Skyline College SLOAC Committee

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SLOAC The Skyline Way

• Presented by
• Skyline College SLOAC Committee

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Why SLOAC

• Meet accreditation standards
• Increase dialogue
• Improve student learning
• Take charge of the process
• Make informed decisions about teaching and
  learning
• Validate how well we are teaching

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AND.

• Openly define student roll and teacher roll
• According to CHEA (Council For Higher Education
  Accreditation),
• learning is a complex process and institutions
  and programs are not solely
• responsible for it. How much a student learns is
  frequently as dependent upon
• how much he or she invests in the process as on
  the conditions for learning
• created by institutions and programs.
• Learning is about mutual expectations. Faculty
  expects learners to come to
• learning situations prepared and committed to
  learn. Learners, in turn, expect
• faculty to create effective learning
  opportunities that hold them to appropriate
• standards and that help them to attain these
  standards.

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Section I

• College Implementation

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The Process
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COLLEGE IMPLEMENTATION MODEL OF SLOAC
Relationships
Institutional Level
Cycle
Implementers
Assessors
Plans
Program Level
Implementers
Assessors
Plans
Course and Student Support Services Level
Assessors
Plans
Implementers
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Getting Started

• Skyline Colleges Philosophy (pg. 10)
• Starting Points
• Institutional SLOAC Program SLOAC (later)
• Course/Services SLOAC
• Time frame is one-third of SLOs by next year
  (our program review), next year next third, next
  year final third. One idea for the division 1st
  group is developmental, next group is transfer,
  final group is Calc and above.

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Section II

• Creating Student Learning Outcomes

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What are student learning outcomes?

• An SLO is a clear statement of what a student
  should learn and be able to demonstrate upon
  completing a course or program. It describes the
  assessable and measurable knowledge, skills,
  abilities or attitudes that students should
  attain by the end of a learning process.

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Objectives vs. SLOs

• Input (what teachers do to present material) vs.
  Output (what students are able to do after
  learning has taken place)
• Discrete vs. Overarching
• The Checklist (p.20)
• Assessment part is difficult to get at first
  guess and check and revise!

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Writing Student Learning Outcomes

• Major Assignments or Activities Approach
• Objectives Approach (pg 21 23)
• Use old outline brainstorm from last meeting to
  start

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Section III

• Outcomes Assessment

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Assessment Definition

• Assessment is the systematic collection,
  analysis, interpretation and use of information
  to understand and improve teaching and learning.

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Outcomes Assessment

• Skylines Philosophy (pg. 37)
• Why assess?
• What is assessment?
• What is assessment for?
• What is assessment not for?
• Who will assess?
• How will we use assessment?

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Direct And Indirect Measures

• Direct Methods of collecting information about
  student learning that require students to display
  their knowledge, skills and/or abilities.
• Indirect Methods of collecting information about
  student learning that ask students to reflect on
  their learning rather than demonstrate it.

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Assessment Planning

• Timeline Fully implemented assessment plan for
  one course in the first year, next course in the
  next year, etc.
• Components (pgs. 42-46)
• Intended SLO
• Approach, Major Assignment, Method Criteria
• Outcome Results
• Analysis Action

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End