Assessment | Department of English, Literature and Reading

Helen Doss, PhD
Associate Professor, English         
Assessment Coordinator, Department of English, Literature and Reading​

  
  • 2014 Assessment Committee: Professors Bill Marsh, PhD; Bridget Roche, MA; Cydney Topping, MA; Julia Cohen, PhD; Susan Grace, MA; Suzanne Sanders, MA; and Tara Whitehair, MA
  • 2015 Assessment Committee: Professors Anndrea Ellison, MA; Bill Marsh, PhD; Bridget Roche, MA; Julia Cohen, PhD; Suzanne Sanders, MA; Tara Whitehair, MA; MA; Valerie Pell, MFA; and, Vincent Bruckert, MA
  • 2016 Assessment Committee: Professors Bill Marsh, PhD; Bridget Roche, MA; Elizabeth Teahan, MA; Julia Cohen, PhD; Ramycia Cooper-McGhee, EdD; Suzanne Sanders, MA; Tara Whitehair, MA; Tatiana Uhoch, MA; Valerie Pell, MFA; and, Vincent Bruckert, MA
      

The English, Literature and Reading department’s Assessment Committee seeks to:                 

  1. Measure student learning outcomes (SLOs) achievement in the wide variety of courses offered in writing, reading and literature for degree attainment, transfer and lifelong learning;
  2. Support thoughtful curriculum development and redesign within the disciplines and sub-disciplines in which the department offers courses currently and might plan to offer in the future;
  3. Facilitate reflective and engaged teaching practice in writing, reading and literature; and,
  4. Provide a forum wherein department faculty members may discuss among themselves, within the context of local, national and international discussions, strategies for effective teaching.​

It is essential for subject-matter experts in the department to measure regularly and systematically student learning outcomes (SLOs) achievement in order to:                 

  1. Ensure that the broad range of courses offered meet the learning goals established by the state, district, college and department itself;
  2. Support continuous professional development and reflective practice among instructors of the courses offered in the department;
  3. Foreground academic excellence, learning contexts and teaching strategies in all efforts to measure student experience in departmental courses, i.e., retention, success and persistence; and,
  4. Provide a useful means of pursuing curriculum development, which is normed against student achievement, teacher experience and evolving contemporary approaches to teaching writing, reading and literature.​
                  

Assessment Tools                 

 

For a record of the departments assessment work, since 2014, please see the Assessment News newsletter.

FY 2016    

FY 2015                 

FY 2014

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