Liberal Arts

Program Student Learning Outcomes Assessment
(AY 2013-2014)

Program Student Learning Outcomes(PSLOs)

At the completion of Liberal Arts Program, the student will be able to:

Enrich and deepen self-knowledge by exploring different academic experiences.
Articulate and understand their experiences through effective writing, reading, speaking and various modes of artistic expression.
Demonstrate fundamental knowledge and basic skills appropriate to their personal and professional goals in their chosen area of specialization.

PSLO Assessment Report Summary

What we looked at:

The Liberal Arts Program assessment focused on PSLO 2, more specifically the writing aspect of the PSLO. Listed below are the results for the PSLO assessment.

What we found:

Only 13% of the students in the EN 201 class could demonstrate coherent writing and appropriate use of writing conventions.
In the EN/CO 205 class, less than 25% of the students (4 out of 17) could articulate in writing the content of the course in the required format for the writing assignment.
In the EN 208 and EN 209 classes, because new and unfamiliar concepts and theories were introduced to the students, only 37-40% of the total number of students assessed (15-16 students out of 40) demonstrated knowledge of content and format in their writing.

These were the areas of weakness that were apparent from the writing samples provided by the students.

What we are planning to work on:

For the 2014-2015 SY, the students in the Foreign Language (FL) courses will be assessed on their performance and speaking ability in the foreign language that they studied. Students will need to demonstrate the ability to carry out a simple conversation with a native speaker of the language that they study. These assessment activities will assess PSLO 1 and 2 of the Liberal Arts program with a specific focus on speaking abilities.
100% of all students who are taking the FL 101: Japanese I, FL102: Japanese II, FL103: Chinese I and FL 104: Chinese II courses will be assessed. Since these classes are electives for the Liberal Arts students, the students in these classes will need to demonstrate a 70% or better accuracy in speaking in specific situations in the respective languages.
The rubric for assessing their speech will be developed by the FL faculty for use during the next assessment cycle.
The division will gradually incorporate pre-requisites for these courses (EN 110, EN120a and EN 120b) so that students are gaining the requisite skills needed for success in other required courses.
Work with our advisees to ensure effective planning (take what is needed first to build skills before taking upper level courses) and timely completion.
Analyze Liberal Arts students’ IDPs to see how many have taken EN120a? How many had to repeat this class? How well did he/she do in EN 120a? Has this student taken EN120b? How many times?
This analysis will provide the data needed to show whether past performance in EN120a/EN110 is an indicator of future performance in EN120b and other upper level classes. We need to determine where students are having difficulty in order to determine ways to help them.

Recommendations for students:

Read regularly: To help aid in coherence, comprehension and to expand background knowledge on content, students need to make reading a regular part of their everyday practice. Reading will help them more in their English courses and in any other courses in college since this will help to expand vocabulary and increase understanding of usage and will build knowledge of different subjects. To be successful in the Liberal Arts program, students need to read often and read regularly. Students should make it a habit to read ahead in their textbooks rather than relying on their instructors to provide all the information they need.
Writing and Reflection: To become better at writing, students do need to practice writing. Putting thoughts into writing, reading what they write and reflecting on their writing is good practice. Writing about their reading can also help to aid understanding of unfamiliar subjects. For students to be proficient in writing, they must write.
Assessment done in these classes involves a writing component so it is recommended that students successfully complete EN 120a and EN120b prior to enrolling in upper level classes. Identifying their weaknesses in writing, getting help from qualified tutors and making writing a skill that they practice often can help students improve.
Students need to already start thinking and learning about their future careers so that when they enter into the Liberal Arts program, they will be informed about what types of skills and knowledge they will need for their future careers. Being aware of this will help students better plan their education and their career paths and will allow them to make good decisions when selecting classes and electives in the major.

Program Data Sheet
Spring 2014

Download PDF Version of the Data Sheet

Enrollment by Major and Campus

Major:	Degree	Term	Chuuk	Kosrae	National	Pohnpei	Yap	Students
Liberal Arts	AA	Fall 2011		74	191	73	43	381
Liberal Arts	AA	Fall 2012		56	190	43	32	321
Liberal Arts	AA	Fall 2013	1	37	170	36	23	267
Liberal Arts	AA	Spring 2011		31	179	48	29	287
Liberal Arts	AA	Spring 2012		63	163	48	42	316
Liberal Arts	AA	Spring 2013	2	43	151	27	26	249
Liberal Arts	AA	Spring 2014	1	23	161	30	25	240

Credits by Major and Campus

Major:	Degree	Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credits
Liberal Arts	AA	Fall 2011		885	2422	787.5	569	4663.5
Liberal Arts	AA	Fall 2012		593	2316	543	336	3788
Liberal Arts	AA	Fall 2013	11	352	2040	425	262	3090
Liberal Arts	AA	Spring 2011		366	2254	640	385	3645
Liberal Arts	AA	Spring 2012		642	2056	535.5	512	3745.5
Liberal Arts	AA	Spring 2013	17	360	1868	280	276	2801
Liberal Arts	AA	Spring 2014	3	225	1883	309	306	2726

Credits by Program and Campus

Program	Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credits
Liberal Arts (AA)	Fall 2011	432	225	999	51	57	1764
Liberal Arts (AA)	Fall 2012	372	162	840	27	102	1503
Liberal Arts (AA)	Fall 2013	372	132	786	24	156	1470
Liberal Arts (AA)	Spring 2011	381	246	1065	30	75	1797
Liberal Arts (AA)	Spring 2012	513	240	1050	57	276	2136
Liberal Arts(AA)	Spring 2013	474	219	798	33	132	1656
Liberal Arts(AA)	Spring 2014	237	153	791		147	1329

Credits Enrolled, Attempted and Earned(averages)

