Division

Department

Your name

Course with section. For examp

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

SSH

ADMJ

Ramona Gabriel

Introduction to Corrections, Pro

28145

1) Identify the goals of punishment.

2) Define the roles and objectives of agencies in the corrections system.

3) Examine the role of corrections in the supervision and rehabilitation of offenders, reentry into society, and recidivism.

4) Examine and understand the role of community corrections.

5) Identify the challenges of working with special populations.

6) Compare and contrast adult and juvenile corrections.

2024-25

Fall

Face-to-Face

Project

For the final exam, students were tasked with completing a probation pre-sentence report. They were the probation officers and had to complete the probation application for a fake defendant, based on the information I provided. Students had to transfer prior conviction and drug/alcohol history from the rap, take the present offense information form the police report and rap sheet, and based on all of the information, they had to write a recommendation for sentencing. This assignment tested their ability of recognizing how to read a rap sheet, probation application, and police report, and being able to write a successful recommendation.

0.00

This final exam allowed for me to ascertain how much of the information the students retained throughout the course. There were various topics covered and the fact that the students were successful with their final, based on the grade, showed their ability to retain and recite the information learned.

Thinking about this course in the future, I might have a scenarios for the students, in terms of being able to write an effective pre-sentence report. Given that these reports are vital to a defendant's sentence, it would be a good measure to have them play out an actual interview.

SSH

ADMJ

Ramona Gabriel

Women in Crime - AJ51

26987 & 26988

1) Describe and appraise the historical impact of women as criminal justice professionals.

2) Identify the causation factors which generate criminal behavior by female offenders.

2024-25

Fall

Online - Asynchronous

Other

The final for the course was for the students to write a 5-page research paper about an infamous women. The women could be anyone from a serial killer to a Congresswoman. The students were to take the strategies taught in class (i.e. theories, mental health issues, drug/alcohol, policies, victimization, etc.) and incorporate that into their paper.

The idea of this particular method was to allow the students to articulate their topic onto paper. It is one thing being able to answer discussion questions or certain writing assignment; however, it is another to be able to take what you learned and apply that for the reader.

In reading the students' papers, they showed a clear understanding of what they learned throughout the course. Many of the papers received the top score of 50 points. For others, who did not exactly meet the 50 points, it was more or less regarding grammatical errors, citing issues, or improper formatting of their paper.

The courses are 12 weeks, and it can be difficult to retain most of what is being taught. While a quiz could have worked, writing about what you learned allows students the ability to retain the information.

SSH

ADMJ

Ramona Gabriel

Community Relations

28146

1) Discuss how the relationship between the justice system and the community is a complex interaction at multiple levels.

2) Compare and contrast the traditional method of policing with the community-based philosophy of providing police services.

2024-25

Fall

Online - Asynchronous

Exam – Course Test/Qui

A final exam was given. The exam consisted of questions from the course lectures, readings, videos, and articles. The exam consisted of true false, multiple choice, and fill in the blank questions. The questions included theories related to community relations and the police, historical perspectives, and prominent figures past and present.

The final exam was conducted to test what the students retained during the quarter. On the whole, students did quite well. The students, who did not meet expectations was due to them not submitting assignments or taking advantage of the extra credit assignments. While other students stopped participating in the course and failed to drop the class within the time frame set by the college.

Overall, I was pleased with the outcome of the students learned throughout the quarter. The exam was pretty standard and not much needs to be enhanced.

SSH

ADMJ

Kevin Rudich

Admj 25-50z para25-50z

28147 28148

Critique the relationship between law and social change within the context of cross-cultural settings.
Analyze the roles of legislation and case law as they pertain to socio-cultural change.

2024-25

Fall

Online - Asynchronous

Exam – Course Test/Qui

Examinations, as well as written essays and projects

Good class.

More weekly assignments so students have a measure of progress.

SSH

ADMJ

Amir Alem

ADMJ D010.50Z

28141

Analyze the historical nature and measurement of criminal behavior within society

2023-2024

Fall

Online - Asynchronous

Exam – Course Test/Qui

Specific multiple choice and short answer questions.

Impressed with students' abilities this quarter to exceed expectations.

