1 / 47

Using SLO Evidence in Planning and Resource Allocation

Using SLO Evidence in Planning and Resource Allocation. Accreditation Institute – March, 2011 Marie Boyd – Chaffey College Roberta Eisel – Citrus College Fred Hochstaedter – Monterey Peninsula College Deb Parziale – Ohlone College. Common Ground Rules.

zahina
Download Presentation

Using SLO Evidence in Planning and Resource Allocation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using SLO Evidence in Planning and Resource Allocation Accreditation Institute – March, 2011 Marie Boyd – Chaffey College Roberta Eisel – Citrus College Fred Hochstaedter – Monterey Peninsula College Deb Parziale – Ohlone College

  2. Common Ground Rules • All roads lead through Program Review • Senate Resolutions • There are different forms of “evidence” – none more important than the other • Quantitative versus Qualitative – it is not always all about “numbers” • None of this should be about accreditation, but should have EVERYTHING to do with student success • We are already doing much of what is being requested – we just need to document a little more efficiently/effectively

  3. Program Review is the pathway. • Comprehensive Program Review: College-wide • Address learning outcomes or support of student learning -- Academic Programs -- Student Services -- Instructional Support -- Institutional Support • Annual Program Review or Annual Action Plan • Comprehensive Assessment Report

  4. Faculty determine evidence.Quantitative data are informative. Biology 145: Environmental Science has been assessed for the last three years. Assessment is administered with a multiple-choice quiz at the beginning of semester and same quiz at the end of the semester.   The assessment showed gains in student understanding of the topic. • From annual program review slo reflection

  5. Qualitative evidence is helpful. Biology 109: In response to their thoughts toward science, students remarked: “Science has never been my biggest strength but I’ve felt so strong in this class.” “After taking this class, I realized science is very interesting.  I never knew I could have science as part of my profession.” -- From annual program review slo reflection

  6. Assessment data are put to use. “… used by faculty, deans, and administration as a primary rationale for budget, staff, equipment, facilities and other planning decisions.” “… to prioritize requests and make decisions.” Comprehensive Assessment Report Faculty Needs Assessment Committee Curriculum Committee Educational Programs Committee Faculty Learning Institute Financial Resources Committee Physical Resources Committee Steering Committee

  7. Data are incorporated into program review. “... throughout the institution to … ensure students the opportunity to achieve outcomes in areas of institutional core competencies. “ Program Review at Citrus College web page Program review processes are in place and implemented regularly. Dialogue about the results of all program reviews is evident throughout the institution as part of discussion of institutional effectiveness. Results of program review are clearly and consistently linked to institutional planning processes and resource allocation processes. The institution reviews and refines its program review processes to improve institutional effectiveness. The results of program review are used to continually refine and improve program practices resulting in appropriate improvements in student achievement and learning.

  8. Data are foundational to resource requests (faculty, technology, facilities). SLO ASSESSMENT RESULTS: “Upon reflection with program colleagues, please describe results or faculty recommendations for changes and/or continuations relevant at both the course and program level.” * Annual program review template Budget request process From annual program review

  9. Assessment data drive institutional planning and resource allocation. Regarding discretionary funds in the unrestricted general fund … “allocate resources linked to program review and strategic planning. The resource allocation processes follow the college’s institutional goals and will be budgeted as established in the integrated planning manual*.” From budget assumptions * Integrated planning manual draft Impact • Program Review Recommendation from Comprehensive Program Review

  10. Resource requests flow from assessment to program review to resource allocation process. Integrated Planning key. SLO (all areas) Assessment Program Review Program Review (annual and comprehensive) Resource Allocation Plan Implementation Assessment of Institutional Plans Program Improvement

  11. Monterey Peninsula College Planning and Resource Allocation Process • 1. Planning • 3-year Institutional • Annual Area • 2. Program Review • 6-year Cycle • Annual Report with Action Plans • 5. Evaluation • Institutional • Area • 3. Institutional Review • Administration • Faculty-led advisory groups • 4. Resource Allocation • Infrastructure • Equipment • Personnel

