SLO’s at CRC
An overview and handbook
A CASSL Publication
M. Buechner
January 2006
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Table of Contents:
SLO Glossary
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Course SLOs
Writing course SLOs
Assessing course SLOs
Checklist for course SLO development
An example of course SLOs
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Program SLOs
Identifying a program
Defining program roles and elements
Writing the PSLOs
Assessment and response plan
Alignment of PSLOs and activities
An example of PSLOs
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College-wide SLOs
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Campus
Data
Educational
Research
Professional
Development
CASSL: Connecting teaching practitioners to educational research
through professional development
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“SLO GLOSSARY”
Some definitions useful in developing Student Learning
Outcomes at CRC
Student Learning Outcomes (SLOs)
‰ An SLO is a general statement of the measurable skills and abilities a
student will possess upon successfully finishing a course of study. It
includes or refers to a plan to incorporate feedback and “close the loop”
by changing the course of study. Broader in scope than “objectives”,
SLOs focus on the important general abilities a successful student will
take away from the class, program, or college for use in his/her future
life.
.
‰ Course SLO: A general statement of the skills and abilities a student
will possess upon successfully finishing a course.
o Examples
ƒ Non-majors biology course: When given data from a scientific
report, for example as reported in a newspaper, the student
will be able to draw reasonable conclusions and apply the
information to personal and community issues.
ƒ Computer applications course: The student will be able to
choose the appropriate software application to use in a variety
of situations and will use that application with precision.
‰ Program SLO: A general statement of the skills and abilities a student
will possess upon successfully finishing a program.
o Examples
ƒ Honors Program: The student will be able to research difficult
issues and questions that arise within the disciplines studied
and arrive at thoughtful conclusions based on that research.
ƒ GE Program: The student will be able to utilize the basic
methods of the discipline studied and apply those tools to
personal and community issues.
ƒ AS in Psychology: The student will be able to analyze patterns
of human behavior, developing thorough and complex
explanations consistent with the major psychological
perspectives.
ƒ Tutoring Program: Students in basic skills classes will find
accessible and prepared tutors through the tutoring program.
‰ College SLO: A general statement of the skills and abilities a student
will possess upon successfully graduating from a college.
o Examples
ƒ Overall college experience: During the process of attending
the college will experience a rich and positive learning
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experience and will become more able to contribute to the well
being of the community.
Cultural competence: A graduate of the college will
demonstrate abilities such as intercultural communication
skills, awareness of cultural diversity, and active avoidance of
cultural bias that enhance success in a society that is diverse
socially and culturally.
Course or program objective
A course objective is a statement of what things a student will be able to do upon
successfully finishing a course or program. More narrowly focused than an SLO,
course objectives are directed toward specific tasks. Course objectives can be
found on our course outlines. They finish the sentence “Upon successful
completion of this course the student will be able to…”
‰ Examples: Biology course: Solve problems in Mendelian genetics using
both Punnett Squares and probability calculations.
‰ Computer applications course: enter data into Excel and produce clear
graphs.
Alignment grid
An alignment grid is a table showing how parts of a course of study fit together
with one another. Such a grid may include course objectives, student learning
outcomes, methods of instruction, methods of evaluation, course themes, etc.
Taxonomies
In the context of SLOs, a taxonomy is a classification of skills and abilities based
on level of achievement. The levels move from very simple processes to very
complex ones.
‰ Cognitive taxonomy: A classification of cognitive skills and abilities
ranging from relatively simple tasks such as recognition to very
complex processes such as critical analysis.
‰ Psychomotor taxonomy: A classification of physical (motor) skills and
abilities ranging from relatively simple imitation to creative mastery of
a physical skill.
‰ Affective taxonomy: A classification of skills and abilities that relate to
values and emotions; levels range from relatively simple recognition of
value to complex processes such as critical evaluation of ethical
situations.
Rubric
A description of the criteria which will be used to grade student work or activities
and the grading scheme based on these criteria.
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‰ Analytical rubric: A rubric specifying many traits which will be
evaluated; the score on each trait will be added to produce the overall
grade for the work or activity
‰ Holistic rubric: A rubric that provides holistic descriptions of the type
of work producing each grade level (A-F)
Evaluation/assessment
For our purposes, we define evaluation as any process that measures student
skills, knowledge, and abilities and informs the grade that the student receives in
the course. The term “assessment” is used in a similar way, but because we list
“methods of evaluation” on our course outlines, we will stick with “evaluation”.
Formative evaluation
Formative evaluation is conducted early in the learning process when mastery of
the skill or concept is not yet expected.
Summative evaluation
Summative evaluation occurs after the learning process is essentially complete
and mastery of the skill or concept is expected.
Norm-referenced evaluation
In norm-referenced evaluation the grade is based on the score distribution within
the group; also called "curved” grading.
Criteria-referenced evaluation
In criteria-referenced evaluation the grade is based on previously criteria
specified and is not affected by the score distribution within the group (i.e. the
grade is not "curved" to the class norm)
Multiple measures
“Multiple measures” is a term used to reflect the use of a variety of methods to
evaluate student work and produce a grade. For example, portfolios,
participation, projects, direct observation of skills performance, etc., may all be
used in addition to more traditional exams and papers.
Validity of evaluation
The validity of evaluation is the extent to which the evaluation actually measures
what it is intended to measure. For example, phrenology was a “science” that
claimed to measure personality and intelligence by examining the shape of the
skull. Clearly, this had low reliability.
Reliability of evaluation
The reliability of evaluation is the extent to which the evaluation would give the
same results if repeated in a similar situation. If you give the same test to a
similar group of students and get approximately the same range of scores then
the test shows reliability.
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Course SLOs
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Definitions and Descriptions:
Course Student Learning Outcome:
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SLOs are statements of principal skills and abilities a student will
possess upon successfully finishing a class.
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SLOs, in the sense currently employed in the curricular context at
CRC, are broader in scope than “objectives”. SLOs describe the major
goals of the course – the things that the instructors feel are the most
important skills that a successful student will take away from the
class for use in his/her future life.
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SLOs focus on what the students can do, that is, how they can apply
the knowledge gained in the course. Hence, SLOs refer to skills and
abilities. The knowledge gained during the course, forms the
underlying basis of these skills and abilities.
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SLOs include information on how the skills/abilities will be assessed
by the professor.
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SLOs include or refer to a plan to incorporate feedback and “close the
loop” by revising the way the class is taught.
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At CRC, we are going to list the course SLOs on our course outlines
and further develop those ideas for our individual classes on our
syllabi. We plan to develop our course SLOs over the next three-year
curriculum cycle.
SLO Assessment (courses):
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When describing SLOs, “assessment” refers to the ways in which
student learning is evaluated. The term “evaluation methods” may
also be used.
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SLO assessment focuses on the application of knowledge through
directly measurable abilities and skills. That is, the emphasis is on
what the student will do in order to demonstrate the knowledge they
have gained.
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SLO assessment typically involves multiple ways of evaluating
student learning: exams, yes, but also many other things - term
papers, problem sets, presentations, performance evaluations,
“practical” exams, lab reports, essays, journals, portfolios, creative
projects, reflective essays, etc.
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SLO assessment can also involve the student feedback techniques
such as short, informal, responses from students that tell the
professor how well, and what, the students are learning in a given
part of the course. For example, the professor may ask the students
to list the “clearest” and “muddiest” points of a given topic that has
just been covered.
•
The types of standardized tests being implemented in the K-12
system (e.g. the graduation exit exams for high school) do not
represent SLO assessment of the type we want to use.
•
At CRC, the general types of assessments that would be used in a
class will be listed on the course outline in the section called “Methods
of Evaluations”. CRC best practices suggest that the details of
assessments (e.g. specific rubrics for grading), which may vary from
professor to professor, be stated on the syllabi for each course
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Writing course SLOs
For each SLO briefly describe a major skill or ability that successful
students will gain from the course. Consider the skills and abilities needed
after the student leaves your course…in the next course in the sequence,
on the job, after transfer, etc. Focus on the big picture for the SLOs. You
will use objectives to describe more specific skills. Each SLO that we add
to our course outline will be inclusive of two or more of the course
objectives (which are already in SOCRATES). You will have only a few SLOs
– probably between two and five.
