Division Department Your name Course with section. For example, MATH 22-50Z CRN# for course Enter SLO Statement(s) As it (they) appear on the Course Outline of Record. You may assess one or more at a time. Academic Year Quarter of Assessment Modality of class Method of Assessment Elaborate on Assessment Method Number of students exceeding expectations Number of students meeting expectations Number of students approaching expectations Number of students who do not meet this/these outcome(s) N/A Not Applicable (withdrew, absent, ...) Reflection Enhancement/Action
Language Arts COMM Patrick McDonnell  Comm 10/7Y 35235 1.     Display increasing confidence in ability to use a range of speaking, listening, and collaboration skills. 2024-2025 Winter Hybrid (some Face-to-Face) Demonstration Students delivered a 5 minute Persuasive Speech to convince the audience to think, feel, believe or act in  a specific away about a topic of disagreement using audience analysis, research, outlining, demonstration of logic and reasoning, storytelling, language and visual evidence.  5 20 5 3 0 I feel like my students made great progress over the course of the quarter in displaying increasing confidence in their ability to use a range of speaking listening and collaboration skills students have multiple opportunities to speak in our class for both low stakes and high stakes assignments. Almost every class provides an opportunity for a student to speak in small groups, or in front of the entire class. Students displayed greater confidence over the course because of the multiple opportunities that were provided for speaking, listening and collaboration. Students are not really assessed no most of the low stakes in-class speeches, and I think through this, they're able to develop their confidence. Usually when grading, students feedback and corrections are very limited, only focusing on extreme things. I try to focus on supportive and positive feedback, rather than overwhelming criticism, and because of this, I feel like students develop trust in one another and in the instructor and can willingly express their true opinions and feelings.

Students deliver five formal speeches in the class so they are literally listening to over 100 speeches in the class, and I think practicing various types of listening whether it be empathic, appreciative, comprehensive or critical. Students also work in groups, both formally and informally. There are often think-pair-share opportunities, group discussions and one formal group presentation. I try to divide the students into groups very often in the class so that they're collaborating with different types of students and different types of skill levels and because of all these things that occurred over the winter of 2025, I believe that the overwhelming majority of students who completed the course displayed increasing confidence in their ability to use a range of speaking listening and collaboration skills

 I don't really believe that there is that much that I can do to enhance this course learning outcome of displaying increasing confidence in their ability to use a range of speaking listening and collaboration skills. One major assignment that they do in the class is a listening analysis, where they analyze two different experts who focus on listening and how they have similar and different approaches. They also do in-person collaborations as well as or three online discussions that demonstrate collaboration skills. I believe that I am fulfilling these SLO's, that I'm giving various types of opportunities and various types of formal and informal assignments for students to develop this SLO in my class.
Language Arts ESL Craig Norman ESL 265/465 26706 1 Write well-developed, connected, analytical paragraphs in response to reading materials.
2 Evaluate own writing for unity, coherence, clarity, development and rhetorical structure by means of revision and editing.
3 Demonstrate understanding and usage of low-advanced grammar, sentence structure, and vocabulary in writing and reading.
4 Demonstrate reading comprehension skills of low-advanced academic reading materials and fiction.
5 Identify and analyze organization and rhetorical modes of extended reading materials.

 2024-25 Fall Face-to-Face Demonstration Students responded to a writing prompt for an in-class writing activity. The writing prompt was based on selected readings on technology in K-12 classrooms.  14 5 1 3 1 The majority of the students either met or exceeded expectations for this writing assessment. The reasons for this success might have been due to the scope and sequence of writing and reading courses offered in De Anza's ESL program. Also, the scaffolding of reading and writing skills that were introduced and refined from previous reading, summary and composition assignments earlier in the course might have been another reason for the success. Another factor may have been the earlier conferencing/tutoring classroom activities with the instructor and the tutors in the WRC and LSC. Finally, credit is given to the attention and intention of the students themselves who worked hard to learn and demonstrate the writing and reading skills as well as the learning goals of the assignments. Results from the SLO assessment show the importance of the student support services offered by the Academic Skills Center. The one-on-one instruction/tutoring from conferencing and tutoring can pinpoint areas where students need assistance in their assignments in class.
Language Arts ESL Christopher Fathman ESL 273 24612 1) Write well-developed essays that analyze and synthesize main ideas and differing viewpoints from a variety of academic reading materials.
2) Demonstrate advanced grammar, sentence structures and vocabulary in writing.
3) Evaluate one's own writing for rhetorical structure and clarity by means of revision and editing.		 2024-25 Fall Hybrid (some Face-to-Face) Demonstration Students write a 1000-1300 word argumentative essay that follows a drafted process of peer review, teacher recommendations and self-revision over three drafts.  A rubric is used to ensure all aspects of the assignment were adequately met, including but not limited to unity and coherence, proper use of quotes and paraphrases, correct in-text and end-of-text citations using MLA, advanced grammar, correct sentence structure and word choice.  4 14 3 1   This was a major writing assignment for the quarter and it was one of five essays that students wrote.  What made this assignment more challenging was the use of outside sources that students needed to quote and paraphrase from while supplying accurate in-text and end-of-text citations.  Overall, using the drafting process was successful as it allowed students to improve their essays over multiple drafts with feedback from peers and the teacher, as well as using their own knowledge to self-edit to improve.   While the majority of students were able mee the SLOs, some struggled due to their failure to follow directions or their attempts to take an ESL class that was above their language skills.   I will continue to use this type of assessment in the future as it is a vital component of this class.  The argumentative style of writing is extremely important for students to be exposed to and to master as they journey into more advanced ESL classes and beyond. 
Language Arts ESL Alice Chan ESL265 26708 · Write well-developed, connected, analytical paragraphs in response to reading materials.

