Seminole State College s2

Approved 5/19/04 Seminole State College Expanded Statement of Institutional Purpose

Evaluation of Associate in Arts for Art Degree Programs 2004 Mission Statement: Seminole State College is maintained as a two-year public college authorized by the Oklahoma State Regents for Higher Education to offer courses, provide programs, and confer associate degrees. Seminole State has the primary responsibility of providing post-secondary educational programs to residents of Hughes, Lincoln, Okfuskee, Seminole, and Pottawatomie counties in east central Oklahoma. The College exists to enhance the capabilities of individuals to achieve their goals for personal development by providing quality learning experiences and services that respond to diverse individual and community needs in a changing global society. Seminole State College prepares students to continue their education beyond the two-year level, trains students for careers and other educational opportunities, and makes available resources and services designed to benefit students and the community at large.

Transfer Degree Program Outcomes: 1. Transfer degree programs at Seminole State College will successfully articulate to state baccalaureate institutions of higher learning in Oklahoma. 2. SSC transfer degree graduates will demonstrate successful academic achievement at primary receiving state baccalaureate institutions of higher learning in Oklahoma. Successful academic achievement is defined as the maintenance of satisfactory academic progress toward degree completion as determined by the receiving institution.

Requirements for Degree: General Transfer Degree Requirements: 41 hours (see the Seminole State College 2004-2006 Catalog) Major Field Recommendations: 21hours selected from ART 1103, ART 1123, ART 1133, ART 1143, ART 1153, ART 1163, ART 1173, ART 1203, ART 2123, ART 2293, ART 2213, ART 2223, ART 2233, ART 2243, ART 2273, ART 2323

