Increase Students' Knowledge Of Key Concepts And Skills
Students will develop knowledge and understanding of key concepts and skills relevant to Horticulture and Crop Science.
Objective
Development Of Students' Knowledge And Skills
During their enrollment in the program students will be required to complete assignments that require students to demonstrate competency in key areas of Horticulture and Crop Science including plant science and properties of soil.
Indicator
Students Complete Assignments In Advanced Horticulture And Crop Science
All students enrolled in the program must complete the advanced horticultural course in their final year of enrollment. Advanced horticultural courses address key concepts and skills relevant to the field of agriculture. Each semester seven randomly selected student assignments from advanced horticultural courses will be reviewed by faculty members with expertise in the field of agriculture. Faculty members will score the assignments using a scale of 1 - 5 with 5 being the highest.
Criterion
Faculty Evaluation Of Students' Performance
The faculty will assign at least 70% of the assignments a score of 3 or higher.
Finding
Faculty Evaluation Of Students' Performance
Faculty scored at least 70% of the selected student assignments with a 3 or better. Faculty agreed that student assignments which failed to score a 3 or better tended to display a weak grasp of the course objectives. Faculty found several weaknesses with the evaluation process. First, in some instances faculty differed in the scores they gave each assignment. Second, faculty used slightly different criteria when evaluating the assignments.
Action
Faculty Evaluation Of Students' Performance
Improving the Evaluation Process: In the summer of 2010 faculty will develop a detailed grading rubric to be used by all faculty involved in the evaluation process. A detailed grading rubric should allow for more consistent scoring and ensure that all faculty are using the same criteria when evaluating assignments. We expect that faculty scores will not vary in the vast majority of cases and when there is a difference in scores the difference will not be greater than a single point. If faculty scores do differ beyond a single point, faculty will be asked to review the grading rubric and discuss its application.
Improving Students' Performance: Faculty teaching advanced horticultural courses will place greater emphasis on concepts related to the course objectives.
Goal
Professional Development Of Students
Students will learn the skills necessary to compete in the professional marketplace.
Objective
Development Of Students' Knowledge And Skills
During their enrollment in the program students will be required to complete assignments that require students to demonstrate skills and their ability to compete in the professional marketplace.
Indicator
Students Complete Assignments In AGR 412
All students enrolled in the program must complete AGR 412 in their final year of enrollment. AGR 412 addresses the skills necessary to compete for employment in the field of agricutlure. Students in AGR 412 must submit a professional portfolio (resume, Texas Job Application, references, letters of recommendation, etc). A group of faculty members will score the assignments using a pass or fail scoring system. Students who fail on their first attempt will be required to revise and resubmit their professional portfolios until they receive a passing grade.
Criterion
Faculty Evaluation Of Students' Performance
The faculty will assign at least 70% of the assignments a score of 3 or higher.
Finding
Faculty Evaluation Of Students' Performance
80% of the students passed on their first attempt and all students passed on their second attempt. Faculty identified common problems found in students' professional portfolios that did not receive a passing grade on the first attempt. Students failed to format their resumes correctly and they failed to match their resume content to the content of their job application. Faculty also found several weaknesses with the evaluation process. First, in some instances faculty differed in the scores they gave each assignment. Second, faculty used slightly different criteria when evaluating the assignments
Action
Faculty Evaluation Of Students' Performance
Improving the Evaluation Process: In the summer of 2010 faculty will develop a detailed grading rubric to be used by all faculty involved in the evaluation process. A detailed grading rubric should allow for more consistent scoring and ensure that all faculty are using the same criteria when evaluating assignments. We expect that that faculty scores will not vary in the vast majority of cases and when there is a difference in scores the difference will not be greater than a single point. If faculty scores do differ beyond a single point, faculty will be asked to review the grading rubric and discuss its application.
Improving Students' Performance: Faculty will take action to correct the weaknesses identified in students' professional portfolios. Faculty teaching AGR 412 will place more classroom emphasis on matching resume content to job application content and on the formatting of resumes.