· Evaluate own writing for unity, coherence, clarity, development and rhetorical structure by means of revision and editing.

· Demonstrate understanding and usage of low-advanced grammar, sentence structure, and vocabulary in writing and reading.

· Demonstrate reading comprehension skills of low-advanced academic reading materials and fiction.

· Identify and analyze organization and rhetorical modes of extended reading material		 2024-25 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  Take home essays and in-class essays plus course work.  2 1   3   The non-credit students obviously did not put in as much effort. Checked in with students more frequently and met with them during office hours. 
Language Arts ESL Iris Thot-Johnson ESL D261..51Z 00712 1) Produce comprehensible low advanced spoken English on academic topics through one-on-one, group and public speaking situations.

2) Demonstrate listening comprehension of a variety of level-specific materials, including academic lectures, newscasts, dialogues and stories by taking notes and answering questions.

2024-2025 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  Besides tests and quizzes, we also have presentations, journals, and homework.  3 1 0 0 2 I taught these students with stamina, enthusiasm, and dedication. I think they did well.  I will try to do the best I can every time. 
Language Arts ESL Iris Thot-Johnson ESL D461..51Z 37566 1) Produce comprehensible low advanced spoken English on academic topics through one-on-one, group and public speaking situations.

2) Demonstrate listening comprehension of a variety of level-specific materials, including academic lectures, newscasts, dialogues and stories by taking notes and answering questions. 		 2024-2025 Winter Online with at least some synchronous hours Exam – Course Test/Quiz  Besides tests and quizzes, we also have presentations, journals, and homework.  15 2 2 1 8 I taught these students with stamina, enthusiasm, and dedication. I think they did well. I am sorry that some had to drop or withdraw or be dropped by me.  I will try to do the best I can every time. 
Language Arts ESL Daisy Lee ESL244-03Y 00684 • Comprehend, analyze, and respond to intermediate-level reading and listening materials.
• Write a group of topic-related sentences using level-specific grammar and vocabulary.
• Demonstrate understanding and usage of level-specific grammar and vocabulary across reading, writing listening, and speaking tasks.
 2024-2025 Winter Hybrid (some Face-to-Face) Exam – Course Test/Quiz  The final exam includes an oral presentation, assessments on grammar, listening comprehension, reading comprehension, and timed writing. 2 1 0 1   The assessment closely illustrates students' skills, with most meeting the standard; however, one student's performance fell short due to frequent absences, lack of participation, missing assignments, and limited focus in class. To support student engagement, additional interactive activities and targeted support will be implemented to encourage attendance, active participation, and timely completion of assignments.
Language Arts ESL Daisy Lee ESL 444-03Y  37550 • Comprehend, analyze, and respond to intermediate-level reading and listening materials.
• Write a group of topic-related sentences using level-specific grammar and vocabulary.
• Demonstrate understanding and usage of level-specific grammar and vocabulary across reading, writing listening, and speaking tasks.
 2024-2025 Winter Hybrid (some Face-to-Face) Exam – Course Test/Quiz  The final exam includes an oral presentation, assessments on grammar, listening comprehension, reading comprehension, and timed writing. 5 3 3 1 8 The assessment closely illustrates students' skills, with most meeting the standard; however, a few students did not meet expectations or were not applicable, not due to their skills, but because of frequent absences and missing assignments. Many students work full-time and struggle to balance schoolwork that requires attending four evening classes and completing homework. To support student success, course load, assignments, and assessment methods will be adjusted to better accommodate students who work full-time. This may include offering more flexible deadlines, alternative assessment formats, and streamlined coursework to help students balance their professional and academic responsibilities.
Language Arts ESL Daniel Tung ESL 234-02Y 38186 • Comprehend, analyze and respond to reading and listening low intermediate materials.