It is usually very helpful to review the course objectives to see if they can
be grouped cleanly under the draft SLOs. This gives you the opportunity to
see if you accidentally neglected an important SLO when the objectives
were written. Remember that you can include college-level abilities of
three kinds: cognitive (e.g. critical thinking), psychomotor (e.g. proficiency
in performing motor tasks), and affective (e.g. evaluation of ethical
situations and making value judgments).
Be sure the outcome can be clearly linked to methods of instruction. Be
sure that the outcome can be clearly linked to assessments. This is an
opportunity to make more clear to our students and to one another how it
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is that the instruments we use to evaluate learning link to course
objectives.
The number of SLOs and the exact format will vary from discipline to
discipline in ways that reflect the norms of the discipline, the requirements
of relevant organizations (e.g. advisory committees for occupational
disciplines) and the practices of our transfer institutions. This provides
the opportunity to inform external groups (e.g. UC, CSU, accrediting bodies)
of the way in which our SLOs align with their priorities. Most courses will
have only a few SLOs per course, however, some disciplines will have a
great many SLOs because of the requirements of their disciplinary
organizations. The detail included in SLOs will also vary according to
disciplinary standards. Some SLOs will be very “big picture” – e.g.
“students will be able to apply critical thinking techniques to philosophical
problems”. Other SLOs may be somewhat more focused – e.g. “the student
will be able to evaluate medical records in order to assess compliance with
regulations for health care services including Medicare, Medicaid, and
Managed Care.”
Entering SLOs in to SOCRATES.
At CRC course SLOs are entered in the course outline, along with the
related objectives in the section titled “Learning Outcomes and Objectives”.
In the Learning Outcomes and Objectives” section of SOCRATES you will be
given a series of text boxes. You can enter one SLO or one objective in
each text box. The objectives are already in SOCRATES. Number each
SLOs and list the related objectives below each SLO. Begin each SLO
statement with the term “SLO” in all caps; this will allow us to easily
distinguish it from the objectives.
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Note: The curriculum committee does not expect you to revise all of
your course outlines right away. However, any time that you bring a
course revision to the curriculum committee, you will be expected to
enter the SLOs for that course. As we review our course outlines over
the duration of our next 3-year long curriculum review cycle, we
expect SLOs to be entered for all, or nearly all, courses. Of course, if
you want to do it now, we will be glad to help!
Assessing Course SLO’s
Obviously, the summary statement of a student’s achievement of course
outcomes is his/her grade at the end of the course. If assessment is done
well, the overall grade in the course will directly reflect an aggregate
assessment of the student’s global achievement of course SLO’s. However,
a single overall grade doesn’t provide much information about success on
specific, individual course SLOs, and just reporting grades doesn’t give
complete information on SLO achievement. At CRC, we already use a
number of measures that can help us assess student achievement in a
more detailed way. Note that not all assessments need be graded.
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•
Grades on exams that measure a subset of SLOs, particularly if this
includes an analysis of specific exam items that relate to a given
SLOs.
•
Problem-based class projects, especially those that reflect what the
student will need to do on the job or following transfer.
•
Portfolios reflecting skills and knowledge acquisition
•
Direct observation of performance or psychomotor skills (e.g. oral
communication, theater performance, athletics, lab skills, etc.)
•
Ungraded classroom assessments of the type developed by Cross
and Angelo
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Student surveys
•
Guided discussions
Over time, we analyze our students’ success and utilize that information to
modify our teaching methodology. Of course, we may find that what we
are doing is working, and no modification is necessary. However, when the
data indicates the need, we can improve our students’ learning by
modifying:
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Course assignments, readings, or texts
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Rubrics used to grade work
•
Methods used in lecture (e.g. incorporating active learning elements,
case studies, problem-based learning, changing how we use visuals
in the classroom, etc.)
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•
Methods used in lab/activity (e.g. different lab activities, new
equipment, new technology, etc.)
•
Methods used to grade students, for example using a different type
of exam or developing new exam items.
•
Instructions for projects, papers, portfolios, etc.
•
Other aspect of the classroom environment
Currently, we do this individually and generally make any needed
adjustments to our teaching methodology without recording what we’ve
done or sharing our ideas in any structured way with colleagues. There
are a number of ways in which we might record and/or disseminate our
efforts. Since best practices suggest that the assessment information be
on our syllabi, modifications to our syllabi will show the changes in our
classes over time.
Other ways of noting changes and disseminating
good ideas include:
•
In the self-study we complete as part of our evaluation process, we
could reflect on what the data shows as the strengths of our methods
at encouraging student success, on our growth as teachers, and on
the new techniques that we have employed to improve our students’
learning.
•
During department meetings, we can set aside time to share with one
another methods that have helped our students and gather advice on
ways to improve where needed.
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•
Revisions of course outlines will show the evolution of the course
over time. Archived versions of the course outline in SOCRATES or in
department files result in a record of these changes.
•
Workshops offered through the CASSL, and other staff development
activities, could be set up so that we can share the wisdom we have
gained over our semesters of teaching experience.
•
Various sections of courses in some department share common
grading rubrics for some tasks. The professors teaching those
sections could meet to examine student success on these tasks and
brainstorm on what methods could improve class outcomes.
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Course SLOs, course element alignment, and the course
outline:
The results of SLO assessments are used to improve the way the course is
taught. SLO assessment is used explicitly to improve what we do in the
classroom. The focus is on how the results of the student work tell you
not just what they have learned, but what, if anything, you might do to
improve the learning process. You, no doubt, already do this in your
classes. A simple example: if you go over the results of a homework
assignment and see that the students missed a major point, you might
revise the associated lecture in the future to emphasize that point. In SLOspeak you have “closed the loop”. The use of SLOs focuses our attention
on this process and gives us a chance to express our thoughtful use of
assessment on our course outlines. Of course, the changes that you
design to improve your courses may result in revisions of the course
outline. At CRC, our course outlines will contain statements that show that
we are going to use our review of assessment to (if needed) improve our
teaching. The information is gathered and evaluated by you in your
classroom. You design your own course improvements
Course element alignment:
Since we write our SLOs to describe the most important abilities and
skills that our students gain in our courses, we design our teaching
methods and assessments to clearly match up with the SLOs. You are
not “teaching to the SLOs” but rather writing the SLO to reflect what you
think is most important to teach.. One way to show course alignment is
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to make a grid that lines up each SLO with the methods used to teach
the skill and the assessments used to evaluate learning. You may want
to do this on your syllabus since it helps provide clear expectations to
the students. At CRC, we demonstrate course element alignment on our
course outlines. We ask that the way you write your course outline
makes it clear how the methods of instruction and methods of
evaluation connect with the SLOs. The following pages provide
instructions about how to do this.
Assessment is reflected most clearly in two sections of the course outline:
Evaluation Methods and Independent Assignments
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When writing these sections of the course outline indicate what
general types of assessments will be used to evaluate student work.
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Be sure to list whatever variety of measures may be used in the
course (various types of exams, homework, papers, lab work,
presentations, portfolios, creative projects, problem sets, etc.).
Remember that this is a list of possible assessments; all instructors
do not need to use all assessments from the list. However, good
practices suggest that use of multiple measures of assessment will
be the best strategy for most courses.
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“Independent Assignments” means work done outside of class time –
homework, including reading/studying. The assumption is that 2
hours of outside work is required for each hour in lecture during the
week. Here, we have the opportunity to suggest ways in which we can
provide our students with the expected work outside of class.
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The connection of the assessment to the SLOs should be obvious.
