Transcript Assessing General Education Student Learning Outcomes

Program and General Education
Learning Outcomes
Moving towards to General Education Learning Outcomes Proficiency
Office of Institutional Effectiveness
January 2012
Before You Begin
Take out a sheet of paper, turn it horizontally, and
create 3 columns with the following headings:
K
W
L

Jot down 5 things that you already know about program
learning outcomes in the first column.

Write down 5 things that you want to know about program
learning outcomes in the second column.

Think about what you wrote down.

Put this paper to the side. You will get back to it later.
Learning Outcomes for this Presentation
 Upon completing this presentation, participants will
be able to:
Describe the components of a college program.
Differentiate between department, program, courses, and
disciplines.
Explain why programs need to assess PLOs and GELOs.
Why Students Come to LATTC
Students who arrive to the
beautiful campus of
Los Angeles Trade-Technical
College, come for a variety
of reasons:
• Job Readiness
• Basic Skills
• Personal Enrichment
• Transfer
• College Degree
College Degree Acquisition
Above all, the most
common reason why
students come to Los
Angeles Trade-Technical
College is to receive a
college degree.
What are the Requirements for a Degree?
The community college Associate Degree
reflects the culmination of stipulated
patterns of learning experiences
designed to develop in-depth knowledge
about some field, plus the ability to:
• “Think and to communicate
•
•
•
clearly and effectively both orally
and in writing; to use mathematics,
Understand the modes of inquiry
of the major disciplines;
Be aware of other cultures and times;
to achieve insights gained through
experience in thinking about ethical
problems, and
Develop the capacity for selfunderstanding.”
Title 5, §558065 of the California Code of Regulations, “Minimum
Requirements for the Associate Degree”
A Broad Educational Foundation
Title 5 not only emphasizes the role of the
Associate Degree as focused study in a
specific field, but it also aims to direct
community colleges to prepare citizens with a
broad educational foundation, to develop
a populace that can participate effectively in
all domains of society: civically, economically,
and politically.
The Composition of the Associate Degree
The composition of the Associate
degree comes down to simple math:
Associate
Degree
=
Major
Program
Requirements
and Electives
+
General Ed
Program
Requirements
The first group of courses come from the program in
which the student is majoring, and the second group of
courses come from the general education program.
What is a Program?
Title V defines a “program”
as an organized
sequence of courses
leading to a defined
objective, a degree, a
certificate, a diploma, a
license, or transfer to
another institution of
higher education.
California Code of Regulations, Title V, § 5500g
More on Programs…

In practice however, the Chancellor’s Office
approves only 1.) associate degrees and 2.) those
credit certificates that community colleges wish
to award to students and which will be listed on
transcripts, and 3.) all noncredit programs of a
specified duration (288 hours or more) (Source:
California Community College Chancellor’s
Office (March, 2009). Program and Course
Approval Handbook: Third Edition.)

In other words, a program is commonly referred
to as a compilation of courses in one or
more subjects/disciplines that—collectively—
awards a 1.) Noncredit Certificate or 2.)
Completion or Competency Certificate of
Achievement, or c.) AA/AS Degree.
Degrees and Certificates

Degree: The Associate in Arts or the Associate in
Science degree is granted when a student
satisfactorily completes an organized program of
study consisting of a minimum of 60 degree
applicable semester units which includes general
education and major requirements.

Certificate: A Certificate of Achievement is a
program designed for students who are looking for
instruction with a high degree of specialization.
Certificates of Achievement vary in length and
consist of a minimum of 12 or more semester units.

Skills Certificate: A Skills Certificate is a
document confirming that a student has completed a
sequence of courses—credit and non-credit—
generally 11 units or less, that prepared him or her to
progress in a career path. Skills Certificates are not
listed on the student's transcripts or recognized by
the State. However, the programs to which they are
linked are nonetheless acknowledged on the LATTC
campus as such.
Programs, Departments, and Courses
A program is housed within a department and comprised of subjects (or
“disciplines”) and courses. The relationship between these courses,
programs, and departments are depicted in the diagram below:
Construction, Design,
Manufacturing
Department
Architecture
AS Degree
Program
Disciplines,
Courses
Energy Systems
Technology
Fundamentals
Certificate of
Achievement
Architecture
Technology 172, 222,
173, 261, 130…
Drafting 62, 63, 60,
64…
Architectural Interiors
200, 201, 202…
Building and
Construction
Techniques 010…
Definition of Terms
Community College Course, Subject, Program, and
Department Definitions:

Course: Title V §55000(f) defines course as “an organized pattern
of instruction on a specified subject offered by a community
college.”