• Write a group of topic-related sentences using low intermediate grammar and vocabulary.

• Demonstrate understanding and usage of low intermediate grammar and vocabulary in reading, writing, listening and speaking.
 2024-2025 Winter Hybrid (some Face-to-Face) Exam – Course Test/Quiz  Two quizzes, One Midterm, One Final 1 2 0 0 0 These students were actively engaged and motivated to learn; they asked perceptive questions in class. Continue to provide more resources for students to use independently. 
Language Arts ESL Daniel Tung ESL 434-02Y 38187 • Comprehend, analyze and respond to reading and listening low intermediate materials.

• Write a group of topic-related sentences using low intermediate grammar and vocabulary.

• Demonstrate understanding and usage of low intermediate grammar and vocabulary in reading, writing, listening and speaking.
 2024-2025 Winter Hybrid (some Face-to-Face) Exam – Course Test/Quiz  Two quizzes, One Midterm, One Final 9 4 4 0 8 These students were actively engaged and motivated to learn; they asked perceptive questions in class. Continue to provide additional resources outside of class; in addition, eight students did not have consistent attendance, some of them due to personal obligations or health, which could be due to the evening course and non-credit nature.
Language Arts ESL Daniel Tung ESL 273-03Y 33359 • Write well-developed essays that analyze and synthesize main ideas and differing viewpoints from a variety of academic reading materials.
• Demonstrate advanced grammar, sentence structures and vocabulary in writing.
• Evaluate one's own writing for rhetorical structure and clarity by means of revision and editing.
 2024-2025 Winter Hybrid (some Face-to-Face) Exam – Course Test/Quiz  4 quizzes and 4 essays (2 take home / 2 in class); the 2 take home essays also had an outline and first draft components  5 2 6 0 0 Students were provided templates and clear instructions for meeting essay writing expectations; this helped many students who had minimal prior experience.  Students could benefit from additional practice in class; however, this was a hybrid asynchronous section, so much of our class time was dedicated to lecture.
Language Arts ESL Daniel Tung ESL 273-03Y 37585 • Write well-developed essays that analyze and synthesize main ideas and differing viewpoints from a variety of academic reading materials.
• Demonstrate advanced grammar, sentence structures and vocabulary in writing.
• Evaluate one's own writing for rhetorical structure and clarity by means of revision and editing.
 2024-2025 Winter Hybrid (some Face-to-Face) Exam – Course Test/Quiz  4 quizzes and 4 essays (2 take home / 2 in class); the 2 take home essays also had an outline and first draft components  5 3 0 1 4 Students were provided templates and clear instructions for meeting essay writing expectations; this helped many students who had minimal prior experience.