This is more than just a list of types of assessment. Assessments
should directly link to the course content and SLOs. For example,
saying “Students will write essays comparing and contrasting the
basic components of the major psychological perspectives” is much
better than saying “Assigned essays”.
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Include a statement that makes it clear that you plan to “close the
loop” by revising your teaching based on the results of the
assessments. For example, if you note in your review of the
assessments that the students are not “getting it” in a certain area,
you might want to revise the work associated with that area to put
more emphasis on the topic.
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Details of assessment (e.g. rubrics for grading, specific assignments,
etc.) do not have to be given on the course outline…these will show
up on the syllabus for each class.
The Methods of Instruction section should also align with the SLOs.
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This section explains what methods will be used to teach the course
and how those methods tie back to the SLOs.
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The connection of the assessment to the SLOs should be obvious.
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Be clear and specific. For example, saying “Guided discussion
emphasizing the analysis of cultural patterns will be used to develop
critical thinking skills” is much better than saying “Discussion”.
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Include a statement that makes it clear that you plan to “close the
loop” by revising your teaching based on the results of the
assessments.
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Details of instructional methodology (topics within lectures,
instructions for group work, etc.) do not have to be given on the
course outline…these will show up on the syllabus for each class.
Note: The curriculum committee does not expect you to revise all of your
course outlines right away. We foresee infusing SLOs into our course
outlines over the duration of our next 3-year curriculum review cycle. Of
course, if you want to do it now, we will be glad to help!
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CHECK LIST FOR COURSE SLO DEVELOPMENT
Writing Outcomes:
‰ Is the focus on the big picture – a fundamental result of the
course?
‰ Do you describe what the student can DO with the knowledge
they have acquired in the class?
‰ Can the outcome be assessed based on work produced by the
student?
‰ Do the SLOs represent skills and abilities that the students need
to carry with them to the next stages of their lives and education?
‰ Is the language clear?
Designing Assessments:
‰ Do the assessments clearly link to the SLOs?
‰ Are multiple measures for assessment listed on the course
outline?
‰ Is it clear that the results of the assessments will be used to
improve the course?
‰ Are your assessment methods stated on the class syllabi?
Aligning course elements:
‰ Do the Methods of Instruction, Methods of Evaluation, and
Independent Assignments sections of the course outline clearly
link to the SLOs?
‰ Is enough information provided in these sections so that it can
guide the teaching of a course or the writing of a syllabus?
‰ Is there enough flexibility for individual professors teaching the
course?
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An example of how SLOs may be infused into the course
outline: Biology 307
“Outcomes and Objectives” Section of the Course Outline:
SLO (1) Articulate the importance of the diversity of organisms to
ecosystem functioning.
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correctly utilize the vocabulary of biology.
identify the characteristics used to classify organisms into major
taxonomic groups.
compare and contrast the roles of fungi, plants, and animals in
communities and ecosystems
SLO (2) Explain the basic mechanisms by which organisms survive and
evolve.
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outline the basic processes and components of prokaryotic and
eukaryotic cells.
compare and contrast the ways in which fungi, plants and animals
solve physiological problems.
describe the processes by which organisms maintain homeostasis.
solve Mendelian genetic problems using Punnett squares,
pedigrees, and/or similar methods.
describe the basic processes of molecular genetics.
explain the process of evolution by natural selection.
SLO (3) Utilize the scientific method and evaluate the scientific validity of
information presented by the media and other sources.
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assess the results of scientific investigation into biological
questions.
design and conduct basic scientific inquiries into biological
questions.
draw reasonable conclusions from biological data
SLO (4) Appraise the importance of biology to personal and community
issues and be able to gather, and think critically about, biological
information relevant to one's life.
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evaluate the implications of genetic biotechnology for modern life.
articulate the value of biological knowledge to human populations
provide examples of the relevance of biology to personal interests
and
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community issues.
Instruction Methods and In-class Assignments:
Laboratory work will develop skills in utilizing the scientific method,
critically evaluating information, and solving biological problems relevant
to personal and community issues. Instructional methods used in labs will
include student-designed scientific inquiries into biological questions;
exercises assessing the ways in which organisms maintain homeostasis,
and problem-based learning exploring genetic, ecological, and evolutionary
principles. Group discussion, both student-led and instructor-guided may
be utilized in lab to assist students in learning to explain biological
information clearly and articulate the importance of biological processes to
community and personal issues.
Lectures will (1) guide students through a comparative analysis of the
functioning of organisms from the cellular to the ecosystem levels (2)
demonstrate approaches to solving biological problems relevant to society
such as genetic and ecological issues, and (3) assist students in developing
the technical vocabulary used in biology. Lecture methods of instruction
may include traditional lecture, guided discussion, and group activities.
Instruction methods are further detailed on course syllabi. They revised on
an ongoing basis as the result of information provided by student
feedback and the results of assessments of student learning. For example,
review of exams/assignments will be used to discover those areas in which
student learning is weakest and the class work associated with those areas
will be revised with the goal of increasing student success.
Typical Evaluation and Assessment Methods:
Formative assessment may be provided by direct observation of students
during laboratory work, class discussion, and by peer-assisted learning
problem solving (e.g. "group quizzes"). Some of this assessment may not
be graded. Additional information may be provided by "classroom
assessment" techniques such as those described by Cross and Angelo.
Summative assessment methods may include exams, reports, projects,
and/or presentations. Objective examinations will emphasize biological
vocabulary mastery, problem solving, classification of organisms, and
identification of structures. Essay exams will emphasize correct use of
biological terms, explanation of patterns and processes, problem solving,
and evaluation of information. Written reports, creative projects, and/or
presentations will emphasize critical thinking, use of the scientific inquiry
process, the importance of biodiversity, and the application of biology to
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the “real life” of the students.
Details of assessment methods and rubrics are elucidated in the course
syllabi. Methods of evaluation/assessment as described in course syllabi
will be revised each semester based on analysis of student assessments
from the previous semester. For example, assignments may be revised to
provide additional practice in skills in which the students have been less
successful.
Independent assignments:
Independent assignments will include practice in extracting and assessing
information from the textbook and other resource materials, problemsolving exercises, and written work that demonstrates the ability to clearly
explain the scientific method and biological concepts. These assignments
may include, but are not limited to reading assignments, problem-solving
assignments, practice tests, reports detailing the results of studentdesigned inquiry projects, papers analyzing current biological issues
affecting society, and production of creative projects linking the students
interests to biological topics. Some of these assignments may be produced
by groups of students.
Excerpt from course syllabus:
The information below describes what you will be able to do if you complete this class successfully. It also tells you
how your professor will assess whether you can do these things. The successful student will be able to:
(1) Articulate the importance of the diversity of organisms to ecosystem functioning. (Assessed
mainly by lab exercises and exams/quiz questions)
o correctly utilize the vocabulary of biology. (quiz questions will ask for definitions)
o identify the characteristics used to classify organisms into major taxonomic groups. (lab exercises
will ask you to do this)
o compare and contrast the roles of fungi, plants, and animals in communities and ecosystems (exam and
quiz questions will test you knowledge of community and ecosystem ecology).
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(2) Explain the basic mechanisms by which organisms survive, reproduce and evolve. (Assessed
mainly by lab exercises and exams/quiz questions)
o outline the basic processes and components of prokaryotic and eukaryotic cells. (exam questions
will cover this)
o describe the processes by which organisms maintain homeostasis, and compare and contrast the
ways in which fungi, plants and animals solve physiological problems. (lab exercises and/or exam
questions will ask you to do this)
o solve Mendelian genetic problems using Punnett squares, pedigrees, and/or similar methods.
