Skyline%20College%20SLOAC%20Committee

1
SLOAC The Skyline Way

• Presented by
• Skyline College SLOAC Committee

for Biology
2
SLOAC

• Student Learning Outcomes and Assessment Cycle

3
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

4
Section I

• College Implementation

5
The Process
6
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
7
Who are the
8
Getting Started

• Skyline Colleges Philosophy
• Starting Points
• Institutional SLOAC
• Program SLOAC
• Course/Services SLOAC

9
Getting Started

• Skyline Colleges Philosophy
• Starting Points
• Institutional SLOAC
• Program SLOAC
• Course SLOAC

10
Section II

• Creating Student Learning Outcomes

11
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.

12
Writing Student Learning Outcomes

• Major Assignments or Activities Approach
• Objectives Approach

13
Objectives vs. SLOs

• Input vs. Output
• Discrete vs. Overarching

14
BIOL 415

• 1. Describe the history and present state of
  biotechnology in the Bay Area.
• 2. Describe types of jobs available in
  biotechnology manufacturing and the skills they
  require.
• 3. Apply basic math calculations, including use
  of the metric system, to biotechnology
  manufacturing.
• 4. Perform basic chemistry skills including
• a. work safety with chemicals and solutions
• b. taking measurements
• c. moving liquids
• d. describing densities of liquids and solids
• e. separation techniques using solubility
• f. calculating molarity
• g. preparing solutions
• h. calculating and preparing solutions for
  dilution
• i. measuring and calculating conductivity and pH
• j. titrating acids and bases
• k. preparing buffers
• l. purification of protein using liquid
  chromatography

• 5. Perform basic biological skills as they apply
  to biotechnology including
• a. gowning and working in a sterile environment
• b. describing complex and defined media
• c. preparing sterile media
• d. preparing work orders
• e. making culture media
• f. breakdown, cleaning and sterilizing small
  culture vessels
• 6. Describe good manufacturing practices as they
  apply to biotechnology
• 7. Perform basic skills of mechanics and metering
• a. metrology and calibration
• b. validation
• c. liquid, gas and powder handling techniques
• d. cleaning

15
BIOL 415 DACUM

• Developing A Curriculum

16
Objectives vs. SLOs

• Input vs. Output
• Discrete vs. Overarching
• The Checklist (p.20)

Active verbs? Assessment? Blooms taxonomy?
17
Objectives vs. SLOs

• Input vs. Output
• Discrete vs. Overarching
• The Checklist (p.20)

Active verbs? Assessment? Blooms
taxonomy? Outcomes, not objectives? Appropriate? W
ill students understand?
18
Objectives to SLOs
Current BIOL 101 5. Specific Instructional
Objectives
1. Provide non-biology majors with a solid
ground of biological principles. 2. Create an
awareness in students about dynamic interactions
in the ecosystem. 3. Afford an opportunity for
students to understand the significance of
biological, chemical, and physical principles in
our world. 4. Foster the students awareness and
concern as members of the community, world, and
ecosystem.
19
Objectives to SLOs
5. STUDENT LEARNING OUTCOMES (SLOs)
Course/instructor will
1. Provide non-biology majors with a solid
ground of biological principles. 2. Create an
awareness in students about dynamic interactions
in the ecosystem. 3. Afford an opportunity for
students to understand the significance of
biological, chemical, and physical principles in
our world. 4. Foster the students awareness and
concern as members of the community, world, and
ecosystem.
20
Objectives to SLOs
5. STUDENT LEARNING OUTCOMES (SLOs)

• 1. Demonstrate an understanding of the scientific
  method and the ability to use appropriate models
  to solve problems.
• 2. Apply the knowledge of biological science to
  distinguish between observations, inferences,
  relationships, and testimonials under
  investigation.
• 3. Demonstrate the ability to use scientific
  knowledge to assess personal and environmental
  health.
• 4. Use the scientific knowledge and skills
  necessary for active citizenship.