Some students did not attend class regularly, and those students did not meet SLO expectations. 		 Students could benefit from additional practice in class; however, this was a hybrid asynchronous section, so much of our class time was dedicated to lecture.
Language Arts ESL Linda Yee ESL 272-01Y 00720 Demonstrate comprehension of literal and inferred meanings of fiction and nonfiction texts. 2024-2025 Spring Hybrid (some Face-to-Face) Exam – Course Test/Quiz  A multiple-choice test on vocabulary and reading comprehension. 1 7 0 1 1 All students either for two exceeded or met expectations. They demonstrated that they were able to comprehend academic reading material by utilizing skills learned in class. When a student is not meeting expectations, I should intervene early on in the quarter and connect them to student services like SSC.
Language Arts ESL Linda Yee ESL 472-01Y 47751 Demonstrate comprehension of literal and inferred meanings of fiction and nonfiction texts. 2024-2025 Spring Hybrid (some Face-to-Face) Exam – Course Test/Quiz  A multiple-choice test on vocabulary and reading comprehension 1 6 0 1 5 Because this was a noncredit class for which students did not have to pay tuition, there were a lot of drops and no-shows. On the other hand, credit students had a much higher retention rate. This suggests that students need some kind of accountability or cost to stay motivated to continue in their studies. Free is not always a good motivator. I honestly don't know how to improve retention rates in noncredit classes. While noncredit classes have improved our enrollments, they have also resulted in lower success rates.
Language Arts ESL Iris Thot-Johnson ESL D261.50Z 00706 1) Produce comprehensible low advanced spoken
English on academic topics through one-on-one,
group and public speaking situations.
2) Demonstrate listening comprehension of a variety of
level-specific materials, including academic
lectures, newscasts, dialogues and stories by taking
notes and answering questions.
 2024-2025 Spring Online with at least some synchronous hours Exam – Course Test/Quiz  Besides exams, students had listening journals, homework from the text, and speeches so that I was able to assess both listening and speaking.  6 0 0 2 1 I think that I did the best I could to help students succeed. I tried to email those that were not attending, and gave them chances to turn in assignments late.  I will continue doing what I did during the quarter, so that every student feels supported. 
Language Arts ESL Iris Thot-Johnson ESL D461.50Z 47743 1) Produce comprehensible low advanced spoken
English on academic topics through one-on-one,
group and public speaking situations.
2) Demonstrate listening comprehension of a variety of
level-specific materials, including academic
lectures, newscasts, dialogues and stories by taking
notes and answering questions.		 2024-2025 Spring Online with at least some synchronous hours Exam – Course Test/Quiz  Besides exams, students had listening journals, homework from the text, and speeches so that I was able to assess both listening and speaking.  15 1 0 1 3 I think that I did the best I could to help students succeed. I tried to email those that were not attending, and gave them chances to turn in assignments late.  I will continue doing what I did during the quarter, so that every student feels supported. 
Language Arts ESL Daisy Lee ESL 273.01Y 00727 • Write well-developed essays that analyze and synthesize main ideas and differing viewpoints from a variety of academic reading materials.
• Demonstrate advanced grammar, sentence structure, and vocabulary in writing.
• Evaluate your own writing for rhetorical structure and clarity by means of revision and editing.
2024-2025 Spring Hybrid (some Face-to-Face) Exam – Course Test/Quiz  a timed essay-writing assessment 4 6 7 1 0 Students wrote their essays in the ATC lab, where they only had access to a word processor and an online dictionary. Given the timed setting and lack of additional resources—such as research or editing tools typically available for other writing assignments—this outcome aligns well with expectations. I will provide more in-class timed writing practice under similar conditions to help students build confidence and improve their ability to write effectively without external tools.
Language Arts ESL Alice Chan ESL274/474 49398/48334 Evaluate own writing to edit and proofread effectively. 2024-2025 Spring Online with at least some synchronous hours Exam – Course Test/Quiz  Students analyzed their writing by identifying the sentence types and all the grammar points covered in the course.  6 4 1 0 1 Students were able to apply the grammar concepts they acquired in class to their writing in general.  N/A
Language Arts EWRT VIVIAN BEJARIN EWRT1A 13D 22574 Practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies.  Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives. 2023-2024 Fall Hybrid (some Face-to-Face) Portfolio Review All students who satisfactorily complete the required coursework  (70 percent of required assignments) in the course will submit a portfolio of their writing for departmental assessment. This portfolio will include:

 

1. A thoroughly revised  out of  class essay that clearly demonstrates the skills we expect from a student who has completed EWRT 1A. (Submit clean final draft only.)
2. A timed analytical essay that clearly demonstrates the skills we expect from a student who has completed EWRT 1A. (Submit original submitted essay only, no revisions.)
3. Cover Letter/Reflection Essay. This essay/assignment should demonstrate the skills that we expect from a student who has completed EWRT 1A.

This portfolio will be evaluated by a team of instructors that includes your instructor. The portfolio assessment team will determine whether your portfolio is passing. If your portfolio is not assessed as passing, you will not pass the course. If your portfolio is assessed as passing, your final grade in the course will be determined by your instructor.		 9 5 2 4 6  A student voice:’ You have succeeded in creating a collaborative and engaging learning environment, where students feel comfortable sharing their thoughts. Your ability to provide specific and actionable feedback on assignments has greatly enhanced my writing skills. Furthermore, your incorporation of various literature and writing assignments has allowed me to explore new perspectives and enjoy the learning process more.