  12. Monterey Peninsula College Planning and Resource Allocation Process SLOs live here • 1. Planning • 3-year Institutional • Annual Area • 2. Program Review • 6-year Cycle • Annual Report with Action Plans • 5. Evaluation • Institutional • Area • Data driven • Dialog • 3. Institutional Review • Administration • Faculty-led advisory groups • 4. Resource Allocation • Infrastructure • Equipment • Personnel

  13. Code word for SLO Instructor Reflections on Student Learning • 2. Program Review • 6-year Cycle • Annual Report with Action Plans Program Reflections on Student Learning • These Forms/Processes are the Heart of MPC’s SLO Efforts. • They are designed to prompt • Dialog • Collaboration • Improvement Efforts • Action Plan Rationale

  14. 2. Program Reflections on Student Learning 3. Action Plans 1. Instructor Reflections on Student Learning

  15. Instructor Reflections … …leads to…

  16. Program Reflections … …Two hours during each flex day… …leads to…

  17. …Annual Report / Action Plans PRSL = SLO

  18. 2. Program Review • 6-year Cycle • Annual Report with Action Plans

  19. From the Student Learning Section…

  20. And then…

  21. And then…

  22. And finally… SLOs are fully integrated into the 6-year program review guidelines

  23. At MPC, Student Learning Outcomes are • The heart of dialog during flex activities • Cited as rational for action plans • Well integrated into the Program Review Process • Viewed as the basis for dialog • Visited at least once per semester • Informing the resource allocation process

  24. Ohlone CollegeUsing SLO Evidence in Planning and Resource Allocation Deb Parziale, M.S., Program Review, Student Learning Outcomes & Assessment, and Professional Development Coordinator

  25. Where is Ohlone’s SLO Evidence? • Course Level – CurricUNET Course Module • Official Course Outline • Contains Course SLOs • Includes an integrated Course Outline: SLOs matched with content, assignments, evaluation/assessment • Plan to add an SLO assessment page to document assessment results and improvements. • Six year Course Review Cycle • Course Syllabi contain SLOs

  26. Where is Ohlone’s SLO Evidence? • General Education– CurricUNET Course Module • Course SLOs, content, assignments, and evaluation/assessment align with GE outcomes. Rationale statement required. • GE Committee reviews each GE course & rationale statement. Makes recommendation to Curriculum Committee for approval or not. • Six year GE Review Cycle (with course review). • College Catalog

  27. Where is Ohlone’s SLO Evidence? • Program Level – CurricUNET Program Review • Program Student Learning Outcomes • Broad measurable statements of the knowledge, skills, abilities, and attitudes a student will have learned upon completion of a cluster of courses - the program. • Program Student Achievement Outcomes • Consist of a series of measures including course completion, course retention, persistence, program completion, degree and certificates awarded, graduates' transfer rates, & other. • Data generated by the Ohlone College Research Office. • SLO Matrix

  28. Integration of SLOs with Planning & Resource Allocation • President’s Task Force formed Fall 2008 - Developed plans to link program review directly with Institutional Planning and Resource Allocation • CurricUNET Program Review Task Force formed - Developed and piloted the CurricUNET Program Review Module • Programs and Services defined by Activity Center Codes (same as TOP Codes)

  29. CurricUNET Program Review • Program Description and Scope • College Mission: • How program supports: • College mission, vision, & values • College goals & objectives

  30. PSLO & Assessment • Broad measurable statements of the knowledge, skills, abilities, and attitudes a student will have learned upon completion of a cluster of courses - the program. • Assessment includes a summary of assessment results from course SLOs.

