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I L ove O utcomes (or at least not dread them so much)

I L ove O utcomes (or at least not dread them so much). Reedley College Institutional Learning Outcomes Workshop January 8, 2009. Outcomes for today’s workshop:. Understanding the background of SLOs and creation of Reedley College’s ILOs Discussing concerns over ILOs

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I L ove O utcomes (or at least not dread them so much)

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  1. ILove Outcomes(or at least not dread them so much) Reedley College Institutional Learning Outcomes Workshop January 8, 2009

  2. Outcomes for today’s workshop: • Understanding the background of SLOs and creation of Reedley College’s ILOs • Discussing concerns over ILOs • Conceptualizing ILOs in context of your courses or area • Preparing for the next steps

  3. Background • The following provided the framework for writing our ILOs: • Accreditation Standards • Title 5 • Administration Regulations • RC Mission Statement

  4. Background, continued • “The philosophy and criteria regarding the associate degree references the policy of the Board of Governors that the associate degree symbolizes a successful attempt to lead students through patterns of learning experiences designed to develop certain capabilities and insights, including the ability to: • Think and communicate clearly and effectively, orally and in writing; • use mathematics; • understand the modes of inquiry; • be aware of other cultures and times; • achieve insights gained through experience in thinking about ethical problems; and • develop the capacity for self-understanding.” (AR 4025; Title 5 55061)

  5. And a little more background • Reedley College’s process to this point • Course level SLOs (course outline modifications completed as of fall 2007) • Program/Degree/Certificate SLOs (in progress, cycle two and ongoing) • Institutional (in progress)

  6. Initial Concerns About ILOs • Will this affect what I teach? • Will this infringe on my academic freedoms? • Are we moving toward standardization? • How will the data be gathered? • Will this add to my workload?

  7. What are your concerns? • Please take a few minutes to discuss in small groups your additional concerns.

  8. The Outcomes Glass (Half-full) • Besides collecting data for external accountability, conducting outcomes assessment can: • Keep our focus on a student-centered environment • Create an atmosphere beyond assessment (which implies an end) to an atmosphere of ongoing dialogue, adjustment, and creativity • Give departments a framework to re-examine how students move through a series of courses • Give us more specific feedback on how effective we are with student learning • Create opportunities to discuss best teaching practices among full-time and part-time faculty • Help students see the relevance in and connections between their classes • Strengthen student success

  9. Writing the Reedley College ILOs • Creation of the ad-hoc committee • The committee: Eileen Apperson, Stephanie Curry, Jim Gilmore, Lori Levine, Nancy Marsh, Kim Perry, Javier Renteria, Nikki Visveshwara, Tom West, Sheryl Young-Manning • Considerations, compromises, and language • Who are our students? • What is our mission? • Course, program, and institutional implications • What criteria, evidence, and outcomes must be considered in the process?

  10. Definitions and Examples • Goals • Outcomes • Evidence • Criteria (see additional handout)

  11. The Proposed Reedley College ILOs(page 1) • Global and Community Literacy • Demonstrate sensitive and respectful treatment of a variety of ethnic, religious, and socioeconomic backgrounds. • Apply historical and contemporary issues and events to civic and social responsibility. • Analyze the fine arts, humanities and social sciences from cultural and historic perspectives. • Personal Development • Make ethical personal and professional choices. • Incorporate physical and emotional concepts to make healthy lifestyle choices. • Assess current knowledge, skills, and abilities to further develop them and apply them to new situations.

  12. The Proposed Reedley College ILOs(page 2) • Communication Skills • Organize ideas and communicate precisely and clearly to express complex thoughts both orally and in writing. • Interpret various types of written, visual, and verbal information. • Critical Thinking and Information Literacy • Employ critical and creative modes of inquiry to solve problems, explore alternatives, and make decisions. • Analyze quantitative information and apply scientific methodologies. • Synthesize researched information obtained from accurate, credible, and relevant sources.

  13. ILOs and Your Department/Area • How do your courses or area respond to the proposed RC ILOs? • Take a few minutes to identify which of your department’s courses or area respond to our proposed ILOs. • Which courses or parts of your area work as a “building block” toward the proposed ILOs?

  14. Next Steps • Spring 2009 semester • Campus Discussions: Program Review Committee, Curriculum Committee, Department Chairs, Department Meetings • Academic Senate and Classified Senate approval • College Council approval • President approval • Addendum to 2008-2010 catalogue published fall 2009 upon President’s approval • Pilot assessment--Student Success Committee • Fall 2009 semester • Courses Mapped to ILOs • Discussion on Methodologies for ILO Assessment Data • Spring 2010 semester • Collect ILO Benchmark Assessment Data

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