The 4 N/A students were a disappointment. I tried to email and contact them to get them involved in the course but no responses sadly.

SSH

ADMJ

Griffin Bonini

ADMJ D003

27742

Student Learning Outcome (SLO) Goal: Demonstrate a knowledge of the elements of crimes and determine which crimes apply from factual situations.

2024-25

Fall

Online with at least so

Exam – Course Test/Qui

I give the students a factual situation (police report) and ask them to apply the legal concepts we have been learning to the scenario and reach a conclusion.

Most students successfully learned the concepts. A few did not complete the work.

Going to try to make class more interactive to see who is getting the concepts and who is not.

SSH

ADMJ

DuJuan Green

ADMJ 54

28151

• Contrast the responsibilities of each component of the criminal justice system.
• Evaluate the interrelationships that link the components of the justice system.

2024-25

Fall

Face-to-Face

Exam – Course Test/Qui

Students were provided with lectures and given several multiple choice, true/false, fill in the blank examinations to test their understanding of the course material.

In addition, students were required to submit an essay on one of Criminal Justice System components.

Students who did not flat out study OR use the PROVIDED Study Guides, did not do well. It's as simple as that. EVERY student was given the same opportunity to succeed.

Sadly, as the instructor, I cannot "study" for the students. They have to take it upon themselves to be diligent about their studies. Everyone of them were given the Study Guide. I even went over each Study Guide in class prior to giving the pertinent examinations.

My system worked well for many students. It was obvious those students cared about the subject matter. Those students who did not care about the subject matter received reflective grades.

SSH

ADMJ

DuJuan Green

ADMJ1 - Intro to the Administra

28152

• Contrast the responsibilities of each component of the criminal justice system.
• Evaluate the interrelationships that link the components of the justice system.

2024-25

Fall

Face-to-Face

Exam – Course Test/Qui

These were students from Homestead High School. For the most part, they did great! I loved their attitudes and willingness to learn and participate in discussions/lectures. In fact, many of them referenced the discussions in their Final Essays.

Students who did not flat out study OR use the PROVIDED Study Guides, did not do well. It's as simple as that. EVERY student was given the same opportunity to succeed.

One student failed to turn in his Final Essay, severly affecting his grade.

Sadly, as the instructor, I cannot "study" for the students. They have to take it upon themselves to be diligent about their studies.

Each of them were given the Study Guide. I even went over each Study Guide in class prior to giving the pertinent examinations.

My system worked well for many students. It was obvious those students cared about the subject matter. Those students who did not care about the subject matter received reflective grades.

I was impressed by many of these high school students! Sadly, one student failed to turn in his Final Essay, which severely affected his grade.

SSH

ADMJ

DuJuan Green

ADMJ 54 - Youth and the Law

27739

• Analyze the sociological principles regarding the causation of juvenile crime and delinquency.
• Identify those laws that relate to juvenile offences and critique how they impact youthful offenders.

2024-25

Fall

Online - Asynchronous

Exam – Course Test/Qui

This course was assessed based on students earning points for each completed assignment. Assignments consisted of examinations, taken directly from the textbook, or provided Topic Article.

Students were given multiple attempts to earn the highest score possible. Many students took advantage of the opportunity, while some did not.

However, it has to be noted: the correct answers were always the clear answer, making it evident that students who did do well, did not study....or even open the textbook, as these were ALL open book exams!

The subject matter for this course is very straight forward. Students who put in the work tend to do very well. Conversely, students who do not put in the work, have grades reflective of that effort.

One of the concerns I have shared many times in the past, is the fact this course does NOT require prerequisite courses. In my opinion, students taking this course should HAVE TO COMPLETE ADMJ1 - Intro to the Administration of Justice - before being allowed to register, as that is the foundational speciality course for the CJ degree program! "Youth and the Law" and many topics studied in the course stem from the foundational speciality. How can you effectively talk about Probable Cause, Reasonable Suspicion, Consensual Encounters, Arrests, and Detentions, when you've never even heard of those terms...which are all prevalent throughout this course. And don't let me get started on Theory or the beginnings of the CJ System in America.

Students routinely waited until the very last moment to attempt to complete the week's work. Unfortunately, that is something they need to ration out their time to do. However, I can do a better job in the future of reminding them of the due date.

