2007 Strengthening Student Success 2007 Strengthening Student Success Conference, San JoseConference, San Jose
Dr. Jack FriedlanderExecutive Vice President, Educational ProgramsSanta Barbara City College
Gabrielle SiemionSBCC instructor, On Course faculty development facilitator, SLO consultant
Mark FerrerAssociate Professor/Director, Faculty Resource Center, Faculty Professional Development,SLO Coordinator
Overview of Presentation1. Description of the process for implementing the SLO cycle at
SBCC
2. Major challenges in implementing the SLO Assessment Cycle
3. Using course embedded assessment to measure student attainment of course SLOs
4. Review of mapping and reporting Forms
5. Challenges in using SLOs to improve student learning and strategies to address them
Grades vs SLOs.
Collecting student performance information to guide selection & implementation of strategies to improve student learning.
Separating SLO performance data from faculty evaluations.
6. Field test of SLO Cycle
7. Faculty member’s experience in SBCC’s SLO Initiative
8. Questions
Status of Meeting Accreditation Standards and Requirements
Self-study in 2008-09 Site visit in Fall 2009 On target if SLO Cycle timeline is implemented Streamlined procedures Valuable Number of faculty/staff that have completed SLO
training:– Departments: 44– Full-time: 145– Adjunct: 60– Administrators/staff: 7– Total: 212
Major Challenges in Implementing the SLO Cycle
1. Faculty and Staff Time 2. Funding 3. IR Staffing & Resources 4. Changes in Core Institutional Processes
– Faculty evaluation– Program review– College planning & budgeting– Curriculum– AS committee structures– Disconnect between accreditation requirements and
state policies and funding.
Challenges contd.
Challenges in using SLOs to improve student learning and strategies to address them
Grades vs SLOs.
Collecting student performance information to guide selection & implementation of strategies to improve student learning.
Separating SLO performance data from faculty evaluations.
SBCC’s Philosophy on the use of SLOs
The sole purpose of using and assessing SLOs is to improve student attainment of desired competencies.
Student performance on the measures to assess their attainment of SLOs will NOT be used to evaluate any individual faculty or staff member, department, or program.
SLO Cycle: Completion Sequence
Departments select the courses (25% or more) for which they will complete the SLO Cycle during each of the 4 time frames.
Course Embedded AssessmentCourse Embedded Assessment: Collecting assessment data information within the classroom provides the opportunity to use already in-place assignments and coursework for assessment purposes. In addition to providing a basis for grading students, these materials allow faculty to evaluate their approaches to instruction and course design. This assessment process:
• is streamlined –Course SLOs map to program and institutional SLOs
»Collect the data once–Obviates the need for new committees –Simplifies data collection and reporting systems
• stays in the hands of faculty.
SLO Plan
WebForm
SLO Plan
WebForm
DRAFT
DRAFT
Draft of Institutional SLOs (ISLOs)
(I) Critical Thinking, Problem Solving and Creative Thinking
(II) Communication
(III) Quantitative Analysis and Scientific Reasoning
(IV) Social, Cultural and Aesthetic Perspectives
(V) Information, Technology and Media Literacy
(VI) Personal, Academic and Career Development
Example: Map to CompetenciesI. Critical Thinking, Problem Solving, & Creative Thinking Students will demonstrate the ability to collect information in response to a question or problem;
analyze and draw valid conclusions from statements, images, data, and other forms of evidence; and assess the implications and consequences of conclusions.
Competencies:
– Critical Thinking and Problem Solving Competencies 1a.1 Identify the issue, problem, or question. 1a.2 Ask questions that challenge assumptions and conventions. 1a.3 Collect information and/or data. 1a.4 Analyze information (differentiate between facts and opinions and recognize his/her own
biases as well as those of others’)
1a.5 Synthesize information, generating one or more solutions while predicting their consequences 1a.6 Plan a timely course of action 1a.7 Use evidence and reasoning to support and communicate a position 1a.8 Use reflection as a way to monitor and assess a position.
– Creative Thinking Competencies 1b.1 Make connections between new and/or unrelated ideas. 1b.2 Combine information in new ways. 1b.3 See new possibilities. 1b.4 Use imagination to solve problems and communicate ideas and experiences
Role of IR with SLOs
Key role is to provide support– Data collection– Data analysis– Measurement– Results interpretation– Repository– Preparation for accreditation