ASSESSMENT REPORT
FOR
Developmental Studies/PASE
Administrative or Educational Support Unit
September 2003 to August 2004
Assessment Period Covered
September 9, 2004
Date Submitted
Expanded Statement of Institutional Purpose Linkage:
Institutional Mission/Goal(s) Reference:
Texas A&M International University, a Member of the Texas A&M
University System, is committed to the preparation of students for leadership
roles in their chosen profession and in an increasingly complex, culturally
diverse state, national, and global society
Through instruction,
faculty and student research, and public service, Texas A&M International
University is a strategic point of delivery for well-defined programs
and services that improve the quality of life for citizens of the border
region, the State of Texas, and national and international communities.
Administrative or Educational Support Unit Mission Statement:
Committed to the success of its students, the Department of Developmental
Studies endeavors to prepare students for future roles in the community
by providing an academic foundation that will lead to a successful academic
experience. Access to Developmental Studies is not limited to students
who need to meet Texas Success Initiative (state standards in basic
math, reading, writing) requirements; traditional and non-traditional
students who want to strengthen their skills before enrolling in regular
courses may also benefit from developmental courses. Instructors of
developmental classes work with professors of various departments to
ensure curricular continuity and promote active learning through the
use of successful teaching and learning strategies.
Intended Administrative Objectives:
1. Retention rates of under prepared students, those who have
not met the Texas Success Initiative standards in reading, writing,
and math, will increase.
2. The percentage of developmental students who will attain
a 2.0 GPA in designated college level course work for math, reading,
and writing will increase.
3. The percentage of developmental students who will meet Texas
Success Initiative standards by passing developmental courses or passing
the Texas Success Initiative approved assessments will increase.
ASSESSMENT REPORT
FOR
Developmental Studies/PASE
Administrative or Educational Support Unit
September 2003 to August 2004
Assessment Period Covered
September 9, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
1. Retention rates of under prepared students, those who have not met
the Texas Success Initiative standards in reading, writing, and math,
will increase.
First Means of Assessment for Objective Identified Above:
1a. Means of Unit Assessment & Criteria for Success:
Focus reports (run after the 12th class day), which are
part of the University Student Information System database used for
reporting (Support Document 1), will indicate that at least 60% of developmental
students who attended during the Fall 2003-Summer 2004 academic year
were retained in Fall 2004. The retention rate for 2002-2003 was 59.02%
1a. Summary of Assessment Data Collected:
The retention rate was 56.35%, a 3% decline from previous year.
Benchmark was notmet.
1a. Use of Results to Improve Unit Services:
Developmental and General University faculty met to discuss results.
A pilot Learning Communities cohort of students in DRDG 0301.102 and
DENG 0370.101 was implemented Fall 2004 to foster relationships and
build connection to the University. Students were enrolled in DENG
0370 alongside GENU1300 and HIST1301 or were in DENG0370, DRDG0301,
and GENU 1300.
Supplemental instruction for HIST 1301 has been programmed to start
Fall 2004.
Starting Spring 2005, all first time freshmen developmental students
must take GENU 1300 whether or not they have met the minimum SAT or
ACT composite scores. This change will impact those developmental students
who have a weakness in one area, but not in another and can still meet
the SAT, ACT minimum requirement on the basis on one area of strength.
ASSESSMENT REPORT
FOR
Developmental Studies/PASE
Administrative or Educational Support Unit
September 2003 to August 2004
Assessment Period Covered
September 9, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
2. The percentage of developmental students who will attain a 2.0
GPA in designated college level course work for math, reading, and writing
will increase.
First Means of Assessment for Objective Identified Above:
2a. Means of Unit Assessment & Criteria for Success:
Focus reports (run after SSII), which are part of the University
Student Information System database used for reporting (Support Document
2), will indicate that 60% of students who did not meet College Algebra
(MATH 1314) course prerequisites and took developmental math, DMAT 0301
Intermediate Algebra, attained at least a 2.0 GPA in College Algebra.
