SLOw Start, SMART Start: Creating Student Learning Outcomes

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SLOw Start, SMART Start Creating Student
Learning Outcomes

• Robert G. Leonard, Ph.D.
• Associate Professor
• Sinclair Community College
• Heidi M. McGrew, M.A.
• Annually Contracted Faculty
• Sinclair Community College

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Whats an SLO anyway?

• Student Learning Outcome
• Think of it as two sides of an equation
• Expectations (Catalogue Description)
• and
• Measures (Goal Accomplishment)

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SLOs are clear and understandable or S.M.A.R.T.

• Specific
• Measurable
• Acceptable
• Realistic
• Targeted

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Seven Steps to SLOs

• Define Student Learning Outcome (SLO)
• Check alignment with curriculum objectives
• Develop a meaningful, manageable plan
• Collect the data
• Reflect on what the data tells you
• Improve/Celebrate
• Again

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Step 1 Define SLO
Knowledge
Skills Abilities
Attitudes
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Define SLO using ACTION VERBS (For more on
Bloom, refer to Yvonne Alles presentation,
Bloom Where You Are Planted)
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Step 2 Check for Alignment Between Curriculum
and SLO (Program Level)

• List Course Offerings
• Students enrolled in
• Public Speaking
• Interpersonal Comm.
• Intercultural Comm.
• Small Group Comm.

• Curriculum Objectives
• Students learn
• Audience Analysis
• Empathetic Listening
• High v. Low Context Cult.
• Group Dynamics

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Step 2 Check for Alignment Between Curriculum
and SLO (Course Level)

• List Course SLOs
• Students enrolled in COM 211
• Argumentation Persuasion

• Curriculum Objectives
• Students learn to
• Argue logically and persuasively.
• Organize oral presentation efficiently and
  concisely.
• Detect weak and fallacious arguments.
• Analyze evidence.
• Communicate using ethical persuasion.
• Communicate using effective rhetorical appeals.
• Listen with respect, if not agreement, to another
  persons perspective.

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Step 3 Develop a Meaningful, Manageable and
Sustainable Assessment Plan

• SLO3 Detect weak and fallacious arguments.
• Learn fallacies by definition.
• 2. Practice identifying fallacies.
• 3. Master recognition and refutation while
  arguing.

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Step 3 Develop a Meaningful, Manageable and
Sustainable Assessment Plan

• Skill Building Assignments
• Multiple choice quiz identifying fallacies
  (learn) week 2
• Exposing fallacies Speech (practice) week 3
• Extemporaneous Debates (mastering) weeks
  10-17
• a. detect- listen for fallacies in opposing
  speeches
• b. identify- ask advocate during a point of
  information or
• label fallacy during a constructive speech
• c. address- identify the nature of the fallacy
  and direct audience
• to a more valid and sound position

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Step 4 Collect Data on SLOs

• Students receive feedback
• Quiz Scores
• Fallacy Speeches
• Debate Analysis
• Student self-report
• I am able to detect weak and fallacious
  arguments.
• My classmates are able to detect weak and
  fallacious arguments.

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Step 5 Reflect on What the Data Tells You

• Triangulated Data Confirm
• Student survey mean scores
• Instructor written evaluation
• Student written comments
• High degree of learning!

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Step 6 Improve Where Necessary or Celebrate
Success

• Knowledge If SLO score is low, adjust text and
  lecture materials
• Skills/Abilities If SLO score is low refine
  assignments, handouts, and activities
• Attitude If SLO score is low evaluate time/task
  v. time management skills.
• Celebrate Successes ?
• Note Possible Adjustments

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Step 7 Start Over (New Topic)

• Define Student Learning Outcome (SLO)
• Check alignment with curriculum objectives
• Develop a meaningful, manageable plan
• Collect the data
• Reflect on what the data tells you
• Improve/Celebrate
• Again

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Acknowledgement

• Patty OKeefe
• Student Learning Outcome Coordinator
• College of Marin, Kentfield, CA