What are Student Learning Outcomes?
Chaffey College defines Student Learning Outcomes as what we intend for the student to know, think, feel, or do when they have completed a course of study. The process of developing and using Student Learning Outcomes includes assessment-the methods and criteria used to determine if the student has met the desired outcomes. It is also important that the Student Learning Outcome process "close the loop." That is, instructors and programs should use the assessment data to determine whether teaching methods and activities are successful, and retain good practices or develop new and better practices accordingly.
Why is the college developing Student Learning Outcomes?
The college expects the following results:
Students will have a clear understanding of what is expected of them, and how their education will benefit them.
Instructors will have a method of evaluating teaching methods and materials.
Accrediting agencies, students, parents and taxpayers will see that the college has an ongoing process in place to analyze and improve student learning.
How do Student Learning Outcomes relate to the College Mission Statement?
The Student Learning Outcome process supports the College Mission Statement by helping ensure that all of the college's programs are learning centered, and are of the highest quality possible.
How will Student Learning Outcomes be implemented?
Student Learning Outcomes will be developed locally-by and for individual programs and the institution itself. Chaffey has chosen to begin at the program level, and work from there to the institutional level. This is seen as the most effective, efficient, and least disruptive approach. The current effort is a pilot program to help the faculty and staff determine what kind of a Student Learning Outcome program Chaffey needs and wants.
What is considered a “Program”?
A Program is considered any logical sequence or grouping of courses, for which Student Learning Outcomes can, and should be developed. An example would be the courses within a discipline that are required for transfer, or for obtaining external certification.
How will Student Learning Outcomes be assessed?
Student Learning Outcomes must be measurable in order to be assessed. Assessment may be qualitative or quantitative, and it may range from portfolios to standardized tests. Assessment should aim at the essential core of a program, not at peripheral detail. Student Learning Outcomes, and the methods of assessment and the criteria to be used, will be developed collaboratively by the faculty at the program level. The institution will assist faculty in documenting assessment of outcomes, and the collecting and reporting of assessment data.
How do Student Learning Outcomes relate to course objectives?
Course objectives describe the outcome of specific learning activities the student engages in during the course. Program level Student Learning Outcomes are more general and describe what the student should be able to after successfully completing the course or courses that make up the Program. It may not be necessary to develop course level Student Learning Outcomes as they not required for accreditation. It is not necessary for every course to address every Program Outcome, and courses may have objectives that go beyond the short list of Outcomes defined for a Program. However, general descriptions of courses (including the catalog descriptions and the course objective section of CORs) should describe how the course relates to and supports the Student Learning Outcomes of the Program as a whole.
How do Student Learning Outcomes relate to past programs such as SCANS?
The Student Learning Outcomes process provides a framework that includes and builds on many of the elements of SCANS and other past programs. Moreover, the Student Learning Outcome program will be ongoing, because it is part of the accreditation process.
How does the assessment of Student Learning Outcomes relate to grades?
Assessment of Student Learning Outcomes is not the same thing as grading, but they are not mutually exclusive either. At the program level, Student Learning Outcomes go beyond individual student achievement. For example, a program level outcome might state that a certain percentage of graduates from a program will obtain a specific certification or be able to demonstrate specific knowledge or skills. Meeting these objectives might also earn a student a "passing" grade for the course, but might not meet the requirements for a higher grade.
How does the assessment of Student Learning Outcomes relate to faculty and staff evaluation?
Student Learning Outcomes assessment for programs is a separate process from individual faculty and staff evaluation.
How do Student Learning Outcomes relate to Program Review?
Student Learning Outcomes will eventually become a part of the Program Review process. The collaborative development and review of Student Learning Outcomes by program faculty should inform the institution and help identify resources needed so that students meet desired outcomes.
Who will participate in developing Student Learning Outcomes?
All departments at the college-instructional and non-instructional-serve student learning. Therefore, all departments will eventually engage in the Student Learning process.
My program is ready to develop Student Learning Outcomes. Where do we start?
While no "cookie-cutter" process will work for all programs, many programs go through these phases:
PHASE 1: Identify the courses that define the program. Programs may include several courses or even courses from different disciplines.
PHASE 2: Review COR and other course documents to determine possible learning outcomes. Program faculty should collaborate to develop outcomes based on a "long list" and "short list" strategy.
PHASE 3: Focus on the outcomes that they intend to measure.
PHASE 4: Decide on the outcomes that will be measured.
PHASE 5: Determine an assessment point (or points) in the program and determine criteria for success. During the first attempts at assessment, criteria may be used in order to establish a baseline.
PHASE 6: Collect or gather the data from the students.
PHASE 7: Analyze the data and determine what responses are needed.
And finally, a little history...
How is Chaffey College implementing Student Learning Outcomes?
Chaffey College began implementation through the development of a representative steering committee charged with creating a plan and encouraging participation. The Learning Outcomes Task Force includes a member from each academic school on campus, the director of institutional research, the curriculum chair, and the vice-president of instruction. The Task Force will likely expand to include student services and classified membership. The effort is co-chaired by two faculty members: one from liberal arts and another from occupational programs. Both share equally in the responsibility of the SLO initiative.
Over the past year, the committee has developed a pilot project, leading to fuller participation by all college groups over the next few years. The pilot included one faculty program from each school. Each pilot group was charged with articulating 5 learning outcomes for their respective programs and presenting the experience during the fall Flex activities. They received a small stipend for their efforts and leadership. During the past semester, the Task Force has conducted training and support sessions for the pilot groups with the hope that they will become mentors for the process in their own schools. In essence, the committee "grew" mentors and ambassadors. The Flex presentations were very well received. The pilot groups have been especially good at demonstrating that the SLO process can be both simple and interesting with careful planning.
The College is now in the process of supporting the pilot groups through an assessment phase and also recruiting new programs for the next phase of outcome articulation. Presently, approximately 25 programs have tentatively volunteered to articulate 3-5 outcomes for their programs, and they will begin the assessment phase in the spring. The new cohorts will have the support of the Task Force, as well as the pilot groups who began last year.