1. Provide non-biology majors with a solid
ground of biological principles. 2. Create an
awareness in students about dynamic interactions
in the ecosystem. 3. Afford an opportunity for
students to understand the significance of
biological, chemical, and physical principles in
our world. 4. Foster the students awareness and
concern as members of the community, world, and
ecosystem.
21
Activity Objectives to SLOs
Creating Student Learning Outcomes for (pick a
course)

• BIOL 101
• BIOL 110
• BIOL 111
• BIOL 130
• BIOL 140
• BIOL 145
• BIOL 150

• BIOL 215
• BIOL 230
• BIOL 240
• BIOL 250
• BIOL 260
• BIOL 415
• BIOL 675

22
BIOL 110

• Using natural selection as a unifying theme, the
  course addresses the basic problems common to all
  living systems and compares the solutions that
  various organisms have evolved. Emphasis is
  placed upon experimental evidence and analysis
  leading to an understanding of modern knowledge,
  theory, and methods of scientific investigation.
  A primary function of the course is to show
  science in general and biology in particular to
  be ongoing pursuits of knowledge, alive with
  intriguing hypotheses and unsolved problems. The
  course is designed to provide a basic laboratory
  science experience as a part of a broader general
  education background for students whose primary
  interests may lie outside biology and to
  introduce the logical processes of scientific
  investigating, analysis, and interpretation in a
  lucid, unified fashion so as to be stimulating to
  the student.

23
BIOL 111

• 1. Describe the natural communities and
  ecosystems found in California and investigate
  ecosystem function.
• 2. Participate in investigative laboratory and
  field exercises using the scientific method.
• 3. Discuss the biotic and abiotic factors
  affecting an ecosystem.
• 4. Field investigations of ecosystems including
  but not limited to the following
• Redwood Forest, Coastal Scrub, Riparian Habitat,
  Salt Marsh, Rocky Intertidal, Sand Dunes
• 5. Students will use taxonomic keys to identify
  selected organisms.
• 6. Students will become familiar with the major
  life forms of the Bay Area, their groupings,
  names, basic anatomical and physiological
  characteristics, and environment.
• 7. Emphasis will be placed on adaptations of
  these organisms to their environment and their
  ecological niche.

24
BIOL 130

• 1. Provide non-biology majors with a solid ground
  of biological principles.
• 2. Provide non-biology majors with a working
  knowledge of human anatomy and physiology.
• 3. Afford an opportunity for students to
  understand the significance of biological,
  chemical, and physical principles in the human
  body.

25
BIOL 140

• The course will cover a broad spectrum of topics
  concerning evolution, animal behavior, zoo
  biology, interactions between people and
  non-human animals and ecology. Evolution and
  conservation will be core themes throughout the
  course. The information presented is based on
  experimental evidence, theory, and the methods of
  scientific investigation. Through various
  assignments and evaluation techniques, the
  student will better understand the relationship
  of animals and humans in sharing this planet.

26
BIOL 145

• 1. To illustrate the modes of inquiry through
  which scientists carry on their investigations.
• 2. To introduce students to the importance of
  plants and peoples dependence on plants.
• 3. To explore the diversity and ecology of plant
  communities.
• 4. To explore the impact of the activity of
  people on the environment and to help develop
  sound views on the utilization and conservation
  of plant resources.

27
BIOL 150

• Using natural selection as a unifying theme, the
  course addresses the basic problems common to
  members of marine ecosystems and illustrates some
  of the solutions that have evolved. Methods of
  investigation that emphasize the scientific
  method are used to lead to an understanding of
  modern knowledge. The course should provide a
  stimulating foundation for the students
  continued assimilation of scientific data and the
  analytical skills to evaluate data and hypotheses
  emanating from the scientific community. The
  relevance of marine biology for students not
  directly involved with science careers will be
  amplified.