This course sets out to give students a more in-depth look into the Juvenile Justice System in America. Many students gave me positive feedback on what they learned, the way the course was laid out, and the ease and relatedness of the assignments.

In the future, I would like to be more "present" with my students; albeit, my office hours were rarely attended.

Lastly, I think inputting a feedback mechanism might be helpful to gauge student thoughts.

SSH

ADMJ

DuJuan Green

ADMJ54 - Youth and the Law

27740

2024-25

Fall

Face-to-Face

Exam – Course Test/Qui

SSH

ADMJ

DuJuan Green

SOC D054.50Z - Youth and the L

27741

2024-25

Fall

Online - Asynchronous

Exam – Course Test/Qui

SSH

ADMJ

Ramona Gabriel

Youth and the Law: ADMJ 54

37400 & 37401

Analyze the sociological principles regarding the causation of juvenile crime and delinquency.
Identify those laws that relate to juvenile offences and critique how they impact youthful offenders.

2024-2025

Winter

Online - Asynchronous

Exam – Course Test/Qui

For this quarter, I did my final in two parts. The first part I gave a final exam. The questions came from the textbook, videos, lectures, and articles.

Part 2, I asked students to share two things that they learned during the quarter. This allowed me to see if students were able to articulate certain theories, practices, and ideas of the information they obtained. This proved to be helpful, because students did better on the essay portion than the actual quiz, which was good to see. Overall, students did well.

This quarter students did a good job answering discussion questions and completing their writing assignments. They showed a basic understanding of the law as it pertains to juveniles, how juveniles are treated in the criminal justice system, and various components of the lesson plan. The few students that received lower grades is because they did not submit assignments or take advantage of submitting late work

I am going to keep the idea of allowing students to articulate what they have learned. This is a better way to really assess whether or not they were just skating by or they actually did the work

SSH

ADMJ

Ramona Gabriel

Women in Crime - ADMJ 51

38617

1) Describe and appraise the historical impact of women as criminal justice professionals.

2) Identify the causation factors which generate criminal behavior by female offenders.

2024-2025

Winter

Online - Asynchronous

Exam – Course Test/Qui

For the most part, students did well in the class. However, I did see a difference between students doing better on the essay part of the final than they did on the first part of the exam.

I want to stay with the two part test, because I like to know exactly how and what students have learned during the quarter. Almost all of the students received full points on that portion of the final.

SSH

ADMJ

Kevin Rudich

California Specific Criminal Law

39087

Identify and analyze critical concepts of advanced criminal law. Define and describe violations classified as general crimes.

2024-2025

Winter

Online - Asynchronous

Exam – Course Test/Qui

Graded quizzes and tests. Graded essay

Good class participation

Enhance participation with greater collaborative course work

SSH

ADMJ

DuJuan E. Green

ADMJ D075

36287

• Describe the development of the criminal justice system within the framework of the U.S. and State Constitutions.

• Identify the components of the criminal justice system and discuss how each is fundamental to the justice process.

2024-2025

Winter

Hybrid (some Face-to-F

Exam – Course Test/Qui

Students were given a 100-question multiple choice, true/false, fill in the blank, and matching Final Examination, covering the Learning Outcomes lectured in class and online.

Additionally, students were given weekly assessments covering the provided reading materials (PDF presentations).

My reflection is that this course was a win-win overall for the students...and myself! I love face-to-face interaction, and believe I do my best work in that modality. Nearly all of the students told me this was one of their best courses.

I will add, however, that the course needs to be completely face-to-face (in-person) or have the online portion be Synchronized! There was just too much information and context needing to be given to only meet one-day a week. The Asynchronous modality doesn't work for a course of this nature.

My Enhancement/Action will be to seek the correct teaching modality--which is Face-to-Face or Synchronous--for this course by ALL Administration of Justice instructors!

As a matter of principle, the students going into the profession need to be able to interact with practitioners of the work, in a way that brings them closer to what the work actually entails. Sadly, they can't get that from an Asynchronous modality.

