but those who perform poorly are spending minimal time in the assignment. Although the milestones open after the learning concludes for the learning objective, students have until the end of the semester to complete them. Students are procrastinating putting in minimal work to see if it affects their final grade. The benchmark will be remain at 80% for this PLO. Beginning Summer 21 milestones continued to open after the learning concluded for the objective, but they are only open for one week. Scores dramatically improved Summer 21. Milestone 4 will be revisited by both accounting instructors to determine whether it is the best measure of CLO achievement.

Program - AAS in Management / Marketing

PLO 2 - "Use appropriate technology proficiently."

Goal - 70% or higher score on the Excel 5-8 Capstone Exam

In CIS-1013, Information Systems, student scores on capstone exam will show comprehension of Excel skills and ability to use the skills learned in Excel Modules 5-8. This is a direct, summative, external, and comparative assessment. Of the students who submitted the capstone exam, the percentage of students who made a "C" or higher was lower in Fall 2020 and Summer 2021. The instructors received feedback from the Health Information Technology Instructor that the students in the program struggle to do the Pivot Tables. With that information, the Information Systems instructors decided to include more instruction on Pivot Tables. In order to make that happen, they decided to alter the modules that students need to complete. Students are now graded based on their completion of Modules 3-12. The first two modules are available to students if they need to review their Excel basics they should have learned in Intro to Computing. The instructors have now added the Module 9-12 Capstone as part of the final exams. Students will now complete the capstones as their final exams for Excel Modules 1-4, 5-8, 9-12 and Access 1-4. This change is effective with the Fall 2021 semester. The instructors will continue to monitor student skill sets for methods to improve the outcome.

Program - AAS in Management / Marketing

PLO 3 - "Evaluate alternatives that promote effective decision making."

Goal - 70% or higher score on Retail Pricing Math Assignment after completing Chapter 13, Retail Pricing.

In Retailing (BUS-2353), the goal of this assignment is to help students with the formulas used in retailing. Students learn to price merchandise (up and down) as well as determine the amount of inventory needed and other formulas they may need to use to make informed decisions in the retail environment. This is a direct, formative, and external assessment. Students in Summer 2021 surpassed the benchmark. Students in Spring 2020 and Spring 2021 did not meet the benchmark. This assignment is in the assignment category . Assignments are worth only 20% of the student's overall grade. Many students choose not to complete the assignment because it will not negatively impact their grade. This assignment will be counted in the Quiz category of the overall grade beginning with the Spring 2022 semester. Because this is an online class, the instructor plans to create a video showing how to use the formulas. The total points may be revised as a way to encourage students to complete the assignment.

Program - AAS in Management / Marketing

PLO 4 - "Use critical thinking and problem-solving skills in business scenarios."

Goal - 75% or higher score on Excel Module 9 Project, Exploring Financial Tools and Functions.

In CIS-1013, Information Systems, Excel Module 9 is an exploration of financial tools and additional functions used in today's workplace. This is a direct, formative, and external assessment. The number of students who completed the Excel Module 9 Project assignment met or surpassed the 75% benchmark in the Fall 2020, Spring 2021, and Summer 2021 semesters. Students who completed the project exceeded the 75% or higher score goal. Even though this assignment was challenging for some students, the project provides students an opportunity to use the financial tools and functions used in today's workplace. The instructors raised the benchmark for this assignment from 70% to 75% beginning with the Fall 2020 semester. The instructors will continue to monitor the assignment and have now added a capstone which includes Excel Modules 9-12 as part of the final exam capstones beginning in the Fall 2021 semester.

Program - AAS in Management / Marketing

PLO 5 - "The student will demonstrate the ability to communicate effectively using oral, written, and electronic methods."

Goal - 80% score on verbal presentation using verbal communications rubric outline; oral presentation is created from written career report & a PowerPoint is also created from the career report & used during verbal presentation.

In BUS-2033 (Business Communications), student scores derived from verbal rubric outline to assess ability to deliver a verbal presentation. This is a formative, internal assessment.

After three years of student performance, the goal has been met for three years.

However, the online/Zoom/recorded delivery is not yet where it needs to be. Instructor plans to monitor online/Zoom/recorded performance again for Spring 2022.

Students who follow the verbal rubric outline including all parts of the introduction, body, and conclusion during the verbal presentation tend to score well. Spring 2020 verbal presentations were delivered electronically rather than in person, which worked quite well. Plans to deliver presentations electronically in Spring 2021 to determine whether or not to continue complete electronic delivery or in-person delivery with raising the goal to 85% for Spring 2022. Continue to monitor verbal presentation in Spring 2022. Most students in Spring 2021 recorded the presentation and submitted a link to the presentation. Delivery was acceptable however, instructor must be more specific of seeing entire student and PowerPoint screen, which makes Zoom live a better choice. Otherwise, the students don't setup the PowerPoint correctly for instructor to view it while the student is speaking.

