1. Academic Senate GEOs General Education Outcomes Fred Hochstaedter Academic Senate President SLO Coordinator Monterey Peninsula College Website for more information: http://www.mpcfaculty.net/senate/slo.htm

2. Academic Senate GEOs General Education Outcomes What are they?  A statement of what students can do, in terms of skills or abilities, as they exit the general education program.  Similar to course-level SLOs, but they refer to the general education program, rather than a course.

3. Academic Senate GEOs General Education Outcomes Why bother?  Many of us are devoting our professional lives to undergraduate general education.  We should engage in dialog about what the GE courses have in common…about why the college requires GE…  We should be curious whether it is having its intended affect or not.

4. Academic Senate GEOs General Education Outcomes What is a program?  ACCJC doesn’t define a program.  They leave it to us to decide.  This is good because…. They aren’t telling us what to do.  This is bad because…... It will take some effort for us to figure it out.

5. Academic Senate How are other colleges defining their GEOs? Via faculty dialog, define what general education students ought to be able to do when they’re done. GEOs General Education Outcomes What are some examples?

6. Academic Senate Cabrillo’s Core Four 1.Communication 2.Critical Thinking and Information Competency 3.Global Awareness 4.Personal Responsibility and Professional Development http://pro.cabrillo.edu/slos/4cores_tmp.htm Mira Costa College GE Outcomes 1.Effective Communication 2.Critical Thinking 3.Global Awareness and Responsible Citizenship 4.Information Literacy 5.Aesthetic Literacy and Appreciation 6.Productive Work Habits http://www.miracosta.cc.ca.us/Governance/Outcomes/G EProgramOutcomesAssessment_000.htm

7. Academic Senate Santa Rosa JC Institutional Outcomes 1.Foundational Skills 2.Personal Development and Management 3.Communication 4.Critical Analysis 5.Creativity 6.Intercultural Literacy and Interaction 7.Responsibility http://www2.santarosa.edu/pages/project-learn/institutional-learning- outcomes.php Grossmont institutional Student Learning Outcomes 1.Effective communication 2.Scientific Inquiry 3.Mathmatical Literacy 4.Informational and Technological Literacy 5.Productive Citizenry 6.Understanding of the Arts and Humanities 7.Cultural competence http://www.grossmont.edu/student_learning_outcomes/pdfdocs/Institution alSLOs.pdf Communication and Critical Thinking are consistent themes. At some colleges, GEOs and institutional SLOs are becoming one and the same.

8. Academic Senate Many colleges have aligned the GEOs across GE areas or disciplines. It may provide ownership of outcomes across varying IGETC, CSU, and AA GE patterns MPC wanted something more straightforward and less complex.

9. Academic Senate What MPC wanted: An approach that is: Clear Simple Manageable What MPC did : Aligned the GEOs with the standard GE areas

10. Academic Senate Available at: http://www.mpcfaculty.net/senate/SLOs/HandoutsSummer2011SLOInst.doc GEO A1 GEO A2 GEO B

11. Academic Senate In this model, each GEO is aligned with a GE Area. Each GEO is embedded as a course SLO into each course that satisfies that particular GE Area. Each instructor assess the GEOs as part of their normal SLO evaluation process. This is designed to spur dialog between teachers of GE courses.

12. Academic Senate Diverse Courses in a single GE Area

13. Academic Senate Same GEO is embedded into all courses in this GE Area. All courses still have their individual, discipline-based, course-level SLOs.

14. Academic Senate Reasons MPC chose this GEO model.

15. Academic Senate Reasons MPC chose this GEO model. We’re committed to KISS (Keep It Simple, Sweetheart).

16. Academic Senate Reasons MPC chose this GEO model. We’re committed to KISS (Keep It Simple, Sweetheart). We think embedding a single GEO into each GE course will be easier to assess in the long-run.

17. Academic Senate Reasons MPC chose this GEO model. We’re committed to KISS (Keep It Simple, Sweetheart). We think embedding a single GEO into each GE course will be easier to assess in the long-run. Although faculty could develop them if that’s what they want. No additional assessment committees are required.

18. Academic Senate Reasons MPC chose this GEO model. We’re committed to KISS (Keep It Simple, Sweetheart). We think embedding a single GEO into each GE course will be easier to assess in the long-run. Although faculty could develop them if that’s what they want. No additional assessment committees are required. It provides a single, concise GEO description for each GE Area.

19. Academic Senate How does GEO assessment connect with other MPC processes? Through Program Reflection And Program Review Code for “SLO”

20. Academic Senate An Example from Earth Sciences. Emphasis is on dialog more than quantitative assessment

21. Program Reflections … …Two hours during each flex day… …leads to…

22. …Annual Report / Action Plans PRSL = SLO

23. Academic Senate Example from Earth Science Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc Note GEOs

24. Academic Senate Example from Earth Science Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc Discussion Summary

25. Academic Senate Example from Earth Science Note GEOs Discussed assessment results; quantitative results not required. Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc

26. Academic Senate Example from Earth Science Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc Leads to Action Plans…

27. Academic Senate Example from Earth Science Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc Only brief rational needed here. PRSL = SLO

28. Academic Senate Thank You. Fred Hochstaedter Academic Senate President SLO Coordinator Monterey Peninsula College Website for more information: http://www.mpcfaculty.net/senate/slo.htm