Thank you very much for creating a welcoming environment and making everything easy, as a fresh out of high school I thought I would struggle so much but your class made it so much easier, your class will be one of the greatest stepping stones to doing better in English class in the future.  I understand how difficult it could be to deal with so many students daily but I appreciate you doing your best and keeping up with us all.’
 A student voice: One area for improvement might be balancing the curriculum with the diverse skill levels in the classroom. At times, some students may feel either overwhelmed or under-challenged. Additionally, while your enthusiasm is contagious, there are moments when pacing could be adjusted to ensure everyone has ample time to grasp the material.
Language Arts EWRT Mary Diehl EWRT D001A55Z 25496 Practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies.   Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives.   This is a five-unit course. 2023-2024 Fall Online - Asynchronous Exam – Course Test/Quiz  Students complete 16 homework assignments and four essays.   I comment on every assignment they submit with the students commenting back. 30 30 32 4 5 Students comment that assignments and essay expectations are clear and few students have questions.   This leads me to believe my class is working. Any time a student questions an assignment or essay requirement, I adjust for clarity.
Language Arts EWRT Diane Furlan EWRT D002.57Z 22446 • Apply critical thinking skills to writing and complex readings.
• Demonstrate academic (analytical, argumentative) writing based on reading of complex texts.
• Demonstrate analysis, comparison, synthesis, and documentation of independent research.
• Articulate analyses and interpretations
 2024-25 Fall Online - Asynchronous Other Weekly tests to practice identifying fallacies, application of fallacies knowledge to understand addressing counterarguments in writing and speech, heuristic exercises to further deeper critical thinking on complex topics, multi-draft writing process furthering self-assessment, communication with peers, enhancing audience awareness. Throughout consistent feedback, recommendations and opportunities for improvement. 10 11 2 0 8 Course worked well for students with a college prep background. Some students failed to finish class  because they lacked an awareness of the importance of consistent application of new knowledge and the building of core skills throughout course. These students who withdrew also showed a lack of time management skills, believing they could "make up" an entire quarters work in a few days. Weekly check-ins with me reflecting on what went well and what didn't. Ie why they didn't submit and what they can do to change that.
Language Arts EWRT Diane Furlan EWRT D002.53Z 02689 • Apply critical thinking skills to writing and complex readings.
• Demonstrate academic (analytical, argumentative) writing based on reading of complex texts.
• Demonstrate analysis, comparison, synthesis, and documentation of independent research.
• Articulate analyses and interpretations
 2024-25 Fall Online - Asynchronous Other Weekly tests to practice identifying fallacies, application of fallacy knowledge to understand addressing counterarguments in writing and speech, heuristic exercises to further deeper critical thinking on complex topics, multi-draft writing process furthering self-assessment, communication with peers, enhancing audience awareness. Throughout consistent feedback, recommendations and opportunities for improvement. All this culminating in a research paper. 13 10 1 0 6 A lot of students did better than expected and am pleased about that. Four withdrawals were due to time management issues. Students favored other classes over this one and then found that they could not catch up. Encourage a positive attitude for this course and break down how interleaving a little writing in between studying for OChem or math might aid critical thinking.
Language Arts EWRT Todd Gutmann EWRT D002.08Y 24606 Apply critical thinking skills to writing and complex readings.
Demonstrate academic (analytical, argumentative) writing based on reading of complex texts.
Demonstrate analysis, comparison, synthesis, and documentation of independent research.		 2024-25 Fall Hybrid (some Face-to-Face) Underlying Course essays, exam, exercises in class and online 7 11 1 2 3 This was a motivated group of students. I will be adding further practice.
Language Arts EWRT Diana Fleming EWRT 2-03Y 24408 Apply critical thinking skills to writing and complex readings. 2024-25 Fall Hybrid (some Face-to-Face) Exam – Course Test/Quiz  A quiz provided during Week Five of instruction.  This quiz consists of a written response that is timed.  This written quiz takes place during the in-person classroom of the Hybrid course modality.  The quiz is open book.  Student creates a written response with an example of their choice from the selections offered in the class text.  Student also must demonstrate the skill of citing quote and page number in MLA format.  13 12 2 1 0 The students were able to use critical thinking skills in writing about a complex reading.  The book is at an advanced reading level, and so this written quiz allowed the student to practice identifying, and selecting, relevant material from a complex reading.  Students successfully placed a portion of the quote in the written quiz, and showed the parenthetical reference (MLA citation).  Students enjoyed the autonomy of being able to select a chapter of their choice, an example of their choice.  There was a wide variety of student responses. 

