Student Learning Outcomes SLOs Learning Objectives

1
Student Learning Outcomes (SLOs)/Learning
Objectives theCourse Outline

• Kim Anderson
• Course Evaluation Subcommittee Chair
• Spring 2009

2
The course outline already contains a
compilation of learning statements.

• Must refine these statements into two
  categoriesstudent learning outcomes and learning
  objectives.
• ACCJC Warning

3
SLO/objective similarities

• Student learning statements can be both broad,
  more global outcomes and narrow, more specific
  objectives. Both types are acceptable and have
  these things in common
• 1. They refer to what students should be able
  to do or know after they have completed the
  course
• 2. They use active verbs that reflect how the
  learning could be observed or measured
• 3. They emphasize the higher levels of
  critical thinking involved in the course (local
  standard is to reflect an overall emphasis at the
  critical thinking level)
• 4. They are supported by the content of the
  course and the kinds of assignments students
  complete.

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SLOs

• Broad student learning outcomes are defined
  as statements of the overarching knowledge,
  skills, abilities, or values students should
  acquire in a course.
• demonstrate core student understanding and
  application of a subject.
• often subsumes multiple narrow objectives.
• allows direct assessment (within the class
  and for the required assessment process).
• anticipates the application of learning
  outside of the classroom or in future educational
  contexts.
• will typically have two (2) to five (5)
  broad student learning outcomes.

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SLO Samples

• Upon completion of the course the student should
  be able to
• 1. Interpret symptoms and select appropriate
  intervention to manage patient fear, anxiety,
  and/or pain in a clinical setting.
• 2. Analyze and apply biological and
  environmental principles to explain cognitive,
  physical, emotional, and social development of
  the individual from the pre-natal period through
  childhood and adolescence.
• 3. Describe and apply the research methods
  used to study child and adolescent psychology.
• 4. Synthesize professional typography skills
  using a personal computer to create effective
  design projects.
• 5. Demonstrate technical proficiency in
  maintenance of turbine engines.
• 6. Read and analyze selected works from the
  major literary genres fiction, poetry and drama.
• 7. Demonstrate speaking skills to effectively
  and confidently deliver a 5-minute oral
  presentation in an organized setting.
• 8. Write an essay with correct form and format
  in a variety of rhetorical modes.
• 9. Perform technical exercises with his/her
  designated instrument with competence.
• 10. Install and configure the networking
  components of an operating system.
• 11. Explain the components of a play and the
  purposes they serve (e.g., soliloquy, chorus,
  dramatic irony).
• 12. Assess the biographical and historical
  influences on the creation of a piece of
  literature.
• 13. Distinguish key characteristics across
  developmental realms associated with various ages
  and stages of human growth development.
• 14. Wire components to control a motor to a
  given schematic diagram.
• 15. Calculate probabilities using fundamental
  laws.

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Learning Objectives

• Narrow learning objectives are defined as the
  more specific aspects of subject matter (skills
  or applications of knowledge) that students are
  expected to master at the completion of a course.
  
• represent valuable skills, tools, or
  content that enables a student to engage in a
  particular subject.
• assists the student to build toward and
  support their achievement of the broader course
  student learning outcomes.
• often several narrow objectives will relate
  to a single broad student learning outcome.
• typically transfer-level courses average
  about ten (10), but some vocational courses may
  list more.

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Objective Samples

• Upon completion of the course the student should
  be able to
• 1. Select and evaluate source materials and
  incorporate them correctly into written work.
• 2. Organize sentences logically and
  coherently.
• 3. Perform operations on polynomial
  expressions.
• 4. Develop a coherent thesis statement and
  support it with details and evidence.
• 5. Examine cultural context in interpreting
  works of literature.
• 6. State various strategies for reducing
  apprehension and fear in a patient.
• 7. List anxiety control procedures.
• 8. Discuss the manufacturing of fibers, yarns,
  and fabrics.
• 9. Analyze tissue samples utilizing
  appropriate laboratory equipment.
• 10. Evaluate the causes of World War II.

