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SLOs for Dummies Workshop Devon Atchison, SLO Coordinator

SLOs for Dummies Workshop Devon Atchison, SLO Coordinator. August 19, 2008 6:00-7:30 p.m. Room 523. What are Student learning Outcomes (SLOs)?.

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SLOs for Dummies Workshop Devon Atchison, SLO Coordinator

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  1. SLOs for Dummies WorkshopDevon Atchison, SLO Coordinator August 19, 2008 6:00-7:30 p.m. Room 523

  2. What are Student learning Outcomes (SLOs)? • ACCJC Definition: the knowledge, skills, abilities or attitudes that students have attained by the end of any set of college experiences – classes, programs, degrees and certificates or encounters with college services. SLOs articulate the major goals of each experience, require higher-level thinking skills and usually result in a product that can be evaluated.

  3. How are SLOs different from Course Objectives? • Course Objectives: An objective is what the student will be taught in a course, what will be “covered.” There is no inherent expectation in an objective that students will learn how to apply the information they gain. • Student Learning Outcomes: Conversely, an outcome states what students will demonstrate or do with the information they gained in a course. • Outcomes should also demonstrate higher-level skills and result in a process that can be assessed/evaluated

  4. How are SLOs different from Course Objectives? Guitar Hero 101: The Basics of Guitar Hero • Course Objectives EXAMPLE: Students will learn how to play Foghat’s “Slow Ride” on the fake guitar. • Student Learning Outcomes EXAMPLE: By the end of the course, students will be able to identify the difference between short and long chords and use visual clues to anticipate chord/strum button-pushing timing to achieve a 75% or better score on Foghat’s “Slow Ride,” as judged by the Guitar Hero rubric/metrics.

  5. How are SLOs different from Course Objectives? American Idol 101: The Basics of American Idol • Course Objectives EXAMPLE: Students will learn how to successfully sing hip-hop, classic rock and pop songs. • Student Learning Outcomes EXAMPLE: By the end of the course, students will be able to analyze the pitch, tone and emotion found in the original versions of hip-hop, classic rock and pop songs and duplicate those characteristics. Student success will be judged by a rubric designed by instructors/experts, Simon, Paula, Randy.

  6. A few examples of SLOs • History 109: By the end of the course, students will be able to analyze and synthesize ModernAmerican historical sources to formulate a historical thesis (Assessment via SHARED RUBRIC on thesis statements). • Math 90: By the end of the course, students will be able to apply appropriate algebraic methods to solve word problems. (Assessment via EXAM WORD PROBLEMS) • Music 1: By the end of the course, students will be able to demonstrate the ability to perform simple rhythmic patterns from written notation (Assessment via PERFORMANCE EVALUATION).

  7. A few examples of SLOs • Oceanography 112: By the end of the course, students will be able to apply the scientific method to comprehend, interpret, analyze and evaluate oceanographic concepts (Assessment via EXAM QUESTIONS). • Business Office Technology 126: By the end of the course, students will be able to design relatively simple databases and tables to enter information efficiently (Assessment via SHARED RUBRIC on design, organization and efficiency).

  8. Things to Remember about SLOs: • You have to assess EVERY SLO you create for a Course… so remember to KISS (Keep it Simple and Sustainable) • I recommend no more than THREE SLOs per Course • HAVE FUN! SLOs can help us be more effective instructors and help our students better understand what is expected of them and how to achieve their goals.

  9. Breakout Sessions • Find people in your department or work alone to begin drafting COURSE SLOs to bring back to your Department meeting. • MATERIALS: • Bloom’s taxonomy • Course SLO Templates • Institutional SLOs • Current Department SLOs • REMEMBER: • Goal: At least ONE SLO per Course • If you have questions, don’t be afraid to ask!

  10. Next Steps • Bring what you’ve come up with to Department meetings and/or Dept. SLO Workshops • Have colleagues review, revise and approve Course SLOs • Call Devon or the SLO Rapid Response Team with QUESTIONS • Email Devon filled out templates or simply typed Word documents so your new Course SLOs can be added into the matrix, preferably by the end of Flex Week

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