STAFF DEVELOPMENT WORKSHOP Writing Student Learning Outcomes for Courses Thursday, April 29, 2004 from 2:00 p.m.

1. STAFF DEVELOPMENT WORKSHOP� Writing Student Learning Outcomes for Courses�  Thursday, April 29, 2004 from 2:00 p.m.�4:00 p.m.

3. The Faculty Senate Student Learning Outcomes Committee

4. SLO Committee Statement of Purpose: 

6. ACCJC Expectations by Fall, 2004: Begin identifying SLO�s, defining meaningful measures of accomplishment, measuring and evaluating the results. Some data on student achievement of SLO�s will be available. Plan in place to extend accomplishments in using SLO�s to all courses, programs, and degrees. Evidence of broad institutional dialogue about and engagement with SLO�s. Evidence of re-orientation of other college processes to support student learning, such as planning processes, resource allocation processes, decision-making processes.

12. Student learning outcomes: �Knowledge, skills, abilities, and attitudes��

14. Student Learning Outcomes: ��that a student has attained��

15. Student Learning Outcomes: ��at the end (or as a result) of his or her engagement in a particular set of collegiate experiences.�

17. ACCJC Standard IIA3 Student Learning Outcomes for General Education

18. Course Objectives vs. Course SLO�s

19. Components of a Written Course SLO

20. SLO Components: Context

21. SLO Components: Action Verbs for Knowledge Outcomes

22. SLO Components: Domains for Skill (Performance) Outcomes

23. SLO Components: Action Verbs for Affective Outcomes

25. SLO Components: Specific Topic or Unit of Content

26. SLO Components: Standard of Success

29. Sample Workshop SLO�s: �How to Write Student Learning Outcomes for Courses�

30. SLO Workshop Objectives and Intended Learning Outcomes:

31. At the conclusion�con�t 2. Compare and Contrast Course Objectives with Student Learning Outcomes Distinguish course objectives from student learning outcomes. Demonstrate the relationship between SLO�s and course objectives by generating specific student learning outcomes from a given course objective.

32. At the conclusion�con�t 3. Analyze the Structure of a Written Student Learning Outcome Distinguish the components of and SLO by defining the distinct function of each component: condition, action verb, learning goal, success standard, and assessment method. Recognize and Name the Components of an Identified Student Learning Outcome.

33. At the conclusion�con�t 4. Evaluate Written Student Learning Outcomes Describe characteristics of well-written SLO�s by enumerating criteria for evaluation: based on course objectives from approved course outline; complete�contain all components; clear in meaning; reviewed and approved by Department and Advisory Committee. Correctly evaluate given examples of SLO�s by applying SLO evaluation criteria Recognize common errors to avoid in writing SLO�s by identifying deficiencies in given examples of SLO�s.

34. At the conclusion�con�t 5. Write Original and Complete Student Learning Outcomes Identify at least two learning goals that are specific, measurable, and relevant for a given course objective from the approved course outline. Edit identified learning goals so that each includes an relevant active verb. Select and include language appropriate to the discipline that is descriptive of successful achievement for each identified learning goal. Indicate for each learning goal a method for assessing student achievement that is used in all sections of the course as a basis for credit. Methods of Assessment: 1. Oral Quiz 2. Group Discussion 3. Small Group Exercise