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["Student Learning Outcome 1"]
["Students completing the BA program in English will demonstrate their ability to compose well-developed analytical writing for a specific purpose."]
["Outcome 1: Assessment Measure 1"]
["Class:","ENG  407 Senior"]
["Course Mode:","Face-to-Face"]
["Assignment:","An analytic paper"]
["Evaluation Tool:","Rubric"]
["Performance Target: ","70% of scores for each item on the rubric will be a score of 3.0 or higher on a 1-(low ) to 4 (high) scale."]
["Results:","The target was almost met: 5 out of 8 (63%) of the students scored 3 or higher."]
["Use of Results:","Although the goal was almost met, this must remain an area of concern for all English courses. Analytic papers sill continue to be required in most courses. Faculty will devote more class time to instruction in analysis and development and more time to individual conferences with students."]
["Outcome 1: Assessment Measure 2"]
["Class:","ENG 407 Senior Seminar"]
["Course Mode:","Face-to-Face"]
["Assignment:","Answers to questions on a survey about their writing ability"]
["Evaluation Tool:","Rubric"]
["Performance Target: ","80% of the responses will be agree/stongly agree"]
["Results:","Q1. I am prepared for professional writing tasks, 8 out 8 (100%) scored agreed or strongly agreed. Q2. I am prepared to write for different and specific purposes and audiences, 7 out 8 (88%) scored agreed or strongly agreed. Q3. I know how to fully develop my ideas in writing, 8 out 8 (100%) scored agreed or strongly agreed, 8 out 8 (100%) scored agreed or strongly agreed. Q4. I understand and can use the writing process of inventing, drafting, revising, and editing, 8 out 8 (100%) scored agreed or strongly agreed. Q5. My course work in English at AAMU has prepared me for future writing tasks, 8 out 8 (100%) scored agreed or strongly agreed. "]
["Use of Results:","Students may be overly confident in their abilities.  Faculty need to insure that we are clearly communicating students' strengths and weaknesses. One area that does need continued emphasis is writing for different and specific purposes and audiences. "]
[]
[]
[]
[]
[]
[null,null,null,null,null,null," "]

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["Student Learning Outcome 2"]
["Students completing the BA program in English will demonstrate their ability to analyze various texts using literary concepts."]
["Outcome 2: Assessment Measure 1"]
["Class:","ENG 407 Senior Seminar"]
["Course Mode:","Face-to-Face"]
["Assignment:","An analysis of a literary text as part of the midterm exam."]
["Evaluation Tool:","Rubric"]
["Performance Target: ","70% of scores on the normed rubric will be a score of 3.0 or higher on a 1-4 scale"]
["Results:","The target was met. 71% of the students achieved a 3.0 or above."]
["Use of Results:","This SLO would be more appropriately placed in ENG 308: Literary Criticism. Faculty will determine if midterm is an appropriate time for measurement. A longer paper may be a better measure. "]
["Outcome 2: Assessment Measure 2"]
["Class:","ENG 308 , ENG 407 Senior Seminar"]
["Course Mode:","Face-to-Face"]
["Assignment:","Answer 10 literary text analysis questions on the final exam"]
["Evaluation Tool:","Exam key"]
["Performance Target: ","70% of students will correctly answer 10 of 15 questions."]
["Results:","The target was met.  88% of the students correctly answered 10 or more of the 15 questions."]
["Use of Results:","The final exam is  a good instrument for measurement. Carefully constructed questions and answers are valuable for measurement of this outcome."]
[]
[]
[]
[]
[]
[null,null,null,null,null,null," "]

