Program Learning Outcome Development Guide: Steps and Resources Sacramento City College Department Workshops Spring, 2006 Facilitators: Alan Keys, Faculty.

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Program Learning Outcome Development Guide: Steps and Resources Sacramento City College Department Workshops Spring, 2006 Facilitators: Alan Keys, Faculty Research Coordinator & Members of the SLO advisory group of the SCC Academic Senate

Student learning outcomes (SLOs) can be categorized in terms of… What students should know, and/or should be able to do …when they have completed a course, PROGRAM, student service intervention, certificate, or degree. What is a Student Learning Outcome ?

Why engage in assessment of Program Learning Outcomes (ProLOs)? TO… Clarify program learning objectives/outcomes for students & faculty Provide specific insight on student achievement in the cognitive, affective & skill domains Enhance alignment of program design & learning outcomes Facilitate collaboration that improves teaching & learning Inform curricular development at course & program level

“Plan – Do – Review” Model of SLO Assessment

ProLO Development Process: Step 1: Engagement Engage departmental faculty in discussion of program goals and models of ProLO development Program definition Overall goals and expectations for students in program Articulation of program requirements with the GE pattern, transfer institution expectations, industry needs, accreditation standards, +++ Role of ProLO efforts in clarification and assessment of program goals

ProLO Development Process: Step 1: Engagement - Resources SCC SLO Statement of Philosophy final.doc Guidelines for Program Assessment – St. Cloud University Bakersfield Community College Program Assessment Guide Outcomes/Writing%20Program%20SLOs.doc

ProLO Development Process: Step 2: External Sources of Input Identify external sources for ProLO development: Transfer institutions Other CCs Industry Professional organizations & advisory groups Accrediting agencies (Regional, State, Federal)

Example of External Sources: Learning Themes in Chemistry - CSU San Marcos Common Learning Themes Communication: express a coherent purpose and point of view in written and other formats. Communicate the results of your research orally and in writing using appropriate scientific formats and language. Unique Learning Themes Atomic, Molecular, and Quantum Theory Comprehend that the combination and recombination of atoms forms the basis of modern chemical science. Understand the unique physical rules governing the behavior of subatomic particles and the role of spectroscopy in establishing these rules. Explain how atoms and ions combine and interact in three-dimensional covalent molecules, coordination complexes, and ionic solids. Experimental Work in the Laboratory Use laboratory skills to make careful measurements and identify the uncertainties associated with them. Organize and interpret the data laboratory experiments yield. Possess a mental library of common chemical substances, their physical and reactive properties, and the personal and environmental hazards associated with each. Use knowledge of the rates and products of chemical reactions prepare compounds from common starting materials and identify the elements and compounds in complex mixtures.

ProLO Development Process: Step 2: External Input - Resources Cal State, San Bernandino: Assessment Plans by department. CSU Assessment resources: Links to CSU SLO assessment sites #sac Mission College Program Outcomes rogram%20SLOs.doc Various 4-year and professional organization sources

ProLO Development Process: Step 3: Internal Sources of Input Identify internal sources for ProLO development: Program faculty Interdepartmental collaborators Student Services Other LRCCD programs Curriculum committee (GE outcomes, Articulation) Institutional Research (college & district) Students!

ProLO Development Process: Step 3: Internal Input - Resources SCC programs with ProLOs specified in Socrates noh.htm

ProLO Development Process: Step 4: Degree course outcomes Identify degree course requirements Clarify core vs. elective options Determine how to treat choices: “Choose 9 units from the following” “Course 310 OR Course 322” Discuss, review, & refine course outcomes, if needed

ProLO Development Matrix: Step 4. Use course outcomes to derive ProLOs

ProLO Development Matrix: Step 4: Instructions Examine course outcomes for common objectives of program: Major areas of knowledge, skills or abilities Some ProLOs may be the result of completing a series of courses and do not present themselves clearly from Step 1. Some course outcomes may be unique and not contribute neatly to a ProLO

ProLo Development Process: Step 5: Writing ProLO statements Aim for creating ProLOs Focus on the major areas of knowledge and abilities that your students should have upon completing your program Write ProLOs in specific terms to differentiate the objectives identified, but be broad enough to encompass the variety of paths possible to achieve that outcome. Utilize Bloom’s taxonomy (3 domains) to clarify the level of the outcome and aid in future assessment Utilize external sources to confirm & refine outcomes

Bloom’s Taxonomy: Cognitive domain

Bloom’s Taxonomy: Psychomotor domain

Bloom’s Taxonomy: Affective domain

ProLO Development Process: Step 5: ProLO Course Alignment Matrix Course 1Course 2Course 3Course 4a or Course 4b Any elective ProLO 1 ProLO 2 ProLO 3

ProLO Development Process: Step 5: ProLO Course Alignment Matrix - Instructions Enter ProLOs in column A, starting with row 4 Enter courses for degree, certificate, OR program in next series of columns (columns b,c,d…) in row 3 Determine alignment of individual courses with each ProLO (e.g. assess degree to which the individual courses contribute to the achievement of each ProLO)

ProLO Development Process: Step 5: Possible Alignment Procedures For each outcome and course, utilize one of the following options to illustrate course alignment with the ProLOs: Simply place an "X" in the courses that address each ProLO OR… Enter an "M" if ProLO is a major component of course or an "L" if it is a lesser component OR… Enter an "I" if the ProLO is introduced in this course or an "E" if it is expanded on or emphasized or an "R" if it is reinforced at a more advanced level OR… Utilize another procedure that you feel is appropriate to indicate the alignment of courses with ProLOs

Example of ProLOs and Course Alignment Matrix: SCC Psychology Dept.

Example of ProLOs and Course Alignment Matrix: SCC Political Science Dept.

Example of ProLOs andCourse Alignment Matrix: SCC Engineering Dept.

Close the Loop Use ProLO development experience to inform curriculum and program design Make it formative and focused on improvement Share insights and collaborate

Beyond ProLO development: Key Considerations for ProLO Assessment Whenever possible… Identify and/or create direct measures of assessment whenever possible. Encourage use of multiple measures of assessment (exams, papers, projects, peer-assessment.) Design course/program-embedded measures. Determine how outcomes will be integrated with course/program assessment. Examine other factors that may influence student's achievement of stated objective and assess the impact that these may have on your measures.