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Illustration of how several Learning Objectives
relate to a Student Learning Outcome

• Student Learning Outcome
• Write an essay with correct form and format
  in a variety of rhetorical modes.
• Learning Objectives
• Select and evaluate source materials and
  incorporate them correctly into written work.
• Organize sentences logically and
  coherently.
• Develop a coherent thesis statement and
  support it with details and evidence.

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Refinement Process

• Review the current listing of learning statements
  on a course outline.
• Depending on what you find you will need to do
  one of the following
• Find all needed outcomes in the listing.
• Find some outcomes in the listing and must create
  one or more in addition.
• Find no outcomes in the listing and must create
  all new SLOs for the course.

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All there - existing

• Current Math 28 Outcomes
•  
• 1. Recognize patterns, both numeric and
  geometric.
• 2. List strategies for problem solving.
• 3. Identify the four-step problem solving
  process.
• 4. Apply the four-step problem solving process to
  solve representative K-8 math problems.
• 5. Assess the appropriateness of solutions.
• 6. Define sets and their operations.
• 7. Diagram set operations using Venn Diagrams.
• 8. Sort objects based on attributes.
• 9. Define and identify functions.
• 10. Identify a variety of numeration systems from
  ancient to modern times.
• 11. Compare and contrast numeration systems.
• 12. Define the operations on whole numbers,
  integers, rational numbers, and decimals.
• 13. Illustrate the models of operations on whole
  numbers, integers, rational numbers, and
  decimals.
• 14. Employ a variety of algorithms to perform
  operations on whole numbers, integers, rational
  numbers, and decimals.
• 15. Identify and apply properties of real
  numbers.
• 16. Categorize numbers as to whether they are
  prime, composite, or neither.
• 17. Define and use the Fundamental Theorem of
  Arithmetic.

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All there - revised

• Current Math 28 Outcomes
•  
• 1. Recognize patterns, both numeric and
  geometric.
• 2. List strategies for problem solving.
• 3. Identify the four-step problem solving
  process.
• 4. Apply the four-step problem solving process to
  solve representative K-8 math problems. (Move and
  reword)
• 5. Assess the appropriateness of solutions.
• 6. Define sets and their operations.
• 7. Diagram set operations using Venn Diagrams.
• 8. Sort objects based on attributes.
• 9. Define and identify functions.
• 10. Identify a variety of numeration systems from
  ancient to modern times.
• 11. Compare and contrast numeration systems.
  (Move)
• 12. Define the operations on whole numbers,
  integers, rational numbers, and decimals.
• 13. Illustrate the models of operations on whole
  numbers, integers, rational numbers, and
  decimals.
• 14. Employ a variety of algorithms to perform
  operations on whole numbers, integers, rational
  numbers, and decimals. (Move)
• 15. Identify and apply properties of real
  numbers.
• 16. Categorize numbers as to whether they are
  prime, composite, or neither.
• 17. Define and use the Fundamental Theorem of
  Arithmetic.

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All there - finished

• New Math 28 Student Learning Outcomes
• Upon completion of the course the student should
  be able to
• 1. Solve representative K-8 math problems by
  applying the four-step problem solving process.
• 2. Compare and contrast numeration systems.
• 3. Employ a variety of algorithms to perform
  operations on whole numbers, integers, rational
  numbers, and decimals.
• 4. Find the least common multiple and greatest
  common divisor of numbers.
• New Math 28 Learning Objectives
• Upon completion of the course the student should
  be able to
• 1. Recognize patterns, both numeric and
  geometric.
• 2. List strategies for problem solving.
• 3. Identify the four-step problem solving
  process.
• 4. Assess the appropriateness of solutions.
• 5. Define sets and their operations.
• 6. Diagram set operations using Venn Diagrams.
• 7. Sort objects based on attributes.
• 8. Define and identify functions.
• 9. Identify a variety of numeration systems from
  ancient to modern times.
• 10. Define the operations on whole numbers,
  integers, rational numbers, and decimals.