The quiz also prepared the students for a more detailed exploration taking place in the next phase of the unit--the next assigned essay.  Students are encouraged to use the material from this quiz in the next essay.  Thus, this quiz also prepared them for the next academic writing task.  		 Continue encouraging students to use resources like the De Anza Library.  The library is a vital Student Support Service, and provides a number of copies of the class text (book) through its Reserve (Books on Reserve) service.  This method of obtaining the book helps a portion of students who benefit from a variety of financial options in obtaining required class texts.
Language Arts EWRT Sergio Rizzo EWRT  02-01Y 38264 Student Learning Outcomes:
1. Demonstrate analytical skills in the reading of literary (and non-literary) texts linked by common theme or issue
2. Demonstrate analytical, organizational, verbal, and research skills in writing
3. Evaluate multiple sources and integrate them in an analytical research paper
 2024-2025 Winter Hybrid (some Face-to-Face) Exam – Course Test/Quiz  Online written answer quizzes; summary paper; two analytical papers, and final exam (reflective essay) 18 12 1 2 0 Most students meet or exceeded expectations.  More students took advantage of opportunities to revise essays.  In their final exam reflective essays, many students appreciated the in-class group workshops and demonstrated good retention of the research they had done for their analytical papers. I want to improve the online experience for students.
Language Arts EWRT Todd Gutmann EWRT D002.13Y 34615 Apply critical thinking skills to writing and complex readings.
Demonstrate academic (analytical, argumentative) writing based on reading of complex texts.
Demonstrate analysis, comparison, synthesis, and documentation of independent research.		 2024-2025 Winter Hybrid (some Face-to-Face) Other Essay and exam 6 7 4 2 5 A higher-than-usual number of students didn't keep up with the assignments. The next time I teach the class I will reevaluate whether all of the assignments are necessary, and maybe even more proactive (I'm already pretty proactive) about checking in with students as they fall behind.
Language Arts EWRT Lauren Gordon  EWRT1A & LART 250 (07Q)  00751 & 36507 1. (LART 250):
- You will be able to demonstrate the reading and writing process and metacognitive awareness in a combined reading and writing portfolio of your strongest work.


2. By the end of the quarter in EWRT 1A:                                          
- You will be able to practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies.                      
- You will be able to read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives.
2024-2025 Winter Hybrid (some Face-to-Face) Portfolio Review Student submit portfolio for passing both the EWRT1A and Lart 250 course to be assessed by instructor and other teachers in the English dept.  3 10 3 4 1 Overall students met the requirements of the course. The student who didn't pass weren't able to come to the classes and got behind on the assignments and weren't responsive to help and reaching out to them leading up to the portfolio deadline.  Some students who were approaching expectations were using AI and/or weren't integrating the material taught in the class makes me think that we can work more on demonstrating the value in their own work and AI can be used in some situations and not in terms of using to take the place of one's voice and analysis. Maybe more time could be spent showing students examples of AI papers and the value in taking a class who 2 parts (5 unit transferable class and a 3 unit pass/no pass requirement). 
Language Arts EWRT Lauren Gordon  EWRT 2 34064 - Apply critical thinking skills to writing and complex  readings
- Demonstrate academic (analytical, argumentative) writing based on reading of complex texts
- Demonstrate analysis, comparison, synthesis, and documentation of independent research
 2024-2025 Winter Hybrid (some Face-to-Face) Project Research paper  10 7 8 1 2 Overall, students did very well on this assignment and I was impressed. There were a few instances of AI and/or of students not included enough of the requirements (such as including specific examples and demonstrating critical thinking and analysis).  Maybe work with AI more and help students more with time management and including examples from their research and how to grapple with sources and their own voice. 
Language Arts EWRT Todd Gutmann EWRT 1A.02Q, LART 250.02Q 46202 46776 Demonstrate the reading and writing process and metacognitive awareness in a combined reading and writing portfolio of their strongest work.

Practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies.

Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives.		 2024-2025 Spring Hybrid (some Face-to-Face) Portfolio Review also essays and other writing   2 8 0 10 Many students did not follow through by fully participating and completing the coursework. Clearly, I did not do a good job of motivating them. I've met with the director of professional development and gotten ideas for improving course engagement. With the goals of encouraging a stronger sense of community and of authentic classroom experience, I will add assignments that make students accountable to each other and that encourage connecting readings and other assignments to what is going on in their lives.
Language Arts EWRT Vivian Bejarin EWRT 1A -06Q 00763 Apply critical thinking skills to writing and complex reading.
Demonstrate academic (analytical, argumentative) writing based on reading of complex texts.
Demonstrate analysis, comparison, synthesis, and documentation of independent research.		 2024-2025 Spring Hybrid (some Face-to-Face) Portfolio Review 50 percent of the students were able pass the course this quarter.They understood SLOs clearly and did their best meet all the learning outcomes to the best of their abilities. 4 7 2   7 It’s always rewarding to see that the students feel good when they know they’ll pass. I feel the bundle courses help prepare students for college studenthood.
Language Arts EWRT Sergio Rizzo EWRT1A/LART250-9Q 42908 Student Learning Outcomes:
• Practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies.
• Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives.
• Demonstrate the reading and writing process and metacognitive awareness in a combined reading and writing portfolio of the student's strongest work.
 2024-2025 Spring Hybrid (some Face-to-Face) Portfolio Review Assessment involved in-person class discussion and workshops, weekly online quizzes, two research papers, and portfolio review. 8 7 5 0 4 The majority of students met or exceeded expectations for student learning outcomes of the course.  Students approaching those expectations showed good potential for developing the writing and critical thinking skills necessary for more advanced writing classes and assignments. To enhance student learning I want to take advantage of the online access provided by Canvas followed up with conferencing in-person or online to assist students individually.
Language Arts HNDI Nilu Gupta HNDI D001 40Z 01160 Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts. 2024-25 Fall Online with at least some synchronous hours Exam – Course Test/Quiz  1. Self-introduction and Class Participation
Served as a means to assess verbal skills.

