1. Closing the Loop & Making Improvements to Student Learning Toni Pfister, MS, EdD Imperial Valley College Flex Day August 19, 2011 8:15 am: too early!!

2. Wow! Great effort!! > 200 cycle assessments from 2009-2010 Described improvements in –Pedagogy –Outcomes Process –Learning Verification –Evaluation Techniques

3. Pedagogical Improvements Revised assignments Changed sequence of class activities Spent > time on critical thinking Redesigned instructions to increase transparency Improved study guides Provided > student assistance

4. Outcomes Process Improvements Increased F/T & P/T participation Determined that consistent assessments made cycle assessments easy Confirmed rubric efficacy Challenges: getting together with faculty

5. Learning Verification Improved student knowledge and skills Compared data from semester: semester & F2F: online Increased % of students demonstrating acquisition of outcomes

6. Considering & implementing various assessment techniques Logging student progress Adding pre/post assessments Adding performance tests Changing the timing of assessments Improvements to Evaluation Techniques

7. What the f*&!^% are SLOs anyway?

8. Objectives… are small steps that lead toward a goal, for instance the discrete course content that faculty cover within a discipline. Objectives are usually more numerous and create a framework for the overarching SLOs which address synthesizing, evaluating and analyzing many of the objectives.

9. Student Learning Outcomes… are the specific observable or measurable results that are expected subsequent to a learning experience. These outcomes may involve knowledge, skills, or attitudes that provide evidence that learning has occurred as a result of a specific course, program activity, or process. An SLO refers to an overarching outcome and usually encompasses a gathering together of smaller discrete objectives.

10. Mt. San Jacinto College Institutional Planning and Effectiveness Institutional Planning and EffectivenessMt. San Jacinto CollegeInstitutional Planning and EffectivenessMt. San Jacinto College

11. IVC’s Institutional Learning Outcomes ILO1: Communication Skills ILO2: Critical Thinking Skills ILO3: Personal Responsibility ILO4: Information Literacy ILO5: Global Awareness *Review “Strive for Five” form

12. Strive for 5: Communication Skills Listening Speaking Reading Writing Interpreting art Creating art

13. Strive for 5: Critical Thinking Skills Analyzing Problem Solving Creative Thinking Computing

14. Strive for 5: Personal Responsibility Being self-aware Self-motivating Demonstrating workplace skills Striving for personal health & wellness Meeting deadlines & completing tasks Using student services as needed Demonstrating fiscal literacy

15. Strive for 5: Information Literacy Researching Using technology Effectively searching online catalogs & online databases using keywords & phrases Retrieving information, understanding copyright issues

16. Strive for 5: Global Awareness Respecting diverse people & cultures Protecting the environment Engaging in or assessing artistic endeavors Describing one’s place in history

17. Authentic Assessments… … simulate real world experience by evaluating the student’s ability to apply critical thinking and knowledge or to perform tasks that may approximate those found in the workplace or other venue outside of the classroom Use assessments that provide you with meaningful data on student learning: simulations, performances, complex activities, exit surveys, capstones, team projects, rubrics

18. Institution (ILOs) Program (PLOs) Course (SLOs)

19. Rubric for Evaluating Institutional Effectiveness: Student Learning Outcomes Level 1 “Awareness” Level 2 “Development”***** Level 3 “Proficiency” Level 4 “Sustainable Continuous Quality Improvement”

20. WASC Rubric for SLOs: Proficiency Level #1-4 SLOs and Authentic Assessments in place for courses, programs, degrees/certificates Assessment results are being used for improvement campus-wide Widespread institutional dialogue about assessment results and identification of gaps Decision-making includes dialogue on results of assessment & is purposely directed toward aligning institution-wide practices to support and improve student learning

21. WASC Rubric for SLOs: Proficiency Level # 5-8 Appropriate resources continue to be allocated & fine-tuned Comprehensive reports exist & are completed & updated on a regular basis Course-level outcomes are aligned with degree-level outcomes Students demonstrate awareness of goals & purposes of courses & programs in which they are enrolled

22. The SLO Plan One lead person per course (plan, coordinate, submit pprwk) Minimum # of outcomes per course = unit number (3 unit course = 3 outcomes) Outcomes are included in CurricUNET along with ILOs Generally, assess one outcome per year – Plan ahead! All outcomes must be assessed within 3 year period so they can be used for Comprehensive Program Review Include all outcomes on Syllabi Collect data, complete Cycle Assessment form (email & send hard copy to SLO Coordinator) Cycle Assessments are due the 5 th week of the semester after they are collected. Dialogue: discuss outcomes & assessments with others!!

