Standard Pathway Cycle Pima Community College Year 1 starts September 1, 2015

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1 Standard Pathway Cycle Pima Community College Year 1 starts September 1, 2015 Cycle Year Institutional Activities Peer Review HLC Decision-Making 1 Year 1 (2015/16) to Year 3 PCC may contribute documents to Evidence File PCC submits interim reports and undergoes visits if required. Peer Review of interim reports and Team conduct visits if required. HLC Action on interim reports and visits if required (2017/18) Year 4 (2018/19) PCC Submits Comprehensive Evaluation Materials 2 Peer Review Team Conducts Comprehensive Evaluation (with visit) HLC Action on Comprehensive Evaluation 3 Year 5 (2019/20) to Year 9 PCC may contribute documents to Evidence File PCC submits interim reports and undergo visits if required Peer Review of interim reports and Team conducts visits if required HLC Action on interim reports and visits if required (2023/24) Year 10 (2024/25) PCC Submits Comprehensive Evaluation Materials 2 Peer Review Team Conducts Comprehensive Evaluation (with visit) HLC Action on Comprehensive Evaluation and Reaffirmation of Accreditation 4 Notes 1 HLC will continue to review data submitted by affiliated institutions through the Institutional Update, will apply change processes as appropriate to planned institutional developments, and will monitor institutions through reports, visits, and other means as it deems appropriate. 2 Materials for a comprehensive evaluation include an Assurance Filing (Assurance Argument and Evidence File) and Federal Compliance Filing. Some institutions will also file materials for a multi-campus review. 3 Institutions undergoing the first comprehensive evaluation following granting of initial accreditation or removal of Probation will be considered for reaffirmation of accreditation as part of the Year 4 comprehensive evaluation. A change of pathway is not an outcome of the Year 4 review. 4 Year 10 includes HLC action regarding reaffirmation of accreditation. Action on the Year 10 review will also determine the institution s future pathway eligibility.

2 Pima Community College Program Assessment Evaluation Summary & Plan Results this Academic Year & Improvement Plan for Next Academic Year. Please return this completed form with the Supervising Administrator s signature by March 11, 2016 to the Assessment Office (jjgoetten@pima.edu). See the Student Learning Outcome (SLO) Intranet site for this form: MyPima>Employees>Intranet Guide>Academic Services>Student Learning Outcomes>Report Forms Program Name -Degree, Certificate, and/or Concentration Digital and Film Arts, AAS Digital and Film Arts Animation SLO DL Lead: Patti Gardiner Semester /Spring 2016 Year: Submitted Program Level Student Learning Outcomes (SLO) by Degree, Certificate, and/or Concentration 1. The student will demonstrate industry professional standards within their attitudes, conduct, ethics, and work. (includes attendance, deadlines, copyright issues, group environment relationships) 2. Student will differentiate between the various technologies/media appropriate for project completion. 3. Student will create effective visual communication using the elements of story. 4. Student will access industry related learning resources. 5. Student will demonstrate entry-level workplace computer competencies using industry standard 2D and 3D animation software. 6. Student will produce a finished digital/interactive portfolio visually demonstrating, animation, storytelling, and technical skills. CURRENT ACADEMIC YEAR ANALYSIS - Date: Program Assessment(s) & Related Assignment(s) or Proposed Common Assessment Related SLO # (from above) Target Outcome / Level of Performance Expected End of Semester Evidence Actual Performance of Assessment / Outcome Areas of Improvement / Action Plan / How will you use results? Expected Completion Date of Improvement (i.e., Fall 2016 / / October 2016) class observation, lab activities, projects 1 90% of the students will demonstrate professional standards 95% of students were successful None needed NA class observation, lab activities, projects 2 90% of the students will demonstrate appropriate choices 97% of students were successful in choosing appropriate media None needed NA projects 3 90% of the students will create an 96% of students were successful None needed NA 1 Form last reviewed: 2/2016