For Fall 2002- Fall 2003, the percentage of students who earned a 2.0
GPA or above was 51.35%, n=19 and the baseline GPA was 1.541 (n=37).
2a. Summary of Assessment Data Collected:
The percentage of students who earned a 2.0 GPA was 52.63% (n=20)
and GPA was 1.658 (n=38). Both figures reflect a slight increase from
2002-2003; however, the 60% benchmark was not met.
2a. Use of Results to Improve Unit Services:
The grading scale for DMAT 0300 and DMAT 0301 was revised in anticipation
of the results and in an effort to increase the preparedness of students
entering College Algebra. A revised grading scale for developmental
studies is in Catalog 2004-2005. Students must earn a 75-83 to receive
a C, 84-92 to earn B, and 93-100 to earn an A.
Second Means of Assessment for Objective Identified Above:
2b. Means of Unit Assessment & Criteria for Success
Focus reports (run after SSII), which are part of the University
Student Information System database used for reporting (Support Document
3), will indicate that 60% of students who did not meet the course pre-requisite
for ENGL1301 and took developmental writing, DENG 0370 Basic Grammar
and Composition, attained at least a 2.0 GPA in English 1301 and/or
English 1302.
For Fall 2002- Fall 2003, the percentage of students who earned a 2.0
GPA or above was 50%, n=11 and the baseline GPA was 1.727 for English
1301 (n=22) and 2.0 for English 1302 (n=2).
2b. Summary of Assessment Data Collected:
The percentage of students who earned a 2.0 GPA was 52.6342.31%
(n=11) and GPA was 1.308 (n=26). Both figures reflect a decrease from
2002-2003. The 60% benchmark was not met.
2b. Use of Results to Improve Unit Service:
The grading scale for DENG 0370 was revised in anticipation of the
results and in an effort to increase the preparedness of students taking
ENGL 1301. A revised grading scale for developmental studies is in
Catalog 2004-2005. Students must earn a 75-83 to receive a C, 84-92
to earn B, and 93-100 to earn an A.
Full time developmental writing faculty are participating in an ENGL
1301, 1302 pilot program implemented Fall 2004. DENG 0370 is aligning
its curriculum with ENGL 1301 and a different textbook was selected
for Fall 2004 as well. One developmental English faculty participated
in the South Texas Writing Project, a 6 SCH graduate level class, during
Summer 2004 as part of her professional development in the teaching
of writing and will be using the strategies learned from this course
in her DENG 0370 class .
Third Means of Assessment for Objective Identified Above:
2c. Means of Unit Assessment & Criteria for Success
Focus reports (run after SSII), which are part of the University
Student Information System database used for reporting (Support Document
4), will indicate that 60% of students who did not meet the college
level reading pre-requisites for History and Psychology and took developmental
reading, DRDG 0301 College Reading II, attained at least a 2.0 GPA in
the following reading courses: HIST 1301 and PSYC 2301.
For Fall 2002- Fall 2003, and the percentage of students who earned
a 2.0 GPA or above was 54.55%, (n=6) for HIST 1301, and 50% (n=1) for
PSYC 2301. The baseline GPA was 1.273 (n=11) for HIST 1301; 2.0 (n=2)
for PSYC2301,
2c. Summary of Assessment Data Collected:
For Fall 2003- Fall 2004, the percentage of students who earned
a 2.0 GPA or above was 16.67%, (n=1) for HIST 1301, and 75%,(n=3) for
PSYC 2301. The baseline GPA was .667(n=6) for HIST 1301; 2.0 (n=4) for
PSYC2301.
Students met requirement for PSYC 2301 but not for HIST 1301 which continues
to be the most difficult course for developmental readers.
2c. Use of Results to Improve Unit Service:
The grading scale for DRDG 0301 was revised in anticipation of the
results and in an effort to increase the preparedness of students taking
college level reading classes. A revised grading scale for developmental
studies is in Catalog 2004-2005. Students must earn a 75-83 to receive
a C, 84-92 to earn B, and 93-100 to earn an A.
