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STUDENT LEARNING OUTCOMES: Where We Are, Where We’re Going FALL 2009

STUDENT LEARNING OUTCOMES: Where We Are, Where We’re Going FALL 2009. Devon Atchison, SLO Coordinator Tuesday, August 18 th , 9-10 am Griffin Gate **DON’T FORGET TO SIGN IN ON THE SIGN-IN SHEET IN THE BACK!!**. STUDENT LEARNING OUTCOMES: Where We Are. New Department SLO Spreadsheets

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STUDENT LEARNING OUTCOMES: Where We Are, Where We’re Going FALL 2009

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  1. STUDENT LEARNING OUTCOMES: Where We Are, Where We’re Going FALL 2009 Devon Atchison, SLO Coordinator Tuesday, August 18th, 9-10 am Griffin Gate **DON’T FORGET TO SIGN IN ON THE SIGN-IN SHEET IN THE BACK!!**

  2. STUDENT LEARNING OUTCOMES: Where We Are • New Department SLO Spreadsheets • Any Questions on the new Department SLO Spreadsheets (at www.grossmont.edu/devonatchison)?

  3. STUDENT LEARNING OUTCOMES: Where We Are • Make sure SLOs show up in Course Syllabi • FALL 2009 (First 8 weeks) HISTORY 108, EARLY AMERICAN HISTORY • MW 3:50-6:50 in Room 53-551B • Dr. Devon Atchison January 26-March 18 • E-mail: Devon.Atchison@gcccd.edu, Phone: (619) 644-7477, Office: Building 54, Room 508A • BlackBoard: http://gcccd.blackboard.com/webapps/login/ (see PAGE 9 for instructions) • Office Hours: TTh 12-1:30 or by appointment • Student Learning Outcomes: This course is both a lecture course and a discussion section. While I will lecture for some period of time at almost every meeting, each student will be responsible for participating in the accompanying discussion section. Our major goals for the semester are not only to become familiar with the American story and the many facets and quirks of American history, but also to utilize a variety of primary sources in interpreting and analyzing the American story, and to learn to think critically about the analyses and interpretations of other historians (secondary sources). • In particular, each student will be able to do the following upon completion of this course: • Analyze and synthesize Modern Americanhistorical sources to formulate a historical thesis. • Explain relationships between the causes of historical events in Modern America and their effects. • Apply the lessons of historical events in Modern Americato the present. • Describe historical actors and events in Modern Americaand explain their significance in historical and historiographical context.

  4. STUDENT LEARNING OUTCOMES: Where We Are • Have an Assessment Analysis Meeting with your Department members to analyze your Spring 2009 data • Have Department SLO Coordinator compile data on Assessment Results • Schedule a meeting to take place (During Flex Week?) where instructors can come together and analyze results • Fill out Assessment Analysis Report (template in Forms Depot) after analysis meeting • HOMEWORK: Assessment Analysis Report(s) must be turned in to Devon by OCTOBER 2ND via email

  5. STUDENT LEARNING OUTCOMES: Where We Are • DURING THE ASSESSMENT ANALYSIS MEETING: • Instructors should discuss and analyze what the data revealed about your students’ achievement of the outcome(s) you assessed. Questions to discuss: • Did students perform as well as we hoped? Why or why not? What can we do to help students better achieve this SLO? • Does our assessment study need to be changed in any way? Our rubric? If so, how? • Does our SLO need to be modified in any way (i.e. does our SLO say what we’re really interested in assessing?) • What do we recommend for the next time this assessment is conducted and when will we conduct this again? The Department SLO Coordinator will fill out the Assessment Analysis Reportand submit to Devon.

  6. ASSESSMENT ANALYSIS REPORT Date: _________________ Department: _________________ Name of Reporter: _________________ Assessment Write-Up for: _______________________ (ex: HIST 108) Semester Assessment was conducted: ________________________ (ex: Fall 2009) What SLO(s) did you Assess (include theCourse SLO that you assessed and also the Benchmark you set for the expected % of Student Success) : List of Instructors Involved:

  7. STUDENT LEARNING OUTCOMES: Where We Are • Conduct at least one new ASSESSMENT STUDY! • Select Course(s) AND Course SLO(s) to be studied • Design Assessment Study and do ASSESSMENT STUDY PLAN (template in Forms Depot) • HOMEWORK: Assessment Study Plan(s) must be turned in to Devon by SEPTEMBER 18TH via email • Draft shared rubric (if necessary) • Conduct study during Weeks 10 and 16 • Have department SLO Coordinator collect data from instructors • Plan meeting to discuss/analyze results over the break or during Spring 2010 Flex Week

  8. ASSESSMENT STUDY PLAN Date: _________________ Department: _________________ Name of Reporter: _________________ Course being Studied: __________________________________________________________________ (ex: HIST 108) SLO(s) being Studied: _____________________________________________________________________ _____________________________________________________________________ (ex: Our students will be able to analyze and synthesize American historical sources to formulate a historical thesis.) What percentage of Student Success (what BENCHMARK) do you expect?:_______________________ (ex: 75% of our students in History 108 will be able to meet our SLO) Semester Assessment will be conducted: ___________________________________________________ (ex: Fall 2009) Date Assessment will be analyzed (expected/estimated): ______________________________________ (ex: January 2010, Flex Week, two 4-hour sessions)

  9. STUDENT LEARNING OUTCOMES: Where We Are • Fill out your Six-Year Plan! • Go to your SLO Department Spreadsheet and click on the Tab titled “6-Year Plan” • Decide as a Department when each SLO for each Course will be assessed over the next six years • Remember that each SLO for each Course must be assessed at least ONCE during the next six years, but can be assessed more than once if your department wishes to do so! • HOMEWORK: Six-Year Plans must be turned in to Devon by OCTOBER 2ND via email

  10. What’s Coming Down the Pipeline for SLOs?? • Continuation of Course SLO Assessments:(per the Six-Year Plans, we will assess all SLOs for all Courses at least once in the next 6 years) • Use of Course SLO Assessment data for continuous improvement: Departments will use data to improve Course SLOs, influence pedagogy, etc. • Program SLOs: each Academic Program will write/edit Program SLOs • The Program Review review-committee is integrating Program SLO Assessment into Program Review • Mapping:Each Program and Course SLO should be mapped to the Institutional SLOs

  11. ANY OTHER QUESTIONS??? • Please ask any questions you might have about anything that’s going on with SLOs! • If you find yourself with questions during Flex Week or the Semester, contact the SLO Rapid Response Team: Devon Atchison, Linda Daley, Chris Hill, Tina Pitt, Patty Sparks • Where should I look for templates and information on what my department has already done (and this PowerPoint)? • www.grossmont.edu/devonatchison • Who do I call if I have a problem and need assistance? • Extension 7104

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