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["Student Learning Outcome 3"]
["Students completing the BA program in English will demonstrate the ability to use sources. "]
["Outcome 3: Assessment Measure 1"]
["Class:","ENG 409: History of the English Language"]
["Course Mode:","Face-to-Face"]
["Assignment:","A research paper, which will be scored by 3 scorers using a normed rubric. "]
["Evaluation Tool:","Rubric"]
["Performance Target: ","70% of scores on the normed rubric will be a score of 3.0 or higher on a 1-(low ) to 4 (high) scale."]
["Results:","The target was not met.  Only 30% of the students scored 3 or above."]
["Use of Results:","The very low scores indicate that use of sources must become a top priority for the whole English program. Students must write papers using sources starting in their freshman courses and continuing throughout their academic careers; however, this necessary skill is not being retained. Faculty must examine pedagogy and also consider possible standardization of penalties."]
["Outcome 3: Assessment Measure 2"]
["Class:","ENG 407, ENG 409: History of the English Language"]
["Course Mode:","Face-to-Face"]
["Assignment:","Survey of students' perceptions of their ability to use sources"]
["Evaluation Tool:","Rubric"]
["Performance Target: ","70% of the responses will agree/strongly agree"]
["Results:","1. I understand when to include parenthetical citations, 7 out of 10 (70%) scored agreed/strongly agreed. 2. I understand when to include a Works Cited entry, 10 out of 10 (100%) scored agreed/strongly agreed. 3. I understand quotation marks, 9 out of 10 (90%) scored agreed/strongly agreed. 4. I understand how to use block quotations, 4 out of 10 (40%) scored agreed/strongly agreed. 5. I understand the difference between quoting, paraphrasing, and summarizing, 8 out of 10 (80%) scored agreed/strongly agreed. 6. I understand how to paraphrase source material, 7 out of 10 (70%) scored agreed/strongly agreed. 7. I understand how to assess whether a source is scholarly and trustworthy, 9 out of 10 (90%) scored agreed/strongly agreed. 8. I undersatnd how to effectively integrate a quotation into my sentence, 9 out of 10 (90%) scored agreed/strongly agreed. 9. I understandI understand how to format a parenthetical citation, 8 out of 10 (80%) scored agreed/strongly agreed. 10. I understand how to format a Works Cited entry, 6 out of 10 (60%) scored agreed/strongly agreed.The target was met in 8 of 10 questions. Question 4 on block quotations and question 10 on works cited format are areas "]
["Use of Results:","A survey  may not be the most useful measure because students' responses did not match  their scores on the source exam.  "]
[]
[]
[]
[]
[]
[null,null,null,null,null,null," "]

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["Program Outcome 1"]
["The English program will contact and engage current English majors through electronic and personal means"]
["Assessment Measure:"," 1.The Recruitment and Retention Committee will contact English majors (phone, email, Facebook, or other social media) to inform them of an event for English majors                                                                                                                                                            2.  The Recruitment and Retention Committee will create, administer, and compile the results of a survey of English majors for their responses to events for English majorss"]
["Assessment Target:","1.90% of English majors will be personally contacted by a member of the English faculty.                                                                                                                                     2. 70% of surveyed English majors will report satisfaction with the English program events.."]
["Assessment Results:","1. The target was almost met; 87% of majors were personally contacted by an English faculty member.   The remaining 13% could not be reached; voice mails and emails were sent but there was no response  2. On a scale of 1 (poor) to 5 (excellent), students rated the events: 4 - 57.1%, and 5 - 42.9%"]
["Use of Results:","The personal contacts resulted in high attendance at 2 specific events sponsored by the Department, a Meet & Greet on September 28, 2017, and an Open House on November 14, 2017. A follow-up survey showed majors' satisfaction with the events. 71.4% of the respondents said that the best part about the events was meeting fellow EFL majors and minors. These results show that the Department must continue personal contacts and design activities for the majors and minors to interact with each other."]
["Program Outcome 2"]
["Alumni will report satisfaction with the English program."]
["Assessment Measure:","1.  A faculty committee will create, administer, and compile the results of a Likert scale survey to alumni who have graduated in the past three years.                                                                                                2. Designated faculty will compile alumni responses and suggestions to generate a list of factors for the Department to review to improve satisfaction.1. Survey 2. Personal interviews"]
["Assessment Target:","1. On the returned surveys, alumni will report 80% strongly agree/agree levels of satisfaction.                                                                    2. The surveys will generate a list of factors for review by the Department."]
["Assessment Results:","The target was met in 8 of 10 questions. Answers to questions 9 and 10 indicate that the two areas of most concern are advisement and extracurricular activiites."]
["Use of Results:","Because of the 60% (lower than targeted) agreement on advisement and extracurricular activities, these are areas of focus. The Advising Committee has a new Chair, and the committee is focusing on improving the advisement experience for students. The Top of the Hill Literary Society was formed in the summer of 2018. The THLS has scheduled a monthly book talk in addition to other events to encourage students, especially majors, to connect more strongly to a primary focus of the English major: reading. "]

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["Face-to-Face",null,"Yes"]
["Online",null,"No"]
["Off campus"]