Subject/Discipline: A discipline, or subject area, is usually as
broad as or broader than a program area. For example, the
discipline of English could include the program areas of reading,
writing, communication, English as a Second language, etc.
(Source: The Academic Senate of California Community Colleges
(Spring, 2008). The Course Outline of Record: A Curriculum
Reference Guide.)

Educational Program: Title V §55000(f) defines educational
program as “an organized sequence of courses leading to a defined
objective, a degree, a certificate, a diploma, a license, or transfer to
another institution of higher education.”

Department: A department is a compilation of
subjects/disciplines and/or programs organized by the college. In
addition, according to the AFT Agreement (Article 17.A.1.), a
department is defined as “an instruction or service unit composed
of faculty members assigned to one or more disciplines or service
areas, who share common academic or professional interests,
concerns, or objectives.”
State- and District-approved Programs

Although there is a formal process for creating a program,
in Program Review, colleges often informally refer to
specific instructional and service areas, departments, and
disciplines as “programs”.

However, with regard to Student Learning Outcomes
Assessment, LATTC refers to the official list of districtand state-approved programs from the Chancellor’s office.
LATTC’s Official Programs
The following slides contain LATTC’s official stateand district-approved list of programs
Note: This list changes as programs are created and updated
LATTC Programs, Part I
Accounting Clerk, Cert.
Carpentry, A.S.
Accounting, A.A.
Carpentry, Cert.
Administrative Asst., A.A.
Carpentry: Const. Tech., A.A.
Administrative Asst., Cert.
Carpentry: Const. Tech., Cert.
Architectural Technology, A.A.
Chemical Technology, A.S.
Architectural Technology, Cert.
Chemical Technology, Cert.
Automotive & Related Tech, Cert.
Child Dev.: Plan (B), A.A.
Automotive & Related Tech, A.S.
Child Dev.: Preschool, Cert.
Automotive Collision Repair, A.S.
Child Dev., Plan (A), A.A.
Automotive Collision Repair, Cert.
Community Planning, A.A.
Baking Professional, A.A.
Community Planning, Cert.
Baking Professional, Cert.
Computer Info Systems, A.S.
LATTC Programs, Part II
Computer Info Systems, Cert.
Early Childhood Education, A.S.T.
Const. Tech., Plumb., A.A.
Elec Const & Maint – Elec., A.S.
Const. Tech., Plumb., Cert.
Elec Const & Maint – Elec., Cert.
Correctional Science, A.S.
Elec Const & Maint – Tech., A.A.
Correctional Science, Cert.
Elec Const & Maint – Tech., Cert.
Cosmetology, A.A.
Electrical Lineman, Cert.
Cosmetology, Cert.
Electronics Communications, A.S.
Culinary Arts, A.A.
Electronics Communications, Cert.
Culinary Arts, Cert.
Energy Sys Tech Fund., Cert.
Diesel & Related Tech., – Ad., Cert.
English, A.A.
Diesel & Related Tech., A.S.
Fashion Design, A.A.
Diesel & Related Tech., Cert.
Fashion Design, Cert.
LATTC Programs, Part III
Fashion Merch., A.S.
Microcomp Tech IT Ess., A.S.
Fashion Merch., Cert.
Liberal Arts and Sci. – Mult, A.A.
Fashion Tech, A.A.
Liberal Arts and Sci. – Nat, A.A.
Fashion Tech, Cert.
LVN to Registered Nursing, Cert.
Gen. Ed. (Plan A/B), A.A. & A.S.
Machine Shop – CNC – Adj., Cert.
Gen. Ed. Transfer (Plan A/B), A.A. & A.S.
Machine Shop – CNC, A.S.
Governmental Supervision, Cert.
Machine Shop – CNC, Cert.
Hybrid & Electric Plug-in, Cert.
Management/Supervision, A.A.
Info. Processing Specialist, A.A.
Management/Supervision, Cert.
Info. Processing, Cert.
Marketing/Pub Relations, A.A.
Infant/Toddler Teacher, Certificate
Marketing/Pub Relations, Cert.
Labor Studies, A.A.
Mathematics, A.S.-T (Transfer)
Labor Studies, Cert.
Medical Office Asst., Cert.
LATTC Programs, Part IV
Office Assistant Clerical, A.A.
Refrigeration & Air., Cert.
Microcomp. Tech IT Ess., Cert.
Office Assistant Clerical, Cert.
Mortgage Finance, A.A.
Operation & Maint. Eng., Steam Pl., Cert.
Mortgage Finance, Cert.
Operation Maintenance, Cert.
Motorcycle Repair Mechanics, Cert.
Plumbing, A.S.
Noncredit Bank Teller, Cert.
Plumbing, Cert.
Noncredit College Read., Cert.
Powerline Mechanic, Cert.
Noncredit English Lit & Civics, Cert.
Preschool Associate Teacher, Cert.
Noncredit ESL, Cert.
Process Tech, A.S.
Noncredit Rec & Com Svcs Asst., Cert.
Process Tech, Cert.
Noncredit Utilities & Const., Cert.
Real Estate, A.A.
Noncredit Workplace Readiness, Cert.
Real Estate, Cert.
Nursing, Registered, A.S.
Refrigeration & Air., A.A.
LATTC Programs, Part V
Supply Water Sys Tech., A.S.
Supply Water Tech., A.S.
Renewable Energy Gen., A.S.
Tailoring, Cert.
Restaurant Mgmt, A.A.
Teacher w/Special Needs, Cert.
Retail Merchandising, A.A.
Utility Industry Fund., Cert.
School Age Program Teacher, Cert.
Visual Communications, A.A.
Sign Graphics, A.A.
Visual Communications, Cert.
Sign Graphics, Cert.
Wastewater Tech., A.S.
Site Supervisor, Cert.
Weatherization & Energy, Cert.
Small Bus. Entrepreneur., Cert.
Welding Gas & Electric Const, Cert.
Solid Waste Mgmt. Tech., Cert.
Welding Gas & Electric, A.S.
Street Maint Tech., A.A.
Welding Gas & Electric, Cert.
Street Maint Tech., Cert.
Note: The list of official programs is updated regularly, and can be found at the Chancellor’s website, District’s Electronic Curriculum Development
website at, or the College’s website.
Official List of Programs
 All 123 of these programs had, at some point, official
forms completed and submitted to the curriculum
committee to begin and complete an approval process
that ended with the Chancellor’s Office. The information
on file includes, but is not limited to:






