1. Outcomes and Course Design for the General Education Program- GE outcomes, course outcomes: finding the common ground called alignment

2. July 14, Bastille Day

3. The Outcomes Based Assessment cycle. Gather Data (evidence) Interpret the data Make decisions based on evidence* Implement methods to deliver outcomes and methods to gather data Mission/Purposes Goals Outcomes *Improve programs to enhance student learning

4. Why assessment of outcomes? The big questions. – What are we trying to do (better) and why? – What is the program supposed to accomplish? (Mission, Goals and objectives (SLOs) of GE) – How well are we doing it? – How do we know? (data/evidence) – How can the information be used to to improve as needed? – Do the improvements made work?

5. Motivation/Drivers Improve student performance Desire for better articulation across different institutions – Bologna declaration and process that will lead to articulation across many Eurasion high education institutions Accreditation agencies (WASC) Research on Collaborative and Integrated Learning

6. Achieving outcomes How are the outcomes currently achieved? or How does your course contribute to shaping the student with respect to the program your course serves? (either major degree program or GE program) One exercise (to be described later) is “mapping” of course outcomes showing how they contribute to program outcomes.

7. Our Institutional Learning Outcomes/Goals California State University, Los Angeles students expand and deepen their interdisciplinary and general understanding of the world, enhance their critical skills, and take responsibility for a lifetime of learning, and as graduates become individuals who engage, enhance, and contribute to democratic society. Knowledge: Mastery of content and processes of inquiry CSULA graduates have a strong knowledge base in their academic major and can use powerful processes of inquiry in a range of disciplines. They engage contemporary and enduring questions with an understanding of the complexities of human cultures and the physical and natural world and are ready to put their knowledge into action to address contemporary issues. Proficiency: Intellectual skills CSULA graduates are equipped to actively participate in democratic society. They are critical thinkers who make use of quantitative and qualitative reasoning. They have the ability to find, use, evaluate and process information in order to engage in complex decision- making. They read critically, speak and write clearly and thoughtfully and communicate effectively. Place and Community: Urban and global mission CSULA graduates are engaged individuals who have contributed to the multi-lingual and multiethnic communities that constitute Los Angeles and the world of the future. They are aware of how their actions impact society and the environment, and they strive to make socially responsible decisions. They are community builders sensitive to the needs of diverse individuals and groups and committed to renewing the communities in which they live. Transformation: Integrative learning CSULA graduates integrate academic learning with life. They engage in community, professional, creative, research and scholarly projects that lead to changes in their sense of self and understanding of their worlds. Graduates integrate their knowledge, skills and experience to address complex and contemporary issues and act ethically as leaders for the 21st century. community builders sensitive to the needs of diverse individuals and groups and committed to renewing the communities in which they live. Endorsed by Academic Senate 6/1/10 and approved by the President 6/8/10 https://spcc.calstatela.edu/docs/ILOs%20objectives,%20outcomes%20and%20measures.6.22.10.pdf

8. GE Goals and Outcomes http://www.calstatela.edu/academic/aa/ge/st udentlearningoutcomes.php http://www.calstatela.edu/academic/aa/ge/st udentlearningoutcomes.php See handout…

9. Outcomes Outcomes are more detailed and specific statements derived from the goals. – For the GE case in hand, the outcomes are labeled objectives as a result of the time of their writing… These are specifically about what you want the end result of your efforts to be. It is not what you are going to do to the student, but rather it describes how you want the student to demonstrate what he or she knows or can do. – It describes the ideal student that will graduate. They use active verbs such as articulate, illustrate, conduct, synthesize, analyze, etc.

10. Resources and tips… Outcomes are phrased using active verbs- construct, synthesize, locate, dissect, categorize, compose, invent, etc. http://www.kent.wednet.edu/KSD/MA/resour ces/blooms/teachers_blooms.html http://www.kent.wednet.edu/KSD/MA/resour ces/blooms/teachers_blooms.html http://www.coun.uvic.ca/learn/program/hndo uts/bloom.html http://www.coun.uvic.ca/learn/program/hndo uts/bloom.html

11. More on outcomes… Make a conscious decision to articulate outcomes that are compatible with pre-and post-tests. Outcomes may be perceived differently by different audiences. The refinement may proceed more rapidly if the initial review and refinement is addressed by a like minded group. Some of the course SLOs should relate directly to the program SLOs to which the course “belongs”.

12. SLOs proposed for a GE course 1.Students will learn and discover how human activities have led to global warming; 2.Students will gather evidence on current changes taking place in the natural environment; 3.Students will learn to collect and analyze climatic data, differentiate between opinions and facts, and make use of climatic data in problem solving; 4.Students will participate in group projects aimed at looking for solutions in mitigating and adapting to global climate change in developing and developed countries. This course also includes GE Learning Outcomes A.Thinking critically, collect evidence and make interpretations based on evidence, comprehend and analyze reports, and solve problems using methods of critical and scientific inquiry; B.Communicate effectively using standard written English; C.Relate the general concepts of science to the world and demonstrate an understanding of the impact of these processes and their concepts on human lives; and D.Use computer technology to access, retrieve, process and communicate information.

13. How are these course outcomes linked to program outcomes? Diagram or map which courses/blocks are delivering or is producing each intended outcome. – Once you have identified how you are delivering each outcome, you can list out the activities and map them to the outcomes which they are delivering The result is an “outcome-delivery map” or a curriculum map.

14. General outcome-delivery map GE SLO 1GE SLO 2GE SLO 3GE SLO 4 Course 1 Course 2 Course 3 Course 4 F = foundational, E = enhanced about foundational, A = appropriate mastery

15. Active learning time… Let’s examine one set of course outcomes… See which of these outcomes map/align strongly with the GE SLOs (Called objectives in the current version of GE). Pencil in the course SLO number in the appropriate block of GE curriculum map provided.

16. Class X. (Block B) Students will have demonstrated the ability to: 1.Understand what it means and has meant to engage in scientific investigations using Los Angeles air pollution as a case study. 2.Make critical, creative and interpretive judgments about the benefits and limits of scientific activities, and the value systems and ethics associated with scientific inquiry. 3.Participate in the scholarly scientific communication process using oral presentations and written reports. 4.Identify ways the sciences enrich life and contribute to society. 5.Understand the creative process through self-motivated creative activities such as multi- week, open-ended laboratories. 6.Evaluate issues of global significance related to air quality from a scientific perspective. 7.Identify and explain the relationship between local and global conditions related to air quality and human activities. 8.Understand the relationships between matter, energy, humans, and the Earth’s atmosphere. 9.Understand the origin and nature of scientific theories and fundamental concepts essential to the physical sciences include thermodynamics, equilibrium, and kinetics. 10.Understand the origin and nature of experimental methods essential to the physical sciences including measurements, chemical separations, and spectroscopy.

17. Active learning time… Let’s examine one set of course outcomes… See which of these outcomes map/align strongly with the GE SLOs (Called objectives in the current version of GE). Pencil in the course SLO number in the appropriate block of GE curriculum map provided. Discuss your analysis with your neighbor (check with a peer!)

18. One Minute Evaluation What is the most valuable lesson that you learned from this workshop? What is one question that you still have?