Transcript Student Learning Outcomes State Center Community College

STUDENT LEARNING OUTCOMES
STATE CENTER COMMUNITY COLLEGE DISTRICT
BOARD REPORT, DECEMBER 7, 2010
SLO Coordinators:
Maggie Taylor (FCC) and Eileen Apperson(RC)
What does ACCJC say?


The 2002 Accreditation Standards and Eligibility
Requirements placed an increased emphasis on the
assessment of student learning as means of
evaluating and improving the educational
effectiveness of institutions.
Two standards that deal with learning outcomes are
Standard IB and Standard II A.1.c.
SLO Presentation, SCCCD, BOT, 12-7-2010
ACCJC Standard 1B
Improving Institutional Effectiveness
“The institution demonstrates a conscious effort to
produce and support student learning, measures
that learning, assesses how well learning is
occurring, and makes changes to improve student
learning.”
SLO Presentation, SCCCD, BOT, 12-7-2010
ACCJC Standard II A 1.c.
Student Learning Programs and Services
“The institution identifies student learning outcomes for
courses, programs, certificates, and degrees;
assesses student achievement of those outcomes;
and uses assessment results to make improvements.”
SLO Presentation, SCCCD, BOT, 12-7-2010
What are Student Learning Outcomes?




Student Learning Outcomes are meaningful and
measureable means to improve learning as established
by discipline faculty and student services experts.
Instructional SLOs are based upon the Course Outline of
Record.
SLO statements reflect where a student should be upon
successful completion of a college course, program,
certificate, or degree.
SLOs must be established and assessed at the course,
program (both instructional and non-instructional),
degree, and institutional levels.
SLO Presentation, SCCCD, BOT, 12-7-2010
SLO Example at FCC
Institutional Learning Outcome:
Students will demonstrate critical thinking skills in problem solving.
Degree SLO: Child Development AS Degree
Design, implement and evaluate environments and activities that support
positive developmental play and learning outcomes for all young children.
Course SLO: CDHEV 1
Assess early childhood settings, curriculum, and teaching strategies utilizing
indicators of quality early childhood practice that support all children
including those with diverse characteristics.
Assessment occurs at the course level.
SLO Example at RC
Institutional Learning Outcomes:
1. Interpret various types of written, visual, and verbal information.
4. Employ critical and creative modes of inquiry to solve problems, explore
alternatives, and make decisions.
7. Apply historical and contemporary issues and events to civic and social
responsibility.
Program SLO: History
Identify important people, events, and factors influencing the direction of
human history.
Course SLO: History 11
Outcome 1: Identify the origins of America’s distinctive political traditions
and governmental institutions.
Assessment occurs at the course level.
The positive outcomes from assessment
include:







Keeping our focus on a student-centered environment
Creating an atmosphere beyond assessment (which implies an
end) to an atmosphere of ongoing dialogue, adjustment, and
creativity
Giving departments a framework to re-examine how students
move through a series of courses or services
Giving us more specific feedback on how effective we are with
student learning
Creating opportunities to discuss best teaching practices among
full-time and part-time faculty
Helping students see the relevance in and connections between
their classes
Strengthening student success
SLO Presentation, SCCCD, BOT, 12-7-2010
Direct Assessment Measures
•
•
•
•
•
•
Portfolio assessments
Locally developed tests, including pre and post tests
Internship/service evaluations
Standardized departmental exams
Licensure certifications/professional exams
Course-embedded assessments
SLO Presentation, SCCCD, BOT, 12-7-2010
Indirect Assessment Measures
•
•
•
•
•
•
GPA and transfer comparisons
Graduation rates
Job placement data
Graduate follow-up studies
Retention and transfer studies
Surveys of alumni, employers, faculty,
administrators and students
SLO Presentation, SCCCD, BOT, 12-7-2010
ACCJC Standard 1. B. 3
Improving Institutional Effectiveness
Requires institutions “assess progress toward achieving
stated goals and make decisions regarding the
improvement of institutional effectiveness in an
ongoing and systematic cycle of evaluation,
integrated planning, resource allocation,
implementation and re-evaluation.”
SLO Presentation, SCCCD, BOT, 12-7-2010
“Integrated Planning to Implement
College Quality Improvement”
“Integrated planning is neither top-down nor
bottom-up; it is an interactive process in which an
institution, through its governance processes,
thoughtfully uses its values and vision to set priorities
and deploy its resources and energies to achieve
institutional changes and improvements at various
levels of the organization in response to current or
anticipated conditions.”
(ACCJC News, Fall 2009)
SLO Presentation, SCCCD, BOT, 12-7-2010
Integrated Planning




SLOs have become an integral part of the decision
making process and planning.
SLOs and assessment are now part of program
review.
Program review is instrumental to the planning
process and allocation of resources.
As with other college processes, integrated
planning, including SLOs, has included all
constituents groups.
SLO Presentation, SCCCD, BOT, 12-7-2010
Integrated Planning
By 2012, the colleges are expected to use the
assessment results for improvement and further
alignment of institution-wide practices.
SLO Presentation, SCCCD, BOT, 12-7-2010
Course & Program SLO Cycle
Course/Program
Goals
Course/Program
Objectives
Course/Program
Improvements
College
Mission
Course/Program
Assessment and
Evaluation
SLO Presentation, SCCCD, BOT, 12-7-2010
Course/Program
Outcomes (SLOs)