Name of Program
Mission of the Program
Goals of the Program
Catalogue Description
Program Requirements
Program Learning Outcomes (PLOs)
Program Assessment
Program assessment is
the evaluation of student
learning within a particular
academic program leading to
a defined objective, degree,
certificate, diploma, license,
or transfer to another
institution of higher
education.
California Code of Regulations, Title V, § 5500(g)
More on Program Assessment
 A program should be assessed for
whether students are achieving the
learning outcomes developed by the
department that are stated in the
program approval documents for
that program.
 Program assessment often is done
through capstone experiences,
portfolios, graduate or employer
surveys, or licensure exams. Program
assessment is not the evaluation of
student achievement of learning
objectives within courses that are part
of the program, but rather of students’
overall achievement of the broad
goals of the academic program
(e.g. employment, mastery of certain
skills, successful transfer, etc.).
Program Learning Outcomes (PLOs)
 Programs are assessed via program learning
outcomes (PLOs).
 PLOs are statements that describe what
learners will know and be able to do when
they complete a program leading to a
certificate or a degree.
PLO Assessment Plan
All programs are required to have
PLOs that are:
• Updated through curriculum
• Articulated in the printed
and/or online catalogue
Degree and certificate PLOs in the
same program should have the
same PLOs. In addition, the
degree program should have
additional information listed
that differentiates the two
programs.
At least 1 PLO from each program
should be assessed by the end of
spring 2012.
Differentiating Certificates from Degrees
Although the PLOs are the same for the Architectural Technologies programs (one leading to a
certificate and the other leading to an A.A. degree), there is a statement included that helps the
student to differentiate between the two:
Certificate of Achievement
A.A. Degree Option
1.
Develop clear and accurate document and reports.
1.
Develop clear and accurate document and reports.
2.
Work independently and interdependently to
accomplish shared professional outcomes
2.
Work independently and interdependently to
accomplish shared professional outcomes
3.
Use critical observation skills
3.
Use critical observation skills
4.
Communicate with a diverse population in a
culturally sensitive manner.
4.
Communicate with a diverse population in a
culturally sensitive manner.
5.
Think and to communicate clearly and effectively
both orally and in writing; use mathematics;
understand the modes of inquiry of the major
disciplines; be aware of other cultures and times;
to achieve insights gained through experience in
thinking about ethical problems; and to develop
the capacity for self-understanding as a result of
the required general education program.
General Education Learning Outcomes
Essential to the Acquisition of the Associate Degree
From PLOs to GELOs
One of the largest and oldest programs
on any community college campus is the
general education (GE) program.
Like the other programs, the GE
program is assessed via learning
outcomes. However, since the GE
program is distinctively unique,
characteristically interdisciplinary, and
a constant and integral component of an
associate’s degree, it has its own
acronym, GELO.
In essence, a GELO is a type of PLO.
The Composition of the Associate Degree
Review:
The composition of the Associate
degree comes down to simple math:
Associate
Degree
=
Major
Program
Requirements
and Electives
+
General Ed
Program
Requirements
The first group of courses come from the program in
which the student is majoring, and the second group of
courses come from the general education program.
What is General Education?