Major	Degree	Term	CredEnrollAvg	CredAttAvg	CredEarnAvg	TermGPAAvg
Liberal Arts	AA	Fall 2011	12.2	10.2	8.4	2.18
Liberal Arts	AA	Fall 2012	11.8	10.2	8.4	2.13
Liberal Arts	AA	Fall 2013	11.6	9.9	8.3	2.18
Liberal Arts	AA	Spring 2011	12.7	10.9	9.0	2.16
Liberal Arts	AA	Spring 2012	11.9	9.9	8.0	1.99
Liberal Arts	AA	Spring 2013	11.2	9.4	7.3	2.00
Liberal Arts	AA	Spring 2014	11.4	9.7	8.2	2.02

Program Sections, Enrollment Ratio and Average Class Size

Program	Term	Section	EnrollMax	Enrollment	EnrollRatio	AvgClassSize
Liberal Arts (AA)	Fall 2011	24	602	551	91.5%	23.0
Liberal Arts (AA)	Fall 2012	23	581	467	80.4%	20.30
Liberal Arts (AA)	Fall 2013	24	601	443	73.7%	18.5
Liberal Arts (AA)	Spring 2011	25	643	555	86.3%	22.2
Liberal Arts (AA)	Spring 2012	30	765	645	84.3%	21.5
Liberal Arts (AA)	Spring 2013	26	619	458	74.0%	17.6
Liberal Arts (AA)	Spring 2014	23	546	443	81.1%	19.3

Persistence and Retention (new full time students)

Major Description	Degree	New Students FT 2011_3	Students 2012_1	Students 2012_3	Persistence Spring 2012	Retention Fall 2012
Liberal Arts	AA	73	60	35	82.2%	47.9%

Major	Degree	New FT Fall 2012	Persisted Spring 2013	Retained Fall 2013	Persistence Spring 2013	Retention Fall 2013
Liberal Arts	AA	62	49	32	79.0%	51.6%

Major	Degree	New FT Fall 2013	Persisted Spring 2014	Retained Fall 2014	Persistence Spring 2013	Retention Fall 2014
Liberal Arts	AA	36	31		86.1%	0.0%

Course Completion & Withdrawals (Major)

Major	Degree	Term	Students	ABCorP%	ABCDorP%	W%
Liberal Arts	AA	Fall 2011	1244	64.1%	74.0%	7.9%
Liberal Arts	AA	Fall 2012	1484	62.8%	72.4%	7.5%
Liberal Arts	AA	Fall 2013	1017	62.2%	73.3%	10.9%
Liberal Arts	AA	Spring 2011	1187	66.0%	74.9%	9.7%
Liberal Arts	AA	Spring 2012	1231	61.1%	72.2%	11.6%
Liberal Arts	AA	Spring 2013	964	58.7%	67.1%	15.1%
Liberal Arts	AA	Spring 2014	908	61.2%	72.8%	13.3%

Course Completion & Withdrawals (Program)

Program	Term	Students	ABCorP%	ABCDorP%	W%
Liberal Arts (AA)	Fall 2011	588	66.7%	80.60%	6.3%
Liberal Arts (AA)	Fall 2012	501	65.9%	78.2%	6.8%
Liberal Arts (AA)	Fall 2013	490	68.0%	79.4%	8.8%
Liberal Arts (AA)	Spring 2011	599	67.9%	80.0%	7.2%
Liberal Arts (AA)	Spring 2012	701	67.0%	78.2%	9.3%
Liberal Arts (AA)	Spring 2013	551	61.2%	70.2%	17.1%
Liberal Arts (AA)	Spring 2014	443	70.4%	80.1%	7.4%

Graduates

Major	Degree	AY2010/11	AY2011/12	AY2012/13	AY2013/14
Liberal Arts	AA	67	46	61

Graduate Rates

Major	Degree	Cohort	New Full Students	Graduation Rate 100%	Graduation Rate 150%	Graduation Rate 200%
Liberal Arts	AA	Fall 2008 FT	24	0.0%	41.7%	100.0%
Liberal Arts	AA	Fall 2009 FT	36	2.8%	27.8%	41.7%
Liberal Arts	AA	Fall 2010 FT	77	1.3%	14.3%
Liberal Arts	AA	Fall 2011 FT	36

Data based on SIS extracts December 2013 expect for graduates information.
Program" information is based on Dickerson's concept of a "program" as expending resoruces and is linked to courses owned by a program from TracDat
Graduation rates are based on Fall new students(full time) cohorts that are tracked at 100%, 150%, and 200%
Retention rates are based on Fall new students (full time) cohorts who return the following fall semester
Persistence rates are based on Fall new students (full time) cohorts who return the following spring semester

Program Review (National Campus)

AP Full Official: Liberal Arts

Campus: National Campus

Completed by: Resida S. Keller, Language & Literature Division Chairperson

AP Review Submission Date: April 4, 2014

AR Review Cycle: AY 2012-2013

Program Goals

Program goals are broad statements concerning knowledge, skills, or values that the faculty members expect the graduating students to achieve.