Program - AAS in Management / Marketing

PLO 6- "Make ethical decisions in a given business situation."

Goal - 70% or higher overall score on an ethical video case in Chapter 2: Business Ethics and Social Responsibility.

In BUS 1113, Intro to Business, learning to recognize ethical issues is the most important step in understanding business ethics. In this video assignment, Manager's Hot Seat: Ethics, students are assigned a video case that showcases an ethical situation in the workplace and then must respond to the questions about the video. This is a direct, formative, and external assessment. Students continue to exceed the benchmark on this assignment. The benchmark on this assignment should be moved to 95% or higher. Even though it is a fairly simple assignment to complete, it is important for students to view the video and be able to recognize the ethical issue presented. This assignment provides a valuable learning experience for the students. Because ethics is such an important fundamental component for students to address, the instructor plans to incorporate a "think/pair/share" assignment using an ethical scenario beginning in Fall 2021.

Program - AAS in Mgmt/Mktg

PLO 7- "The student will model values & characteristics of a business professional." Goal - 80% score on student ability to professionally present himself or herself in a mock interview, which requires professional appearance, professional verbal skills, and professional written skills through cover letter and resume preparation prior to interview as well as written follow-up docs post-interview.

In BUS-2033 (Business Communications), student scores derived from interview rubric and/or CareerLink Mock Interview tool 5-Star rating scale to assess ability to professionally participate in a mock interview. This is a formative, internal assessment.

Spring 2021 and 2022--the ability to use Zoom to deliver a business, professional interview presence.

After three years of student performance, the goal has been met for three years.

Spring 2022--continue to monitor to confirm the Zoom interviews work smoothly for students and Career Center personnel at 80% or above interview scores.

Students who follow the interview rubric & practice their mock interview skills using the CareerLink Mock Interview practice tool tend to score well.

Spring 2020 all mock interviews were completed electronically using CareerLink rather than in person in the Career Center with Career Center scoring the interviews.

Plans for all mock interviews to be electronic through CareerLink and scored via Career Center in Spring 2021. Scoring will occur on a 5-Star scale in the CareerLink program rather than using the in-person grading rubric.

Spring 2021--interviews were performed via Zoom scored with rubric by the Career Center; did not use CareerLink.

Spring 2022--continue to monitor to confirm the Zoom interviews work smoothly for students and Career Center personnel.

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Analysis of Results for Associate of Arts in Computer Networking
Performance Measure: For each assessment, identify the following - 1. Academic Program, 2. Student Learning Outcome, 3. Measurable Goal What is your measurement instrument or process? Do not use grades. Indicate type of instrument (e.g. direct, formative, internal, comparative) Current Results: What are your current results? Analysis of Results: What did you learn from your results? Action Taken or Improvement Made: What did you improve or what is your next step? Provide a graph or table of resulting trends (3-5 data points preferred)
Program - AAS in Computer Networking; PLO 1 - "Perform tasks following acceptable guidelines and processes for the specific discipline."; Goal - 80% score on embedded test questions In CIS-1613 (Network Pro), students scores on graded network lab assignment will assess ability to create a network of computers with switches and routers.  This is a direct, formative, internal assessment. An analysis of subpar student performance from 2018, the goal has been met for four of the last five years. The results vary from year to year.  The network pro class is their first class in networking with a hardware hands on experience. Some students have had some prior experience with networking which has contributed to better scores in most years. There needs to be a way to get lesser experienced students performing better. Additional practice was implemented for Fall 2020. My next step is to give the students more experience in the networking fundamentals class that has focused more on knowledge to prepare for the Microsoft Networking fundamentals exam. Now we need to include more hands on experience in networking so that when they get to Networking Pro, the entire class is more proficient. I was able to do that this past year despite the pandemic and it has shown improvement.

Program - AAS in Computer Networking; PLO 2 - "Use appropriate technology proficiently";

Goal - 80% score on graded lab activity.