The course syllabus for DRDG 0301 was changed dramatically. Starting
Fall 2004, students are using the HIST 1301 text as their reader instead
of a developmental reading text and are now required to cover several
chapters of the book as part of their course preparation. Strategies
for college level reading are being used in coordination with the HIST
1301 text for more effective transition of college reading skills.
ASSESSMENT REPORT
FOR
Developmental Studies/PASE
Administrative or Educational Support Unit
September 2003 to August 2004
Assessment Period Covered
September 9, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
3. The percentage of developmental students who will meet Texas
Success Initiative standards by passing developmental courses or passing
the Texas Success Initiative approved assessments will increase.
First Means of Assessment for Objective Identified Above:
3a. Means of Unit Assessment & Criteria for Success:
Focus reports (run after SSII), which are part of the University
Student Information System database used for reporting (Support Document
5), will indicate that 75% of the students who remediate in math will
1) pass DMAT 0301, Intermediate Algebra, with at least a C or 2) pass
a Texas Success Initiative approved assessment mathematics.
3a. Summary of Assessment Data Collected:
51.50% of the students either passed DMAT0301, 46% (n=92) or passed
the Texas Success Initiative approved assessment in math, 5.5% (n=11).
Benchmark was not met.
3a. Use of Results to Improve Unit Services:
The low 5.5% passing rate occurs because a large percentage of students
taking DMAT0301 are not required by state law to pass a TSI exam. Only
students whose score on the math THEA falls below 206 (or equivalent
on COMPASS) must test.
Faculty met to discuss results. The decision was made to revise the
syllabus regarding the grade ramifications for lack of participation.
Students who are absent more than the maximum times allowed will be
assigned a W instead of an F as was the case 2003-2004. This will
more accurately reflect the progress made by students who attend and
participate.
Second Means of Assessment for Objective Identified Above:
3b. Means of Unit Assessment & Criteria for Success
Focus reports (run after SSII), which are part of the University
Student Information System database used for reporting (Support Document
5), will indicate that 75% of the students who remediate in reading
will 1) pass DRDG 0301, College Reading II, with at least a C or 2)
pass a Texas Success Initiative approved assessment in reading.
3b. Summary of Assessment Data Collected:
69.77% of the students either passed DRDG 0301, 46.51% (n=20) or
passed the Texas Success Initiative approved assessment in reading,
23.26% (n=10). Benchmark was not met.
3b. Use of Results to Improve Unit Service:
Faculty met to discuss results. The decision was made to revise
the syllabus regarding the grade ramifications for lack of participation.
Students who are absent more than the maximum times allowed will be
assigned a W instead of an F as was the case 2003-2004. This will
more accurately reflect the progress made by students who attend and
participate.
Third Means of Assessment for Objective Identified Above:
3c. Means of Unit Assessment & Criteria for Success
Focus reports (run after SSII), which are part of the University
Student Information System database used for reporting (Support Document
5), will indicate that 73% of the students who remediate in writing
will 1) pass DENG0370, Basic Grammar and Composition, with at least
a C or 2) pass a Texas Success Initiative approved assessment in writing.
3c. Summary of Assessment Data Collected:
65.33% of the students either passed DENG0370, 34.67% (n=26) or
passed the Texas Success Initiative approved assessment in writing,
30.67% (n=23). Benchmark was not met.
3c. Use of Results to Improve Unit Service:
Faculty met to discuss results. The decision was made to revise
the syllabus regarding the grade ramifications for lack of participation.
Students who are absent more than the maximum times allowed will be
assigned a W instead of an F as was the case 2003-2004. This will
more accurately reflect the progress made by students who attend and
participate.
Developmental English faculty also met during the Spring and Summer
2004 with the pilot English 1301 faculty committee to align the curriculum
between DENG0370 and ENGL 1301. Both faculty groups meet regularly
during the year to discuss ways to improve student writing.