2. Midterm and Final exams
Served as a means to assess language structures, comprehension and writing skills.
Exams were structured to test on grammar, sentence construction and completion.
 12 11 10 0 0 The course format is working well. The current format is working well. I am always looking to see if I can bring in an outside guest who can speak to the tight collaboration between India and the US and can provide a greater sense of accomplishments for students knowing that their efforts put in will come in handy and serve them well in their careers.
Language Arts JOUR Gail McElroy JOUR 02-52Z 01324 #3-- Analyze and critique the impact of mass media in society and articulate controversies surrounding each medium, including legal and ethical issues and the role of women and minorities. 2024-25 Fall Online - Asynchronous Other Discussion Question and Essay Question 20 2       Students were given a discussion question and an essay assignment focusing on stereotypes in the media. They were asked to analyze various stereotypes in digital media (movies, TV, social media) and how those influenced them as a youth and now. Critical thinking was demonstrated by all students. I am happy with the result.  The next time this specific SLO is assessed it should focus on legal and ethical issues in the media. 
Language Arts JOUR Betsy Gebhart JOUR 21A 39242 • Evaluate, access and interview sources to report a multi-source news story and develop it for publication in print or online.
 2024-2025 Winter Hybrid (some Face-to-Face) Project For the course final, students were asked to
write a 700-750-word multi-source localization
story that also included a multimedia component.

Students were tasked with finding a national, state or local story or a poll/trend and localiziing it to De
Anza by getting reaction from/interviewing instructors, staff and/or students, as though as though
they were writing for the student newspaper, La Voz.
 17 0 0 0 3 Most all the students in the class were focused, high-performing , and followed directions.  On a 200-point grading scale, no student fell below 169 (B-).  Based on weekly discussions in the classroom, many students became engrossed in their topics (example: ongoing VTA strike, California secession measure, student addiction resources, community college transfer rates, etc.)  
This was a demanding project for the students, requiring them to do research, seek out interviews from at least four sources, including an authority on their topic and De Anza students and staffers. They were also required to take photos, videos, or develop a graphic for the news article.
In the last four weeks of the course, a portion each class session was spent repeatedly going over what was required.  Questions and challenges came up and were resolved.   There were extra-credit opportunities to interview San Jose’s mayor and De Anza’s college president for their topics--this generated student interest.
Many students went above and beyond the minimum requirements—submitting more than four interviews, more than one expert interview,  and more than the required number of photos/videos/graphics. 
This showed me the plans in place worked well--I plan to follow the same regimen next quarter. 