(these problems will be on exams and/or quizzes)
o describe the basic processes of molecular genetics (exam and quiz questions will cover this
material)
o explain the process of evolution by natural selection. (exam and quiz questions will cover this
material)
(3) Utilize the scientific method and evaluate the scientific validity of information presented by the
media and other sources. (Assessed mainly by the inquiry projects)
o assess the results of scientific investigation into biological questions. (exams may ask you to
evaluate data)
o design and conduct basic scientific inquiries into biological questions. (your inquiry projects will
ask you to do this)
o draw reasonable conclusions from biological data (your inquiry projects will ask you to do this)
(4) Appraise the importance of biology to personal and community issues and be able to gather,
and think critically about, biological information relevant to one's life. (Assessed by the semester
creative project and class discussions)
o evaluate the implications of genetic biotechnology for modern life. (exam and/or quiz questions
will cover this material)
o articulate the value of biological knowledge to human populations (your responses during class
discussion will reflect this ability)
o provide examples of the relevance of biology to personal interests and community issues. (your
creative project asks you do develop an example of biology relevant to your personal life or
community)
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Program Student Learning Outcomes
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Introduction:
This model of Program Student Learning Outcomes is based on the
following definition: “A collegiate program is a group of related courses or
other activities that align with a cohesive set of student learning
outcomes”. The process of defining programs and developing the aligned
student learning outcomes includes developing statements of the roles of
the program and the common content themes, general skills, and typical
assessment tasks occurring in program activities. These ideas inform the
development of the overall program student learning outcomes,
assessment measures, response plan, and course/activity alignment grids.
Student learning outcomes as used in this model are broad statements of
the most important skills and abilities that students will take with them
from our programs. The student learning outcomes are broad, however
they are linked to more specific measurable objectives.
These materials are meant as a starting point for the development of SLOs.
This chapter represents our current understanding of a developing
process, and as such is always to be considered in “draft” mode.
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Identifying a “program”
Historically, we have identified programs either by looking at a list of
degrees and certificates or by grouping related academic disciplines. We
are moving to a more functional identification of programs of study that
result in specific student outcomes. A “program” is a set of courses or
other activities that can be aligned with a cohesive set of goals and
outcomes for students.
Clearly, obtaining a degree or certificate is a type of student outcome, and
so we will retain many of our traditionally identified programs. However,
“programs” that consisted of groups of more-or-less related departments
may want to revisit how the program is defined. Is there a cohesive set of
outcomes that works for the entire group of departments? If not, perhaps
some rethinking is needed. This is not to suggest that related
departments can’t link up as one program, just that we need to think about
the outcome set when making this decision.
In addition, there may be coherent programs that do not lead directly to
degrees or certificates. Some of these will be identified departments at the
College. For example, there is no current CRC degree or certificate in
“History”. Nonetheless, there is a group of courses that could clearly align
with a set of student learning outcomes. In another example, “Counseling”
is clearly a program with respect to being able to identify student
outcomes, but is not associated with any particular degree or certificate.
25
Defining a program functionally.
Begin by thinking about this question: What are the roles of your program
in the broader context of the college? Here, “roles” is defined broadly as
the functions of the program with respect to the students and the college.
With respect to the students the question is “why do students participate
in your program?”. Why do they take your classes? Why do they
participate in other activities in the program? For example, students take
courses in Biology for three major reasons: to transfer to a four-year
school in a biology-related major, to work toward more immediate
employment in health care (e.g. as LVNs), or to fulfill GE requirements.
With respect to the college the question is “how does your program align
with the overall goals and outcomes of the college?” CRC is currently
developing a statement of college-wide student learning outcomes. Each
program on campus supports some aspect of those outcomes. For
example, one of the college-wide SLOs is the expectation that students will
become self-reliant learners, another reflects the college’s goal that
students become informed citizens of a diverse society and yet another is
related to the development of critical thinking and competencies. Look at a
draft of the college-wide SLOs when defining the roles of your
program…no doubt you fit into one or more of them.
26
Defining a programs common elements:
When preparing to write program SLOs, it is useful to consider the
elements that are shared across many of the courses/activities within the
program.
•
Common content themes: Many of the courses or activities within
a program will reflect the same broad content themes or ideas.
For example, many Biology classes may include content related to
the functioning of cells, many Art courses may include content
related to the importance of color and line, many Library activities
may include content related to use of online information sources,
etc. These common themes suggest areas that are of broad and
significant importance for student learning.
•
General skills: Many of the courses or activities within a program
may share an emphasis on the development of related skills,
perhaps at increasingly sophisticated levels. These common skill
sets suggest areas that are of broad and significant importance
for student learning.
•
Typical assessment tasks: It is useful to compare and contrast the
typical assessment tasks within the program. In some cases, it
may be important that similar tasks and scoring rubrics are used
in sequential courses. In other cases, it may be important that
27
different activities or courses develop the students’ ability to
respond to multiple assessment measures.
Defining the overall expectations of the program
Before developing specific SLOs for the program, it is helpful to ask what
the 3-5 overreaching expectations are for the program and it’s students.
What are your goals for your students? What do you expect them to
experience as part of your program? Another way to think about this is to
ask what the major goals of the program are if is working in an ideal
fashion. What are your hopes for your students?
When writing the outcomes, remember that you may want to think about
the expectations of the broader world “out there”. What do the “receivers”
of our student expect? If the students are leaving here for immediate
employment, what skills are they expected to arrive with on the first day of
the job? If students are transferring from here to a four-year school, what
skills will they need in their classes after transfer. Some external
institutions (e.g. IMPAC, transfer schools, accrediting agencies, advisory
groups, etc.) may provide direct information on the skills and/or
knowledge expected from our students. These should definitely be
considered when writing program SLOs. For example, if many of the
students in a CRC program transfer to CSUS, the CRC program SLOs should
28
make it clear that our transfer students are prepared to succeed at CSUS.
This is a chance to strengthen our relations with transfer institutions and
employers.
Writing the outcomes
This is the nuts and bolts of the process. Look at everything stated to this
point and write about 4-8 significant student learning outcomes for the
program. SLOs answer the question “what will they be able to do out there
based on what they have learned here?” Broader in scope than “objectives”,
SLOs describe the major outcomes – things that a successful student will
take away from the class for use in his/her future life. Objectives can be
listed under each outcome to provide details.
For each SLO:
•
In a sentence, describe a major application of knowledge that
successful students will gain from the program.
•
Consider the skills and abilities needed after the student leaves
your program… on the job, after transfer, etc.
•
Focus on the big picture for the SLOS. You can use objectives to
describe more specific skills.
•
Remember that you can include three kinds of abilities: cognitive
(critical thinking), psychomotor (proficiently conducting specific
29
motor tasks), and affective (evaluating ethical situations and
making value judgments).
30
Assessment and Response Plan
SLOs include information on how the skills/abilities will be assessed by
the faculty in the program. You may want to list the assessment methods
and response plan for each SLO individually, or you may be able to list a
set of assessment measures and response steps that apply broadly to all
of the SLOs in your program. You should consider using the “usual” types
of assessments that occur in your courses or activities (e.g. exams,
projects, papers, portfolios, performances, etc.). These can be graded or
non-graded. Also consider adding some assessments beyond what you
usually do…perhaps a survey of students, a capstone project, or a study of
how your students do after transfer or on the job. Think both inside and
outside of the “box”. Be sure that the assessment methods are practical,
that they measure what you intend them to measure (assessment validity),
and that they would give the same results if administered to two similar
groups (assessment reliability).
Our Program SLOs also include or refer to a plan to respond to that
assessment and “close the loop” by revising the way the program
functions. What will you do with the information that you gather
concerning student learning? How will you make meaningful changes if
you find that students are not achieving a desired outcome? Consider
using the information to inform your: program review, curriculum
31
development, revision of course outlines , training and mentoring of new
staff, professional development activities, and self-studies.
Program SLOs are achieved through the aggregate experience of students
in the activities of the program. As part of our college research efforts, we
collect information about how students progress through a program and
how many students complete programs. However, program completion
rates do not provide detailed information on individual program SLOs.
The program SLOs are supported by work in the individual courses, or
other activities, that make up the program. This means that it should be
clear how the activities within the program link to specific program SLOs.