Upon successful completion of this degree program, students will be able to:

Provide basic knowledge of human biological sciences in preparation for a career in health.
1. Enrich and deepen self-knowledge by exploring different academic experiences.
2. Articulate and understand their experiences through effective writing, reading, speaking, and various modes of artistic expression.
3. Demonstrate fundamental knowledge and basic skills appropriate to their personal and professional goals in their chosen area of specialization.
Program History

This section describes the history of the program. This includes the date and reason of implementation, significant milestones in the development of the program, and significant current activities.
The Associate of Arts degree program in Liberal Arts was established in 1975 to enable students to transfer to a four-year college, university, or other institution. Other than the addition and establishment of more focused and area-specific liberal arts degrees such as the Liberal Arts/Media studies and the Liberal Arts/Education programs (adopted in 1997) or the Liberal Arts/HCOP [Health Careers Opportunities Program], there have been no major changes to the structure of the Liberal Arts program in the past 10 years. The program learning outcomes (above) for the L.A. Degree program were adopted in Spring 2005.
Program Descriptions

The program description describes the program, including its organization, relationship to other programs in the system, program design, degree(s) offered, and other significant features of the program, such as elements/resources for forward-looking new program contributions to the state’s economy, or specialized program accreditation.
1. Organization: The Liberal Arts program is currently organized with the Chairperson of the Languages and Literature division being the responsible person for collection of SLO information from faculty and program implementation. All academic divisions at the National campus contribute to the Liberal Arts program. Students completing this program receive an Associate of Arts degree and which often leads to transferring to other institutions of higher education within the region and the United States for more specialized study.
2. Relationship to other programs in the system: The liberal Arts program is one of the two-year academic majors offered at the National campus of COM-FSM. Many of the courses in the Liberal Arts program are either major course requirements for other programs or it shares courses with other majors. For example, as part of the program requirements, students are required to take courses in the natural sciences, social sciences, health sciences, humanities and language arts.
Program Admission Requirements

This section describes the requirements for admission into the program and other requisites.

All students accepted for admission into the college are eligible to enter/major in the Liberal Arts program. Currently, students undecided on a major are also listed as Liberal Arts majors until they decide otherwise. The college’s admissions criteria as listed in the college website at http://www.comfsm.fm/publications/catalog-2013- 2014/requirements.pdf. is followed when admitting students into this program.
Program Certificate/Degree Requirements

This section specifies the requirements for obtaining a certificate/degree in the program, including specific courses,, sequencing of courses, total credits, internships, practical, etc.

The Liberal Arts program as it currently stands consists of General Education Core Requirements in English [9 credits], Natural Sciences [7 credits], Mathematics, Social Sciences, Computer Applications and Humanities [each 3 credits], and Exercise Sports Science [1 credit].

In addition to General Education core requirements, there are the Major Requirements which include the following courses: three credits for each of these courses---Speech Communication (EN/CO 205), Health Science (SC 101), Introduction to Sociology (SS 130), General Psychology (SS/PY 101); three credits each of a 200- levelEnglish course and Humanities elective, six credits of any classes from either the Natural Science or Social Science group of courses and nine credits of open electives, totaling up to sixty-two credits (62) required for an Associate’s degree.

Currently students are encouraged to follow a specified sequence of courses so that they are able to complete the program within two years.
Here is the suggested sequence of Liberal Arts courses as it currently stands in the college catalog:

First Semester
- EN 110 Advance Reading...............................3
- EN 120a Expository Writing I.........................3
- CA 100 Computer Literacy.............................3
- MS 100 College Algebra...............................3
- SS 150 History of Micronesia.........................3
- 15 total credits
Second Semester
- EN 120b Expository Writing II........................3
- EN/CO 205 Speech Communication..............3
- SS/PY 101 General Psychology..................3
- Humanities Elective....................................3
- Science with Lab.......................................4
- 16 total credits
Third Semester
- SC 101 Health Science...................................3
- SS 130 Intro to Sociology...............................3
- Non-Lab Science or Agriculture......................3
- English Elective..............................................3
- Specialty......................................................3
- Exercies Sports Science course.....................1
- 16 total credits
Fourth Semester
- Specialty...............................................3
- Humanities Elective..............................3
- Open Electives.....................................3
- Open Elective......................................3
- Open Elective......................................3
- 16 total credits
Source: General Catalog 2013-2014 pg. 23

http://www.comfsm.fm/publications/catalog-2013-2014/requirements.pdf
As is apparent in the list of courses required for the program, students in the program are not required to complete any internships, field experiences, practicums or licensing as this is a program that encourages exploration into a general course of study to help students transfer to other institutions or to further learn about different fields of study.

Program Courses and Enrollment

This section lists courses offered in the program, including number of sections, course enrollment, section fill rates, and redundancy of courses across the institution.

LIBERAL ARTS COURSE OFFERINGS (MAJOR COURSE REQUIREMENTS)
(SPRING 2012-FALL 2012)

COURSE NAME	Total Enrollment		# of Sections		Class Size/Course

Program Course Requirements	SP 12	Fall 2012	Sp 12	Fall 12	Sp 12	Fall 12
EN/CO 205 Speec Comm.	198	123	10	6	20	19
SC 101 Health Science	180	176	9	8	20	19
SS 130 Intro. to Sociology	91	73	4	3	20	19
SS/PY General Psychology	168	107	8	5	20	19


200-Level English Elective
EN 201 Intro to Literature	108	83	5	4	20	19
EN 203 Drama	0	0	0	0	20	19
EN 204 Poetry	0	0	0	0	20	19
EN 208 Intro to Philosophy	116	95	5	4	20	19
EN 209 Intro to Religion	20	20	1	1	20	19


Humanities Elective
AR 101 Intro to Art	87	51	4	2	20	19
MU 101 Intro to Music	80	0	4	0	20	19
SS 170 History I	52	88	2	4	20	19
SS 171 History II	52	28	2	1	20	19
EN 201 Intro to Literature	108	83	5	4	20	19
EN 208 Intro to Philosophy	116	95	5	4	20	19
FL 101 Japanese I	104	92	5	5	20	19
FL 102 Japanese II	14	0	1	0	20	19
FL 103 Chinese I	41	60	2	3	20	19
FL 104 Chinese II	0	0	0	0	20	19

Program Faculty

This section reports the faculty of the program, including full-time and part-time faculty. The degrees held and rank are provided for the full-time and part-time faculty. Finally, provide the faculty student ratio for the program.