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Some there - existing

• Current Dance 41/3 Outcomes
•  
• 1. Demonstrate the professional protocol from
  the rehearsal studio to the stage performance.
• 2. Develop a professional dancers work ethic
  that include responsibility in remembering,
  reviewing and ultimately mastering all assigned
  choreographic materials.
• 3. Apply performance skills including stage
  presence, confidence and interpretation.
• 4. Apply the rules of conduct in the
  professional theatre.
• 5. Analyze the artistic decisions involved in
  the creation of dance from the audition process
  to performance.
• 6. Examine the dancer's collaborative and
  creative process in working toward a common goal
  and the interdependence of all involved in
  achieving that goal.
• 7. Practice and hone dance skills including
  components of strength, flexibility, endurance,
  and coordination.
• 8. Create dance phrases with guidance from and
  in collaboration with the choreographer.
• 9. Discuss the importance of the preparation of
  the body and mind for performance and apply the
  principles through physical warm-up, mental
  rehearsal and meditation.
• 10. Synthesize corrections and critiques to
  improve their performance.
• 11. Assess and evaluate their performance by
  writing and reflecting.
• 12. Demonstrate a respect and a practical
  understanding for all the technical aspects of
  theatre involved in carrying out a dance concert.

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Some there - revised

• Current Dance 41/3 Outcomes (Some student
  learning outcomes found but must create some
  more)
•  
• 1. Demonstrate the professional protocol from
  the rehearsal studio to the stage performance.
• 2. Develop a professional dancers work ethic
  that include responsibility in remembering,
  reviewing and ultimately mastering all assigned
  choreographic materials.
• 3. Apply performance skills including stage
  presence, confidence and interpretation.
• 4. Apply the rules of conduct in the
  professional theatre.
• 5. Analyze the artistic decisions involved in
  the creation of dance from the audition process
  to performance. (Move)
• 6. Examine the dancer's collaborative and
  creative process in working toward a common goal
  and the interdependence of all involved in
  achieving that goal.
• 7. Practice and produce dance skills including
  components of strength, flexibility, endurance,
  and coordination.
• 8. Create dance phrases with guidance from and
  in collaboration with the choreographer.
• 9. Discuss the importance of the preparation of
  the body and mind for performance and apply the
  principles through physical warm-up, mental
  rehearsal and meditation.
• 10. Synthesize corrections and critiques to
  improve their performance.
• 11. Assess and evaluate their performance by
  writing and reflecting. (Move and reword)
• 12. Recognize and produce all of the technical
  aspects of theatre involved in carrying out a
  dance concert.
• Add a new outcome
• Perform choreographed movements of flexibility,
  strength, coordination, and rhythmic ability to
  execute the technical skills necessary to dance
  with musicality and precision.

15
Some there - finished

• Dance 41/3 Student Learning Outcomes
• Upon completion of the course the student should
  be able to
• 1. Analyze the artistic decisions involved in
  the creation of dance from the audition process
  to performance. 
• 2. Assess and evaluate their own and a peers
  dance performance as to the aesthetic and
  technical aspects.
• 3. Perform choreographed movements of
  flexibility, strength, coordination, and rhythmic
  ability to execute the technical skills necessary
  to dance with musicality and precision.
• Dance 41/3 Learning Objectives
• Upon completion of the course the student should
  be able to
• 1. Demonstrate the professional protocol from
  the rehearsal studio to the stage performance.
• 2. Develop a professional dancers work ethic
  that include responsibility in remembering,
  reviewing and ultimately mastering all assigned
  choreographic materials.
• 3. Apply the rules of conduct in the
  professional theatre.
• 4. Analyze the artistic decisions involved in
  the creation of dance from the audition process
  to performance.
• 5. Examine the dancer's collaborative and
  creative process in working toward a common goal
  and the interdependence of all involved in
  achieving that goal.
• 6. Practice and produce dance skills including
  components of strength, flexibility, endurance,
  and coordination.
• 7. Create dance phrases with guidance from and
  in collaboration with the choreographer.
• 8. Discuss the importance of the preparation of
  the body and mind for performance and apply the
  principles through physical warm-up, mental
  rehearsal and meditation.
• 9. Synthesize corrections and critiques to
  improve their performance.
• 10. Recognize and produce all of the technical
  aspects of theatre involved in carrying out a
  dance concert.