SSH

ADMJ

DuJuan E. Green

PARA D075

36289

2024-2025

Winter

Hybrid (some Face-to-F

Exam – Course Test/Qui

SSH

ADMJ

DuJuan E. Green

POLI D075

36292

2024-2025

Winter

Hybrid (some Face-to-F

Exam – Course Test/Qui

SSH

Nellie E. Vargas

CD-64.01Y

21961

Evaluate the importance of nutrition in the health and development of young children in childcare settings.

2024-25

Fall

Hybrid (some Face-to-F

Exam – Course Test/Qui

Mid term-Students will answer discussions questions related to the nutritional needs of various ages of children and plan an early childhood curriculum on the topics of nutrition.

Students will write a self-reflection of the importance of nutrition in the health and development of young children.

Students will collect evidence from different preschool programs examine and compare the nutritional needs of various ages of children and plan nutritional meals and snacks based on the individual needs of children.

SSH

Nellie E. Vargas

CD-12.01Z

00337

Recognize the importance of building partnerships with families and the community.

2024-25

Fall

Online with at least so

Other

Research Paper- students will explore the different community resources available for children and their families in the county and state of California.

Students will write a self-reflection to discuss the different community resources available for the children and their families in the county and the state of California.

Students will discuss how this community services enhance and help improve the life of the children and their families in the county and the state of California.

SSH

Nellie E. Vargas

CD-54.01Z

21538

Design curriculum for all developmental domains that is culturally salient, developmentally appropriate, inclusive and emergent.

2024-25

Fall

Online with at least so

Other

Research Paper-Students will explore the different Preschool Curriculum Models available in the early childhood field.

Students will write a self-reflection related to the different Preschool Curriculum Models available in the early childhood education field.

Students will evaluate and assess the importance of developing a preschool curriculum model that is culturally salient, developmentally appropriate, inclusive and emergent and present a plan curriculum for all developmental domains.

SSH

Nellie E. Vargas

CD-50.01Y

23156

Recognize the value of the field of child development in providing for the developmental/foundational needs of children through quality programs and appropiate practice.

2024-25

Fall

Hybrid (some Face-to-F

Exam – Course Test/Qui

Mid term-Students will answer questions related to the field of child development and the developmental/foundational needs of children through quality programs and appropriate practice.

Students will write a self-reflection related to the importance of the field of early childhood education

Students will identify developmentally appropriate practice and its application to a cross range of early childhood settings.

SSH

Zana Wilkie

CHLD DEV:EARLY YRS | Course:

25977

Demonstrate an understanding of how and why human beings change over the course of their life

2024-25

Fall

Online with at least so

Project

The students' work was assessed on a regular basis through weekly quizzes. The final assessment is done through a series of projects, 2 research papers, and a reflection paper describing what they learned through taking the course.

The quarter went well. The students were engaged during the lecture portion and with their breakout groups. Attendance remained high for the majority of the students. Participation in the discussion assignments was 80% or higher each week.

I have already put in place 2 major enhancements for next quarter. I have added additional lecture material for the Naturalistic Observation and have in place a new hands-on assignment for observation practice. The PowerPoint lecture on Infant/Toddler Social-Emotional development has been edited, replacing the content I used this quarter.

SSH

CETH

Wayne Jopanda

CETH D10

39382

Analyze theories and knowledge produced by Native Americans, African Americans, Asian Americans, and Latina/o Americans to discuss race, inequality, and resistance.

Explore the intersectionality of race, racism, gender, class, sexuality, and other identities.

Examine the role of ethnic studies in challenging historical and contemporary racial inequality.

Engage with anti-racist and anti-colonial practices and social movements.

2024-2025

Winter

Online - Asynchronous

Project

Each student creates both a multimedia zine engaging literacy, race, ethnicity, media, and more. This project engages the tenets of intersectionality including race, ethnicity, gender, sexuality, class, and disability justice. My final paper assignment provides a written version opportunity to complete this assessment.

I am hoping to provide additional opportunities in future classes for assessment opportunities as well as receiving more feedback from students of past coursework.

I will provide additional weekly check in questions that engage the assessment.

SSH

HIST

Danielle Vlahos

HIST D017A - 02

27749

Demonstrate and apply knowledge of the pre-Columbian and colonial eras through 1800 in U.S. history to construct defensible statements of meaning and evaluation about this period's developments.