3 Pima Community College Program Assessment Evaluation Summary & Plan effective visual story Class observation, homework, lab activities, projects 4 90% of students will use related learning resources. 95% of students were successful None needed NA Lab activities, projects 5 90% of students will demonstrate industry computer competencies 97% of students were successful None needed NA Projects, capstone project 6 90% of students will produce a capstone portfolio 93% of students produced projects for a portfolio Although students have the resources to create a portfolio, we need to add the specific outcome of creating one to one of the required courses. Fall 2016 If you did not assess any Program Outcomes in the past semester, what obstacles did you encounter that prevented you from assessing a Program Outcome(s)? What is your strategy to overcome this obstacle? Is additional guidance needed to implement an assessment? Identify any changes, if needed, which will be made to the common course outlines as a result of analysis of the Program Outcome. One or more courses need to create outcomes that require students to produce a capstone portfolio. students assessed. Varied by CRN and outcome. Student concerns identified during analysis. none PLAN OR PROPOSED CHANGES FOR THE NEXT SEMESTER / ACADEMIC YEAR What Program SLO(s) will this Program target? Summarize your process for this action / plan. SLO: Students will produce a capstone portfolio. Action: create outcomes that require students to produce a capstone portfolio in one or more courses. How will you be assessing (summarize)? Related SLO # (from above) 6 Date changes will 2 Form last reviewed: 2/2016

4 Pima Community College Program Assessment Evaluation Summary & Plan Student portfolios will be assessed. Expected Assessment Outcome(s) for the next semester or academic year. 90% of students will produce a capstone portfolio. Faculty need additional training (specify): none COMMENTS: be complete: Spring 2017 By my signature and submission of this report, I understand that I represent my committee for this subject area. Name: Trina Baiz Felty Title: Arts, Communications & Humanities, Academic Dean (Acting) Campus: West Campus Date: March 10, Form last reviewed: 2/2016

5 1. Name of Subject Area: Humanities 2. Submitted by: Michael Parker 3. Date: January 2016 HUM 251: course outcomes 1. Identify major works of art and literature through the early Christian era. 2. Explain recurrent themes in the culture development of the periods. 3. Discuss the interrelationships among art, literature, and culture. 4. Express the identities of major works, recurrent themes, and interrelationships in essay format. General Education Outcome Does Develop Outcome? Y/N Relevant Outcome Assessment Method Instructional Techniques Communication Y word essay that analyzes the relationship between a primary text and a larger context by applying a conceptual framework that students have created using appropriately selected secondary materials. Weekly formative assessment Five paragraph essays Short essays. Group workshops. Revision and Reflection Assignment Critical and Creative Thinking Y 3, word essay that analyzes the relationship between a primary text and a larger context by applying a conceptual framework that students have created using appropriately selected secondary materials. Participation in weekly discussion threads over contemporary controversies about ancient art, architecture, religion, and literature Reading assignments and class discussions that juxtapose primary texts with historical, biographical, theoretical and critical secondary texts. Paper proposal that includes annotated bibliography, describes conceptual framework and lists sources that will be used. Teacher-student conference. 1

6 Quantitative and Scientific Literacy and Analysis N Information Literacy Y word essay that analyzes the relationship between a primary text and a larger context by applying a conceptual framework that students have created using appropriately selected secondary materials. Use of citations for evidence to support arguments posted on discussion threads Library instructional visit. Paper proposal that includes annotated bibliography, describes conceptual framework and lists sources that will be used. Teacher-student conferences Diverse cultural, historical, and global perspectives Y 2 Instruction and assessment will be approached from the perspective of Cultural Studies 2

