Program Learning Outcomes: Development Strategies & Practical Tools Sacramento City College Spring Flex, 2006 Facilitators: Alan Keys, Faculty Research Coordinator & Members of the SLO advisory group of the SCC Academic Senate

Student learning outcomes 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 SLOs at the program level? 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

Program Outcome Development Process: Step 1: Who cares? Identify sources of input for program learning outcome development: External sources of input: Transfer institutions Industry Professional organizations & advisory groups Accrediting agencies (Regional, State, Federal)

Program Outcome Development Process: Step 1: Who else cares? Identify sources of input for program learning outcome development: Internal: Program faculty Interdepartmental collaborators Student Services Other LRCCD programs Curriculum committee (GE, Transfer) Students!

Program Outcome Development Process: Step 2: Steal the Wheel Identify preexisting outcomes External sources Transfer institution SLOs, ‘themes’… Industry/agency standards, Professional organization recommendations Accreditation

Program Outcome Development Process: Step 2 (continued): Keep stealing Internal sources Course SLOs, program goals GE outcomes Other LRCCD program outcomes Institutional Research (college & district) – (Retention, persistence, Follow-up studies)

What do external sources want your program grads to know or be able to do? 1. ________________________________ ________________________________ 2. ________________________________ ________________________________ 3. ________________________________ ________________________________ 4. ________________________________ ________________________________

What do internal sources indicate your program grads should know or be able to do? 1. ________________________________ ________________________________ 2. ________________________________ ________________________________ 3. ________________________________ ________________________________ 4. ________________________________ ________________________________

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.

Program Outcome Development Process: Step 3: Review Course SLOs Identify and categorize courses for program (Required & electives, recommended, “or” options) Review course outcomes; enhance/refine, if needed. Engage in collaborative content review to align courses with program outcomes (The Matrix)

SLO to PLO Alignment Matrix Course 1Course 2Course 3Course 4a or Course 4b Any elective ProLO 1 ProLO 2 ProLO 3 I=Introduced, E=Emphasized, R=Reinforced or M=Major component, L = Lesser Component or “X” appropriate courses for each ProLO

Program outcome matrix template

Enter Course Outcomes

Program Outcome Development Process: Step 4: Good Practices for Writing ProLOs Examine course outcomes for common objectives: Major areas of knowledge, skills or abilities Some course outcomes may be the result of completing a series of courses and do not present themselves clearly from Step 1. 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.

More Good Practices for Writing ProLOs Aim for ProLOs Some course outcomes may be unique and not contribute neatly to a ProLO Utilize Bloom’s taxonomy (3 domains) to clarify the level of the outcome and aid in future assessment. Utilize external sources to refine outcomes

Examples of ProLO matrices: SCC Psychology Dept.

Examples of ProLO matrices: SCC Political Science Dept.

Examples of ProLO matrices: SCC Engineering Dept.

Key Considerations for Program Learning Outcome Development 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.

Close the Loop Use SLO assessment results to inform curriculum design Make it formative and focused on improvement Share insights and collaborate Accept that assessment is ongoing

Selected Web Resources California Assessment Institute / RP Group CSU, Sacramento Learning Outcomes Project Mission College Program Learning Outcomes arningOutcomes/Program%20SLOs.doc

Bloom’s Taxonomy: Cognitive domain

Bloom’s Taxonomy: Psychomotor domain

Bloom’s Taxonomy: Affective domain