This can be done, perhaps within the program review, by a narrative
description, and/or by a grid showing the program SLOs on one axis and
the aligned activities on the other. Some departments at CRC are
developing models for doing this. If it is obvious which courses support
specific program outcomes, then the link between course performance and
program outcome will be straightforward. For example, if there is a
program SLO in a PE degree program concerning a psychomotor skill it
should be clear which course(s) develop that skill. If a CIS certificate
program has an SLO concerning knowledge of a specific operating system,
it should be obvious which course(s) tests that knowledge.
For many CRC programs courses are the main activity in which students
participate as part of the program and, thus, an analysis of student
performance in courses will form the major part of assessing students’
achievement of program SLOs. It should be noted that this process isn’t
the same as that used in assessing course outcomes; while the data in
program assessment may be based on performance in courses, the context
of the analysis is the program. In a program assessment, course
32
performance data may be used to ascertain in which courses students
achieve the greatest success, to identify gatekeeper courses, to validate
course requisites and course sequences, to analyze the placement of
disciplinary content into specific courses, or to develop guidelines for
capstone projects or portfolios. For example, in programs that have
sequential courses, comparisons of the progress of students through the
sequence will provide an overall view of where “gatekeeper” courses occur.
A closer analysis can be undertaken, perhaps as part of a program review,
to identify the SLOs that act as “keys” to the gates.
The examination of student performance in courses will not provide full
assessment measures for all SLOs. This likely because (1) Some program
outcomes will be too broad to be measured in one course or activity, but
are supported by a variety of activities and will need to be measured
broadly and (2) Some CRC programs do not have courses as the main
activity within the program. For example, Counseling is clearly a program
which impacts students through activities other than just courses. Again, it
should be clear how the activities of the program support program
outcomes, but measurement will plainly not involve looking at performance
in courses as the major measure of outcome achievement. It may be
necessary to devise new assessments for these SLOs, which could be part
of program review. These might include both direct and indirect measures
such as:
1. Evaluation of capstone project or portfolios
2. Specific assessments built into end-of-program courses
3. Reports from employers
4. Pass rates on licensing or certification exams.
5. Follow up studies of students after transfer
6. Exit surveys or interviews of student near or at completion of
the program
33
7. Analyses of student success based on direct observations of
students by the faculty who teach those courses that occur
near the end of a program.
8. Evaluations of students in internships or work experience
courses related to the program.
9. Interviews or surveys of instructors, program coordinators,
tutors, and others that work with students completing the
program.
Some of this data can be easily gathered, other data cannot. Much of this
is new to our processes. It will take some time to adjust to gathering data
on global/cumulative outcomes that cannot be assessed by an analysis of
student performance in individual courses. Fortunately, not all, perhaps
not many, program SLOs will be of this nature.
Program completion rates are useful measures of student success in some
ways, but are only indirect measures of student success in specific
program SLOs. Such information is more useful if it provides a greater
level of detail than simply an aggregate measure for all students in a
program. Such data can be more useful if information concerning program
completion also provides data on why students do or do not complete the
program, or which groups of students are more/less likely to complete the
program. For example, course success data might provide information on
the “gatekeeper” courses which are the most limiting factor in progress
toward program completion. In another example, we may be able to begin
to understand which students fail to complete programs if we break down
the data by demographic variable (e.g. economic status, ethnic group, etc.).
The program can respond to the data gathered either from examining
student performance in courses or by analyzing more global patterns.
34
Responses to program outcomes assessment can include (but are certainly
not limited to):
•
Professional development
°
Recognizing effective methods of encouraging student
achievement and the disseminating these methods to
departmental staff.
°
Modifying mentoring of new staff and adjunct faculty
°
Implementing new teaching strategies
°
Developing on-campus workshops based on in-house expertise or
visiting experts.
•
Intra-departmental changes:
°
Changing how budget is allocated within the department
°
Improving departmental rubrics, exams, etc.
°
Changing advice given to students with respect to study tips,
transfer plans, career plans, etc.
°
Expanding/decreasing offerings in some parts of the program
°
Changing information communicated to student services (e.g. to
the counseling program)
•
Curriculum actions:
°
Developing new programs or new program options
°
Developing new courses
°
Changing the requisites for courses
°
Modifying program descriptions
°
Developing suggested sequences of courses within programs
°
Moving courses to new formats such as changing lecture/lab
units, moving a course to a distance education format, etc.
°
Revising course outlines (and syllabi) with respect to course
content, topics, methods of instruction, or methods of evaluation.
35
•
Requests for resources
°
Purchasing new equipment or technology
°
Adding faculty or classified staff
°
Increasing tutoring opportunities within the program
°
Updating of facilities or develop new facilities
°
Increasing outreach both externally and within CRC
°
Increasing staff development activities
°
Developing more effective links to services to students, library
activities, matriculation activities, etc.
Reporting on our responses to program SLO assessment will require new
procedures, probably implemented as part of the program review process.
New forms and formats will have to be developed. We have begun this
with the development of the new PrOF (Program Overview and Forecast)
model of program review.
36
Course/activity alignment with program outcomes
Once the SLOs have been written it is time to check and see how your
courses or activities align with them. What courses/activities emphasize
each SLO? One way to do this is to use a grid set up as shown:
SLO
SLO 1
SLO 2
SLO 3
SLO 4
Reflected in:
Course 1
Course 2
Activity 1
You may wish to indicate if the SLO is a major or minor part of each course
or activity. You may also want to indicate in which course or activity the
skill is initially developed and in which it is extended and strengthened.
37
An example: Draft Student Learning Outcomes for
the CRC Biology Program:
Roles of the program:
1. Prepare students in biology-based majors to be successful following
their transfer to university programs.
2. Prepare students in biology-related occupational degrees and
certificates (e.g. Allied Health, Nursing, etc.) for career success.
3. Assist GE students in developing an understanding of the modes of
inquiry and basic content of the discipline.
4. Assist students in developing the ability to utilize the scientific
method of inquiry, to find and comprehend information relating to
biological issues, and to apply that knowledge to their “real lives”.
5. Assist students in moving toward becoming self-reliant learners,
willing to engage intellectual inquiry.
Common content themes:
•
The functioning of cells, including energy metabolism and cell
division.
•
The mechanisms by which organisms (including humans) maintain
homeostasis
•
The biochemistry of proteins and other biological macromolecules
•
Patterns of inheritance and the functioning of genes
•
The unity and diversity of organisms
•
Evolution and the adaptation of organisms to the environment
•
The scientific method
General skills:
•
Use of the scientific method to solve problems
•
Ability to express biological ideas clearly and concisely
38
•
Proficient use of laboratory techniques
•
Efficient problem-solving techniques
•
Analysis and critical thinking skills
•
Apply knowledge of theory to real world situations
•
Gather and evaluate information from multiple sources
Typical assessment tasks:
•
Written expressions including term papers, lab reports, analysis of
data, etc.
•
Use of laboratory equipment and techniques as shown in lab and on
lab practical “exams”
•
Answering exam questions clearly and concisely, demonstrating
critical thinking skills
•
Solving problem sets
•
Developing clear questions and demonstrating critical thinking
during class discussions
•
Creative projects and/or inquiry projects
Overall expectations of the Program. We expect that:
1) Students transferring to four-year colleges in biology-based majors will
have the knowledge and skills needed to succeed in upper division
courses.
2) Students moving toward occupational degrees or certificates in biologyrelated fields will have the skills and knowledge to complete their
training successfully.
3) Biology students in GE classes will develop the skills and knowledge
that allow them to value and utilize scientific reasoning, access
information on biological topics, and apply that information to personal
and community issues.
39
4) Students will experience a rich, encouraging, and challenging learning
environment which enables them to become self-reliant life-long
learners
General Learning Outcomes and Objectives
Students will be able to:
1) Demonstrate understanding of the processes of science, the scientific
method, and the relationship between scientific research and
established knowledge. This includes the ability to:
•
Recognize the way in which research leads to generally accepted
conclusions and the integration of new research data with the
building of a body of scientific knowledge.