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None there - existing

• Current English 1 Outcomes
•  
• 1. Establish and maintain a clear controlling
  idea (a thesis) in a documented essay of at least
  1,500 words with significant and substantive
  content that is based on college-level reading
  materials.
• 2. Develop an essay that uses convincing evidence
  in a sequence of effective and organized
  paragraphs with a clear and apparent logical
  progression to illustrate a larger idea.
• 3. Use various strategies to generate, evaluate,
  and synthesize ideas from reading materials for a
  range of writing tasks that recognize the
  complexity within issues.
• 4. Employ the paragraph effectively, maintaining
  coherence within and between paragraphs and
  utilizing logical transitions.
• 5. Use the library and Internet as tools to find
  college-level reading materials. Comprehend and
  evaluate such texts. Incorporate these readings
  as concrete and credible support for a position.
  Acknowledge evidence from a variety of primary
  and secondary sources.
• 6. Apply MLA format to cite sources within an
  essay.
• 7. Revise an essay successfully through a
  succession of drafts.
• 8. Employ a variety of strategies to open and
  close essays.

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None there - revised

• Current English 1 Outcomes (No student learning
  outcomes found so must create them)
•  
• 1. Establish and maintain a clear controlling
  idea (a thesis) in a documented essay of at least
  1,500 words with significant and substantive
  content that is based on college-level reading
  materials.
• 2. Develop an essay that uses convincing evidence
  in a sequence of effective and organized
  paragraphs with a clear and apparent logical
  progression to illustrate a larger idea.
• 3. Use various strategies to generate, evaluate,
  and synthesize ideas from reading materials for a
  range of writing tasks that recognize the
  complexity within issues.
• 4. Employ the paragraph effectively, maintaining
  coherence within and between paragraphs and
  utilizing logical transitions.
• 5. Use the library and Internet as tools to find
  college-level reading materials. Comprehend and
  evaluate such texts. Incorporate these readings
  as concrete and credible support for a position.
  Acknowledge evidence from a variety of primary
  and secondary sources.
• 6. Apply MLA format to cite sources within an
  essay.
• 7. Revise an essay successfully through a
  succession of drafts.
• 8. Employ a variety of strategies to open and
  close essays.
• Add an additional objective to coincide with all
  new student learning outcomes

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None there - finished

• English 1 Student Learning Outcomes
• Upon completion of the course the student should
  be able to
• 1. Critically read and analyze college-level
  texts.
• 2. Write freshman composition-level academic
  prose with a clear purpose and effective,
  logical, and relevant support.
• 3. Locate, evaluate, and organize research materia
  l from a variety of sources and incorporate this
  material into an argument or analysis.
• 4. Compose essays that adopt freshman composition
  level-appropriate standards of academic discourse
  and rhetoric.
• English 1 Learning Objectives
• Upon completion of the course the student should
  be able to
• 1. Establish and maintain a clear controlling
  idea (a thesis) in a documented essay of at least
  1,500 words with significant and substantive
  content that is based on college-level reading
  materials.
• 2. Develop an essay that uses convincing evidence
  in a sequence of effective and organized
  paragraphs with a clear and apparent logical
  progression to illustrate a larger idea.
• 3. Use various strategies to generate, evaluate,
  and synthesize ideas from reading materials for a
  range of writing tasks that recognize the
  complexity within issues.
• 4. Employ the paragraph effectively, maintaining
  coherence within and between paragraphs and
  utilizing logical transitions.
• 5. Use the library and Internet as tools to find
  college-level reading materials. Comprehend and
  evaluate such texts. Incorporate these readings
  as concrete and credible support for a position.
  Acknowledge evidence from a variety of primary
  and secondary sources.
• 6. Apply MLA format to cite sources within an
  essay.
• 7. Revise an essay successfully through a
  succession of drafts.
• 8. Employ a variety of strategies to open and
  close essays.
• 9. Analyze and discriminate among various
  rhetorical purposes, authorial biases, and
  genres.

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SLO/Objective Activity

• Your turn to try.
• Educate yourself and your colleagues as to this
  requirement. Peer reviewers are available to
  help.
• Complete a SLO/Objective Worksheet for each
  course outline assigned by your department head.
• Have the work checked by your department's peer
  reviewer.
• Submit each SLO/Objective Worksheet to
  slo_at_lbcc.edu by assigned due date.
• Each department must complete this conversion of
  the outcomes page for all course outlines as soon
  as possible.

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