7 SLO Reference DO NOT CHANGE Subject Code Outcome IN Perform activities to demonstrate improvement in the general education goals of communication and critical thinking IN Demonstrate the ability to measure mass, length, and volume in metrics using appropriate scientific measurement tools IN Use and interpret geologic maps and cross-sections IN Use the scientific method to design and conduct an experiment IN Discuss the historic development of geologic concepts IN Describe the scope of geologic time and the nature of geochronometric measurements IN Describe the principles of plate tectonics and their contribution to understanding Earths history IN Describe the character of the earths interior and how this is determined IN Identify and assess the major rock types and their constituent minerals and properties using hands-on field methods such as hardness, cleavage and their relationships to one another IN Explain the interactions of the various materials and processes of the rock cycle IN Describe the various processes associated with igneous rock formation IN Describe the various processes associated with sediments and the formation of sedimentary rocks IN Describe the various processes of metamorphism and the formation of metamorphic rocks IN Describe the oceans and the hydrologic cycle IN Describe the various surface processes, such as weathering, soil formation, erosion, transport, deposition, weather, and climate, which affect the Earths surface IN Discuss groundwater and surface water resources with respect to quality, storage, use, and depletion IN Describe the subsurface conditions and processes within the Earth, including earthquakes, heat, and pressure IN Relate common geologic structures to the forces and processes that create them and modify the Earths surface topography IN Discuss geologic resources and how humans have used and altered them.

8 SLO Reference DO NOT CHANGE Subject Code Outcome IN Describe the geologic history of the Earth and discuss its relevance to human history IN Make observations of geologic formations and structures in a natural, outdoor setting and explain the forces and processes that created them IN Observe and identify rocks and minerals in a natural, outdoor setting IN Perform activities to demonstrate improvement in the general education goals of communication and critical thinking IN Demonstrate the ability to measure mass, length, and volume in metrics using appropriate scientific measurement tools IN Use and interpret geologic maps and cross-sections. Use the scientific method and appropriate analytic and synthesis skills to evaluate IN rock composition, texture, and structures in order to interpret geologic processes and related biological processes IN Discuss development of major concepts in historical geology, including modern positions on Uniformitarianism and Catastrophism IN IN Describe the scope of geologic time, including major subdivisions of eras and periods, relative dating using fossils, and the nature of geochronometric measurements. Recognize the characteristics of the major rock types and their constituent minerals, with an emphasis on sedimentary rocks and structures IN IN IN IN Describe the principles of plate tectonics, giving examples of plate interactions that create various mountain building episodes, unconformities, advances of shallow seas, and recurring Ice Ages throughout Earths history. Explain scientific theories of the origin of life and the evolution of organisms, including the major trends through geologic time. Describe the physical evolution of the universe, galaxy, solar system, and planets, especially the Earth. Describe the physical, chemical, and biological evolution of the Earths surface, considering the interactions between the atmosphere, hydrosphere, lithosphere, and biosphere.

9 SLO Reference DO NOT CHANGE Subject Code Outcome IN IN Understand the contribution of plate tectonics to the interpretation of geologic processes, mountain building, climate, and the geologic history of North America. Describe life on earth, including its geologic history, classification, evolution, and evolutionary relationships IN Relate the occurrence of natural resources to the geologic history of the Earth IN IN IN Identify and classify the major fossil groups according to their ages and ecosystems using hands-on field methods and references. Discuss the evolution and impacts of humans with respect to the geologic history of the earth. Observe geologic and paleontologic evidence and interpret the geologic history of surface and subsurface earth processes in a natural, outdoor setting IN Perform activities to demonstrate improvement in the general education goals of communication and critical thinking IN Describe the fundamental concepts of environmental geology IN List interactions between humans and their environment that involve geologic processes IN Describe the relationship between plate tectonics, earthquakes, and volcanoes IN Describe seismic activity and hazards associated with seismic activity IN List and describe types of volcanism affecting human habitations and activities IN Describe the impact of geologic hazards such as volcanoes, land instability, and earthquakes on humans and their property IN Describe the causes of soil erosion and the techniques for preventing erosion IN IN Discuss the processes, hazards, results, and mitigation techniques of mass wasting processes. Identify and discuss particular environmental problems associated with the hydrosphere, such as the causes and results of river flooding and prediction/prevention of flooding and resulting erosion.

