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Effective Program Development: Mapping Departmental Courses for Student Success

This retreat guide provides step-by-step instructions for department chairs to develop program SLOs, consider program goals, identify course connections, and map courses for student success. Learn how to draft observable and measurable SLOs, analyze overlapping skills, create capstone courses, and integrate strands of knowledge. The guide emphasizes critical thinking verbs, assessment considerations, and aligning courses with program SLOs for a cohesive educational experience. Build a roadmap to ensure each course contributes meaningfully to the overall program goals.

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Effective Program Development: Mapping Departmental Courses for Student Success

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  1. Department Chair RetreatFall 2010Program SLO Jennifer Brezina, Paul Wickline & Nicole Lucy

  2. Step 1: Decide how many programs your department has • Does my department have any degrees and certificates? • Why do students take the courses in my department?

  3. Step 2: Consider the purpose/goals of each program • When trying to write a program SLO, it is often helpful to think about the purpose of the program. • What will a student who completes this program be able to DO?

  4. Step 3: What kind of program do your courses lead? • Some programs have an overlapping skillthat ties all the courses together. • Some programs consist of courses that all develop a single skill through various topics.

  5. Example of Overlapping Single Skill SLO Programs • English – Program SLO – Analyze literary texts.

  6. Step 3: What Kind of Program Do Your Courses Lead?, Con’t • Some programs have a capstone course. • Some programs have a capstone course that ties together elements from all of the other courses.

  7. Example of Capstone SLO Programs • Paralegal Studies – the is the Program SLO is one of the Capstone Course’s SLO – Construct a portfolio of work samples to be used as a reference when working as a paralegal.

  8. Step 3: What Kind of Program Do Your Courses Lead?, Con’t • Other programs may have strands of skills that lead to one of a few SLOs. • Some programs’ courses may develop two or more “strands” of knowledge or skills within the program. • Some programs may have a split focus between content knowledge or theory and the application of that knowledge.

  9. Examples of StandSLO Programs PSLO1: Lecture: Integrate the perspectives of the provider of care, manager of care, and member of the nursing profession into patient care situations.PSLO2: Function in the roles of provider of care, manager of care, and member of the nursing profession.

  10. Step 4: Draft your program SLOs • Writing program SLOs is very similar to writing course-level SLOs • Keep the SLOs focused on the students (what will the student be able to do?) as opposed to the teacher (what will be taught?) • Use critical thinking verbs • Avoid verbs that are not readily observable (such as “understand” or “know” or “feel”)

  11. Step 5: Double check your SLO with assessment in mind • Make sure that the program SLO is something that is readily observable and measurable – in other words, build in assessment from the beginning.

  12. Step 6: Map Your Courses & Your Program SLO • Make sure that the courses all lead to the program SLO in the appropriate way, not leaving any course out.

  13. The endfinis terminusdenouementcurtain

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