Degree Program Assessment Methods Assessment Results Analysis and Action Objectives and Criteria This degree program Assessment of this degree Program derives from Documents referred to for specific assessment results are ANALYSIS satisfies the following a culmination of direct and indirect evaluation the College’s Evaluation of General Education Degree Program indicators. The focus of this evaluation is to Expectations, the Division Assessment Reports, Course- (a) Course Embedded Assessment Objectives: determine the degree program’s achievement of Embedded Assessment Reports, Institutional Statistics and relevant points of the Degree Program specific program data, and the Oklahoma State Regents for The Assessment effort has been in place for eight years 1. Transfer degree Objectives. Higher Education Assessment Reports. and has been revised several times. It is working very programs at well and to the level that assessment tells anyone the Seminole State A variety of indicators and instruments are used results of students learning. As noted in the semester College will to make this evaluation. Art graduates: reports, most of the efforts of Assessment were in place successfully 01-02 6 before the program was formalized, but the articulate to state The primary direct indicators used are: 02-03 2 formalization may make it easier for non-educators to baccalaureate 1. Course-embedded assessment; 03-04 4 (does not include spring) put a numerical value on education offered and/or institutions of 2. The nationally normed ACT undertaken by the students in the Program. higher learning in WorkKeys Test; and Art declared majors: Oklahoma. 3. Transfer reports from four-year Sp 02 11 (3 male; 6 female; 3 fresh; 6 soph) (b) Evaluation of Art Related Programs institutions. F 02 18 (2 male; 10 female; 7 fresh; 5 soph) Principal indirect indicators used are: Sp 03 15 (2 male; 8 female; 8 fresh; 2 soph) Based mainly on the feed back from receiving 1. The ACT Faces of the Future Survey; F 03 20 (6 male; 14 female; 7 fresh; 13 soph) institutions, SSC’s Art courses are well designed, 2. SSC transfer 2. The SSC Graduate Opinion Survey; focused on the correct skills and knowledge, and degree graduates 3. The Community College Survey of students who complete the programs courses are well will demonstrate Student Engagement (CCSSE), and prepared and succeed at other colleges. If Assessment successful 4. The SSC Library Opinion Survey. or any other direct or indirect measures indicated Form Created: April 2003 1 Approved 5/19/04 Degree Program Assessment Methods Assessment Results Analysis and Action Objectives and Criteria academic improvements are needed the art department will be achievement at Supplemental statistical data is provided by the Art ACT scores 19 & under: attentive to making any changes that will make the primary receiving SSC Institutional Statistics Report and electronic <5 5-9 10-14 15-19 Total <19 Total records students better prepared. All of the courses, except for state data base as a framework for understanding the Sp 02 0 0 2 0 2 11 (18%) Global Studies, are on the Student Transfer Matrix of baccalaureate makeup of the student body. F 02 0 0 3 3 6 18 (33%0 the Higher Regents. Also, the chairman for the Art area institutions of Sp 03 0 0 1 3 4 15 (27%) for the STI effort was Kelly D. Kirk, Chairman of the higher learning in Specific Assessment Methods and Criteria used F 03 0 0 0 6 6 20 (30%) Seminole State College Art Department. Thus, most of Oklahoma. in each of the measures are detailed in the the course descriptions adopted by the STI effort were Successful College’s Evaluation of General Education (note: over 50% of SSC students do not have ACT scores) written by chairman Kirk. academic Outcome’s report, the Discipline Assessment achievement is Reports, and Course-Embedded Assessment Art age categories: (c) National Tests defined as the Reports. <20 20-24 25-29 30-34 35-39 40-44 45-49 50> Students in the program will continue to take any maintenance of Sp 02 2 6 1 0 1 1 0 0 nation or similar tests the college feels is needed. Until satisfactory F 02 7 7 3 1 0 0 0 0 further analysis any action based on the national tests academic Sp 03 5 7 1 1 0 0 1 0 would be premature. Rather their results are used progress toward F 03 6 8 2 1 0 0 1 2 currently to establish “benchmarks” of our students’ degree performance. completion as determined by the Results summary: ACTION receiving (a)Course Embedded Assessment institution. In the Course-Embedded Assessment Report, the Art Related Program states that its goal is to have the final Future Plans 3. To offer the college assessment scores in the 70% or higher range in all of the Because of its success in rendering information, the pre community life long classes offered. and post-test will continue to be used by the art learning opportunities department. The tests will be periodically reviewed and with its offerings, most In analyzing data this benchmark has been achieved every edited for content. Several changes have been notably in the studio semester with scores usually in the high 70’s to mid undertaken due to assessment results or in an effort to arts and the Global eighties. The faculty has also determined that students have better retention on important items. Studies program. who attend at least 85% of the classes scored significantly higher on the assessment and their course grade. In the (1) Studio instructors beginning in the spring semester Program, studio courses often have a higher attendance of 03 posted class assignment in several places. This rate and a slightly higher assessment score average. was deemed successful and will be continued. Analysis leads the instructors to feel this is because of the lab nature of the classes, coupled with the personal (2) As with last year, many of the studio assignments achievement factor. The overall gpa of the studio course will be graded with a rubric to expedite the grading is also higher than the humanities offerings. However, process. These rubrics will be reviewed yearly for the humanities offerings have a larger population and this content and information value. also affects the gpa, but perhaps in a negative way. (3) Studio instructors began most class sessions with a The studio instructors noted it was gratifying to have such demonstration—a goal of the fall 03 assessment report. high assessment scores on several of the Art studio "II" This proved to be an excellent way to get the students courses. This seems to show a great deal of learning in a involved and in class on time. This technique will be "hands on type" course, and the students’ desire, retention continued. of knowledge and skills from the initial course, and the likelihood that the student is a major or minor in the Art (4) The Art Appreciation Assessment will be rewritten Program. to reflect the spirit and typical test responses used during the course. Form Created: April 2003 2 Approved 5/19/04 Degree Program Assessment Methods Assessment Results Analysis and Action Objectives and Criteria In Art History and Art Appreciation, and most of the Humanities offerings of the Art Program, course (5) The Art History Survey assessment tests were assessment scores are consistently nearing the 80% range. rewritten in 02-03 and seem to have evolved to their Instructors feel this is due to the detailed course syllabus, best possible level of evolution. They will be continued how the course material is covered, a new text, and efforts without change for the foreseeable future. by the instructors to insure terms, concepts, and other information are well covered. The experience of the three current instructors (an average of 15 years of teaching) (b)Evaluation of Art Related Programs with two being tenured faculty is also considered a positive factor in the level of student performance. While the assessment is strong in the Art Related Additionally, this 80% range is considered good Program area, the process of evaluation of the degree because the assessment tests are comprehensive in did reveal some already known areas, which need nature. attention.