•
Recognize that the information presented in science textbooks and
other established “authorities” is the result of research conducted in
the field or the lab and is based on an accumulation of data.
•
Design a scientific inquiry, including use of proper controls and
analyses
•
Demonstrate critical thinking skills shown by the analysis of data
sets, recognition of the implications of perturbations to biological
systems, and synthesis of information to draw conclusions.
2) Express themselves clearly when writing or speaking about biology,
demonstrating knowledge of basic biological terminology and
understanding of major biological concepts. This includes the ability to:
•
Produce laboratory reports which address background information,
procedures, results, and analysis of data developed during a
laboratory exercise or inquiry project
•
Write essays explaining biological processes in clear and concise
terms
40
3) Demonstrate both content knowledge and test taking skills when
completing essay, objective, and multiple choice exams. This includes
the ability to:
•
Analyze the logic of a multiple-choice question and choose the
correct response from among related items.
•
Write clear responses to essay question prompts without including
extraneous information or omitting information necessary to provide
a clear answer
•
Utilize test-taking skills such as critical analysis of information, testtime management and focused writing
•
Demonstrate content knowledge in the broad areas of biology
including cell biology, anatomy, physiology, molecular and
transmission genetics, ecology, evolution. Note: See “content-related
SLOs” for further development of these outcomes
4) Use appropriate laboratory techniques proficiently. Specific techniques
to be mastered will depend on the goal of the student as shown below:
•
Biology majors lab techniques include:
•
Measurement (use of metric measures0
•
Microscopy
•
Pipetting
•
Gel electrophoresis
•
Dissection
•
Basic biochemical techniques such as pH testing, Biuret test,
Benedict’s test, etc.
•
Ability to design a laboratory experiment, including the use of
adequate controls and data analysis
41
•
Additional laboratory techniques relevant to biology majors can be
found in the SLOs for the chemistry and physics courses required
for this major.
•
Pre-nursing majors lab techniques include:
•
Measurement (use of metric measures)
•
Microscopy (including histology)
•
Identification of unknown microorganisms
•
Staining of bacteria
•
Use of equipment used to gather physiological data on humans
•
Additional laboratory techniques relevant to pre-nursing majors
can be found in the SLOs for the chemistry courses required for
this career option.
•
GE biology students lab techniques
•
Microscopy
•
Ability to conduct a simple laboratory experiment, given
procedural information
5) Evaluate biological data, draw reasonable conclusions, recognize the
ethical implications of these conclusions, and apply these conclusions to
personal, community, and scientific problems. This includes the ability
to:
•
Choose what data to collect in order to address a specific hypothesis
•
Collect data and keep organized records
•
Analyze basic graphical and statistical analysis of data
•
Reach and clearly express logical conclusions based on biological
data
•
Relate, in presentations and/or in written reports, how biological
information is relevant to personal and community issues
•
Recognize the ethical implications of biological research and the
responsibility to use knowledge wisely
42
6) Employ information-gathering tools when using the scientific methods
to investigate biological ideas. This includes the ability to:
•
Use the Internet in order to gather scientific information, including
the ability to recognize the relevance and scientific validity (or lack
thereof) of information when found.
•
Use the library in order to gather scientific information, including the
ability to recognize the relevance and scientific validity (or lack
thereof) of information when found.
43
Program Outcomes Summary Grid for General Outcomes
Expectations
We expect that:
5) Students transferring to
four-year colleges in
biology-based majors
will have the knowledge
and skills needed to
succeed in upper
division courses.
6) Students moving toward
occupational degrees or
certificates in biologyrelated fields will have
the skills and knowledge
to complete their
training successfully.
7) Biology students in GE
classes will develop the
skills and knowledge
that allow them to value
and utilize scientific
reasoning, access
information on
biological topics, and
apply that information to
personal and community
issues.
8) Students will experience
a rich, encouraging, and
challenging learning
environment.
Learning outcomes
Students will be able to:
a. Demonstrate understanding of
the processes of science, the
scientific method, and the
relationship between scientific
research and established
knowledge.
Assessment measures
Learning will be assessed
by:
•
Term papers, guided
discussion, student-led
discussion, student
presentation and/or lab
reports will demonstrate
clarity of expression.
b. Express themselves clearly
when writing or speaking about
biology, demonstrating
knowledge of basic terminology
and understanding of major
biological concepts.
•
Performance on exams
will demonstrate
knowledge and testtaking skills
c.
•
Direct observation of
student lab work and lab
practical exams will show
proficiency with lab
equipment.
Demonstrate both content
knowledge and test taking skills
when completing essay,
objective, and multiple choice
exams
d. use appropriate laboratory
techniques proficiently
(microscopy, pipettes, gel
electrophoresis, histology,
dissection, etc.). Specific
techniques to be mastered will
depend on the goal of the
student (GE, biology major, prenursing major, etc.)
e. Evaluate biological data, draw
reasonable conclusions,
recognize the ethical
implications of these
conclusions, and apply these
conclusions to personal,
community, and scientific
•
•
Term papers, exams, lab
reports, student-led
discussion, guided
discussion, and/or
creative projects will
allow students to
demonstrate data
analysis, use of
information tools,
problem solving ability,
and critical thinking skills.
Informal discussions with
students and more formal
student evaluation of the
program will allow
assessment of the
Response Plan
Information will be
used to:
•
Inform the Biology
Program Review
•
Guide the revision of
course outlines for
existing courses and
the development of
new course outlines
•
Update and revise
syllabi and
potentially change
the methods of
instruction and
methods of
evaluation used in
specific courses.
•
Guide budgeting
decisions with
respect to laboratory
equipment
•
Assist biology
faculty in selfevaluation, which
may be reflected in
the self studies
•
Guide the mentoring
of new faculty, both
adjunct and full time
44
problems.
f.
employ information tools when
using the scientific methods to
investigate biological ideas.
affective affects of
student experience.
45
Content-related SLOs for Biology Majors (based on IMPAC outcomes)
Diversity 1. Identify major groups of organisms and arrange them taxonomically
2. Describe and identify structures and explain their functions.
3. Determine phylogenetic relationships among organisms based on characteristics
4. Compare and evaluate different phylogenetic schemes.
Ecology
1. Characterize interactions among organisms and between organisms and
environment
2. Discriminate among populations, community and ecosystem level interactions
3. Evaluate human impact on ecological systems
Evolution
1. Outline the major events in evolutionary history of life
2. Explain the principles and mechanisms of evolution
3. Characterize evolution at multiple levels of biological organization
Genetics 1. Explain the organization, regulation and transmission of genetic information at the
molecular level.
2. Analyze patters and mechanisms of heredity
3. Analyze and calculate allele frequencies in populations over time.
Cell Biology 1. Identify and describe cell structures and explain their functions.
2. Compare and contrast the processes of cellular reproduction in prokaryotes and
eukaryotes.
3. Identify mechanisms of inter- and intracellular communication
46
Biochemistry 1. Memorize structure of representative biological molecules and relate them to their
function.
2. Describe the structure and function of enzymes in relation to metabolic pathways
3. Describe catabolic and anabolic pathways and relate them to organismal function
and bioenergetics.
Anatomy and Physiology
1. Describe in detail the major structures of organ systems of humans or other
organisms
2. Elucidate the general functions of organ systems of humans or other organisms
3. Describe the physiological and cellular mechanisms used by organisms to maintain
homeostasis
47
Content-related SLOs for GE Biology students
Diversity 1. Identify major groups of organisms and arrange them taxonomically
2. Describe and identify structures and explain their functions.
Ecology
1. Characterize interactions among organisms and between organisms and
environment
2. Discriminate among populations, community and ecosystem level interactions
3. Evaluate human impact on ecological systems
Evolution
4. Explain the principles and mechanisms of evolution by natural selection
5. Describe general patterns of macro-evolution
Genetics 1. Explain the transmission of genetic information at the molecular level.
