General Education Learning Outcomes: Campus Discussion on Development & Process

1. General Education Learning Outcomes: Campus Discussion on Development & Process Sacramento City College LR 105 – 2:00-3:30 April 4th, 2006 Facilitators: Alan Keys, Faculty Research Coordinator & Members of the SCC SLO advisory group of the Curriculum GE subcommittee

2. Whatis a Student Learning Outcome? Student learning outcomes (SLOs) can be categorized in terms of… What students should know, and/or be able to do… …when they have completed a course, program, student service intervention, certificate, or degree.

3. Status of SLO development at SCC • Course SLO development (facilitated via curriculum & Prof. development) • Program Learning Outcome development progressing rapidly • Faculty engagement across college • SLO advisory group efforts • SLO Statement of Philosophy, ProLO workshops, SLO website resources • Individual faculty projects • Student Service connections (Counseling; DSPS)

4. GELO development: Why now? • Curriculum, Articulation and Accreditation • Clarification of Title 5 GE requirements • Articulation of graduation requirements with transfer institution SLO expectations • New Accreditation standards focus on SLOs

5. GELO Development Breakout “Upon graduation, our students will be able to…”

6. GELO Development Breakout –Considerations • Focus on degree-earners • Encompass variety of degrees (General AA & AS, specific instructional & vocational-specific degrees, transfer & terminal) • Expect varying levels of GELO achievement (Effect of various personal and academic factors)

7. GELO Examples from other CCs • ARC – Title V • Riverside Community College – Title V + accreditation recommendations • Cabrillo College – Some Title V + core competencies • LACC – Title V +++++++

8. Accreditation Standard 2 (A3) General education has comprehensive learning outcomes for the students who complete it, including the following: a. An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the natural sciences, and the social sciences.

9. More on Standard 2 (A3) b. A capability to be a productive individual and life long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means.

10. More on Standard 2 (A3) c. A recognition of what it means to be an ethical human being and effective citizen: qualities include an appreciation of ethical principles; civility and interpersonal skills; respect for cultural diversity; historical and aesthetic sensitivity; and the willingness to assume civic, political, and social responsibilities locally, nationally, and globally.

11. Possible Next Steps for GELO Development • Create an open and transparent process • Form task groups for proposed GE areas • Include discipline faculty, GE subcommittee, and SLO advisory group members • Consider implementation issues

12. Proposed timeline • Spring ’06 • Identify areas, submit campus issue on process, & form groups • Fall ’06 • Present plan at Flex • Develop drafts, obtain feedback and finalize GELOs • Spring ’07 • Discuss implementation issues • Obtain feedback • Submit campus issue on final product and implementation

13. Close the Loop • Use GELO development to inform curriculum and program design • Make GELO assessment both formative and summative with the focus on students • Share insights and collaborate

14. Bloom’s Taxonomy: Cognitive domain

15. Bloom’s Taxonomy: Affective domain

16. Bloom’s Taxonomy: Psychomotor domain