II LLove ove OOutcomesutcomes (or at least not dread them so (or at least not dread them so

much)much)

Reedley College Reedley College Institutional Learning Outcomes Institutional Learning Outcomes

Workshop Workshop

January 8, 2009January 8, 2009

Outcomes for today’s Outcomes for today’s workshop:workshop:

►Understanding the background of SLOs Understanding the background of SLOs and creation of Reedley College’s ILOsand creation of Reedley College’s ILOs

►Discussing concerns over ILOsDiscussing concerns over ILOs►Conceptualizing ILOs in context of your Conceptualizing ILOs in context of your

courses or areacourses or area►Preparing for the next stepsPreparing for the next steps

BackgroundBackground

►The following provided the framework The following provided the framework for writing our ILOs:for writing our ILOs:

Accreditation StandardsAccreditation Standards Title 5Title 5 Administration RegulationsAdministration Regulations RC Mission StatementRC Mission Statement

Background, continuedBackground, continued► ““The philosophy and criteria regarding the associate degree The philosophy and criteria regarding the associate degree

references the policy of the Board of Governors that the references the policy of the Board of Governors that the associate degree symbolizes a successful attempt to lead associate degree symbolizes a successful attempt to lead students through patterns of learning experiences designed to students through patterns of learning experiences designed to develop certain capabilities and insights, including the ability to:develop certain capabilities and insights, including the ability to: Think and communicate clearly and effectively, Think and communicate clearly and effectively,

orally and in writing;orally and in writing; use mathematics;use mathematics; understand the modes of inquiry;understand the modes of inquiry; be aware of other cultures and times;be aware of other cultures and times; achieve insights gained through experience in achieve insights gained through experience in

thinking about ethical problems; andthinking about ethical problems; and develop the capacity for self-understanding.” develop the capacity for self-understanding.”

(AR 4025; (AR 4025; Title 5 55061)Title 5 55061)

And a little more backgroundAnd a little more background

►Reedley College’s process to this pointReedley College’s process to this point

Course level SLOs (course outline Course level SLOs (course outline modifications completed as of fall 2007)modifications completed as of fall 2007)

Program/Degree/Certificate SLOs (in Program/Degree/Certificate SLOs (in progress, cycle two and ongoing)progress, cycle two and ongoing)

Institutional (in progress)Institutional (in progress)

Initial Concerns About ILOsInitial Concerns About ILOs

►Will this affect what I teach?Will this affect what I teach?►Will this infringe on my academic Will this infringe on my academic

freedoms?freedoms?►Are we moving toward Are we moving toward

standardization?standardization?►How will the data be gathered?How will the data be gathered?►Will this add to my workload?Will this add to my workload?

What are your concerns?What are your concerns?

►Please take a few minutes to discuss in Please take a few minutes to discuss in small groups your additional concerns.small groups your additional concerns.

The Outcomes Glass (Half-The Outcomes Glass (Half-full)full)

► Besides collecting data for external accountability, Besides collecting data for external accountability, conducting outcomes assessment can:conducting outcomes assessment can: Keep our focus on a student-centered environmentKeep our focus on a student-centered environment Create an atmosphere beyond assessment (which Create an atmosphere beyond assessment (which

implies an end) to an atmosphere of ongoing implies an end) to an atmosphere of ongoing dialogue, adjustment, and creativitydialogue, adjustment, and creativity

Give departments a framework to re-examine how Give departments a framework to re-examine how students move through a series of coursesstudents move through a series of courses

Give us more specific feedback on how effective we Give us more specific feedback on how effective we are with student learningare with student learning

Create opportunities to discuss best teaching Create opportunities to discuss best teaching practices among full-time and part-time facultypractices among full-time and part-time faculty

Help students see the relevance in and connections Help students see the relevance in and connections between their classesbetween their classes

Strengthen student successStrengthen student success

Writing the Reedley College Writing the Reedley College ILOsILOs

► Creation of the ad-hoc committeeCreation of the ad-hoc committee The committee: Eileen Apperson, Stephanie The committee: Eileen Apperson, Stephanie

Curry, Jim Gilmore, Lori Levine, Nancy Marsh, Curry, Jim Gilmore, Lori Levine, Nancy Marsh, Kim Perry, Javier Renteria, Nikki Visveshwara, Kim Perry, Javier Renteria, Nikki Visveshwara, Tom West, Sheryl Young-ManningTom West, Sheryl Young-Manning

► Considerations, compromises, and languageConsiderations, compromises, and language Who are our students?Who are our students? What is our mission?What is our mission? Course, program, and institutional implicationsCourse, program, and institutional implications What criteria, evidence, and outcomes must be What criteria, evidence, and outcomes must be

considered in the process?considered in the process?