2. Analyze patterns and mechanisms of heredity
Cell Biology 1. Identify and describe cell structures and explain their functions.
2. Briefly describe the overall processes of photosynthesis and respiration
3.
Characterize the processes of cellular reproduction in eukaryotic cells
Biochemistry 1. Recognize representative biological molecules and relate them to their function.
2. Describe the function of enzymes
Anatomy and Physiology
1. Describe the major structures of animal and/or human organ systems
48
2. Characterize the general functions of animal and/or human organ systems
3. Describe general mechanisms used by organisms to maintain homeostasis
Content-related SLOs for Allied Health (Career) Biology Students
Genetics 1. Explain the transmission of genetic information at the molecular level.
2. Analyze patterns and mechanisms of heredity
Cell Biology 1. Identify and describe cell structures and explain their functions.
2. Explain the structure and function of human tissues
3. Characterize the processes of cellular reproduction in human cells
Biochemistry 1. Recognize representative biological molecules and relate them to their function.
2. Describe the function of enzymes
Anatomy and Physiology
1. Describe the major structures of human organ systems
2. Characterize the functions of human organ systems
3. Describe the physiological processes that maintain homeostasis in the human body
49
Summary Grids of Biology Student Learning Outcomes
General SLOs: Alignment of level of proficiency to courses
OUTCOME
1. clear
expression
of
biological
info.
2.
demonstrated
knowledge
and test
taking skills
3. proficiency
at lab
techniques
4. Evaluate
data and draw
relevant
conclusions
5.
information
gathering and
problem
solving
A
D
D
A
D
D
A
D
D
A
D
D
A
D
D
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
350 (environ.)
I
I
I
I
366 (tox)
I
I
I
I
390 (nat.hist.)
I
I
I
I
462 (genetics0
I
I
I
I
470 (behavior)
I
I
I
I
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
I
I
Career
102 (A&P)
430 (A&P)
431 (A&P)
440 (micro)
I
A
A
A
I
A/D
A/D
A
I
A
A
A/D
I
A
A
A
I
A
A
A
Majors courses:
400
410
420
GE courses
Laboratory:
307
(organismal)
310 (general)
Non-laboratory:
300
(foundations)
342 (plagues)
Note: Independent studies, honors, and experimental courses not included in this
table.
I = Skill expected at beginning level,
A = Skill expected at advanced lower division level,
D = Skill further developed through additional practice and analysis
50
Biology Content Related SLOs: Alignment of Courses to Outcomes:
OUTCOME
Majors courses:
400 (intro)
410 (botany)
420 (zoology)
GE courses
Laboratory:
307
(organismal)
310 (general)
Non-laboratory:
300
(foundations)
342 (plagues)
350 (environ.)
366 (tox)
390 (nat.hist.)
462 (genetics)
470 (behavior)
Career
102 (A&P)
430 (A&P)
431 (A&P)
440 (micro)
diversity
ecology
evolution
genetics
cells
biochem
A&P
L
M
M
L
M
L
L
L
M
M
L
L
M
L
L
M
L
L
L
M
M
M
L
M
L
L
L
M
L
L
L
M
M
L
M
L
L
L
M
M
L
M
L
L
L
M
L
M
L
M
L
M
L
M
L
L
L
L
L
M
M
L
L
L
M
L
M
L
M
L
L
L
M
L
M
L
M
L
L
L
M
L
L
L
0
0
0
0
0
0
0
0
0
0
0
L
0
L
L
L
L
M
M
M
L
L
L
M
M
M
M
M
M = major component of course
L = lesser component of course
(note: coverage at the majors level is more sophisticated than is coverage at the GE
level)
51
CRC College-wide SLOs
Approved by the CRC Academic Senate, May 2005
Note: This is a living document and will be reviewed, and
perhaps modified, on an annual basis.
52
Overarching goal:
Students will experience a rich and inclusive learning
environment that assists them in developing habits of
intellectual inquiry, a significant base of knowledge and
skills, and a broad pluralistic perspective of the world.
Expectations of the College
We expect the college to provide the following experiences for students in order to assist
them in achieving the college-wide student learning outcomes. The College will…
1. Provide rigorous academic instruction, conducted by knowledgeable and highly
competent staff, in a student-centered atmosphere.
2. Provide a safe, caring, and respectful environment where the student may feel safe,
including a sense of feeling welcome on campus and in classes and an absence of
perceived prejudice.
3. Provide clear policies concerning student behavior and academic requirements.
4. Foster student motivation and engagement in the college in an atmosphere of high
expectations.
5. Encourage students to develop habits of intellectual inquiry (e.g. reading for pleasure,
involvement in the arts, etc.)
6. Support faculty in efforts to be role models demonstrating the positive values of cultural
competence, integrity, honesty, service to others, and peaceful conflict resolution.
We will evaluate our success at this based on:
•
•
•
•
•
•
•
•
•
Data indicating student success following completion of their studies at CRC (workplace, transfer, etc.)
Data concerning student progress and completion of programs.
Data showing trends in the disproportionate success and persistence among different student groups and
studies of the factors that increase student success.
Rates of utilization of student services and participation in campus activities by different student groups.
Results of the campus climate survey of staff and student equity survey. This might be supplemented
by a new attitude/affective survey of CRC students (yet to be developed).
Data from an updated Noel-Levitz survey
Assessment of staff interests and needs with respect to culturally responsive programs and services,
conflict resolution training, diversity training, social responsibility activities, etc.
Success of faculty at acquiring resources needed for professional development related to college
expectations
Evaluation of the incentives available for staff to research and implement ways to engage students in
dialog about issues important to the larger community beyond campus
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Learning Expectation
Outcomes associated with
the learning experience
Possible assessment measures
Response Plan - Goals
Sources
1. Graduation
Competencies
As the result of a variety
of learning experiences,
students will be able to:
We will measure:
The information gathered by
the assessments will be used
to:
Title 5
Students will
experience an
academically rigorous
learning environment
that challenges them to
develop the critical
verbal, written, and
quantitative skills
needed to analyze
complex issues.
1a. Use quantitative
reasoning (e.g. mathematics)
to solve problems.
1b. Express ideas and facts
clearly and completely in a
variety of written formats.
1c. Comprehend and analyze
written material and evaluate
arguments from reading
material.
1d. Speak and listen
critically and recognize the
value of a wide range of
communication styles.
•
•
•
•
Success rate in courses filling
graduation competencies in
writing, reading, and math. (1a,
b, c, d, e)
Progression through the reading,
english, and math course
sequences. (1a, b, c, e)
Success rates on the reading
examination and mathematics
examination that fulfill
graduation competencies (1a, c)
SLOs measuring quantitative or
written skills in specific courses
and programs (eg. Business 310,
Psychology 330, etc.) (1a, b, c)
•
Success rates in Communication
Studies courses (1 d, e)
•
Rates of student progress
through the ESL sequence (1b,
c, d, e)
•
Communication-related SLOs in
specific programs and courses
(e.g. Communications Media
program, etc.) (1d, e)
1e. Use the English language
proficiently.
•
Modify services to improve
access to facilitated study
groups and tutoring services
for students enrolled in basic
skills and ESL classes.
•
Revise matriculation,
placement, and orientation
processes
•
Improve research capability
and develop new
assessments of success at a
fine-grained scale.
•
Change the delivery of staff
development directed to the
teaching of quantitative,
written, and verbal skills.
•
Modify programs through
the program review process
•
Provide resources for faculty
to research and implement
strategies that increase
success in basic skills and
ESL courses (e.g. reassigned
time, sabbaticals, etc.)
District
regulations
CRC GE
statements in
catalog etc.
Graduation
competency
requirements
Accreditation
self-study
Student Equity
Plan
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2. General Education
Students completing any
of the GE patterns will
develop an
understanding of the
basic concepts and major
modes of inquiry used in
a variety of disciplines.