The program faculty consists of faculty members from the different academic divisions of the college. The Liberal Arts program is taught by a unique mix of the college’s existing faculty members as the program requirements consist of courses that come from many of the different divisions of the college. The Languages and Literature Division faculty, for the most part, act as advisors and teachers to the students who choose Liberal Arts as their major.
Here is a list of the current faculty members of the Liberal Arts program:
1. Biza, Leilani(Languange and Literature
  1. B.A University of Guam
  2. M.A. University of Guam
2. Gonzales, Jazmin: (Math/Science;HCOP Coordinator)
  1. B.S. Central Philippines University;
  2. M.A. University of the Philippines
3. Haglelgam, John: (Social Science)
  1. B.A. University of Hawaii
  2. M.A. University of Hawaii
  3. M.P.A. Harvard University
4. Kamikubo, Akiko: (Languages and Literature)
  1. B.A. Tokyo University of Foreign Studies
  2. M.A. Tokyo University of Foreign Studies
5. Keller, Resida: (Languages and Literature)
  1. B.A. Brigham Young University-Hawaii
  2. M.Ed. San Diego State University
6. Paul, Kasiano: (Languages and Literature)
  1. M.A. Saint Patrick Seminar and University
7. Rivera, Monica: (Languages and Literature)
  1. B.A. University of California
  2. M.A. University of Wyoming
8. Manuel-Ehmes, Delihna: (Social Science)
  1. Manuel-Ehmes, Delihna: (Social Science)
  2. Certificate in Clinical Psychology University of Hawaii-Manoa
  3. B.S. Missouri Southern State College
  4. M.S. Capella University
9. Sam, Lucy Donre: (Social Science)
  1. B.A. University of Hawaii at Hilo
  2. M.A. San Diego State University
10. Ulm, Amy Delyla: (Languages and Literature)
  1. B.A. Beloit College
  2. TEFL Certificate, Harvard University’s WorldTeach
  3. M.A. Arizona State University
11. Massicupp, Vincent David: (Languages and Literature)
  1. B.A. St. Mary’s College of Maryland
  2. M.A. St. Mary’s College of Maryland
12. Vierra, Monty: (Languages and Literature)
  1. B.A., Thomas Edison State College
  2. M.A., California State University
  3. Ed. D. Idaho State University
13. Xioana, Cheng

Program Indicators

This section provides the data for analyzing the extent to which the program has achieved the established outcomes and criteria. This is the most important part of the program review. The data that will be collected and evaluated are the following:

A. Assessment of Course Student Learning outcomes of program courses

Spring 2012
Course	Instructor	A	B	C	D	F	Withdrawal	recommendations/Comments
EN 208 Philosophy	Christopher Ross Perkins	4	9	6	6	10	4	4 of the 5 "F" were due to violating the attendance policy in the class, hence the importance of attendance to passing the class.
EN 209 Religion	Christopher Ross Perkins	3	2	3	3	6	3	none
EN 201 Literature	Monica Rivera	12	6	2	1	1	0	Students cooperated well in group assignments for the short story discussions and the drama assignments.
EN 204 Poetry	John Ranahan	1	8	5	1	1	0	None
EN/CO 205	Amy Delyla Ulm	9	11	12	5	4	0	Passing EN 120 A with a grade of C or higher should be a required prerequisite for this course.

Fall 2012
Course	Instructor	A	B	C	D	F	Withdrawal	recommendations/Comments
EN 208 Philosophy	Christopher Ross Perkins	2	6	6	2	4	1	all "F" were due to attendance; there was a 46% difference in the averages from the pre to the post test (pre-test averages: 15%; post-test average: 61%
EN 209 Religion	Christopher Ross Perkins	2	2	5	7	1	2
EN 201 Literature	John Ranahan	4	9	16	10	3	0	The majority of students struggled with the basic elements of the literary genres
EN 204 Poetry	Not offered
EN/CO 205	Amy Delyla Ulm	6	10	4	0	2		* Class was taken over mid-semester when initial instructor left--students had to pick up with new instructor where they left off. Most assessments was based on this latter instructor's evaluations.
FL 101	Akiko Kamikubo	1	9	1	2	2	0	Hiragana workbook was useful in helping students with reading and writing. The workbook should be checked more frequently and strictly especially for slow- learners.

Spring 2013
Course	Instructor	A	B	C	D	F	Withdrawal	recommendations/Comments
EN 208 Philosophy	Christopher Ross Perkins
EN 209 Religion
EN 201 Literature								*working to fix electronic copies that were submitted-file got corrupted so data will be available at a later date.
EN 204 Poetry
EN/CO 205
FL 101 Japanese I

Spring 2013
Course	Instructor	A	B	C	D	F	Withdrawal	recommendations/Comments
EN 208 Philosophy	Kasiano Paul	16	13	12	0	3	1	Presentations and class discussions were methods that worked well with the students.
EN 209 Religion	Kasiano Paul	4	3	10	1	1	1	Students demonstrated unfamiliarity with the major religions discussed in class, thus hindering understanding of course content.
EN 201 Literature	Monica Rivera	9	6	7	1	2	0	By mid-term, most students who were passing (A,b and C--52%) either maintained their performance or improved showing a 48% of the students earning an 'A' in the class.
EN 204 Poetry
EN/CO 205	Christina Madison	1	2	8	1	0	0	Passing EN 120a with a C or higher should be a pre-requisite for this class.
FL 101 Japanese I	Akiko Kamikubo	8	10	4	1	1	0	Hiragana workbook was not bound well and had missing pages--note to inform the bookstore as this book is essential for student practice.
ART 101	Christina Madison	5	5	2	1	0	7	Due to cultural and historical contexts, the reading in the text was difficult for students to connect to; because most students taking this class were freshmen, many dropped out due to the intensive reading and homework which they were not used to coming straight from high school.