Identify, critically evaluate, and interpret U.S. history from the pre-Columbian and colonial eras through 1800 using primary source documents to construct historical analysis.

2024-25

Fall

Face-to-Face

Exam – Course Test/Qui

Final Exam consisting of an essay and 10 multiple choice questions.

The final exam's purpose was to construct defensible statements of meaning and evaluation about this period's developments. I did this by asking the students to write an argumentative essay about social, political, economic and intellectual changes in the 18th century. I provided students with 2 questions to prepare, without knowing the question that they would receive on the day. Some of the students responded writing about events that have happened during the 19th and 20th century. Others failed to make a connection to explain how a specific event led to the revolution, although they did indicate the event clearly.

I may need to adjust this and rewrite the questions to make it clear I am looking for the 18th century developments as well as adding words to improve the clarity of the revolutionary war question. Another possibility is to ask for a group project or some kind of presentation where the student has to present an argument rather than write.

SSH

HIST

Danielle Vlahos

HIST D017A 03Y

28453

2024-25

Fall

Hybrid (some Face-to-F

Exam – Course Test/Qui

Final Exam consisting of an essay and 10 multiple choice questions.

SSH

HUMI

Sal Breiter

HUMI 1-06

23401

Student Learning Outcome: Synthesize critical thinking, imaginative, cooperative, and empathetic abilities as whole persons in order to contextualize knowledge, interpret and communicate meaning, and cultivate their capacity for personal, as well as social change.

Student Learning Outcome: Cultivate and demonstrate awareness of the power of creativity and the potential of the creative process through direct involvement

2023-2024

Fall

Online with at least so

Project

Students complete a final creative experiment in multiple steps and with peer review that requires them to work to influence a social change.

The project continues to be an incredibly empowering and transformative experience for students. The students who no not meet the expectations are those who did not complete the experiment.

After a quarter of preparation, most students are able to complete the assessment with widespread success. Those students who do not fully engage during the quarter often feel overwhelmed with the expectations of the assignment. Therefore, anything that I can do to bring disengaged students into the work of the class is essential to their success with this assessment. I will continue to strategize how to reach out to them, including the use of CONNECT and my own e-mails...

SSH

LART

Sergio Rizzo

EWRT1A-37Y

00845

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 reading and writing assignments.

2024-25

Fall

Hybrid (some Face-to-F

Exam – Course Test/Qui

In addition to weekly quizzes on Canvas and an in-class, written final exam, students write two analytical essays (1,000 words each).

Most students exceeded or meet course expectations, and I was happy to see how they expressed this in their self-reflective essays that they wrote for the final exam.

For students who did not or struggled to meet course expectations, earlier intervention and more consistent monitoring was required.

SSH

LART

Sergio Rizzo

EWRT1A-33Y

23014

2024-25

Fall

Hybrid (some Face-to-F

Exam – Course Test/Qui

In addition to weekly quizzes on Canvas and an in-class written final exam, students are required to write two analytical essays using critical sources (1,000 words each).

Most students exceeded or meet course expectations. I was happy to see them express this in their self-reflective essays that they wrote for the final exam.

Earlier contact and intervention was needed for absent students.

SSH

PHIL

Rich Booher

PHIL 8-01Y

41061

Identify and analyze central questions about right action and/or the good life.

2023-2024

Spring

Hybrid (some Face-to-F

Exam – Course Test/Qui

Student responses to an essay exam were examined.

The course seems to be effectively structured at assisting students achieve this SLO. At the end of the course, almost every student was meeting or exceeding expectations for it. The biggest issue in the course, however, was the number of students who quit participating.

There is a need to take steps to prevent students from disappearing from the course. I will work to take earlier interventions and communicate more actively with students who cease to attend class regularly.

SSH

PHIL

Rich Booher

PHIL 8-01Y

41061

Articulate and defend a personal stance on at least one of these questions and/or traditions.

2023-2024

Spring

Hybrid (some Face-to-F

Exam – Course Test/Qui

Student responses to an essay exam were examined.