Central to the Associate
Degree, general education
courses are designed to
introduce students to the
variety of means through
which people comprehend
the modern world.

The courses that were selected
to make up the general
education program will
introduce students to
different ways to view and
understand the world.
Title V §6201.14(a)
More on General Education…
General Education…
•
Reflects the conviction of colleges that those
who receive their degrees must possess in
common certain basic principles, concepts
and methodologies both unique to and
shared by the various disciplines.
•
Intends that college educated persons should
be able to use this knowledge when evaluating
and appreciating the physical environment,
the culture, and the society in which they
live.
•
Should lead to better self-understanding.
Title V §6201.14(a)
Accreditation Standards

The institution requires of all academic and vocational degree programs a component of general
education based on a carefully considered philosophy that is clearly stated in its catalog. The
institution, relying on the expertise of its faculty, determines the appropriateness of each course for
inclusion in the general education curriculum by examining the stated learning outcomes for the
course.

General education has comprehensive learning outcomes for the students who complete it,
including the following:

An understanding of the basic content and methodology of the major areas of knowledge: areas
include the humanities and fine arts, the natural sciences, and the social sciences.

A capability to be a productive individual and life long learner: skills include oral and written
communication, information competency, computer literacy, scientific and quantitative reasoning,
critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means.

A recognition of what it means to be an ethical human being and effective citizen: qualities include an
appreciation of ethical principles; civility and interpersonal skills; respect for cultural diversity;
historical and aesthetic sensitivity; and the willingness to assume civic, political, and social
responsibilities locally, nationally, and globally.
Source: http://www.accjc.org/wp-content/uploads/2011/07/Standards-Annotated-for-Boards-CQI-and-SLOs.pdf
General Education Philosophy
 Developing and implementing a
more specific philosophy of
General Education is a
responsibility of each
college, since each must be
sensitive to the unique
educational needs and learning
environment of its students.
 Each college shall publish such
a statement of philosophy.
LACCD Board Rule 6201.14
GE as a Program
 The general education (GE) program is
comprised of an organized sequence of
courses that, along with courses from the
major program, leads to the Associate in
Arts (A.A.) and Associate in Science (A.S.)
degrees, and transfer to a college or
university (A.A.-T. or A.S.-T).
 Included in the college’s 123 programs, the
GE program is the largest.
 There are two categories within the GE
program: GE program leading to a degree
only and GE program leading to a transfer
to a 4-year college.
GE as a Program
Both GE programs are structured the same and will require the same action items. So
for this presentation, we will focus on the GE Program leading to the degree only.
GE Program to
A.A./A.S. Degree
GE Program to
Transfer to 4-year College
A. Natural Sciences
A. Communication & Critical Thinking
B. Social & Behavioral Sciences
B. Physical Universe & Its Life Forms
C. Humanities
C. Arts, Literature, Philosophy and
Foreign Language
D. Language & Rationality
D. Social, Political and Economic
Institutions and Behavior Historical
Background
E. Health & Physical Education
E. Lifelong Understanding and SelfDevelopment
The GE Program (Leading to a Degree)
General Education
A.
Natural Sciences
B.
Social & Behavioral
Sciences
C.
Humanities
D.
Language & Rationality
E.
Health & Physical
Education
General Education Courses
GE Courses:

There are 148 courses (also referred to as “GEs”) that are
categorized within 5 areas of the GE program. There is a
minimum requirement in each area to satisfy the graduation
requirement.
Natural Sciences – 3 unit minimum (from 41 courses)
 Social & Behavioral Sciences: 3 unit minimum (from 40 courses)
 Humanities: 3 unit minimum (from 74 courses)
 Language & Rationality: 6 unit minimum (from 19 courses)
 Health & Physical Education: 3 unit minimum (from 19 courses)

GE Areas Defined:
Title V Gives a Description of
Four of the Five Subject Areas
Natural Sciences Described
Title V states that courses in
the natural sciences area are
those which examine the
physical universe, its life
forms and its natural phenomena. To satisfy the general
education requirement in
natural sciences, a course
should help the student:
•
•
Develop an appreciation and
understanding of the scientific
method.
Encourage an understanding of
the relationships between
science and other human
activities.
Social and Behavioral Sciences Described
Title V states that courses in the
social and behavioral sciences area
are those which focus on people as
members of society. To satisfy
the general education requirement in
social and behavioral sciences, a
course should:
•
•
•
Help the student develop an
awareness of the method of inquiry
used by social and behavioral
sciences.
Stimulate critical thinking about the
ways people act and have acted in
response to their societies.
Promote appreciation of how societies
and social subgroups operate.
Humanities Described
Title V states that courses in the
humanities area are those which
study the cultural activities
and artistic expressions of
human beings. To satisfy the
general education requirements
in humanities, a course should
help the student:
•
•
Develop an awareness of the
ways in which people through
the ages and in different cultures
have responded to themselves
and the world around them in
artistic and cultural creation.
Help the student develop
aesthetic understanding and
ability to make value judgments.
Language and Rationality Described
Title V states that courses in language and
rationality area are those which develop for
the student principles and applications of
language toward logical thought, clear
and precise expression, and critical
evaluation of communication in whatever
symbol system the student uses. In this
category, there are two subcategories:
•
English Composition: Courses fulfilling
the written composition requirement
should include both expository and
argumentative writing.
•
Communication and Analytical
Thinking: Courses fulfilling the
communication and analytical thinking
requirement include oral
communication, mathematics, logic,
statistics, computer language and
programming, and related disciplines.
GE Course Lists:
Los Angeles Trade -Technical
College’s Course Lists
Natural Sciences Courses
 The natural science area of the general education program
includes the following 41 courses:

Anthropology (101), Astronomy (1, 2, 5), Biology (3, 6, 7, 20,
36), Chemistry (40, 51, 65, 70, 101, 102, 211, 212, 221),
Chemical Technology (111, 121), Electronics (2),
Environmental Science (1), Geography (1), Geology (1, 6),
Microbiology (1, 20), Physical Science (1, 14), Physics (1, 2, 3,
4, 6, 7, 11, 12, 14, 29, 32), Psychology 2
Social and Behavioral Sciences Courses
 The social and behavioral sciences area of the general
education program includes the following 40 courses from
American Institutions & U.S. History and Social Sciences
disciplines.


American Institutions & U.S. History: History 11, 12, 13, 41, 42,
43, 44, 52 or Political Science 1 or Labor Studies 4
Social Sciences: Anthropology 102, 109, 121; Business 1, 5; Child
Dev 1, 2, 3, (or 8), 11, 42; Economics 1, 2; Geography 2; History
86, 87; Political Science 2, 7; Psychology 1, 11, 17, 32, 41, 69;
Sociology 1, 2, 28; Speech Communications 121, 122, 122H
Humanities Courses
 The humanities area of the general education program
includes the following 74 courses:

American Sign Language 1, 2; Arabic 1; Architecture 130, 131;
Art 101, 102, 103, 104, 201, 202, 300, 501, 502; Chinese 1, 2;
English 102, 203, 205, 205H, 206, 206H, 207, 208, 212, 212H,
213, 215, 218, 219, 220, 220H, 234, 240, 270; French 1, 2, 3,
21; Humanities 1, 2, 54, 60, 61, 73; Japanese 1, 21, 22;
Journalism 105; Labor Studies 21; Music 101, 141, 142;
Philosophy 1; Physical Education 750, 761, 762, 800; Spanish
1, 2, 3, 4, 21, 22, 35, 36; Speech 130; Theater 100, 210, 507;
Visual Communications 106, 108, 120, 130
Language and Rationality Courses
 The language and rationality area of the general educa-
tion program includes 19 courses from 2 categories:

English Composition/English Competency Requirement:
English 101

Communication and Analytical Thinking: Math 125, Statistics
1, Computer Technology 60, Electronics 10, 12, 14; General
Engineering Technology 121; Engineering Technology 49, 50,
51; Computer Information Systems 701, English 103;
Philosophy 6, 8; Speech 101, 103, 104, 151
Health & Physical Education Courses
 The health and physical education area of the general
education program includes 19 courses:

Health 2, 6, 8, 11, 12, 21, 31, 32. 33, 35, 41, 42, 44, 45, 46, 47,
50, 51, 52
Proposed
GELOs for GE Content Areas
Courses within the Same Content
Area Will Assess a Common
Learning Outcome
GELOs for Natural Sciences Area
Example of proposed GELOs for the Natural Sciences content area:
Upon completion of a general education course in the natural sciences area, students will be
able to:
Bakersfield:
East Los Angeles:
•
•
•
•
Cabrillo:
Mt. Sac:
•
•
Demonstrate a knowledge of natural phenomena and recognize the
processes that explain them.
Demonstrate a knowledge of scientific methodologies when solving a
problem.
Assess the relationships between science and other human activities through
the examination of the physical universe, its life forms, and its natural
phenomena.
Discuss the application of the scientific method as it relates to common
issues and problems found in the natural sciences.
Cabrillos GE Outcomes are the same as their Core Competencies:
http://pro.cabrillo.edu/slos/4cores_tmp.htm
Evaluate the impact of science on their daily lives.
GELOs for Social & Behavioral Sciences Area
Example of proposed GELOs for the Social & Behavioral Sciences content area:
Upon completion of a general education course in the behavioral sciences area, students will be
able to:
Bakersfield:
•
Cabrillo:
•
East Los Angeles:
•
Mt. Sac:
•
•
•
Demonstrate an understanding of the perspectives, theories, methods and core
concepts of the social and behavioral sciences. Explain the major problems and
issues in the disciplines in their contemporary, historical and geographical contexts.
Demonstrate an understanding and appreciation of the contributions and
perspectives of women, ethnic and other minorities, and Western and non-Western
peoples.
Cabrillo’s GE Outcomes are the same as their Core Competencies:
http://pro.cabrillo.edu/slos/4cores_tmp.htm
Apply critical thinking to the ways that individuals or societies behave or have
behaved, in a particular situation, event or series of events, within their own or
among other societies, and evaluate the methodology employed in analyzing those
actions.
Compare and contrast how individuals, societies and social subgroups operate.
Differentiate among changes in the American constitutional government over time.
Analyze the relationship between social, political, and/or economic institutions and
human behavior.
GELOs for Humanities Area
Example of proposed GELOs for the Humanities content area:
Upon completion of a general education course in the humanities area, students will be able to:
Bakersfield:
Cabrillo:
East Los Angeles:
Mt. Sac:
•
•
•
•
•
•
Demonstrate an understanding and appreciation of the ways in which arts,
literature, philosophy or foreign languages reflect historical, intellectual, and
cultural contexts, as well as aesthetic tastes.
Cabrillo’s GE Outcomes are the same as their Core Competencies:
http://pro.cabrillo.edu/slos/4cores_tmp.htm
Examine the human response to the world around them through artistic and
cultural creation.
Demonstrate an awareness of diverse human responses to the world around
them through artistic and cultural creation.
Identify the influence of culture on human expression.
Analyze modes of artistic expression.
GELOs for Language & Rationality Area
Example of proposed GELOs for the Language & Rationality content area:
Upon completion of a general education course in the language & rationality area, students will
be able to:
Bakersfield:
Cabrillo:
East Los Angeles:
Mt. Sac:
•
•
•
•
•
•
•
Apply formal systems of reasoning in solving problems or analyzing
arguments.
Cabrillo’s GE Outcomes are the same as their Core Competencies:
http://pro.cabrillo.edu/slos/4cores_tmp.htm
Demonstrate an understanding of the principles of language by using
language to clearly and precisely express rational thought.
Critically evaluate communication in a symbol system appropriate to the
academic discipline being studied.
Develop a thesis statement that advances a clear argument.
Use textual evidence for support of their thesis.
Evaluate the reliability of information from a variety of print and electronic
sources.
GELOs for Health & Physical Education Area
Examples of proposed GELOs for the Health & Physical Education content area:
Upon completion of a general education course in the health & physical education area,
students will be able to:
Cabrillo:
East Los Angeles:
•
•
•
Cabrillo’s GE Outcomes are the same as their Core Competencies:
http://pro.cabrillo.edu/slos/4cores_tmp.htm
Practice proper techniques and skills as related to the designated physical
activities.
Demonstrate an awareness of attributes for healthy physical and
psychological life styles.
Proposed
GELO Statement for GE Program
All Programs Leading to an
Associate’s Degree Should Include
an Overarching GELO Statement
GELO for GE Program
Examples of proposed Overview GELO for the General Education program:
Upon completion of the general education program at Los Angeles Trade-Technical College,
students will be able to:
Title V:
•
Think and to communicate clearly and effectively both orally and in writing;
use mathematics; understand the modes of inquiry of the major disciplines;
be aware of other cultures and times; to achieve insights gained through
experience in thinking about ethical problems; and to develop the capacity
for self-understanding.
Note: Catalogue descriptions of programs leading to a degree should include verbage relating
to general education courses/programs. A current example from the Architectural
Technology AA degree program description includes the following:
LATTC Catalogue
•
General education (GE) classes provide a well-rounded education, imparting
the knowledge and skills needed to successfully participate in all aspects of
society.
Proposed
PLOs for Basic Skills Program
B as i c S k i lls , C o llege Read i n es s ,
D ev elo pm en tal, an d Rem ed i al
C o u r s es an d P r o gr am s
English, ESL, Learning Skills, Math, and Non-credit Courses
PLOs for Basic Skills Program & Areas
Proposed Basic Skills PLO: Developmental outcomes will support success in college-level
courses. Examples of proposed learning outcomes for the basic skills content areas:
Upon completion of a general education course in the areas listed below, students will be able to:
Reading:
Writing:
Math:
•
•
•
Demonstrate effective reading comprehension skills.
Demonstrate competence in prewriting, writing, and editing
of a variety of written assignments.
Employ college‐level math concepts, methods, and skills.
Resources:

Gulf Coast College: www.gulfcoast.edu/catalogs/2011_2012/student3.htm

Southeastern College: www.sccnc.edu/pdf_docs/USP/10-11/425h%20Developmental%20Reading.pdf

California State Standards: http://www.cde.ca.gov/be/st/ss/

College of the Marshall Islands: www.cmi.edu/index.php?option=com_content&view=article&id=365&Itemid=225
Desired Outcomes
 It is desirable that in a general education program:

Coherence and integration is created among the separate
requirements.

Students are actively involved in examining values inherent
in proposed solutions to major social problems.
Evaluating Institutional Effectiveness
Student Learning Outcomes Rubric:
Levels of
Implementation
Proficiency
Characteristics of Institutional
Effectiveness in SLOs
1.
Student learning outcomes and authentic assessment are in place for
courses, programs and degrees.
2.
Results of assessment are being used for improvement and further
alignment of institution-wide practices.
3.
There is widespread institutional dialogue about the results.
4.
Decision-making includes dialogue on the results of assessment and is
purposefully directed toward improving student learning.
5.
Appropriate resources continue to be allocated and fine-tuned.
6.
Comprehensive assessment reports exist and are completed on a
regular basis.
7.
Course student learning outcomes are aligned with degree student
learning outcomes.
8.
Students demonstrate awareness of goals and purposes of courses and
programs in which they are enrolled.
~From Accrediting Commission of Community & Junior Colleges (ACCJC)
Actions Required
Action Required: Program Info Update
More Paperwork?
 Since some programs were developed a
while back, information may be
missing or outdated, and in need of
revision.
 Action Required: Please review the
program information with your
colleagues, and make the necessary
updates to your programs.
The update forms will be available on the SLO Committee website
Action Required: PLO Assessment Plan
Action Required: Complete the PLO Assessment Plan with the
following information for each PLO:






ILO (Institutional Learning Outcome) Alignment: With which ILO does this
PLO align?
Assessment Term (Semester & Year): When was the PLO assessed?
Assessment Plan (Semester & Year): When will the PLO be assessed?
Responsible Person: Who is responsible for assessing this PLO?
Criteria/Rubric Created? (Yes or No): Has the criteria or rubric been created?
Assessment Tool Created? (Yes or No) Has the assessment tool been created?
Required Action: GELO Assessment Plan
Since at least 1 PLO from each program should be assessed by the
end of spring 2012, the GELOs for the GE program need to be
created and assessed. Here is the tentative GE Assessment Plan:
January 2012 - SLO Committee will meet to:
 Approve the GE Assessment Plan
February 2012 - Discipline cohorts will meet to create:
 Learning outcomes, rubrics, and assessment tools
 A GE program learning outcome statement that will be included with
all program learning outcomes leading to a degree
March 2012 - GE Area Representatives will meet to discuss & devise an:
 Educational philosophy statement (and basic skills/developmental
educational philosophy statement)
May 2012 - Courses will be assessed
June 2012 – Data will be collected, analyzed, and documented
Action Required: Cohort Meetings
 GE Content Area Cohorts will meet to:
 Discuss missions, goals, and courses.
 Develop GELOs.
 Identify assessment best practices.
 Discuss assessment process, tools and rubrics.
 Developmental Area Cohorts will meet to:




Discuss missions, goals, courses, levels, and target populations.
Develop GELOs for basic skills program and content areas (reading, writing,
and math).
Identify best practices supporting student success and retention.
Discuss how to assess student proficiencies in meeting readiness for college
(assessment tools and rubrics).
Note: College-level courses include requisite skills from the higher level categories of Bloom’s Taxonomy;
developmental courses should consider including both foundational as well as higher level.
Evaluation
Take out your KWL paper again:
K

W
L
5 minutes: In the third and last column, reflect on the
presentation, and write down 5 things that you learned about
program learning outcomes. If needed, jot down a list of
things to do. After that, please go take a short survey at:
http://www.surveymonkey.com/s/QK2WTCH. Thank you.
~End of Presentation~
Learning Outcomes for this Presentation
 Upon completing this presentation, participants will
be able to:
Describe the components of a college program.
Differentiate between department, program, courses, and
disciplines.
Explain why programs need to assess PLOs and GELOs.
References and Resources







Bakersfield Community College:

http://www2.bakersfieldcollege.edu/assessment/BC%20General%20Education%20with%20SLOs%20%2003-2907%20approved%20by%20curr%20cmte%20april%202007%20(3).doc
Cabrillo Community College:

http://pro.cabrillo.edu/slos/docs/SLO_InstructionalPlanningAssessmentProcess.pdf

http://pro.cabrillo.edu/slos/Definition%20of%20Terms%20and%20Methods.html
California State Standards:

http://www.cde.ca.gov/be/st/ss/
East Los Angeles Community College:

http://www.elac.edu/departments/slo/process.htm

Cadavid, Anthony. August 26, 2010. GE SLOs & ELAC. East Los Angeles Community College. Retrieved December
20, 2011 from http://www.elac.edu/departments/slo/presentation.htm
Mount San Antonio College:

http://www.mtsac.edu/instruction/generaled/geos_mtsac.html

http://www.rpgroup.org/content/2010-award-learning-outcomes-assessment
Hawaii:

http://nflrc.hawaii.edu/evaluation/R_outcomes.htm#7_3

http://hawaii.hawaii.edu/hawaiicc/assessment/Resources/Student%20Learning%20Outcome%20Instructional%2
0Guidelines.pdf
RP Group:

http://www.rpgroup.org/resources/heavy-lifting-general-education-slo-assessment-weight-institutional-outcomesassessment

http://www.rpgroup.org/sites/default/files/General%20Ed%20SLO%20Materials.pdf