All assessments of courses offered under the Liberal Arts program for the Fall/Spring 2012 and Fall/Spring 2013 semesters can be found at the following link:
http://wiki.comfsm.fm/Programs/Liberal_Arts

B. Assessment of Program Student Learning Outcomes

For the 2012-2013 assessment of the Liberal Arts program learning outcomes, the PSLO #2 which states “Articulate and understand their experiences through effective writing, reading, speaking, and various modes of artistic expression” was the outcome that the division focused on during this assessment cycle.

The Liberal Arts Program assessment focused on PSLO 2. Listed below are the results for the PSLO 2.

What we found:
Multiple sections (8 sections total) of the four courses assessed were EN 201 [Intro. To Literature], EN 205 [Speech Communication], EN 208 [Intro. To Religion] and EN 209 [Intro. To Philosophy]. A sample of 120 students was assessed using a modified COMET rubric that assessed students in four areas (coherence, content, format and conventions). 86% of the students in all the 200-level English courses assessed performed above average for Coherence (4 out of 4 courses performed above the set satisfactory rate of 70% which is the minimum for passing). Students in 3 out of the 4 courses performed above average on content (50%, 73%, 78% and 86%). Students in 3 out of 4 courses performed above average on Format (64%, 74%, 81%, and 86%). Students in 2 out of 3 courses performed above average on Conventions (64%, 84%, and 95%). The students in the fourth course (Speech Communication) were not assessed on the conventions criteria.
More information on the Liberal Arts program Assessment plans, activities and results can be retrieved and reviewed at the following link: http://www.comfsm.fm/?q=Liberal-Arts-Program

C. Program enrollment (historical enrollment patterns, student credits by major)

LIBERAL ARTS PROGRAM ENROLLMENT DATA

(SPRING 2012-FALL 2013)

Spring 2012 Enrollment by Major and Campus

Major Description	Degree	Chuuk	Kosrae	National	Pohnpei	Yap	Students
Liberal Arts	AA		63	165	48	42	318

Fall 2012 Enrollment by Degree and Major

Major Description	Degree	Chuuk	Kosrae	National	Pohnpei	Yap	College	%
Liberal Arts	AA		59	188	44	33	324	11.80%

Spring 2013 Enrollment by Major, Degree, and Campus

Major Description	Degree	Chuuk	Kosrae	National	Pohnpei	Yap	Student
Liberal Arts	AA	2	42	152	28	25	249

Fall 2013 Enrollment by Major Campus

Major Description	Degree	Chuuk	Kosrae	National	Pohnpei	Yap	College	%
Liberal Arts	AA	1	38	169	37	23	268	%

Enrollment by Major and Campus

Major Description	Degree	Term	Chuuk	Kosrae	National	Pohnpei	Yap	Student
Liberal Arts	AA	Fall 2011		74	191	73	43	381
Liberal Arts	AA	Fall 2012		56	190	43	32	321
Liberal Arts	AA	Fall 2013	1	37	170	36	23	267
Liberal Arts	AA	Spring 2011		31	179	48	29	287
Liberal Arts	AA	Spring 2012		63	163	48	42	316
Liberal Arts	AA	Spring 2013	2	43	151	27	26	249

This set of data further confirms the downward decline in enrollment in the major. The enrollment figures show a drastic drop in enrollment at the state campuses between the Fall and the Spring semesters. This drop in enrollment could be due to students transferring to the National campus and changing their majors as many undecided majors are by default, counted as Liberal Arts majors.

D. Average Class Size

Program Sections, Enrollment Ratio and Average Class Size

Program	Term	Section	EnrollMax	Enrollment	EnrollRatio	Average Class Size
Liberal Arts (AA)	Fall 2011	24	602	551	91.5%	23.0
Liberal Arts (AA)	Fall 2012	23	581	467	80.4%	20.30
Liberal Arts (AA)	Fall 2013	24	601	443	73.7%	18.5
Liberal Arts (AA)	Spring 2011	25	643	555	86.3%	22.2
Liberal Arts (AA)	Spring 2012	30	765	645	84.3%	21.5
Liberal Arts (AA)	Spring 2013	26	619	458	74.0%	17.6

The data shows that there are more sections offered during the Spring semester than the Fall semester, that actual enrollment in courses within the program did not fall below 400+ students during this assessment cycle and that class sizes dropped with Fall and Spring 2011 having the highest class size and Fall and Spring 2013 seeing a drop in class size of about 5 students in the Fall and 1 student in the Spring. Enrollment numbers have dropped since the beginning of the assessment cycle in 2012 and have steadily followed a downward trend or decline since 2011.

E. Course completion rate

Subject Description	Course Number	Term	Students	ABC or P%	ABCD or P%	W%
English	201	Fall 2011	93	73.10%	89.20%	3.20%
English	201	Fall 2012	83	67.50%	86.70%	6.00%
English	201	Fall 2013	83	75.90%	86.70%	2.40%
English	201	Spring 2011	80	77.50%	86.30%	6.30%
English	201	Spring 2012	108	74.10%	86.10%	7.40%
English	201	Spring 2013	98	78.60%	84.70%	3.10%

English	205	Fall 2013	25	40.0%	52.00%	8.00%
English	205	Spring 2012	31	71.00%	93.5%	0.00%
English	205	Spring 2013	29	89.7%	96.6%	3.40%

English	208	Fall 2011	116	69.00%	79.3%	4.30%
English	208	Fall 2012	95	63.2%	69.5%	2.1%
English	208	Fall 2013	81	84.0%	87.7%	6.2%
English	208	Spring 2011	121	67.80%	75.2%	14.9%
English	208	Spring 2012	116	70.7%	81.9%	6.0%
English	208	Spring 2013	97	61.9%	67.0%	20.6%

