SLOs and Curriculum Part 1 SLOs and Program Review Part 2

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SLOs and Curriculum Part 1SLOs and Program
Review Part 2

• Marcy Alancraig, English, Cabrillo College
• Sid Burks, Automotive, Chaffey College
• Janet Fulks, Biology, Bakersfield College
• Adam Karp, Spanish, American River College
• Dee Near, Librarian, Merced College
• Steve Reynolds, English (Interim Dean), College
  of the Siskiyous

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Break Out Description

• Join our experienced group of curriculum chairs
  and Student Learning Outcomes (SLO) coordinators
  for a focus on SLOs in two parts.
• In Part 1, we answer Who evaluates the SLO
  how is that tied to curriculum process?  Do SLO
  evaluations occur by an official subcommittee of
  curriculum or the SLO coordinator? How do you
  document the process for annual reporting to the
  ACCJC?
• In Part 2, we answer Is the curriculum review
  process, program review process and SLOs and
  assessment tied together?   How do the SLOs
  affect curriculum review of general education
  courses.
• Warning, this is a 2 ½ hour breakout but you
  will get a biobreak!

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What the !? is an SLO?

• A student learning outcome is what students can
  do at the end of instruction (course, program, or
  degree) with the knowledge they have gained.

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What the !? is an SLO?

• Clearly describes what students can do.
• Aligns curriculum with these outcomes.
• Directs content and assignments.
• This is an evolution of best teaching practices,
  not a revolution
• Lars Kjeseth, El Camino College

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Sample SLOs

• Workbook Appendix A
• Written Differently in detail, tone, and language
• Do not simply convert objectives to outcomes but
  do review objectives to see if they are actually
  outcomes.
• Student Services samples Appendix A

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SLOs in the COR or Not?
Why in the COR ? Provides a place to document SLOs CORs are available to everyone CORs provides quality control so that adjunct faculty are also bound to the same outcomes. Allows courses within a program to look at other linked classes Helps in filling out the annual report WHY not in the COR? Problems if the outcomes, which are draft, may change the upkeep of the COR may be demanding The process of changing all CORs to include SLOs may be overwhelming SLOs in the COR may be too prescriptive if done wrong SLOs in the COR may conflict with SLOs in transfer courses
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Curriculum Review

• How often, or on what cycle, is curriculum
  reviewed on your campus?
• If you were to flow chart or draw this process,
  what would it look like?

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Bakersfield College Curriculum Process
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Curriculum Development and Revision

• Previously by inspiration and intuition
• Presently outcomes drive curriculum revision.
• Qualitative and quantitative data is to review
  the effectiveness of
• Pedagogy
• Content
• Activities
• Long and short term learning

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Faculty originates new course OR revises course
on Title 5 review cycle
Peer faculty Signatures (3)
Articulation Officer
VP Instruction
Division Chair
Research Analyst
Curriculum Committee
Board Of Trustees
Merced College Student Learning Outcomes
Curriculum Flowchart SLOs are listed under
Expected Student Outcomes on course outline
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ARC and Socrates the district-wide online
process

• Adam feel free to adjust
• The Los Rios District has developed their own
  curriculum software (Socrates)
• SLOs are incorporated in to the curriculum
  document of record.
• Every curriculum document is viewable throughout
  the district online.
• Real time visible changes are viewable online.
• Updates to Title 5 are automatically made.
• The accreditation report for curriculum is in
  Socrates and therefore automatically updated.
• This has changed the colleges approach to
  curriculum, reducing obstacles, making it
  efficient and effective.

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College of the Siskiyous

• Steve feel free to adjust
• (1) SLOs and assessment descriptions have been
  integrated into the template for Official Course
  Outlines
• (2) Student learning and SLOs are mentioned in
  two of the goals in the colleges Strategic
  Master Plan. 
• (3) SLO reporting is now required as part of
  departmental annual planning processes in
  Instruction and in Student Services. 
• (4) SLOs are part of the program review
  process. 

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Mapping your process

• Now it is your turn.
• Step 1 Flow chart, graph or draw a picture of
  how curriculum moves through the curriculum
  process on your campus.
• Step 2 Where would SLOs overlay that process on
  your campus.

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SLO Approvals

• Who evaluates SLOs on your campus?
• How it is tied to Curriculum approval process?

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Program Review

• How often do programs cycle through program
  review on your campus?
• Does your program review include SLOs and
  assessment data?

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Merced Example of Program Review

• Dee any notes here? Do you want the slides here
  or in the earlier slot or both?

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Faculty originates new course OR revises course
on Title 5 review cycle
Peer faculty Signatures (3)
Articulation Officer
VP Instruction
Division Chair
Research Analyst
Curriculum Committee
Board Of Trustees
Merced College Student Learning Outcomes
Curriculum Flowchart SLOs are listed under
Expected Student Outcomes on course outline
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Other Program Review Patterns

• Adam Janet Annual report feeds into Educational
  Master Plan
• Sid- briefly describes how outcomes inform all
  budget requests

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Mapping your program review process

• Now it is your turn again.
• Step 1 Flow chart, graph or draw a picture of
  the program review process on your campus.
• Step 2 Where would SLOs overlay that process on
  your campus.

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General Education

• How do you determine which courses fit into your
  general education program?
• What does Title 5 say?
• What do ACCJC accreditation standards expect?

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Important Points of Practice

• Local culture must be the rule of thumb
• Use existing committees that work well
• Make the dialogue meaningful and important to
  their daily work
• This is not all new - Dont say anything that
  devalues the expertise and abilities of your
  faculty
• This is a cycle, SLOs is a first step
• This is good pedagogy It is all about student
  learning
• Directs curriculum and program review to quality
  education
• Provides for all sections of curriculum looking
  at same end point with continuity and
  transparency, but does disregard different ways
  to get there.
• Aligns prerequisites and shared expectations
  between various sections, department, programs
  and with adjuncts