All instructors in the studio and humanities offerings, (1)The main area of weakness in the Art Related during the semester, resource the pre and post-test Programs is in facilities. Additional space is needed regularly to assure themselves that they have or are for ADA compliance, student productivity, meeting covering the material. In effect the instructors use the national standards (minimally), and to provide a test as a measurement of their teaching and a check or safer environment. Studio classes by their nature outline to insure a consistent level of information. need more space verses lecture type classes. Student evaluations, faculty evaluations, college Because of assessment, the department has made major comparisons, all reveal the need for additional space gains in improved class assignments, development of for the studio class in the Program. This lack of various rubrics, additional instructional materials, internal space hampers the Program in it makes the communication concerning students’ education, and instructors work much harder to ensure a quality development of the assessment tool to reflect the ELO's of experience. It is common practice in a regular fall the class. It needs to be noted that the instructors or spring semester for the Art Program to teach developed the course content as a team and talked eight to ten studio class using only one room. This regularly before the invention of assessment. While practice is not undertaken at any other institution! assessment formalized the meeting and course content process the Art Program was already following the now On the other end of the scale the lecture spaces are adopted procedures. either adequate or superior to other colleges, and thus render a better educational experience. The Graduates have also told the department that their “theater seats” in the lecture room Boren 100 do education was superior at SSC. That is more content, need attention. They are the same chairs and fabric skill, and intellectually driven verses the university originally installed in 1974 when the building was programs they are currently associated with. This build. statement is not meant to be disrespectful of our sister institutions, but rather is a reflection of the faculties (2) Through analysis of other colleges freshman and hard work, the student focus of the institution, the sophomore offerings it is evident the SSC Art higher learning content in the first and second classes Related Program could, with additional space, of any discipline, and the fact that the Programs offer additional course work in printmaking, faculty are dedicated to the teaching of students and photography, ceramics, and graphics. It is also a not concerned about a “write or die” philosophy. program that has much “elective” support from the students and a Program that has much community The evaluation of the College’s General Education involvement. Understandably, this type of support program found student learning in the program to be is not a common occurrence in all programs, but a Form Created: April 2003 3 Approved 5/19/04 Degree Program Assessment Methods Assessment Results Analysis and Action Objectives and Criteria comparable to two-year schools nationally, and learners factor that make the art program a plus for the competitive with non two-year transfer students at college and its effort to fulfill the Mission primary baccalaureate receiver universities. The baseline Statement of Seminole State College. data from the General Education evaluation confirms the effectiveness of the College’s General Education (c) National Tests program. As noted the test will continue to be used in the Students responding to the Faces of the Future Survey Program. were asked their level of satisfaction with 19 items ranging from a sense of general safety and security while on campus to the registration process is student friendly to I would recommend this college to friends and relatives. Each item was ranked according to this scale: 5=Strongly Agree, 4=Agree, 3=Neutral, 4=Disagree, and 1=Strongly Disagree. An Agreement Average was calculated and the items were ranked from highest to lowest. The highest average was 4.29 for Instructors treat students in my racial/ethnic group with respect. The lowest was 3.42 for I received all the help I needed from the financial aid office personnel to make my application(s) for financial aid.

In addition, when asked their level of satisfaction with SSC, 84.6% responded with Very Satisfied or Satisfied.

Students responding to the Graduate Opinion Survey were asked their satisfaction levels for a variety of area. Eight areas stand out as examples applicable to degree programs. Students expressed satisfaction levels of Very Satisfied or Satisfied as follows: (1) 80.43% for the quality of instruction in their major area of study, (2) 89.13% for the attitude of the faculty toward students, (3) 76.09% for concern shown to you as an individual by SSC personnel, (4) 70.27% for preparation for future occupation or education, (5) 82.60% for quality of instructional equipment, (6) 91.30% for out-of-class availability of instructors, (7) 78.38% for variety of courses available, and (8) 84.79% for quality of library materials and support services. In this study Art Program faculty have been cited as exemplary by student responders.

From the SSC report to the State Regents, an analysis of the success rates for students enrolled in courses used for Mid-Level Assessment—English Composition II, General Biology, American National Government, College Form Created: April 2003 4 Approved 5/19/04 Degree Program Assessment Methods Assessment Results Analysis and Action Objectives and Criteria Algebra, and General Psychology—indicates that approximately 74% were successful.

