Weber State University   

English

Results of Assessment

1999-2000 (submitted fall 2000)

1. Student Learning Outcomes from the Curriculum Grid were used for data collection. 
2. Outcomes as indicated for all students and focused outcomes for Professional and Technical Writing and for English Teaching majors and minors were addressed in a series of exit interviews. 
3. Questions focused on items 1, 4, and 5 in the Values and Attitudes of the Curriculum Grid were asked in two focus group sessions.

• 16 graduating seniors were interviewed by members of the Outcomes Assessment Committee. They were selected to represent the percentages represented by the specific courses of study the students had completed.
  • English Major - 7
  • English Minor - 3
  • English Teaching Major - 2
  • English Teaching Minor - 2
  • Professional and Technical Writing Emphasis - 1
  • Bachelor of Integrated Studies - 1
• Students were purposefully selected to represent a range of abilities and perspectives. Outcomes Assessment committee members contacted the previously identified students, arranged appointments, and conducted the interviews in their own offices. Each student received a coupon for a Pizza Hut lunch from the Gallery in the Student Union.
• Interview questions were based on the specific outcomes identified by the committee and approved by the English Department in December 1999. The questions were written to express, as closely as possible, the outcomes on the Curriculum Grid. Interviews were scripted and the answers recorded on the interview form.

• A total of 18 students participated in one of two focus groups. The first group consisted of students currently enrolled in English programs. 11 students participated:
  • English major - 4
  • English Teaching Major - 2
  • Professional and Technical Writing Emphasis - 2
  • Bachelor of Integrated Studies - 3
• The second group consisted of 1997, 1998, and 1999 graduates of English programs. 7 students participated:
  • English Major - 3
  • English Teaching Major - 3
  • Professional and Technical Writing Emphasis - 1
• Both focus groups were facilitated by an Outcomes Assessment Committee member and recorded by the Outcomes Assessment Committee Chair. Refreshments were served at each meeting.
• Focus group discussion topics were drawn from items 1, 4, and 5 from the Values and Attitudes section of the Curriculum Grid:
  • A commitment to life-long reading and learning,
  • Appreciation that English follows the Liberal Arts tradition which is based on the notion, that, in a world of ideas, a person is not free or liberated from the bonds of ignorance if he/she makes decisions based upon close-minded habits, prejudices, or unconscious emotions that preclude critical thinking;
  • An appreciation of the contribution that clear, analytical thinking makes to the maintenance and enlightenment of our society.
• In addition, participants were asked to comment on their reactions and perceptions of the English program and to make recommendations for changes in the program.

The results of the Outcomes Assessment Project were shared with the English Department at the pre-semester Faculty Retreat on August 22, 2000.

Students were pleased to participate in both exit interviews and focus groups. They took their participation seriously and provided thoughtful responses to the questions. Their overall evaluation of English programs was positive. There were, however, specific references to areas where the program could be strengthened. Those areas are summarized below.

1. Literature Studies for all English Majors and Minors
   • Students feel competent in the areas of literary theory and criticism. They are able to apply theory to their own reading of texts. This knowledge has made them better readers. Many students believed that they were given the opportunity to work with emergent literature as well as traditional canonical literature. But, there was no consistent pattern of integrating new authors or texts into their courses. Clearly what the faculty thought was infused across the curriculum, is not.
2. Writing Studies for all English Majors and Minors
   • Students experience a wide range of writing assignments across their program, but there is no common experience. Because of the choice of classes for the advanced writing requirement and the individual instructor, there are gaps in the kinds of writing expected. Not every instructor assigns the same types of writing assignments. Students feel competent in writing. They prefer to conduct research in traditional ways by using print sources. In general they feel less competent in using electronic sources for their research projects. There is a lot of good writing going on in our classes, but there is no commonality across the English program.
3. Oral Competence for all English Majors and Minors
   • All students reported that they have been expected to make numerous oral presentations in their classes. They feel quite competent in completing these requirements. However, they are given little instruction in the best methods of planning and presenting material orally. These experiences are seen as more valuable for the presenter than for the audience. We are including presentations among our class assignments, but we may not be effective in teaching how to plan and present.
4. Language Studies for all English Majors and Minors
   • Students reported having a strong sense of background in the nature of language. They have learned to make connections between language and the human condition/experience. Some indicated that the one course requirement was not enough to develop a full understanding of language processes. This is generally a successful area of the English curriculum.
5. Critical Thinking and Intellectual Inquiry
   • Students have been encouraged and urged to see new perspectives, to question, analyze, and expand. They are urged to acquire new points of view. They have learned to be more open-minded and to think for themselves. This is a strong area of the curriculum.
6. The Role of English in the Liberal Arts
   • Students see English as having a rhetorical, communicative, and artistic foundation which has strong connections to the human condition. They see the importance of English for their lives and other pursuits. English students understand the place of English in the Liberal Arts.

1. Designing Business Documents
   • Students have learned to be clear and concise. They have also learned the importance of layout and organization.
2. Editing
   • Students report a high level of competence in the use of editing codes and resources.
   • They have also learned how to work with writers in a variety of ways and in a variety of settings.
3. Computer Technologies
   • Students are satisfied with their knowledge of software and their ability to apply it.
   • There is a high level of satisfaction among these students. The program can been seen as successful.

1. Knowledge of Adolescent Literature and its place in the Secondary Classroom
   • Students feel very competent in their knowledge of this very extensive field of literature. They indicate that it is not just for adolescents and that it has a greater depth and variety then they had imagined. They realize that this field of literature may speak more effectively to students than traditional canonical literature. This is one of the strongest areas of study in this strand of the English program.
2. Teaching Literature, Language and Writing
   • Students feel the greatest level of competence in the areas of literature and writing. They are less confident in their abilities to teach language. Their lack of confidence in the teaching of language speaks to their feeling that they should have more instruction in this area.
3. Resources for Language Arts Teachers
   • Students know about professional organizations, librarians and reference materials, computer resources, and workshops which will support further development. They anticipate using these resources in their future work.

1. Faculty Issues
   • Students were overwhelmingly positive about their experiences with English faculty. There was also strong praise for departmental office staff.
2. Advising Issues
   • Students were less positive about their experiences with advisement. They feel under-advised or even poorly advised. This issue emerged more consistently in the focus group discussions than in the exit interviews.
3. Curriculum Issues
   • Students expressed their concern over the lack of electives in the English program overall.

There were several suggestions for adding courses and restructuring requirements. Some requirements were questioned as to their validity. For example, some students wondered why they were required to take two American Literature and two British Literature courses and not required to take more international literature courses.

As a result of the data the English Department will examine the various strands within the curriculum over the next academic year. Several conclusions pointed to areas where strengthening can occur, both in policy and operating procedures and in course requirements. The English Department will:

1. Reconsider the current system for advising students;
2. Revisit the organization and sequencing of literature courses, both required and elective;
3. Reconsider the advanced writing requirement in terms of course offerings;
4. Reevaluate the language requirement for Teaching Majors and Minors;
5. Consider the role and direction of the Technical and Professional Writing program.

The specifics for 2000/2001 assessment is uncertain at this time. It is likely that a second round of focus groups and exit interviews based on the earlier pattern will be repeated. However, additional assessment techniques have not been identified.

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