Student Learning Outcomes

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Student Learning Outcomes
Presented by Kathy McLain August 2008
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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

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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

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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

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RESOURCES
PLANNING
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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

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Course SLOs

• Are statements of principal skills/abilities a
  student will possess upon successfully finishing
  a class.
• Are broader in scope than objectives
• Include information on how the skills/abilities
  will be assessed
• 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.
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Example

• Open SOCRATES
• Select Faculty and Staff on CRC Web Page
• Select Online Grades and Rosters
• (https//inside.losrios.edu/intranet/cgi-bin/int
  ra/login.cgi?collegeCRC)
• Log-In (using same information for grades and
  roster management)
• Select SOCRATES
• Select Courses
• Select Nutrition
• Select Nutrition 300

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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

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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

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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?

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Tools to Help

• Blooms Taxonomy
• http//www.nwlink.com/donclark/hrd/bloom.html
• CRC Course SLO primer
• http//www.crc.losrios.edu/Documents/cassl/CRCCour
  seSLOPrimer1.pdf
• Colleagues
• Sue Palm
• Dan DuBray
• Marybeth Buechner
• Cori Burns
• Dana Wassmer

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Discussion of Example

• Horticulture 100

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Student success is what its all about