Pathway to Proficiency

1. Pathway to Proficiency Chaffey College’s Plan to Achieve Proficiency in Student Learning Outcomes March, 2010

2. Presentation Overview • Summary of SLO Progress 2005-2008 • Reinventing Chaffey SLO process • Results • Taking Stock of Progress Spring 2010 • Pathway to Proficiency - 2012

3. SLO Progress 2005-2007 • Starting point at the program level • Began with five pilot projects Model SLO process for each School Confusion about program definitions and anxiety about assessment created challenges

4. SLO Progress from 2007-2008 Approximately 60 programs generated program learning outcomes Confusion about how to connect and distinguish program outcomes with institutional and course slowed progress Lack of structural development slowed progress

5. Reinventing Chaffey SLO Process Fall 2008 • New SLO team • Training • Efforts to address faculty anxiety • Available and transparent information • Inventory tools • Reinvigorating the SLO taskforce

6. Results • Alignment and Integration • Common sense and “authentic” approach to SLOs • Appeal to faculty – much greater buy-in • Clarity of approach and the integration of SLO process throughout the College • Core Competencies

7. ResultsExample – Alignment and Integration • At Chaffey College, SLOs live in the Learning Outcomes page on Curricunet • also illustrates the alignment model from Core Competency • contains areas to house evidence of the progress through the SLO cycle • www.curricunet.com/chaffey

8. ResultsExample – Alignment and Integration Course SLOs on the Learning Outcomes page attached to the Course Outline of Record. Additional areas are provided to house evidence throughout the SLO cycle – means of assessment, criteria for success, summary of evidence and use of results.

9. ResultsExample – Alignment and Integration • 2009 PSR with substantive feedback from the Outcomes and Assessment Committee

10. ResultsExample – Alignment and Integration • Curriculum Process – course modification and new course proposals • Dialogue about the difference between a course objective and a course SLO • Discussions about critical thinking • Overall discussions about student learning • Curriculum Committee • Faculty Senate • Program/discipline faculty and staff • students • Alignment of curriculum and SLOs

11. Results Example - Student Services Common sense and “authentic” • Admissions and Records • Outcome statement: Maintain a high level of student satisfaction with the online transcript ordering process • Student survey • Results – students were most dissatisfied with the signature page • Change - Eliminate the signature page • Re-administer student survey • Results -

12. Results Example - Student Services Common sense and “authentic” • EOPS • Outcome statement: Improve EOPS student Independence and Responsibility • Counselor survey- During beginning sessions and end of semester sessions counselors completed survey addressing identifiable responsible/independent behaviors observed in students • Results –Meaningful increased differences measured between beginning session and end session • Change-Questions not yielding meaningful results were revised after collaborative input from counselors to reduce perceived ambiguity in questions

13. Results Example - Instruction Common sense and “authentic” • Business Law I • Course SLO: “upon the successful completion of BUS 28A, (grade “C” or higher), students shall develop the ability to recognize an ethical dilemma and make the most appropriate response” • Assessment Tool • Summary of Evidence • Use of Results

14. ResultsExample - Appealed to faculty and created much greater buy-in • Since 2005, SLOs have been a part of Chaffey’s flex activities: • 2005 Flex included presentation by the 5 pilot projects • 2006 IR offers flex programs on SLO assessments • 2007 general flex presentations regarding SLOs • 2008 general flex presentations regarding SLOs • 2009 Flex SLO strand • 2010 SLO Circus – attended by 150 faculty • Binder Madness • Funundrum • Loop-di-loop • Fire-breathing Assessments

15. ResultsExample - Appealed to faculty and created much greater buy-in • Boots on the Ground – Rapid Reaction Force • Debunking myths • Program specific • Set long and short-term goals • Alignment and integration • Gantt chart time frames • Pre/post tests

16. ResultsExample - Clarity of approach and the integration of SLO process throughout the College • One Book One College Program • Spring Campus-wide Assessment Core Competency- Global Awareness • Course level SLO example – Communication Studies 74: Intercultural Communication assignment

17. Taking Stock of Progress Spring 2010 • Course SLOs • Closing the loops • Instructional program SLOs • Student Services AUOs & SLOs • Non-instructional and service program AUOs • Efforts directed towards communication and transparency • www.chaffey.edu/slo; SLO Down Newsletter • Pathways to Proficiency; www.chaffey.edu/curriculum • “Authentic assessment” and evidence

18. Pathway to Proficiency - 2012 Goals: Integrate SLOs into the curriculum process Promote wide spread SLO implementation at the course level Formalize the integration of SLOs into the planning and decision making processes Complete the integration of SLOs and outcomes-based assessment into the program review process Increase integration and institutional commitment to SLOs Finalize and execute the plan to achieve proficiency in SLOs by 2012 Develop effective tool monitoring and measuring the number of SLOs and programs’ to 2012 proficiency Improve accountability and quality control measure for SLO development, integration and assessment

19. Still to DO Now that faculty confidence is on the rise – increase # course SLOs Address SLOs for degrees and certificate programs Speed up assessment scheduling Investigate innovative assessment tools – i.e., word clouds Encourage and promote reflective dialog Continue entries in Curricunet Learning Outcomes page