Language Arts JOUR Gail McElroy JOUR D002.50Z 38262 1. Evaluate the role, power and influence of mass media industries in the U.S. and globally. 2024-2025 Winter Online - Asynchronous Exam – Course Test/Quiz  20-Question Quiz on Chapter 11 (role, power and influence of social media);
31 students took the quiz (average score=86%)
 18 12 1 0 0 I decided to use a quiz this time to get a quantifiable assessment rather than a discussion question or other assignment which is more subjective. I am pleased with the high scores that demonstrates students acheived learning on this assessment for this SLO. I could combine the quiz with a discussion question response or include an open-ended Q and A for the quiz to further compare. 
Language Arts JOUR Betsy Gebhart Jour 21B 46279 Appraise and critique feature stories for originality, sourcing and writing style. 2024-2025 Spring Hybrid (some Face-to-Face) Presentation/Performance During the quarter, each student was required to stand before the class and present a five-minute appraisal and critique of a news feature story.  The students used Power Point or Google Slides to build and show graphics and illustrations/explanations of their findings. 
10 1 0 1 4 Most all of the Journalism 21B students were diligent, serious students, who needed comparatively little guidance with the presentation.  Most feature presentations exceeded my expectations, both in written content and in graphics display content .   
Like Jour 21A, Jour 21B is a demanding hybrid course. Students are given written and verbal instructions and then they on their own as they follow through with the feature presentation and AP presentation required of this course.  I was pleasantly surprised by how advanced—and in depth-- their displays were.  The assignment called for a five-minute talk—several went well beyond the minimum.  
Language Arts JOUR Betsy Gebhart Jour 21B 46279 Report and write original multi-source feature stories including incorporating ethical and legal principles and defending the use of sources.
 2024-2025 Spring Hybrid (some Face-to-Face) Other During the quarter, students were assigned to write five different types of news feature articles.  The categories were: Reaction, Color/Event, Trend, Profile, and Review/How-to/Opinion. Each article had to run 400-500 words.  Using rules of journalism, for the Trend story, students had to interview three human sources and one documentary source. Ethically speaking, they needed to write down exact quotes from interviewees. Students were required to talk to credible sources, and to strangers, to ensure their story was unbiased.    7 4 0 1 4 Most of the Journalism 21B students were serious students, who needed comparatively little guidance with this assignment.  One student chose to report, for example, on wearing pajamas to De Anza classes. For a documentary source, she cited a Wall Street Journal article which explained PJs were a fixture on college campuses.  Then the Jour 21B student interviewed a De Anza professor and several students about the trend.  She sought out both local and international students, to see if there were cultural differences reflected in their answers. Students seem to enjoy reporting on the Trend article assignment.  In class, I had students share their proposals for Trend stories, so classmates could comment—and offer suggestions. One Jour 21B student reporting on Labubus, little dolls attached to keychains, a fad like Beanie Babies of years past. Statistically speaking, seven of the 12 students in the course received As or Bs, four did average work, and one received a D for below-average work. 
I think I will keep the five different categories in place for next year’s Feature News Writing class.
Language Arts JOUR Gail McElroy JOUR 80 45666 3. Research and design a public relations strategy for a specific entity and create a press release (using AP Style) and associated media strategy, based on a stated goal and means of evaluating outcomes. 2024-2025 Spring Online - Asynchronous Project As a final project, students research and write a comprehensive public relations plan for a client of their choosing (real or ficticious). Components of the plan include: situation/executive summary of issue to be addressed; objectives; target audiences and communication tools to reach them; key messages; strategies and activities; timeline and logistics; budget; and evaluation.  25 0 0 1 2 The PR plan is a good way to assess how well students grasp the components of a PR program/event and evaluate how well students understand PR strategies to reach specific audiences. It is a good final "exam" which includes critical thinking, course concepts and creativity. For this assignment, students were encouraged to write a PR plan for La Voz, the De Anza Journalism Dept and/or De Anza college. One student wrote about La Voz (which will be submitted to the faculty advisor and editors), and one student wrote a PR plan for the college (which will be forward to the appropriate person). Students also had the option of preparing a plan for their employer and were encouraged to submit it for possible implication.  The PR plan is a good assessment but doesn't address the second half of this SLO which is to create a press release. This is a separate assignment and will be the focus the next time this SLO is assessed. 
Language Arts JOUR Newsha Naderzad JOUR D002 42791 #2 - Analyze the development, history, operation, culture and economics of media industries. 2024-2025 Spring Hybrid (some Face-to-Face) Demonstration Students wrote a paper about Media Monopolies in the US.The total points possible were 50. Successful students demonstrated an accurate reflection on 4 points: their history, the positives and negatives to such monopolies, and which ones they specifically subscribe to. Full points were given to students who demonstrated an understanding of how such monopolies play a role in their media use.
 18 5 0 6 0 This assignment worked because it combined critical thinking with personal relevance. Asking students to explore the history, benefits, and drawbacks of media monopolies and reflect on the ones they engage with brought the topic to life. It wasn’t overly complicated, yet it required real thought. By analyzing both sides of an issue and making it personal, students were able to develop deeper insight on the reality of Media. I could improve this assignment by offering students alternative formats for demonstrating their understanding. For example, instead of a traditional written paper, they could choose to record a 2–3 minute video where they share their thoughts on the subject. Another option could be to create a visual representation, like a pie chart, that illustrates which media monopolies they interact with most in their daily lives.
Language Arts LART VIVIAN BEJARIN LART D250..13D 25478 Demonstrate the reading and writing process and metacognitive awareness in a combined reading and writing portfolio of their strongest work. 2023-2024 Fall Online - Asynchronous Tracked Academic Behavior This is the preparatory class for EWRT1A. There were there were a lot of low stake skills activities that were assessed to help them Learn specific skills to help them craft an essay, such as work to book from a chapter and practice MLA  format. The outline assignment, which is worth 10 points is a preparatory assignment for the shell of an essay, In which students could practice crafting an introduction along with the topic sentences over their essay, using an example framework. 9 5 2 4 5 The students had to pass with that least a C, Which is 140 Required points of 200 points, At least one passing timed essay (test evaluation) More low steak, skills, practice activities, help students improve their active reading and annotation skills, so they’re better prepared to find the ideas they need when they craft their essays.