  31. SLO Matrix • Alignment between courses & programs • Focuses on program coherence • Maps course SLOs, content, assignments, and evaluation to program SLOs

  32. SLO Matrix Assessment • Analyze the matrix. Sample questions to consider: • Are all program SLOs addressed within the courses? Are course and program SLOs correlated? • Do some courses not address any of the PSLOS? If not, assess why. • Does the program progress from simple to more complex? • Are some courses out-of-date and thus not taught anymore? • Are there any stand alone courses? How do they impact the program? • Include results of this analysis in the SLO & Assessment page.

  33. Student Achievement Example Outcomes • Number of students who obtain a Certificate of Completion in Photography. • Percentage of students who enter the program will meet all requirements for the transfer Associate Degree in Art. • Number of students in an occupational program who secure an internship/job.

  34. Student Achievement Assessment • Analyze trends in student achievement over time. • Assess how these trends relate to college goals and objectives. • Analyze programs use of resources: budget, staff, equipment, technology, facility, other. Comment on how the program can best use these resources to promote student learning. • Consider improvements that could be made to promote student learning/success.

  35. Program Analysis Analyze and summarize results of the SLO and student achievement assessments. • Describe program achievements and successes. Celebrate!! • Describe and prioritize areas for improvement. This information is used to develop Program Improvement Objectives (PIOs).

  36. Program Improvement Objectives (PIOs) Focus on Student Success! • PIO: What, Why, Measurable • Action Plan: How • Resources Needed • Staffing • Equipment • Technology • Facilities • Other • Assessment Plan for PIO • Justification: Relation to College goal(s) & objective(s), impact beyond department, contribution to student success/learning.

  37. PIO Statement Example • Physics: Stimulate and expand students’ scientific insight and imagination by enhancing individual exposure to physical phenomena, process and experiments. • Includes Action Plan, Resource Requests, Assessment Plan and Rationale for request also included

  38. PIO Assessment • Analysis of PIO assessment results and use of resources • How was student learning or success improved • Current status of PIO

  39. PIO Reporting Tool • Compiles all PIOs into a searchable data base. • This information is exported into an Excel spread sheet and is used in the PIO prioritization process. • All PIOs are included on master list and PIOs can be separated out by program. • Allows the College to collate, analyze and utilize the PIOs in a variety of ways.

  40. Use Of PIOs • PIOs reviewed by the College Council to identify any college-wide planning implications with regard to priorities in the existing College goals and objectives or the need to dialogue about new goals and objectives. • PIOs reviewed to inform annual budget allocation decisions.

  41. PIOs – Inform Annual Budget Allocation Decisions • Deans and directors use the PIOs as the basis of their dialogue with the Vice President of Administrative Services and the Dean of Financial Services when they meet to plan program/department level budgets. • Various groups use the PIOs as a guide for the expenditure of existing resources and for grant development. • A budget analysis team, with representatives from Human Resources, Information Technology, Campus Facilities, Business Services, and College Council, examines PIOs that have budget implications. Using the rubric developed for resource allocation prioritization in the annual planning cycle, this group identifies the top priorities for possible budget allocation and reports their recommendations to the College Council for consideration and approval.

  42. Use Of PIOs • Reviewed by a Task Force of the College Council to identify any college-wide planning implications with regard to priorities in the existing College goals and objectives or the need to dialogue about new goals and objectives. • Reviewed to inform annual budget allocation decisions.

  43. PIO Resource Allocation Process • Ongoing Annual Program Review time line aligned with college budget process • PIOs written, updated, assessed annually • Prioritized by Program faculty Deans AVPs/VPs PIO Committee Resource Allocation, Facilities, Technology Committees and Faculty Senate Budget Committee College President/Board • PIO Prioritization Rubric

  44. Annual Process • Beginning with the 2011-12 academic year: • Program SLOs and Student Achievements will be assessed annually • Following the program’s assessment plan • PIOs will be assessed annually • On a time schedule that lines up with the college budget planning schedule • PIOs can be deleted, revised, or added as needed maintaining the key focus of promoting student success

  45. “Though accountability matters, learning still matters most.” Tom Angelo (1999), former Director, American Association for Higher Education Assessment Forum.

More Related