In CIS-2663 (Routing & Switching), students scores on evaluated labwork will assess ability to analyze static vs dynamic routing protocols and choose the best for each scenario, the most efficient.  This is a direct, summative, internal assessment. First year, students struggled with this.  They spent a lot of time experimenting with each protocol with real hardware consuming lots of class time. 2nd and 3rd year, and 4th year, we were able to analyze first in a simulate environment in CPT application. A better way to analyze the performance of routing protocols in a simulated environment to allow for more analysis time and reduce the work to setup each scenario for analysis. This has been implemented using Cisco Packet Tracer and is yielding results. Implementation of the use of Cisco Packet Tracer (CPT) and devoting one of the two class meetings each week in practicing various network scenarios to give them more time to practice, experiment, and evaluated different networking routing and switching configurations so that they could perform better on the assessment. This has shown increases in student performance each year.
Program - AAS in Computer Networking; PLO 3- "Evaluate alternatives that promote effective decision making"; Goal - 80% score graded project. In CIS-2413 (Network Design), students scores on rubric evaluation of the Security Design Project will assess ability to analyze various network vulnerabilities in case scenarios and evaluate different security defense measures and choose the best options.  This is a direct, summative, internal assessment. After four years acceptable student performance, the goal has been met for the last four years. Students are grasping after three semesters the networking concepts and are able to apply them to given scenarios and create an acceptable design. However, some students have trouble with research and written assignments. My next step is to improve the quality of these projects by giving the students some experiential learning experience by arranging for some real world projects in the community for them to work on and see them implemented. Due to pandemic we have not been able to include any experiential learning other than the Network internships. The inclusion of more written research projects needed earlier in the program to help them improve.
Program - AAS in Computer Networking; PLO 4- "Use critical thinking and problem-solving skills in business scenarios"; Goal - 80% score on completed homework assignment. In CIS-2663 (Routing & Switching), students scores on completed homework assignment in Cisco Packet Tracer exam will assess ability to analyze an existing network of three switches and 12 computers and resolve the problems. This is a direct, formative, internal assessment. The students after three years have done well with this assessment.  There is always at least one student that has trouble with it. There is a need to provide a better explanation and demonstration of the steps involved to analyze a network and resolve its problems. To provide more practice and hands on experience with this troubleshooting lab work. The use of video demonstrations of analyzing networks was implemented in 2019. The use of a practice application for networking, Cisco Packet Tracer was implemented to give students more practice in classroom before working in lab with real Cisco hardware was implemented in 2019 resulting in better understanding of the process and improved results. Due to pandemic, we have had to make more use of the virtual method using Cisco Packet Tracer.
Program - AAS in Computer Networking; PLO 5 - "Communicate effectively using oral, written, and electronic methods"; Goal - 80% score on embedded test questions In CIS-2413 (Network Design), students scores on rubric evaluation of the Final Design Project will assess ability to effectively communicate in writing and orally defend other student constructive criticism of their network design project.  This is a direct, summative, internal assessment. After four years acceptable student performance, the goal has been met for the last four years. However, a decrease in the last year due to the pandemic and switch to all virtual learning. Students are grasping after three semesters the networking concepts and are able to apply them to given scenarios and create an acceptable design. Our fourth year shows a decline due to world conditions but we can work to improve this again. My next step is to improve the quality of these projects by giving the students some experiential learning experience by arranging for some real world projects in the community for them to work on and see them implemented. Due to pandemic we have not been able to include any experiential learning other than the Network internships. The inclusion of more written research projects needed earlier in the program to help them improve.
Program - AAS in Computer Networking; PLO 6 - "Make ethical decisions in a given business situation"; Goal - 80% score on embedded test questions In CIS-1623 (Security Pro), students scores on final certification exam will assess ability to analyze network vulnerabilities and attack scenarios and choose the best solutions and choose the best ethical responses for defense strategies.  This is a direct, summative, external assessment.  Scores indicate the percentage of class that pass the exam. In 2017 through 2019 the passing rates were 100%, however the rate has dropped during the pandemic because so many have had to help their children with school work learning at home. Reviewing the objectives of the exam and make sure that those concepts were effectively covered in the activities and assignments that were given.  Also checking to see if students were preparing well with practice exams. Additional attention to students to keep them encouraged with all that is going on so they will keep up their routine and efforts to succeed. I added more real world scenarios to discuss, act out, analyze, role play, and work in groups to carry out attacks, analyze the attacks and come up with viable defense solutions.  The role play resulted in much better engagement of the students. Also, stressed more the need to use the practice exams scoring a minimum of 90% before taking exam.
Program - AAS in Computer Networking; PLO 7 - Model values and characteristics of a business professional. Goal - 80% score on assigned project In CIS-1243 (PC Hardware Maint), students scores on assigned project as their mid term exam will assess ability to select the proper computer components within a given budget amount to meet the request of a fictitious client and provide a professional written proposal.  This is a direct, summative, internal assessment. Most years all of the students do well with this assignment and find it a very fun, creative, and engaging assignment.  Some years you just don't get 100% participation or their best effort like in year 2017 which had a few low scores. Last year had even more lower scores. It was a difficult transition for students to be 100% online/virtual and with the pandemic has produced additional challenges. You need to find more ways to make this assignment fun for the students.  It is an online course so you have to find a way to engage them effectively in that setting.  The need to reach out more to students to keep them encouraged and engaged in their learning assignments.  The use of interesting and humorous videos that teach and engage is needed. Adding a introduction video or fun way to introduce the assignment to get the students more excited.  I have used cartoon characters writing to the class from ACME Rocket asking for new computers and providing graphics and text to make the assignment more interesting. This coming year, I plan to use video to introduce and engage them more and the make the assignment more fun for them.

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