ACT WorkKeys Test: ACT WorkKeys Test: ACT WorkKeys Test: This test was administered as part of a five state Code: RFI—Reading for Information Note: Summary data from Oklahoma colleges (100% national pilot project sponsored by The Pew AM—Applied Mathematics participation rate from both 2-year and 4-year) or Charitable Trusts in conjunction with the LI—Locating Information other participating states was not available in National Forum on College-Level Learning. BW—Business Writing March 2004 as expected. However, two reports The project is designed “to develop and test a —“Creating and Interpreting Learning Index model for collecting comparable information Scores for Measuring Up 2004 and the National across states to assess college-level learning for Comparison of Mean for Each Range of Scores Forum on college Learning: Overall Report to purposes of national benchmarking.” Results Participating States” and “Results of the National are to be published in Measuring Up 2004. Forum on College-Level Learning Testing Five-State (Illinois, Kentucky, Nevada, Oklahoma, and Program in Oklahoma”—were received during the SSC administered four parts of the WorkKeys South Carolina) summer and presented to the Assessment of Test: (1) Applied Mathematics, (2) Reading for No data was supplied. Student Learning Committee at its September 15, Information, (3) Locating Information, and (4) 2004 meeting. The following comments are based Business Writing. Oklahoma upon those reports. Test Range of Scores Mean  103 students who will likely earn the RFI 3-7 5.39 Benchmarks were determined for the following associate’s degree by the end of this AM 3-7 5.25 categories: Literacy Levels of the State’s Citizens, academic year were tested in Fall 2003. LI 3-6 4.10 Graduates Ready for Advanced Practice, and  The average number of hours for those who BW 1-5 2.65 Performance of Graduates. These benchmarks were set participated was 66. as the five-state (Illinois, Kentucky, Nevada, Oklahoma,  42 students were given the Applied Seminole State College and South Carolina) average. When scores from Mathematics and Reading for information Test Range of Scores SSC Mean Oklahoma are compared to the benchmarks, it becomes tests. RFI 3-7 5.50 evident that Writing was a problem area for both two-  61 students were given the Locating AM 3-7 5.14 year and four-year colleges. Information and Business Writing tests. LI 3-6 3.95 BW 1-5 2.49 The following is a quote from the report regarding Oklahoma: “Its literacy index scores remain below national averages, but are the second best among the five states. . .its index scores on the readiness of graduates for advanced practice are. . . well above national Comparison of Mean and Percentage for Specific averages for professional licensures and well below for Range of Scores competitive graduate admissions. With respect to the quality of learning outcomes, both four-year and two- Five-State year students perform at or just below national averages. Test Score Mean Percentage Written communications though appears to be a RFI 6 or above 0.794 57.2% particular challenge throughout as reflected in relatively AM 6 or above 0.806 45.0% lower levels of performance on both assessments, and in LI 5 or above 0.700 43.0% prose literacy for the general population as well. BW 4 or above 0.557 18.3% Reported levels of educational good practice are just below national averages at both four-year and two-year colleges.” Form Created: April 2003 5 Approved 5/19/04 Degree Program Assessment Methods Assessment Results Analysis and Action Objectives and Criteria Benchmarks for the four areas—Reading for Oklahoma Information, Applied Mathematics, Locating Test Score Mean Percentage Information, and Business Writing—were also RFI 6 or above 0.770 50.2% determined. Then the mean performance of test-takers AM 6 or above 0.750 44.1% was compared as standardized index scores. These LI 5 or above 0.684 40.3% scores were created to allow comparisons across tests BW 4 or above 0.531 12.3% with different scoring schemes and ranged from 0 to 1.

Seminole State College Oklahoma, when compared to these index means, is Test Score Mean Percentage consistently lower than the five-state means. However, RFI 6 or above 0.786 52.40% in each case the differences are small: 0.024 for AM 6 or above 0.735 35.70% Reading; 0.056 for Math; 0.016 for Locating LI 5 or above 0.659 34.40% Information; and 0.026 for Business Writing. BW 4 or above 0.498 9.80% Scores from Seminole State College compare favorably with those of the state of Oklahoma and thus, with the Additional information for Seminole State College: five-state scores. In particular, SSC means are lower RFI 85.71% scored 5, 6, or 7 than those for the state in Applied Math by 0.11, AM 73.82% scored 5, 6, or 7 Locating Information by 0.15, and Business Writing by LI 81.97% scored 4, 5, or 6 0.16. However, the SSC mean for Reading for BW 85.25% scored 2, 3 or 4 (no one scored 5) Information is 0.11 higher than the state mean.

Based upon comparisons with the five-state averages and with the state of Oklahoma averages, SSC results correspond to national mean scores in all four areas tested.

Community College Survey of Student Engagement (CCSSE): Community College Survey of Student Engagement Students who participated in the ACT (CCSSE): WorkKeys test also were given the CCSSE, “a Mean scores for SSC students were compared with survey being administered at community students from other small colleges (enrollment less than colleges across North America to collect data 5000) and with all other students participating in the that can be used to improve the college-student survey. Results were tabulated for 3748 students—103 experience.” The survey contained questions SSC students, 1232 other small college students, and 2413 related to “what students do in and out of class, other students. what resources they use, and what factors help For the most part, SSC mean scores were within 0.05 of or hinder them in their educational progress.” the mean scores for other small colleges and 0.16 of the mean scores for all other students. Students were asked, “How would you evaluate your entire educational experience at this college? There were given the following options: 1=Poor, 2=Fair, 3=Good, 4=Excellent. Interestingly, the mean scores were as follows: (1) SSC— 3.34, (2) other small colleges—3.32, and (3) all other students—3.34 Form Created: April 2003 6 Approved 5/19/04 Degree Program Assessment Methods Assessment Results Analysis and Action Objectives and Criteria

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