General Education Learning Outcomes: Campus Discussion on Development & Process Sacramento City College LR 105 – 2:00-3:30 April 4 th, 2006 Facilitators: Alan Keys, Faculty Research Coordinator & Members of the SCC SLO advisory group of the Curriculum GE subcommittee

Student learning outcomes (SLOs) can be categorized in terms of… What students should know, and/or be able to do… …when they have completed a course, program, student service intervention, certificate, or degree. What is a Student Learning Outcome ?

Status of SLO development at SCC Course SLO development (facilitated via curriculum & Prof. development) Program Learning Outcome development progressing rapidly Faculty engagement across college SLO advisory group efforts SLO Statement of Philosophy, ProLO workshops, SLO website resources Individual faculty projects Student Service connections (Counseling; DSPS)

GELO development: Why now? Curriculum, Articulation and Accreditation Clarification of Title 5 GE requirements Articulation of graduation requirements with transfer institution SLO expectations New Accreditation standards focus on SLOs

GELO Development Breakout “Upon graduation, our students will be able to…”

GELO Development Breakout – Considerations Focus on degree-earners Encompass variety of degrees (General AA & AS, specific instructional & vocational- specific degrees, transfer & terminal) Expect varying levels of GELO achievement (Effect of various personal and academic factors)

GELO Examples from other CCs ARC – Title V Riverside Community College – Title V + accreditation recommendations Cabrillo College – Some Title V + core competencies LACC – Title V

Accreditation Standard 2 (A3) General education has comprehensive learning outcomes for the students who complete it, including the following: a. 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.

More on Standard 2 (A3) b. 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.

More on Standard 2 (A3) c. 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.

Possible Next Steps for GELO Development Create an open and transparent process Form task groups for proposed GE areas Include discipline faculty, GE subcommittee, and SLO advisory group members Consider implementation issues

Proposed timeline Spring ’06 Identify areas, submit campus issue on process, & form groups Fall ’06 Present plan at Flex Develop drafts, obtain feedback and finalize GELOs Spring ’07 Discuss implementation issues Obtain feedback Submit campus issue on final product and implementation

Close the Loop Use GELO development to inform curriculum and program design Make GELO assessment both formative and summative with the focus on students Share insights and collaborate

Bloom’s Taxonomy: Cognitive domain

Bloom’s Taxonomy: Affective domain

Bloom’s Taxonomy: Psychomotor domain