23. Help is available in many forms CurricUNet: Dixie Krimm Data & Stats: Dawn Chun SLOs & PLOs: SLO Committee Members Counseling Prozac Punching Bag Tai Chi Absinthe…Cuba Libre…Margarita

24. Why do I need to do SLOs, PLOs, ILOs, WTF??

25. Course-level SLOs are important Program Learning Outcomes Program Review Resource (think “BUDGET”) Allocation Accreditation Reports Most importantly, improve student learning.

26. Mt. San Jacinto College Institutional Planning and Effectiveness Institutional Planning and EffectivenessMt. San Jacinto CollegeInstitutional Planning and EffectivenessMt. San Jacinto College

27. Program Objectives assess nuts and bolts of a program as determined by professional organization and standards or advisory groups. Program Content Pre-requisite Courses, Program Course of Study & Content, General Education, Internships Programmatic Student Learning Outcomes Assess higher level integrated abilities, knowledge, and skills. Assess observables that a student can DO at the end of a course of study. Use licensure exam results, project, capstone course, standardized test, program exam, performance, product, alumni and employer feedback etc. Program Goal Overall focus for the program Program Components Increasing ability to assess results Program Components Listing of program requirements for degree or certificate

28. Program Learning Outcomes Community expectations Program vision, mission, and goals Parent institution mission vision and goals Student needs and goals Related professional expectations Course SLOs Overlapping Course SLOs Become Program SLOs

29. PLOs & Assessment What is the name of the program? What are the most important things your program does for your students? What evidence of specific learning for your program is most visible or observable? What do faculty value most in your program? What are the general outcomes of students that successfully complete your program? After answering these questions, draft the mission statement for your program.

30. Composing Program Learning Outcomes The goal is to explicitly state overarching outcomes that represent skills, knowledge, and abilities the students attain as a result of the program of study. This may include activities beyond course work (field trips, internships, volunteer experiences).

31. Program Assessment Simulates Real World Experiences Qualitative and quantitative Looks, feels & smells like an experience in life Includes concepts & decision making Something they would see at work; something they can apply to their own life

32. Program Assessment Tools Embedded Course Questions or Problems Portfolios Performance Assessment Capstone Courses or Projects Student Self-Assessment

33. Program Outcomes and Course Alignment Grid for Imperial Valley College Program:Mountaineering Guide Degree Completion Date: Feb 20, 1878Prepared by: John Muir Course CommunicationCritical ThinkingPersonal ResponsibilityInformation LiteracyGlobal Awareness MG101 MG121 MG221 ENG121 MUS221 PE121 GEOL221 ** FIVE POINT KEY: Using this key, to receive a 3 or 4 the ILO needs to be measured through the outcome and assessment. 4=This is a STRONG focus of the course. Students are tested on it or must otherwise demonstrate their competence in this area. 3=This is a focus of the course that will be assessed. 2= This is a focus of the course, but is NOT assessed. 1=This is briefly introduced in the course, but not assessed. 0=This is not an area touched on in the course.

34. Program Review 3 year cycle Documents program activities Requests for additional funding Assesses present & projected staffing needs Describes facilities Catalogues equipment Verifies the program’s values & effectiveness Describes how the program supports the overall institutional missions & goals

35. Quote to remember: “Though accountability matters, learning still matters most.” Tom Angelo (1999) former Dir, Am Assoc for Higher Ed Assessment Forum

36. Contact information Toni Pfister Office 716 Northwest Corner of Gym (760) 355-6546 Email: tonipfi@hotmail.com