English	209	Fall 2012	20	45.0%	80.0%	15.0%
English	209	Fall 2013	21	81.0%	90.5%	4.8%
English	209	Spring 2012	20	40.0%	55.0%	15.0%
English	209	Spring 2013	19	68.4%	73.7%	26.3%

Art	101	Fall 2011	62	90.3%	96.8%	1.60%
Art	101	Fall 2012	51	76.5%	78.4%	3.90%
Art	101	Fall 2013	66	57.6%	75.8%	13.60%
Art	101	Spring 2012	87	69.0%	74.7%	16.10%
Art	101	Spring 2013	141	61.70%	68.1%	14.90%

Foreign Languages	101	Fall 2012	92	60.9%	80.70%	4.50%
Foreign Languages	101	Fall 2013	67	79.1%	75.00%	14.10%
Foreign Languages	101	Spring 2011	72	76.4%	80.60%	10.40%
Foreign Languages	101	Spring 2012	104	63.5%	90.30%	0.00%
Foreign Languages	101	Spring 2013	76	71.1%	75.00%	11.5%

Foreign Languages	102	Fall 2011	21	71.4%	71.4%	4.80%
Foreign Languages	102	Spring 2011	21	71.4%	76.20%	4.80%
Foreign Languages	102	Spring 2012	14	78.6%	85.7%	0.00%
Foreign Languages	102	Spring 2013	16	75.00%	75.00%	18.80%

Foreign Languages	103	Fall 2011	28	64.3%	82.1%	17.90%
Foreign Languages	103	Fall 2012	60	88.3%	90.00%	10.00%
Foreign Languages	103	Fall 2013	68	69.10%	86.60%	11.80%
Foreign Languages	103	Spring 2011	48	81.3%	89.60%	10.40%
Foreign Languages	103	Spring 2012	41	85.4%	100.00%	0.00%
Foreign Languages	103	Spring 2013	44	86.4%	93.20%	6.80%

General Psychology	101	Fall 2013	28		75.00%	21.40%
General Psychology	101	Fall 2011	166	65.10%	85.50%	5.40%
General Psychology	101	Fall 2012	107	71.00%	83.20%	4.70%
General Psychology	101	Fall 2013	98	66.30%	84.70%	7.10%
General Psychology	101	Spring 2011	159	57.2%	77.40%	3.10%
General Psychology	101	Spring 2012	168	66.7%	81.5%	7.10%
General Psychology	101	Spring 2013	133	61.7%	75.20%	7.50%

Social Science	130	Fall 2011	54	64.8%	79.6%	5.6%
Social Science	130	Fall 2012	73	56.2%	72.6%	13.7%
Social Science	130	Fall 2013	59	49.2%	66.1%	25.4%
Social Science	130	Spring 2011	70	78.60%	84.3%	4.30%
Social Science	130	Spring 2012	91	63.7%	70.30%	8.80%
Social Science	130	Spring 2013	66	48.5%	62.1%	22.7%

Social Science	170	Fall 2012	88	31.8%	76.5%	2.5%
Social Science	170	Fall 2013	98	93.9%	54.5%	2.30%
Social Science	170	Spring 2011	208	68.3%	95.9%	0.00%
Social Science	170	Spring 2012	52	42.3%	74.00%	5.8%
Social Science	170	Spring 2013	42	71.4%	53.8%	11.5%

Social Science	171	Fall 2012	28	85.7%	89.3%	7.10%
Social Science	171	Spring 2012	52	63.5%	75.00%	9.60%
Social Science	171	Spring 2013	25	84.00%	84.00%	4.00%

Science	101	Fall 2011	230	58.30%	68.70%	8.30%
Science	101	Fall 2012	176	63.10%	75.00%	2.30%
Science	101	Fall 2013	155	48.4%	69.00%	11.60%
Science	101	Spring 2011	179	52.50%	62.00%	16.20%
Science	101	Spring 2012	180	33.30%	47.20%	23.90%
Science	101	Spring 2013	158	27.80%	38.6%	25.90%

Music	101	Fall 2011	84	66.70%	70.20%	17.90%
Music	101	Fall 2013	41	90.20%	92.70%	7.30%
Music	101	Spring 2011	129	61.2%	65.1%	17.1%
Music	101	Spring 2012	80	63.8%	65.00%	21.3%

Speech Communication	205	Fall 2011	159	63.5%	71.7%	10.70%
Speech Communication	205	Fall 2012	123	71.50%	78.00%	7.30%
Speech Communication	205	Fall 2013	95	64.2%	74.70%	5.30%
Speech Communication	205	Spring 2011	169	69.2%	81.10%	7.10%
Speech Communication	205	Spring 2012	167	64.7%	71.3%	16.20%
Speech Communication	205	Spring 2013	109	43.1%	51.4%	36.70%

Completion rates show that overall rates were higher during the spring semesters as compared to the Fall semesters. The lowest passing rate was in the Health Science course with a rate of 27.8% while the Humanities courses boasted the highest passing rates with student passing rates for the foreign languages, history, music and arts classes ranging from the high 70s to 100% passing rates consistently across the board. Social science courses had the next highest passing rates, followed by English classes and the natural science courses.

F. Student persistence rate (semester to semester)

Persistence and Retention (new full time students)

Major	Degree	New Stdnts FT 2011_3	Students 2012_1	Students 2012_3	Persistence Spring 2012	Retention Fall 2012
Liberal Arts	AA	73	60	35	82.2%	47.9%

Major	Degree	New FT Fall 2012	Persisted Spring 2013	Retained Fall 2013	Persistence Spring 2013	Retention Fall 2013
Liberal Arts	AA	62	49	32	79.0%	51.6%

The data shows that persistence rates during the Spring 2012 and Spring 2013 semesters dropped 3.2% although overall the persistence rates were pretty high running in the 80 to 70 percent rates.

G. Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs)

The retention rate from Fall 2012 to Fall 2013 remained steady with a slight increase of 3.7% (see table above)

H. Success rates on licensing or certification exams (CTE, TP, Nursing, etc)

Not Applicable—Liberal Arts students are not required to take any exams for licensing or certification.

I. Graduation rate based on yearly number

Graduates - New Students (Full Time) by Academic Year and Major

Major	Degree	Enrollment	AY2011/12	AY2012/13	Graduates	GradRate100%	GradRate150%
Liberal Arts	AA	77	1	10	11	1.3%	14.3%

Graduates

Major	Degree	AY2010/11	AY2011/12	AY2012/13
Liberal Arts	AA	67	46	61

Based on the above data, during this assessment cycle, only 1.3% of the Liberal Arts graduates were able to complete the program within two years. Within three years, the rate increased by 13% resulting in a graduation rate of 14.3%. This shows that very few students are able to complete the program in the allotted two year period. When given a little bit more time to complete over the two year period, nine times more students were able to complete the program. The low graduation rates has propelled the Languages and Literature division into reviewing the credit requirements, the suggested course schedule that students follow (there is no room for failure or make-up and typically for some courses, students need more time as they do repeat courses) course pre-requisites and the program courses’ connection to other programs.

J. Students seat cost

Combined cost per credit hour AY 2012-2013 for Liberal Arts program

Program	Fall 2012	Spring 2013	Summer 2013
Liberal Arts (AA)	47	83	33

*data provided by IRPO

The cost of running the Liberal Arts program when compared to other programs is fairly low and despite servicing a large number of students, is consistent and is not considered to be a high cost program. Costs are higher in the Spring than the Fall and Summer, mainly due to the higher number of courses that are offered in Spring based on student need. The persistence rate from Fall the Spring is higher, indicating that many students in the program continue from Fall to Spring yet do not necessarily continue in the following Summer or Fall semesters thus contributing to the low retention rates. High persistence from Fall to Spring is reflected in the higher cost of running the program in Spring than Fall.

K. Cost of duplicate or redundant courses, programs or services

Not Applicable

L. Students' satisfaction rate

Results from Summer 2013 Student Satisfaction Survey for Major (Liberal Arts)

Answer Options	Strongly Agree	Agree	Disagree	Strongly Disagree	Response Count
1. Faculty care about me as an individual.	9	24	4	1	38
2. My academic advisor is approachable.	18	19	1	0	38
3. Classes are scheduled at times that are convenient for	8	22	7	1	38
4. Internships or practical experiences are provided in my	8	21	8	1	38
5. My academic advisor helps me set goals to work	14	21	2	0	37
6. Library resources and services are adequate.	16	17	4	1	38
7. I am able to register for classes I need with few	9	22	6	1	38
8. The quality of instruction I receive in most of my	9	26	3	0	38
9. Faculty are understanding of students' unique life	4	22	12	0	38
10. My academic advisor is concerned about my success	10	27	1	0	38
11. It is an enjoyable experience to be a student on this	18	18	1	1	38
12. Faculty are fair and unbiased in their treatment of	9	22	6	1	38
13. My academic advisor is knowledgeable about my	14	23	1	0	38
14. Students are made to feel welcome on this campus.	15	20	2	1	38
15. Faculty take into consideration student differences as	11	22	5	0	38
16. My academic advisor is knowledgeable about the	11	23	4	0	38
17. The equipment in the lab facilities is kept up to date.	4	25	7	2	38
18. Class change (drop/add) policies are reasonable.	12	20	4	0	38
19. I generally know what's happening on campus.	9	18	9	2	38
20. Faculty provide timely feedback about student	14	17	7	0	38
21. Tutoring services are readily available.	14	16	8	0	38
22. This school does whatever it can to help me reach	14	17	6	1	38
23. The assessment and course placement procedures	13	20	4	1	38
24. Faculty are interested in my academic problems.	8	20	8	2	38
25. Nearly all of the faculty are knowledgeable in their	11	17	5	2	35
26. Faculty are usually available after class and during	10	22	4	0	36
27. Nearly all classes deal with practical experiences and	8	21	8	0	37
28. Students are notified early in the term if they are	12	20	6	0	38
29. Program requirements are clear and reasonable.	13	20	4	1	38
30. There is a good variety of courses suitable for my	15	20	2	1	38
31. I am able to experience intellectual growth here.	10	26	2	0	38
32. The campus faculty/staff are caring and helpful.	8	26	3	1	38
33. My academic advisor is available when I need help.	15	20	3	0	38
34. I am able to register for classes I need with few	11	18	7	1	37
35. My advisor helps me apply my program of study to	12	24	2	0	38
36. Computer labs are adequate and accessible.	12	15	7	3	37

The questions in which students who were surveyed expressed the highest dissatisfaction were on the following questions:

Questions about scheduling (question #3): 7 disagree/1 strongly disagree
Questions about faculty (questions #9; 24): 29 disagree/2 strongly disagree
Questions about practical experiences in classes/program (#4;27): 16 D; 1 SD
Questions about services-tutoring/labs/registration(#17;21;36): 22 D; 5 SD
Question about campus happenings (#19): 9 Disagree; 2 strongly disagree

M. Alumni data

Not Available

N. Employment data and employer feedback (employer surver)

Not Available

O. Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)

Not Available

Transfer rate

Not Available: The Languages and Literature division is currently working on coming up with a template of a form that our graduates will be filling in to help keep track of the movement of our graduates. Collaboration with the office of Admissions and Records is also needed to help identify students who transfer (via transcript requests) and also to identify Liberal Arts students who further their studies here at the college by pursuing second degrees and enrolling in third-year programs.

