1. Program SLOACs Sponsored by Staff Development Presented by Alice Mecom Student Center October 15 and November 5 1 – 4 pm

2. It’s not just black and white!

3. Workshop Outcomes You will identify the programs within your division and identify appropriate student learning outcomes for each program (1 pm – 2 pm) You will identify suitable methods to assess your program student learning outcomes (2pm – 3pm) You will develop a timeline to assess your program outcomes to facilitate program review reporting (3 pm – 4pm)

4. Accreditation Recommendation #2:  That the institution accelerate its efforts to develop and implement Student Learning Outcomes (SLO) assessment measures at the course, program and institutional levels to ensure ongoing, systematic, data driven improvement of student learning in order to meet the proficiency level of the Institutional Effectiveness Rubric for Student Learning Outcomes by 2012. (Standards IIA.1.a, IIA.1.c, IIA.2.a, IIA.2.b, IIA.2.e)

5. What is Proficiency? Student learning outcomes and authentic assessment are in place for courses, programs and degrees. Results of assessment are being used for improvement and further alignment of institution-wide practices. There is widespread institutional dialogue about the results. Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning. Appropriate resources continue to be allocated and fine-tuned. Comprehensive assessment reports exist and are completed on a regular basis. Course student learning outcomes are aligned with degree student learning outcomes. Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.

6. Annual Program Review

7. Program Review http://www.glendale.edu/index.aspx?page=1 824

8. Outcome #1 You will identify the programs within your division and identify appropriate student learning outcomes for each program (1 pm – 2 pm)

9. What is a Program?  GCC's Definition of a Program adopted by the Academic Senate:  "Motion 2009-37 to adopt the definition of a program for the purposes of assessment as drafted by the state Academic Senate and the Research and Planning Group. Cohesive sets of courses that lead to degrees and certificates, along with student services and administrative units, are programs. Divisions may further delineate and define programs based on their assessment needs.“ (a program is a student pathway)

10. List of GCCs Programs by Degrees and Certificates

11. Identifying Programs Use the tables to list your programs, both those that are required, and those that are optional. Consider the value of reporting as a program in Program Review.

12. Writing the Outcomes

13. Ideas for Program Outcomes Think about shared keywords or themes that exist throughout the required courses Think about the core competencies that most closely relate to your program and courses If your program is a sequence, use the final course outcomes Think about what students will do upon exiting this program (work, transfer, etc) – what would the employer or transfer institution like to see? If you have assessments in place, what outcomes do they currently measure?

14. Outcome #2 You will identify suitable methods to assess your program student learning outcomes (2pm – 3pm)

15. Identifying Program Assessments

16. How should you assess your program? Refer to the Program SLO Worksheet. Use the tables to list out assessment possibilities. Consider the following:Program SLO Worksheet Is there an assessment already in place? Are you satisfied with it? Do the assessments reveal findings that your division cares about and might need to act on? Do the assessments produce data that would support resource requests?

17. Discussion Roadblocks? Challenges? Breakthroughs? Oftentimes, colleagues from other disciplines can offer fresh, objective perspectives for others!

18. Need to Revise Your Outcomes? While or after selecting your program assessments, you may realize that your outcomes should be revised. Take time to see if your outcomes and assessments complement each other.

19. Outcome #3 You will develop a timeline to assess your program outcomes to facilitate program review reporting (3 pm – 4pm)

20. Developing a Timeline for Program Assessments Assessments must be “in place” and reported annually by 2012. Each division can choose its own “what/when” strategy that works best. In order to decide what or when to assess, try linking your courses to the Program Outcomes using the linking matrix.

22. When and What? Use your matrix as your visual guide and consider the following: 1.Assess a cluster of courses of the same title 2.Assess a cluster of courses that share one program outcome at a summative level, or at a formative level 3.Track one SLO from a formative to a summative course 4.Assess the courses that affect the greatest number of students 5.Assess the SLOs that point to your program’s greatest needs 6.Assess one certificate at a time

23. Example Timeline for Foreign Languages

24. Foreign Language Timeline http://www.glendale.edu/index.aspx?page=4 596

25. Make your own Timeline Use the grid to draft your own timeline. How many rotations do you need in order to capture all programs? If your programs asks for resources in program review based on proven student needs, you will need to repeat the assessment to prove that you “closed the loop”.

26. Remember: Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled. Therefore, consider posting your SLOACs on your division’s webpage. It’ll look great for accreditation!

27. Implement you work! Take your tables and timeline back to your division for adoption!

28. HAVE A GREAT WEEKEND!