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:
I Love Outcomes (or at least not dread them so much) Reedley College Institutional Learning Outcomes Workshop January 8, 2009
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
Background ► The following provided the framework for writing our ILOs: Accreditation Standards Title 5 Administration Regulations RC Mission Statement
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 55061)
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)
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?
What are your concerns? ► Please take a few minutes to discuss in small groups your additional concerns.
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
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?
Definitions and Examples ► Goals ► Outcomes ► Evidence ► Criteria (see additional handout)
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.
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.
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?
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 2008-2010 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