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Timeline

Prior to 2004

  • Little awareness of student learning outcomes.
  • No strategic plan for student learning outcomes.
  • No institutional learning outcomes.

2004 – 2005

  • SLO process begun with creation of “model programs” by faculty committee. 
  • Program SLOs presented to college by SLO committee at fall FLEX.
  • Small number of program SLOs developed in response to presentation.
  • College adopts the Nichols model for its SLO process.

2006 – 2007

  • Limited number of program learning outcomes.
  • No course learning outcomes.
  • Little faculty leadership or committee oversight.
  • Limited awareness of ACCJC Rubrics.
  • Widespread suspicion and fear among faculty.

2007 – 2008

  • Funds and resources committed to the SLO effort.
  • Two SLO Co-facilitators to further the college’s SLO process recruited and trained.
  • SLO Task Force established.

2008 – 2009

  • SLO assessment with Pre/Post Tests as primary assessment tool begun.
  • Core Competencies drafted by the SLO Task Force and reviewed by Faculty Senate, Student Services, college deans and vice presidents, Associated Students of Chaffey College, Classified Senate, and Board of Trustees. 
  • Dialogue regarding the relationship of course SLOs and course objectives a primary focus.

2009 – 2010

  • School SLO-facilitators created. 
  • Dean of Instructional Support becomes responsible for overseeing SLO co-facilitators.
  • SLO Task Force reconfigured to become the SLO Committee, later renamed the Outcomes and Assessment Committee.
  • Campus-wide assessment of Core Competencies begun.
  • Campus-wide dialogue regarding Core Competencies assessment tool and assessment data.
  • Institutional learning outcomes and a strategic plan, Pathways to Proficiency, established and approved through this extensive shared governance process.
  • Yearly “game-plan” established with the SLO co-facilitators to facilitate sustainability in the SLO process. 
  • SLO leadership supported by college President/Superintendent.

2010 – 2011

  • Curricunet SLO page created, which demonstrates the alignment of Core competencies, program learning outcomes and course SLOs.
  • Curricunet SLO page created for course SLO assessment evidence, aligned with the Nichols Model.
  • Program review overhauled and reconfigured on Curricunet.
  • Primary repository of SLO data housed on Curricunet, allowing for the creation of comprehensive assessment reports produced and updated on a regular basis.
  • Campus-wide dialogue regarding Core Competencies assessment tool and assessment data.

2011 – 2012

  • Widespread acceptance of college SLO initiative.
  • Firm grasp of ACCJC rubrics on student learning outcomes by faculty.
  • Program learning outcomes established for all programs of study and for student services. 
  • Chronological assessment plan for ongoing, systematic assessment of SLOs established for all instructional programs.
  • Curriculum maps mapping course to program SLOs were established for all instructional programs.
  • Chronological assessment plan, mapping out semester-by-semester which course-SLOs were to be assessed and by what type of assessment tool were established by the majority instructional programs.
  • All active curriculum has SLO statements in place on Curricunet.
  • Campus-wide dialogue regarding Core Competencies assessment tool and assessment data.

2012 – 2013

  • College produces first Report on Learning, outlining model programs of study based on SLO progress and identifying those programs in need of SLO remediation.
  • College president initiates “Breakfast with the President” for faculty from programs needing SLO remediation.
  • Decisions for faculty hiring are based, in part, on the status of SLO progress within instructional programs.
  • Program learning outcomes published in the college catalog.
  • Chronological assessment plans are used to keep course SLO assessment on track for all instructional programs.
  • Course SLOs become mandatory in all college syllabi.

2013 – 2014

  • Intense curriculum review to identify and deactivate inactive or obsolete courses occurs.
  • Second version of Pathways to Proficiency completed and reviewed.
  • ACCJC announces the College’s SLO progress as ….
  • Completion of chronological assessment plans and Core Competency Matrix by non-instructional programs.

2014 – 2015

  • Evaluate existing Core Competencies. Core Competencies were revised to reflect the College’s commitment to the Hope/Growth Mindset project. Revised Core Competencies were approved through the shared governance process.

2015 – 2016

  • Second SLO Co-Facilitator was re-established.
  • Third version of Pathways to Proficiency is re-titled to become Proficiency: Exceeding Expectations to reflect the progress which has been accomplished at the College.
  • The College begins to look at TaskStream as alternative to Curricunet for housing SLO evidence.
  • Continue to embed the SLO process within the college’s planning, budgeting and institutional effectiveness processes.
  • Continue to evaluate and fine-tune of organizational structures, such as program review,  to support student learning.
  • SLO Down newsletter revived.
  • Continue to norm the College’s SLO process to reflect new changes in ACCJC Standards.

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