Definitions and ExamplesDefinitions and Examples

►GoalsGoals►OutcomesOutcomes►EvidenceEvidence►CriteriaCriteria

(see additional handout)(see additional handout)

The Proposed Reedley College The Proposed Reedley College ILOsILOs

(page (page 1)1)► Global and Community LiteracyGlobal and Community Literacy

Demonstrate sensitive and respectful treatment of a Demonstrate sensitive and respectful treatment of a variety of ethnic, religious, and socioeconomic variety of ethnic, religious, and socioeconomic backgrounds.backgrounds.

Apply historical and contemporary issues and events to Apply historical and contemporary issues and events to civic and social responsibility.civic and social responsibility.

Analyze the fine arts, humanities and social sciences from Analyze the fine arts, humanities and social sciences from cultural and historic perspectives.cultural and historic perspectives.

► Personal DevelopmentPersonal Development Make ethical personal and professional choices.Make ethical personal and professional choices. Incorporate physical and emotional concepts to make Incorporate physical and emotional concepts to make

healthy lifestyle choices.healthy lifestyle choices. Assess current knowledge, skills, and abilities to further Assess current knowledge, skills, and abilities to further

develop them and apply them to new situations.develop them and apply them to new situations.

The Proposed Reedley College The Proposed Reedley College ILOsILOs

(page (page 2)2)► Communication SkillsCommunication Skills

Organize ideas and communicate precisely and clearly to Organize ideas and communicate precisely and clearly to express complex thoughts both orally and in writing.express complex thoughts both orally and in writing.

Interpret various types of written, visual, and verbal Interpret various types of written, visual, and verbal information.information.

► Critical Thinking and Information Literacy Critical Thinking and Information Literacy Employ critical and creative modes of inquiry to solve Employ critical and creative modes of inquiry to solve

problems, explore alternatives, and make decisions.problems, explore alternatives, and make decisions. Analyze quantitative information and apply scientific Analyze quantitative information and apply scientific

methodologies. methodologies. Synthesize researched information obtained from accurate, Synthesize researched information obtained from accurate,

credible, and relevant sources.credible, and relevant sources.

ILOs and Your ILOs and Your Department/AreaDepartment/Area

►How do your courses or area respond How do your courses or area respond to the proposed RC ILOs?to the proposed RC ILOs?

Take a few minutes to identify which of Take a few minutes to identify which of your department’s courses or area your department’s courses or area respond to our proposed ILOs.respond to our proposed ILOs.

Which courses or parts of your area work Which courses or parts of your area work as a “building block” toward the proposed as a “building block” toward the proposed ILOs?ILOs?

Next StepsNext Steps

► Spring 2009 semesterSpring 2009 semester Campus Discussions: Program Review Committee, Campus Discussions: Program Review Committee,

Curriculum Committee, Department Chairs, Department Curriculum Committee, Department Chairs, Department MeetingsMeetings

Academic Senate and Classified Senate approvalAcademic Senate and Classified Senate approval College Council approvalCollege Council approval President approval President approval Addendum to 2008-2010 catalogue published fall 2009 Addendum to 2008-2010 catalogue published fall 2009

upon President’s approvalupon President’s approval Pilot assessment--Student Success CommitteePilot assessment--Student Success Committee

► Fall 2009 semesterFall 2009 semester Courses Mapped to ILOsCourses Mapped to ILOs Discussion on Methodologies for ILO Assessment DataDiscussion on Methodologies for ILO Assessment Data

► Spring 2010 semesterSpring 2010 semester Collect ILO Benchmark Assessment Data Collect ILO Benchmark Assessment Data