Multi-Year Assessment Plan

For this six-year assessment cycle, the English Department is concentrating on student learning as it relates to two of Westmont’s institutional distinctives:  “Christian” and “Global.”  We are focusing on two questions during this cycle to help us in long-term assessment of how the new curriculum prepares students to accomplish the department’s mission:

    • How are students linking faith and writing in upper-division English courses?
    • How are students reading literature that will foster their aptitudes as globally-minded Christians?

Because we have revised our curriculum during this six-year cycle, we are also gathering preliminary information from students completing the previous major curriculum to build a relevant comparative data set to evaluate student learning in these areas with the new curriculum.  We will investigate these questions by focusing on two PLO’s. We will return to two program learning outcomes over the next three years to create this comparative data set to include in our six-year report.  The return to these program learning outcomes will also help us to refine our assessment strategies as we begin to evaluation student learning in the new curriculum and in our next program-review cycle. 

Throughout this three-year cycle, we will continue to “close the loop” by transitioning into the revised curriculum that developed out of our previous findings in program review.  We will also be refining our assessment strategies as we measure student success with two specific outcomes.  For instance, in 2014-2015, we will refine our student survey, providing students with the opportunity to recognize, rather than to recall, authors and texts, and we will offer the survey to graduating seniors (as the PLO specifies) who are just completing major course work, rather than to recent graduates (as we did in 2012-2013) who need to recall specifics of their course work from several years past. We will also add to the survey results with some more embedded assessment. This refined data from one of the final classes to complete the former curriculum will give us a more useful set of data on student learning in the English major.