1. Updating Curriculum to Support Learning Davidson County Community College May - 2011

2. Model for Updating Curriculum to Improve Teaching and Learning Write TeachAssess Improve Write the Outcomes Improve the Curriculum Teach to the Outcomes Assess The Outcomes

3. Model for Updating Curriculum to Improve Teaching and Learning StageDescription Define the desired student learning outcomes using action verbs and different levels of critical thinking. Create the learning activities that provide the opportunities for students to meet learning outcomes. Assess student progress to ensure that the student learning outcome has been met. Evaluate tests to determine if they measure outcomes. Use the result of assessment to make improvement in the curriculum to improve teaching and learning. Write Teach Assess Improve

4. Module One: Writing Student Learning Outcomes Davidson County Community College May, 2011

5. Faculty Outcomes 1.Define an intended Student Learning Outcome (SL0). 2.Discuss the benefits of effective SLOs for students and faculty. 3.Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes. 4.Write effective SLOs using action verbs. 5.Write SLOs at different levels of critical thinking using Bloom’s Taxonomy. 6.Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs. 7.Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum. Faculty Outcomes 1.Define an intended Student Learning Outcome (SL0). 2.Discuss the benefits of effective SLOs for students and faculty. 3.Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes. 4.Write effective SLOs using action verbs. 5.Write SLOs at different levels of critical thinking using Bloom’s Taxonomy. 6.Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs. 7.Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum.

6. What are SLOs? Student learning outcomes describe measurable knowledge, skills, and behaviors that students should be able to demonstrate as a result of completing a course. 1.Focused on what the student can do. 2.Use active verbs. 3.Include an assessable expectation that is observable and measurable. 1.Focused on what the student can do. 2.Use active verbs. 3.Include an assessable expectation that is observable and measurable.

7.  Helps to improve teaching practices  Guides our teaching strategies and assessment  Maintains high standards.  Produces consistency of standards between course sections  Gives students more responsibility.  Directs our teaching practices to be more student/learning-centered.  Informs students of the expectations up front.  Validates both what we are teaching and why we are teaching it. Benefits of SLOs for Faculty and Students

8. SLO Course Outcomes Program Outcomes College Mission SLOs at the College

9. Write Write How do I write outcomes to let students know what is expected of them? Module One: Write the Outcomes

10. Six Steps For Writing Student Learning Outcomes 1. Describe the skill or competency. 2. Use an action verbs 3. Write SLOs that are measurable and observable 4. Write SLOs that are clear and concise 5. State SLOs as a single performance 6. Describe the learner's performance not the instructor’s

11. Your Turn 1.Stand at your seat. 2.Take turns rolling the dice. 3.For the number that appears with your roll, recall that number of steps for writing an SLO. Then you can reclaim your seat.

12. Writing Student Learning Outcomes Create Evaluate Analyze Apply Understand Remember “Begin with an end in mind.” Stephen Covey Bloom’s Revised Taxonomy

13. CreateCreate Evaluate Analyze Apply Understand Remember HOTSHOTS LOTSLOTS

14. Your Turn 1.Using your syllabus for course you are teaching, create one outcome for each level of Bloom’s taxonomy. 2.Pair up and check with your partner.

15. Your Turn Using your current syllabus and the Student Learning Outcome Checklist provided review your syllabus outcomes and capture evidence that each one mets the criteria. If not what do you need to do to fix that outcome?

16. Matrix to Track Relationship of SLO the Course to the Program Outcomes Program Outcomes SLO 1 SLO 2 SLO 3 SLO 4 4. Use current technology to access and process health information. x 5. Demonstrate knowledge and skills necessary for entry level health information competencies. x 6. Practice in a legal, ethical, and professional manner by demonstrating responsibility, initiative, positive attitudes toward those of diverse backgrounds, integrity, time management skills, and the ability to work in teams in a healthcare setting. x

17. Example of Progression of SLOs Student Learning OutcomesRememberUnderstandApplyAnalyzeEvaluateCreate HIT 112 Health Law and Ethics 1.Locate Federal and State statutes relative to the management of health information. X 2.Explain the duty to provide a reasonable standard of care X 3.Describe the legal status of health information X 4.List acceptable methods of record authentication X 5.Apply laws and regulations relative to the confidentiality of health information X HIT 216: Quality Management RememberUnderstandApplyAnalyzeEvaluateCreate 1.State quality assurance philosophy and purpose. X 2.Evaluate diagnostic and treatment documentation. X 3.Relate QA terms to the JCAHO health care quality vision. X 4.Prepare data presentations. X 5.Abstract medical records X

18. Matrix to Track Progression of SLO in the Curriculum Program Outcomes 1. Demonstrate effective, professional written and oral communication skills with consumers and co-workers. 2. Use and apply critical thinking skills and basic health information management principles to recognize, analyze, and solve problems. 3. Perform and interpret math calculations related to descriptive healthcare statistics. Major Courses HIT 110 I HIT 112 RII HIT 216 MRR HIT 222 RMR HIT 224 RM

19. Your Turn 1.Put the program outcomes from the catalog in the row on the top. Be sure they are numbered. 2.List the major courses in your program in the column on the right. 3.Indicate in which courses you  I = Introduce the outcome;  R = Reinforce the outcome; or  M = Master the Outcome