1. Student Learning Outcomes Presented by Kathy McLain August 2008

2. Learning Outcomes By the end of this session, participants will be able to: Identify why the college is engaged in SLO development and assessment Explain the Outcomes Assessment Cycle; Articulate the difference between student learning outcomes and course objectives Develop and input course SLOs into SOCRATES

3. Overview We will discuss: the context and purpose of SLOs The definition of SLOs The relationship between SLOs and objectives Several approaches to SLO development We will: Examine several courses that have SLOs Work together to develop and input an SLO into a course outline in SOCRATES

4. Context and Purpose for SLOs Enhanced program effectiveness –course design and management –student learning –transitions between classes –equity among teachers –dialogue about student learning –Informs program planning and decision-making –contributes to an ongoing cycle of improvement

5. THE OUTCOMES ASSESSMENT CYCLE PLANNING RESOURCES

6. Context and Purpose of SLOs Enhanced accountability –Provides information to tell our story –Provides information to inform the public of the value of their investment –Meets accreditation standards

7. Course SLOs 1.Are statements of principal skills/abilities a student will possess upon successfully finishing a class. 2.Are broader in scope than “objectives” 3.Include information on how the skills/abilities will be assessed 4.Include or refer to a feedback loop The course SLOs are on the course outlines in SOCRATES but should be further developed and communicated to students on course syllabi.

8. Example Open SOCRATES –Select Faculty and Staff on CRC Web Page –Select Online Grades and Rosters (https://inside.losrios.edu/~intranet/cgi- bin/intra/login.cgi?college=CRC) Log-In (using same information for grades and roster management) Select SOCRATES Select Courses Select Nutrition Select Nutrition 300

9. Developing SLOs Think about the overarching goals of the course as it (the course) relates to your program Review/reflect on –Course outlines of related/subsequent courses –Industry standard guides –Similar courses at other colleges –Exemplary courses at the college –Instructional materials for the course –Discussion with colleagues

10. Developing SLOs Review existing course outlines –Are the objectives really SLOs? Edit and re- label them and add objectives –Can the objectives be grouped into clusters that support a larger goal? Write an SLO to express the overarching goal(s) and move the objectives as needed

11. Integrating SLOs into Course Outlines Do the relevant sections of the course outline (Methods of Instruction, Methods of Evaluation, and Typical Homework Assignments) clearly link to the course SLOs? Is enough information provided in these sections to guide the teaching of a course or the writing of a syllabus? Are multiple measures for assessment listed as appropriate? Is it clear that the results of the assessments will be used to improve the course? Is there enough flexibility for individual professors teaching the course?

12. Tools to Help Bloom’s Taxonomy –http://www.nwlink.com/~donclark/hrd/bloom.html CRC Course SLO primer –http://www.crc.losrios.edu/Documents/cassl/CRCCours eSLOPrimer1.pdf Colleagues –Sue Palm –Dan DuBray –Marybeth Buechner –Cori Burns –Dana Wassmer

13. Discussion of Example Horticulture 100

14. Student success is what it’s all about