The course was mostly successful, though there were fewer students meeting expectations for this SLO than for the more basic SLO assessed for the course. As being able to articulate and defend a position is more challenging than merely identifying an issue or question, this makes some degree of sense. However, we should not rest with this and work to raise all students to the level of fully meeting expectations.

For the students who do not attend regularly, more effort should be made to reach out to them and perhaps also refer them to support services if necessary. For students who struggle to articulate their arguments, there should be more active contact from the instructor to coach them with their writing. These students may also benefit from being referred to the Student Success Center.

SSH

SOC

Mark pasion

soc 20-50z

10003

SLO 1 - Develop a sociological imagination, which is the ability to evaluate the effects of cultural, structural, historical, geographical, institutional and stratification processes on groups and individuals, including one's own experiences. • SLO 2- Distinguish the sociological perspective from other sciences, including its methods, theories and empathetic standpoint.

2023-2024

Summer

Online - Asynchronous

Other

Writing assignment directed at addressing SLO's. SLO 1 - Two questions: 1a-Write about one or two social problems that you worry will not be solved during your lifetime? Talk about the specific problem(s) and explain your concerns. CHOOSE NO MORE THAN TWO problems, and give your ideas about why they are so difficult to solve, be specific about your opinions. Are there structural issues keeping the problem from being resolved; are there specific groups of people that have an interest in keeping the problem from resolution? 1b-In your own life, please discuss a personal problem or issue(s) that is also connected to a larger social problem or issue(s). ( As an example: I have problems paying for schooling, and the high cost of education is part of a larger social problem related to education). Choose a couple of personal issues particular to your own life, and explain how it relates to a broader social issue. Explain how your problem goes beyond just impacting you, and how it is part of a larger social issue impacting many people. ( do not research...do not give statistics, and answer from your personal opinion and life experience) SLO2- 2 questions: 2a-Compare & contrast Functional theory from Conflict theory with regards to how each theory views the issue of poverty and inequality. How would sociologists explain the existence of poverty and social inequality? 2b-Is human social behavior innate and genetically driven, or is it largely learned through social contact and socialization? Is it one or the other, or both? Please explain.

I used assignment grades as an indicator of meeting or exceeding expectations. Exceeding was valued at grades of "A", Students meeting expectations was valued at grades of "A-" "B+" "B". Approaching expectations was valued at grades of "B-" C+" "C" and "C-". Not meeting expectations was valued at grades of "D" , "D-" or F.

Most students met or exceeded expectations. For those that did not I think an appropriate action would be to have the students rewrite the assignment after they have received graded feedback.

SSH

SOC

Steve Nava

SOC 14.EZ

36202

"Examine the motivations for social research and the selection of research questions and design."

2023-2024

Winter

Online with at least so

Project

Student Research Proposals were evaluated using a rubric gaging whether students followed the directions for example, one of the criteria was, did they "title describe a relationship between variables", and another asks whether, "research question and explain how it was developed and why it is sociologically significant."

I felt proud of the student performance and I think it was largely because the prompt I wrote was in great detail leaving little room for questions. I scaffold the assignment pretty well and since then I have tuned this assignment up a bit.

Going forward I plan to revise the rubric to include gradations with explanations. I also plan to spend more time on explaining the literature review portion as this is an that students had the most variability in accuracy.

SSH

SOC

Kamau Birago

SOC 1-50Z

37325

1) The student will develop a sociological imagination, which is the ability to evaluate the effects of cultural, structural, historical, geographical, institutional and stratification processes on groups and individuals, including one’s own experiences.
2) The student will distinguish the sociological perspective from other sciences, including its methods, theories and empathetic standpoint.

2024-2025

Winter

Online - Asynchronous

Other

Students are expected to achieve the SLO goals because of their entire course experience rather than demonstrating it in a one-time assessment. I look for growth in their achievement of these goals throughout what they produce over the quarter. This includes Reading/Lecture Reflections, contributions to the class Discussion, two Midterms and the Final Exam.

Most of the students who did not meet expectations did not fulfill at least one of the major course requirements. The Reading/Lecture Reflections and the class Discussion were most frequently ignored.

I am at a loss for a solution to students simply choosing not to fulfill major course requirements that are clearly put forth at the beginning of the course (and which they have acknowledged that they are aware of).