10 SLO Reference DO NOT CHANGE Subject Code IN IN IN Outcome Discuss groundwater resources, hazards, pollution, usage, and mitigation and conservation solutions. Discuss the hazards, such as tsunamis, hurricanes, erosion, and sea level rise, related to living along or near shorelines. Discuss extreme climates and processes, including glaciation, desertification, greenhouse gases, and climate change, through geologic history IN Describe the location and types of energy and mineral resources, the extraction processes, and environmental impacts involved with their use IN Discuss the geological basis of global human population distributions and resource usage IN Explain problems and solutions associated with waste disposal IN Describe the impact of human waste on the environment and human health IN Summarize the nature and scope of natural and geological disasters and their effects on human activities IN Describe how the presence of natural resources impacts human populations IN Demonstrate the correct use of a microscope and the ability to measure mass, length, and volume in metrics using appropriate scientific measurement tools. Other IN Perform activities to demonstrate improvement in the general education goals of communication and global awareness. Other IN Use the scientific method to design and conduct an experiment. Other IN Discuss the history and significance of oceanography. Other IN Describe how scientists study the oceans. Other IN Discuss the relationship of plate tectonic theory to ocean basins. Other IN Compare and contrast marine sediments, their origins, and their relationship to ocean basins. Other IN Discuss the role of salinity, density, and dissolved gases in the ocean. Other IN Describe and contrast wind-driven ocean currents and thermohaline circulation. Other IN Discuss the types and motions of waves in the ocean. Other

11 SLO Reference DO NOT CHANGE Subject Code Outcome IN Identify the models of and types of tides on Earth. Other IN Compare and contrast nearshore environments, such as estuaries and coral reefs, and human impacts on them. Other IN Identify the basic biological habitats in the ocean, their associated biota, and their role in ocean productivity. Other IN Discuss how humans use and alter the oceans. Other IN Identify and describe the predominant geographic features of the region and surrounding areas. No change needed IN Discuss the geological history of the region studied. No change needed IN Identify and describe the general stratigraphy of the major land forms of the region and the geologic processes that created them. No change needed Describe those geological features that produced resources used in the past, those IN currently being used and those that may be potentially useful in the future and No change needed how the human population affects them. 296 Performance objectives to be determined by the student and facilitator/instructor. No change needed

12 Part 2 Analysis of Fall 2015 Results Analysis of Spring 2016 Results Anal Subject Code Effective term for changes Fall 2016 List the Reason for any UNMet Improvement Revisions from Previous Semesters Effective term for changes Spring IN We are implementing changes to course SLOs by refining the current list into a more realistic and meaningful set of outcomes Curriculum changes will be/are being submitted Spring 2016, for implementation Fall We will continue to use the existing SLOs until then. 102IN See above IN See above N/A (this course is 140IN being deactivated) IN No changes

13 Part 2 lysis of Fall 2016 Results Analysis of Spring 2017 Results Subject Code List the Reason for any UNMet Improvement Revisions from Previous Semesters Effective term for changes Fall 2017 List the Reason for any UNMet Improvement Revisions from Previous Semesters Effective term for changes 101IN 102IN 110IN 140IN 240IN

14 Part 2 Analysis of Fall 2017 Results Analysis of Spring 2018 Re Subject Code Spring 2018 List the Reason for any UNMet Improvement Revisions from Previous Semesters Effective term for changes Fall 2018 List the Reason for any UNMet Improvement Revisions from Previous Semesters 101IN 102IN 110IN 140IN 240IN

15 Part 2 esults Analysis of Fall 2018 Results Subject Code Effective term for changes Spring 2019 List the Reason for any UNMet Improvement Revisions from Previous Semesters Effective term for changes 101IN 102IN 110IN 140IN 240IN

16 New or Modified Program Outcome Form AFAFINEARTS/AFA/AFAD SUBJECT NAME: Dance DEGREE/CERTIFICATE: ASSOCIATE OF FINE ARTS CONCENTRATION: Concentration SUBMITTED BY: DANCE MAN DATE: 02/02/2016 PROGRAM LEARNING OUTCOMES 1. Discuss the history and aesthetics of dance as a global art through courses in dance history. 2. Acquire an understanding of musicality and basic musical concepts as they apply to dance. 3. Analyze a dance concert from the perspective of a performer, choreographer, producer, and audience member. 4. The ability to create movement to be applied to instruction or performance through courses in choreography and improvisation. 5. A comprehensive understanding and ability to use the lexicon related to a specific dance technique. 6. A thorough understanding of technical dance in ballet, modern dance, and jazz dance.

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