Analysis

Findings
This section provides discussion of information discovered as a result of the evaluation such as problems or concerns with the program and what part of the program is working well and meeting expectation.

The division is currently dialoguing about the sequence of courses and suggested course schedule and will be looking into making modifications of the sequencing so that students are first encouraged to take 100-level courses prior to taking the upper 200-level courses. Changes in the upper level pre-requisites are also under discussion as there is a need to have students taking preparatory classes so that there may be a higher possibility of success in 2nd year, upper-level courses. This may also help to improve the low graduation rates of students graduating within two years from the start of their enrollment.
Coherence, content, format and conventions are all areas that our students need more help with, especially when it comes to writing. The assessment results show that all of our students need more help with the basic content of most of the classes, proving that without the basic understanding, critical thinking is not possible.
The Enrollment data confirms the downward decline in enrollment in the major. The enrollment figures show a drastic drop in enrollment at the state campuses between the Fall and the Spring semesters. This drop in enrollment could be due to students transferring to the National campus and changing their majors as many ‘undecided’ majors are by default, counted as Liberal Arts majors.
Completion rates show that overall rates were higher during the spring semesters as compared to the Fall semesters. The lowest passing rate was in the Health Science course with a rate of 27.8% while the Humanities courses boasted the highest passing rates with student passing rates for the foreign languages, history, music and arts classes ranging from the high 70s to 100% passing rates consistently across the board. Social science courses had the next highest passing rates, followed by English classes and the natural science courses.
Based on the responses from the Student satisfaction survey, the Liberal Arts program needs to work on improving the scheduling of classes, faculty need to show more interest in students’ lives and academic problems; some effort is needed to add a practical element to classes and services such as tutoring, lab times and equipment and registration can be improved to better serve the needs of students.
Transfer and Alumni data is needed so that we can gauge the success of our program beyond their time here at the college.

Recommendations
This section provides recommendations from the program on what to do to improve or enhance the quality of program and course learning outcomes as well as program goals and objectives. This section should also include suggestions that describe how the program might be able to create opportunities for a better program in the future. Some examples are exploring alternate delivery mechanisms, forming external partnerships, or realigning with other programs.

Based on course level assessments, many of the faculty are in favor of making EN 120a and b pre-requisites to the many 200-level English courses so that students are better equipped to succeed in these upper-level courses. The suggested schedule will need to be changed when the college catalog is next updated to shift all 200-level courses to the second year after students have completed the requisite 100-level courses. This will hopefully lead to more success for students in the upper-level program courses.
All program faculty need to stress these four areas in their teaching and in their teaching of basic skills such as reading and writing. It is commonly understood that many students do not transfer skills (such as writing/writing format and conventions) from one class to another therefore, faculty from other programs need to help with encouraging and consistently requiring that when students write in their classes that they follow formats and conventions, thus emphasizing these skills across the board.
There needs to be a better way of tracking students who are enrolled in the major mainly by default or those who are there by choice. The default role that this program plays greatly affects the number of students who ‘drop out’ from the major and may be the reason for the movement of students in and out of the program.
Review of the courses with the lowest passing rates needs to be done to assess why students are consistently failing in these courses and why the numbers remain high. Working and discussions with faculty who have high passing rates should be encouraged so that we can aid each other in finding out what works best with our students and what is not working. Lecturing has not traditionally been a well-received method of teaching for our students. Exploration and use of other methods should be piloted, assessed then reported on whether they are successful or not.
The improvements to increase student satisfaction is needed to be done as a collective effort from not only the Liberal Arts program faculty but also from student services and the office of the VPIA as some of these areas are beyond the scope and capabilities of the Liberal Arts faculty.
The program faculty will work with OAR, the Alumni organization and the counselors to start in the collecting of data from students who are to graduate. An exit exam for Liberal Arts graduates will be worked on to be given to students starting next year.

Unit Assessment Report

Report Period: 2013-2014

College of Micronesia - FSM

COMFSM Menu

Program Student Learning Outcomes Assessment (AY 2013-2014)

Program Student Learning Outcomes(PSLOs)

What we looked at:

What we found:

What we are planning to work on:

Recommendations for students:

Program Data Sheet Spring 2014

Enrollment by Major and Campus

Credits by Major and Campus

Credits by Program and Campus

Credits Enrolled, Attempted and Earned(averages)

Program Sections, Enrollment Ratio and Average Class Size

Persistence and Retention (new full time students)

Course Completion & Withdrawals (Major)

Course Completion & Withdrawals (Program)

Graduates

Graduate Rates

Program Review (National Campus)

Program Goals

Program History

Program Descriptions

Program Admission Requirements

Program Certificate/Degree Requirements

First Semester

Second Semester

Third Semester

Fourth Semester

Program Courses and Enrollment

Program Faculty

Program Indicators

A. Assessment of Course Student Learning outcomes of program courses

B. Assessment of Program Student Learning Outcomes

C. Program enrollment (historical enrollment patterns, student credits by major)

D. Average Class Size

E. Course completion rate

F. Student persistence rate (semester to semester)

G. Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs)

H. Success rates on licensing or certification exams (CTE, TP, Nursing, etc)

I. Graduation rate based on yearly number

J. Students seat cost

K. Cost of duplicate or redundant courses, programs or services

L. Students' satisfaction rate

M. Alumni data

N. Employment data and employer feedback (employer surver)

O. Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)

Transfer rate

Analysis

Unit Assessment Report

Program Student Learning Outcomes Assessment
(AY 2013-2014)

Program Data Sheet
Spring 2014