The Plan for Faculty-Led, Course-Level Student Learning Outcomes (SLO) Assessment at ECC

1. “Learning can and often does take place without the benefit of teaching – and sometimes even in spite of it – but there is no such thing as effective teaching in the absence of learning. Teaching without learning is just talking.” – from Assessing Student Learning: a Common Sense Guide by Linda Suskie The Plan for Faculty-Led, Course-Level Student Learning Outcomes (SLO) Assessment at ECC presented by Dr. Susan Gaulden, Student Learning Outcomes Assessment Coordinator & Mathematics Professor Spring Convocation 2011

2. Assessment is the ongoing process of: • Establishing clear, measurable expected SLOs, or student learning outcomes, evidence of the knowledge, skills, attitudes, etc. students have once they successfully complete a course • The Plan: all Course Outlines at ECC will need to be revised by the faculty to include Course Goals, Measurable Course Performance Objectives (MPOs) for each course goal, and General Education Goals, if applicable • Current Status: of the 467 Course Outlines at ECC that need to be revised • 330 of 467 or 71% are“completed” or *almost* “completed” – these are located in the Completed Course Outlines Directory on the ECC SLO Assessment website, http://sloat.mathography.org • 414 of 467 or 89% have been submitted, which means that 84 are currently in my ‘to be reviewed’ pile S Gaulden, Spring Convocation 2011

3. Assessment is the ongoing process of: • Ensuring that students have sufficient opportunities to achieve those outcomes • The Plan: all faculty will ensure that class sessions will include content that addresses and emphasizes course goals and corresponding MPOs • Current Status: in order to achieve the course objectives, students must know what they are • Faculty must develop class syllabi, which should be distributed to students at the first class meeting, that are consistent with the course outlines and include the course goals and MPOs in addition to other essential elements • Use the course goals and MPOs as a guide as you instruct your classes and prepare your class assignments, tests, projects, etc. this semester in order to give students plenty of opportunities to learn, reinforce, and ultimately master the course objectives S Gaulden, Spring Convocation 2011

4. Assessment is the ongoing process of: • Systematically gathering, analyzing, and interpreting evidence to determine how well students learning matches our expectations • The Plan:10 or so courses will be selected to be assessed for student learning outcomes each semester; faculty who teach these courses and who will lead the SLO assessment of these courses will be identified and invited to join the Student Learning Outcomes Assessment Team (SLOAT); SLOAT will provide training on and support to implement effective course-embedded SLO assessment • Current Status:the 10 courses listed below were assessed for SLOs in Fall 2010; 10 more courses have been targeted for Spring 2011 S Gaulden, Spring Convocation 2011 • ENG 096 – Eileen DeFreece • ENG 101 – Rich Bogart • MTH 092 – EmanAboelnaga & Barbara Satterwhite • MTH 100 – Soraida Romero & Carlos Castillo • SOC 101 – AkilKhalfani • AFE 083 – Troy Hamilton • AFM 083 – Violeta De Pierola & Arturo Vera • ART 100 – Barbara Pogue • BIO 121 – Jill Stein • BUS 101 – Nate Himelstein

5. Assessment is the ongoing process of: • Using the results to understand and improve student learning • The Plan: findings determined by SLOAT members will be shared collegially and used to guide pedagogical and curricular revision to improve student learning in our courses • Current Status: Fall 2010 SLOAT members will share their findings at the ECC Symposium on SLO Assessment to be held on Thursday, February 24th, during College Hour • Save the date! • In the meantime, please ask your SLOAT colleagues about their findings and collegially offer your suggestions for improving the course S Gaulden, Spring Convocation 2011