As the result of a variety of
learning experiences,
students will be able to:
2a. Articulate an awareness of a
variety of disciplinary
perspectives and the relevance
of these perspectives to one’s
own life.
2b. Correctly utilize the basic
vocabulary of several
disciplines.
2c. Utilize, at a basic level, the
tools of inquiry and information
acquisition of several
disciplines.
We will measure:
•
.
•
•
Number of students with successful
completion of CRC, CSU, or IGETC
GE requirements (2a, b,c,d,e)
Achievement of disciplinary SLOs
in introductory and/or survey
courses in a variety of disciplines.
(2a, b,c,d,e)
The information gathered by the
assessments will be used to:
Title 5
•
District
regulations
Develop and revise overall
campus-wide GE SLOs via an
inclusive campus discussion.
•
Modify SLOs and assessments
in GE courses.
•
Change the delivery of staff
development directed to the
teaching inquiry skills in a
disciplinary context.
•
Make modifications within
programs through the program
review process.
Achievement of college GE SLOs.
(2a, b,c,d,e) (new assessment?)
CRC GE
statements in
catalog etc.
2d. Demonstrate the intellectual
skills, creative capabilities,
values, and attitudes that will
make them effective learners
and citizens.
2e. Demonstrate an awareness
of the connections between
disciplines.
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3. Program completion
Students completing a
degree, disciplinary
transfer program, or
certificate will develop
a depth of
understanding,
including critical
cognitive, psychomotor
and affective skills, in
at least one discipline
(transfer or
occupational).
As the result of a variety
of learning experiences,
students will be able to:
3a. Use of the modes of
analysis and critical thinking
in the major discipline of
study * as applied to
significant problems.
3b. Communicate a complex
understanding of content
matter of the major discipline
of study.
3c. Demonstrate competence
in the skills essential to
mastery of the major
discipline of study.
3d. Use information
resources to gather
discipline-specific
information.
3e. Explain the importance
the major discipline of
study in the broader
picture of society.
•
We will measure:
•
The number of students
successfully completing
programs of study in the transfer
or occupational disciplines
(indirectly 3a, b, c, d, e)
•
Assessment of disciplinary SLOs
in advanced courses in a
discipline. (3a, b, c, d, e)
•
Demonstration of information
competency (yet to be defined at
CRC, but in progress). (3c, d)
•
Number of students moving
through sequences of courses
within the disciplines, beyond the
“gate-keeper” courses. (3a, b, c,
d, e)
•
Assessments that measure the
success of students after leaving
CRC – e.g. follow up studies,
current employment data, and
CalPass data. (3a, b, c, d, e)
The information gathered by the
assessments will be used to:
Title 5
•
Revise SLOs and assessments in
advanced courses within disciplines.
District
regulations
•
Design staff development opportunities
directed to the teaching critical skills in
a disciplinary context, including SLO
development.
CRC GE
statements
in catalog
etc.
•
Provide resources for faculty to remain
current in the content of their
disciplines (e.g. reassigned time,
sabbaticals, etc.).
•
Make modifications within programs
through the program review process.
•
Revise services-to-students program
SLOs directed at student career/goal
planning.
“major discipline of study”
= the discipline in which
the student completes a
transfer program or
certificate
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4. Student
development as selfreliant learners
As the result of a variety
of learning experiences,
students will be able to:
Students will make
progress toward
becoming engaged and
self-reliant learners
demonstrating habits of
intellectual inquiry and
striving toward their
maximum potential.
4a. Actively engage in
intellectual inquiry beyond
that required in order to pass
classes.
4b. Identify personal goals
and pursue those goals
effectively.
4c. Confidently seek out the
information and resources
needed to develop
academically and personally.
4d. Incorporate what is
learned at school into daily
life and use this information
to make positive personal,
educational and career
choices
4e. Utilize skills from the
“academic tool kit”
including time
management, study skills,
etc.
4f. Be actively involved in
campus life and express a
sense of engagement with the
campus culture.
We will measure:
• Participation in “extra” courses
and course activities such as
honors courses, field courses,
tutoring, etc. (4a,c,d, f)
• Participation in non-required
activities that emphasize
intellectual discourse such as
theater, music and art events,,
conferences, debates, book clubs,
etc. (4 a, b, d, f)
The information gathered by the
assessments will be used to:
•
•
Develop mentoring programs and
activities
•
Modify programs through the program
review process
Provide incentives for staff to
participate in other student-centered
activities in addition to
their primary job assignment. (e.g.
student club advising, academic
coaching, structured mentoring
programs, etc.)
• Student achievement in the form
of scholarships, apprenticeships,
awards, external projects, etc. (4a,
b, e)
• Possible affective survey of CRC
students (new assessment - yet to
be developed) (4b, c, d)
• Number of students utilizing
student services in successful goal
development and career
assessment. (4b, c, e)
• Rates of participation in
mentor/mentee relationships (4b,
c, f)
Rates of participation in student
government, campus clubs and other
student organizations. (4a, c, f)
Direct resources toward campus
activities emphasizing intellectual
discourse
•
Revise services-to-students processes
to support comprehensive student
development.
•
Take actions that increase connections
between students and staff on campus,
strengthen campus life programs, and
build “school spirit”.
•
Increase the number of opportunities
for students to be employed or hold
internships on campus.
Mission and
Vision
Statement
Strategic
Plan
Education
Initiative
Discussions
by Title III
and CASSL
task groups
Title 5
Cultural
Competence
Strategic
Plan
.
57
5. Society,
ethics and
pluralism
Students will
become more
prepared to
contribute to a
diverse
democratic
society with a
pluralistic
perspective of
the world
As the result of a variety of
learning experiences, students
will be able to:
We will measure:
•
5a. Participate in the larger
community beyond campus in a
positive manner demonstrating
an understanding of personal
responsibility in the larger
context.
5b. Undertake thoughtful
consideration of divergent points of
view and utilize multiple
perspectives in considering
information.
5c. Develop a foundation for
cultural pluralism, a rejection of
previous personal prejudices, and
•
•
•
knowledge of and comfort with
others unlike themselves.
5d. Recognize the ethical
dimensions of decisions and actions
as well as demonstrate the ability to
engage in the ethical reasoning
necessary to exercise responsibility
as an ethical individual,
professional, local, and global
citizen
5e. Demonstrate civility,
empathy, interpersonal
competence, social
responsibility, and peaceful
conflict resolution.
Participation in campus activities that
serve the campus and the larger
community, e.g. tutoring children,
student government, service learning,
Earth Day, volunteer events, etc. (5a,
c, d, e)
The information gathered by the
assessments will be used to:
Mission and
Vision Statem
•
Strategic
Plan
•
Student perceptions of prejudice on
campus and attitudes toward those
unlike themselves from the campus
climate surveys – baseline data
available for 2004. (5b, c, e)
•
Results of campus surveys
•
Variables that indicate conflict
resolution and personal
responsibility – e.g. incidents of
students fighting, conflict
resolution by student government
bodies, student judicial processes,
reports of cheating, etc. (5a, b, c,
d, e)
Develop mechanisms promote campus
events directly related to community
(local, regional, state or national) issues.
Catalog
statement
on GE
Title 5
•
Development of methods to infuse
cultural competence and social
responsibility across campus. (see
CC&E plan for examples).
Cultural
Competenc
e and
Equity
Plans.
•
Design staff development opportunities
that develop cultural competence and
increase faculty use of culturally
proficient teaching methodologies.
Student
Equity Plan
•
Modify programs through the program
review process
•
Provide incentives for staff to develop
research and practices that lead to
improved student success and decreased
achievement gaps across groups
Completion of college multicultural
graduation requirement. (5a, b, c, e)
Learning demonstrated by
assessment of SLOs in relevant
programs and courses such as Ethics,
Humanities, History, Sociology, etc.
(5b, c, d)
Expand the activities of campus groups
promoting a pluralistic perspective (e.g.
Social Responsibility Committee,
CC&E Committee)
58