Writing Student Learning Outcomes

1. Writing Student Learning Outcomes A Faculty Guide Palomar College Learning Outcomes Council

2. Overview • Goals of this guide • Background of SLOs • What are SLOs? • Course goals, objectives, and outcomes • Writing SLOs • Where do we go from here?

3. Using This Guide • The information in this guide has been designed to help you develop and write course level Student Learning Outcomes. The guide refers to other documents, which you can find both on the LOC website www.palomar.edu/learningoutcomes and in the Blackboard LOC course. • Some slides have explanatory notes. To easily view the accompanying notes, leave the slideshow and click on View>Notes Page.

4. Introduction to SLOs Where do SLOs come from? • Accreditation standards • Accountability to our constituents

5. The ACCJC Rubric: Proficiency Level • Student learning outcomes and authentic assessment are in place for courses, programs and degrees. • Results of assessment are being used for improvement and further alignment of institution-wide practices. • There is widespread institutional dialogue about the results. • Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning. • Appropriate resources continue to be allocated and fine-tuned. • Comprehensive assessment reports exist and are completed on a regular basis. • Course student learning outcomes are aligned with degree student learning outcomes. • Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.

6. What is SLOAC?

7. Assessment What is the assessment part? • Assessing students • Assessing outcomes

8. Typical Assessment Model Determine learning outcomes to be assessed Review/improve process Adapt/develop/pilot assessment tools Gather and compile results Review/interpret results, recommend strategies to improve student learning Implement strategies

9. Important Questions to Ask • What do you want the student to be able to do? (Outcome) • What does the student need to know in order to do this well? (Curriculum) • What activity will facilitate the learning? (Pedagogy) • How will the student demonstrate the learning? (Assessment) • How will I know the student has done this well? (Criteria)

10. How Can SLOs Help Us? • Better communication within a department or discipline • Assessment feedback • Alignment of courses • Accreditation …and besides: • SLOs represent what we do – our service, our teaching, and the expectations of what students should achieve.

11. How Can SLOs Help Our Students? • Upfront understanding of what students are expected to demonstrate by the end of the course • Increased communication between the faculty and the student • Increased communication between the institution and the students

12. Goals, Objectives, and Outcomes

13. Goals & Objectives • The goal of this nutrition course is to prioritize key nutrition behaviors, identify health and nutrition needs, and integrate these behaviors into health interventions, educational training, and policy. • Review nutritional recommendations and components. • Discuss differences in nutritional requirements associated with sex, age, and activity. • Describe causes and consequences of nutritional problems.

14. Course Learning Outcome • A student will be able to analyze a documented nutritional problem, determine a strategy to correct the problem, and write a draft nutritional policy addressing the broader scope of the problem.

15. Goals, Objectives, and Outcomes

16. How are you doing with this information? • You can check your understanding of this information by opening the “SLO Quiz” document.

17. Getting Ready for SLOs • Select the course • List any prerequisites for the course • Does the course serve as a prerequisites for any other courses? List those. • What is the purpose or goal of the course? • What do students gain from taking the course? • Attitudes or values • Skills or performance • Knowledge and concepts

18. Tips for Writing SLOs As you talk to others about SLOs keep these things in mind: • Each course and classroom has unique factors. • Disciplines have unique language and culture. • Cross-disciplinary conversations are invaluable. • Ultimately, discipline-specific conversations best define competencies for students. • Everyone is a learner when it comes to assessment. • As professionals, we are guided by the principles of academic freedom.

19. SLO Points of Interest

20. The Language of SLOs • Use language to reflect cognitive outcomes: Simple to Complex • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

21. Now Where? • Write assessment plans for all SLOs. • Develop program SLOs and assessment plans. • Develop GE SLOs and institutional goals. • Work toward the ACCJC “Proficiency Level” by 2012.

22. Resources • Several presentations have been developed for your reference. Check out information specifically on assessment and on specific disciplines that have useful examples.

23. Credits • Janet Fulks at Bakersfield Community College has been instrumental in developing many of the materials used here. • Thank you to Fresno City College Curriculum Committee for their work, some of which is shared here.

24. Outcomes • Please give the Learning Outcomes Council your feedback. Contact the Learning Outcomes Councilfor assistance and more information: ww.palomar.edu/learningoutcomes.