Chabot College
Student Learning Outcomes and Assessment Committee
June 5, 2007
NOTES
The training sessions started with the first presenter from 11 am to noon:
Karen Wong, Professor/ SLO Coordinator at Skyline College.
Karen Wong focused her presentation on the Student Learning Outcomes and
Assessment Framework for an institution. She used Skyline‟s SLOAC
Framework as a point of reference. Available online:
http://www.smccd.edu/accounts/skysloac/index.htm
Key points:
1. Establishing a campus philosophy on SLOA.
2. Identifying the role of the SLOA Committee, coordination of SLOAC
initiative, budget, continuous dialogue, establishing the timeframe for
the initiative, campus representation and communication.
3. Integrating SLOA with existing campus processes; program review,
curriculum and accreditation were examples used during the
presentation.
4. Wong‟s experience from a multi-college (3) district. Each college was
allowed to establish their own processes. The coordinators maintain
close communication and try to maximum their resources when
possible. Two of three colleges selected to modify their course
outlines to include learning outcomes.
5. Emphasis on designing an organic (Chabot) approach to SLOA
6. The continuum of the SLOAC Initiative:
a. Emergents, Novices, Practitioners and Mentors
7. Assessment with rubrics presentation would include 1.5 hours training
workshop as the “Cookie Aficionado”.
Members engaged the presenter with their perspectives on specific items as well
as asked questions.
A hardcopy and electronic version of her handouts is available. Refer to the
additional attachment with these notes.
A quick lunch break occurred for approximately 20 minutes.
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The second presenter went from 12:35 until 2:40pm:
Marcy Allencraig, Instructor/SLO Coordinator at Cabrillo College.
Key points:
1. Origins of SLO movement-, connections to NCLB (No Child Left
Behind), prominent spokespersons, opposition to SLOs and why?
Updates on Department of Education direction and accreditation.
2. Overview of the Cabrillo experience with SLOA since 1999 and their
upcoming Fall 2007 accreditation visit.
a. Cabrillo faculty senate established an in-house summer institute
for SLOA. Several cohorts have identified their assessment
methods and reported out.
b. Senate in conjunction with other college groups adopted the
“Core Four” learning outcomes for the GE program and their
AA/AS degrees. The Four College Competencies are:
Communication, Critical Thinking and Information Competency,
Global Awareness, and Personal Responsibility and
Professional Development.
c. Cabrillo integrated the Instructional Planning process with their
assessment process.
d. Cabrillo decided to revise their course outline forms to include a
section on the core competencies and student learning
outcomes. Rationale: Avoid establishing a separate approval
process and storage.
e. Their course-level learning assessment process involves faculty
choosing an existing assignment to assess an SLO, and
creating a rubric for that assignment. Department picks the
SLO; each faculty member chooses their own assignment and
develops own rubric.
f. Cabrillo Assessment phase involves faculty dialogue about the
results on how assignments or teaching activities could be
altered to improve student learning. Minimum page paperwork
is required of faculty. Major focus is on the dialogue among
faculty about teaching. Their template, which records this
dialogue, is available for our review.
g. The „Core Four‟ are also assessed within courses by the faculty
choosing an assessment and developing a rubric to assess one
or more of the Core Four in their course.
3. A handout was distributed on Assessing Student Learning and
Student Learning Outcomes…review of the assessment loop. Further
elaboration on SLO and accreditation took place.
4. A handout on Rubric Writing was distributed to members for their
reference. A sample of rubrics for an assortment of courses was
included with the packet.
5. Discussion took place about the pros and cons of training faculty on
rubrics first and then leading them to SLOs, vs. the other way round.
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The link to Cabrillo‟s web on Student Learning Outcomes is provided.
http://www.cabrillo.edu/~tsmalley/learneroutcomes.html
The training concluded with suggestions from both presenters regarding the
training event of convocation. They highly encouraged an in-house presenter(s)
and they were flexible to adjusting their presentations to the needs of Chabot.
The committee agreed to meet next Tuesday, June 12, 2007 from 1:30-3:30pm.
The available room is now room 402 (Business Division).
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