28
BIOL 215

• Using natural selection as a unifying theme, the
  course addresses the basic problems common to
  members of marine ecosystems and illustrates some
  of the solutions that have evolved. Methods of
  investigation that emphasize the scientific
  method are used to lead to an understanding of
  modern knowledge. The course should provide a
  stimulating foundation for the students
  continued assimilation of scientific data and the
  analytical skills to evaluate data and hypotheses
  emanating from the scientific community. The
  relevance of marine biology for students not
  directly involved with science careers will be
  amplified.

29
BIOL 230

• 1. Create an awareness in students about
  relationships among organisms.
• 2. Encourage problem-solving and quantitative
  reasoning skills.
• 3. Present an integrated study of biological
  principles at the cellular level including
  nutrition, respiration, osmoregulation,
  locomotion, molecular genetics, and evolution.
• 4. Laboratory work emphasizes problem-solving
  through experimentation and data interpretation
  students use techniques and tools commonly used
  in modern molecular biology and biotechnology.

30
BIOL 240

• 1. Improve problem solving abilities (scientific
  method) and the planned approach to problems
• 2. Familiarize students with the necessity of
  aseptic techniques
• 3. Acquaint students with the diversity of
  microorganisms (especially bacteria) and their
  physical and chemical environments
• 4. Emphasis placed on basic and applied
  microbiology
• 5. Foster awareness of ecological interactions
  through a study of microbial ecology.

31
BIOL 250

• Human anatomy is the natural adjunct to human
  physiology. The anatomy course is taught on the
  fundamental precept that structure determines
  function. As is true for all living organisms,
  there are themes underlying the structure of the
  body that are determined through evolution. The
  course thus emphasizes a biological approach to
  anatomy. The basic objective is to develop for
  the student a method of reason and logic by which
  to understand the structure of the body. This
  approach allows the student to put his or her
  knowledge of the individual parts of the body
  into a reasoning context as well as a conceptual
  frame of thinking, instead of simply memorizing a
  number of isolated facts. The course emphasizes
  the structural principles that are common
  throughout the organization of the body.

32
BIOL 260

• Human physiology is the natural adjunct to human
  anatomy. The course teaches basic biological
  principles applied to the function of the human
  body. During the course continual reference is
  made to the concept of homeostasis, which is the
  cornerstone of physiology and medicine. The
  course shows how the functions of organs and
  systems are all integrated towards the common
  goal of maintaining an optimal internal
  environment necessary for the survival of the
  component cells of the body. These functions are
  interpreted in terms of basic principles from
  physics and chemistry. These principles are
  reviewed during the course by demonstrating their
  importance in understanding the functions of the
  body. Illustrations are also made with
  application to some simple disease states.

33
BIOL 675

• 1. Participate in an in-depth study of a selected
  area of biology.
• 2. Gain a deeper understanding or perspective on
  a selected area of biology.
• 3. Use techniques learned in real world
  applications.

34
Section III

• Outcomes Assessment

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

35
Outcomes Assessment

• Skylines Philosophy
• Why assess?
• What is assessment?
• What is assessment for?
• What is assessment not for?
• Who will assess?
• How will we use assessment?

36
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.

37
BIOL 101
38
Assessment Planning

• Components
• Intended SLO
• Approach, Major Assignment, Method Criteria
• Outcome Results
• Analysis Action

39
Sample Assessment Plan
40
BIOL 101
41
To Do List

• BIOL 101, 230, 240, 675 Chris
• BIOL 130, 415 Nick
• BIOL 111, 140, 150, 215, 675 Shari
• BIOL 110, 145 Ed
• BIOL 250, 260 Sandra

42
Program to do list

• General Education
• Majors
• Allied Health
• Honors

43
Program General Education
44
Programs
45
Program

• Allied Health (240, 250, 260) Sandra, Nick, Chris
• General Education (100s) Ed, Chris, Shari, Nick
• Majors (215, 230) Shari, Chris
• Honors (675) Shari, Chris
• Biotech (415) Nick

46
Our Schedule

• Course SLOs
• Course outlines
• Program SLOs