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I Love Outcomes (or at least not dread them so much) Reedley College Institutional Learning Outcomes Workshop January 8, 2009.

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Presentation on theme: "I Love Outcomes (or at least not dread them so much) Reedley College Institutional Learning Outcomes Workshop January 8, 2009."— Presentation transcript:

1 I Love Outcomes (or at least not dread them so much) Reedley College Institutional Learning Outcomes Workshop January 8, 2009

2 Outcomes for today’s workshop: ► Understanding the background of SLOs and creation of Reedley College’s ILOs ► Discussing concerns over ILOs ► Conceptualizing ILOs in context of your courses or area ► Preparing for the next steps

3 Background ► The following provided the framework for writing our ILOs:  Accreditation Standards  Title 5  Administration Regulations  RC Mission Statement

4 Background, continued ► “The philosophy and criteria regarding the associate degree references the policy of the Board of Governors that the associate degree symbolizes a successful attempt to lead students through patterns of learning experiences designed to develop certain capabilities and insights, including the ability to:  Think and communicate clearly and effectively, orally and in writing;  use mathematics;  understand the modes of inquiry;  be aware of other cultures and times;  achieve insights gained through experience in thinking about ethical problems; and  develop the capacity for self-understanding.” (AR 4025; Title )

5 And a little more background ► Reedley College’s process to this point  Course level SLOs (course outline modifications completed as of fall 2007)  Program/Degree/Certificate SLOs (in progress, cycle two and ongoing)  Institutional (in progress)

6 Initial Concerns About ILOs ► Will this affect what I teach? ► Will this infringe on my academic freedoms? ► Are we moving toward standardization? ► How will the data be gathered? ► Will this add to my workload?

7 What are your concerns? ► Please take a few minutes to discuss in small groups your additional concerns.

8 The Outcomes Glass (Half-full) ► Besides collecting data for external accountability, conducting outcomes assessment can:  Keep our focus on a student-centered environment  Create an atmosphere beyond assessment (which implies an end) to an atmosphere of ongoing dialogue, adjustment, and creativity  Give departments a framework to re-examine how students move through a series of courses  Give us more specific feedback on how effective we are with student learning  Create opportunities to discuss best teaching practices among full-time and part-time faculty  Help students see the relevance in and connections between their classes  Strengthen student success

9 Writing the Reedley College ILOs ► Creation of the ad-hoc committee  The committee: Eileen Apperson, Stephanie Curry, Jim Gilmore, Lori Levine, Nancy Marsh, Kim Perry, Javier Renteria, Nikki Visveshwara, Tom West, Sheryl Young- Manning ► Considerations, compromises, and language  Who are our students?  What is our mission?  Course, program, and institutional implications  What criteria, evidence, and outcomes must be considered in the process?

10 Definitions and Examples ► Goals ► Outcomes ► Evidence ► Criteria (see additional handout)

11 The Proposed Reedley College ILOs (page 1) ► Global and Community Literacy  Demonstrate sensitive and respectful treatment of a variety of ethnic, religious, and socioeconomic backgrounds.  Apply historical and contemporary issues and events to civic and social responsibility.  Analyze the fine arts, humanities and social sciences from cultural and historic perspectives. ► Personal Development  Make ethical personal and professional choices.  Incorporate physical and emotional concepts to make healthy lifestyle choices.  Assess current knowledge, skills, and abilities to further develop them and apply them to new situations.

12 The Proposed Reedley College ILOs (page 2) ► Communication Skills  Organize ideas and communicate precisely and clearly to express complex thoughts both orally and in writing.  Interpret various types of written, visual, and verbal information. ► Critical Thinking and Information Literacy  Employ critical and creative modes of inquiry to solve problems, explore alternatives, and make decisions.  Analyze quantitative information and apply scientific methodologies.  Synthesize researched information obtained from accurate, credible, and relevant sources.

13 ILOs and Your Department/Area ► How do your courses or area respond to the proposed RC ILOs?  Take a few minutes to identify which of your department’s courses or area respond to our proposed ILOs.  Which courses or parts of your area work as a “building block” toward the proposed ILOs?

14 Next Steps ► Spring 2009 semester  Campus Discussions: Program Review Committee, Curriculum Committee, Department Chairs, Department Meetings  Academic Senate and Classified Senate approval  College Council approval  President approval  Addendum to catalogue published fall 2009 upon President’s approval  Pilot assessment--Student Success Committee ► Fall 2009 semester  Courses Mapped to ILOs  Discussion on Methodologies for ILO Assessment Data ► Spring 2010 semester  Collect ILO Benchmark Assessment Data


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