Language Arts Senate Report:
Student Learning Outcomes
• SLO Process => Inquiry
• Inquiry => What We Do Well vs. What Needs to Improve
• Inquiry = Faculty Dialogue
The SLO Process: Key Questions
• Why SLOs? (To Increase Student Success)
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• What is the SLO Process? (SLO Creation, Assessment, Evaluation,
Revision)
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• Who Should be Involved? (Full-Time and Adjunct Faculty)
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• Where Does the SLO Process Take Place? (In the Classroom, During
Faculty Meetings, etc.)
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• When Are SLOs Created and Assessed? (The SLO Calendar)
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• How Can Faculty Follow Up on SLO Evaluations? (Ongoing Dialogue
Among Faculty)
Overview of Presentation
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1. The SLO Process
2. Communication Studies 101
3. Re-imagining English 21
4. English 101 Assessment Phase 2
5. ESL 8
6. Reading Apprenticeship
7. Reading for Understanding Video
8. SLO Big Picture in Language Arts
Language Arts: Communication
Studies 101 (Oral Communication)
• Course SLO: Persuasive Speech (preparation and delivery)
• Assessment: Speech Content and Delivery
• Target Criterion Level for SLO Achievement: 70%
Re-Imagining English 21
• Success rates in English 21 continue to be low
• Monthly discussions
• Full-time and part-time faculty participation; faculty in
other disciplines in the division joined the conversation
• Intervention Strategies
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Growth Mindset
Habits of Mind
ACE Program
Embedded Tutoring/Supplemental Instruction
Acceleration
Reading Apprenticeship
ENGLISH 101 Assessment
Phase 2
• English 101 SLO Assessment Phase 2
• All but one of the sections assessed in Fall 2013 met the target
criterion level
• On-Campus Meeting to Discuss SLO Assessment Phase 1
• Created an Etudes Shell for Online Discussion of SLO
Assessment
• Discussion of effective teaching practices and interventions to
increase student success
ESL 8-Advanced
Academic Writing
SLO calendar
Fall 2013 Phase 1
Course administered and assessed
Discussed results in phase 1
• The ESL District Discipline Committee has been working on
coherence among all 9 colleges in ESL for 3 years. Coherence
sought.
• We aligned with suggested district outcomes.
• We aligned with English 28 at West.
• SLO= Argue a point and support it in a works cited paper
Phase 2 Spring 2014
• We discussed implementing changes early.
• Changes:
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1. Library orientation earlier in semester
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2. 2 research papers required
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3. Second library visit for in text citing
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4. “Turnitin” piloted for support with citing
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5. Reading Apprenticeship framework
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practiced starting first week of class.
Reading Apprenticeship
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All disciplines in Language Arts are integrating RA.
English 101, English 28, Communication Studies, ESL
Other Disciplines: Humanities, Counseling/PD,
Psychology, Biology.
What is Reading Apprenticeship and how can others get
involved?
Reading for Understanding
• Framework, not a skill box.
West has an RA FIG-Faculty Inquiry Group
Math, English, Communication Studies, Science, Humanities,
Counseling/PD, Student Services, Tutoring, Psychology,
Anthropology involved.
We meet once a month-Free LUNCH
How do you know if you need it? Do your students read your
assignments?
Reading for Understanding
SLO Big Picture in Language
Arts
• Course level data will help us target equity and learning gaps.
• Dialogue is permitting meaningful analysis for all LA courses.
• Documentation is creating positive transparency and
uniformity across our disciplines.
• We are assessing English 94, 28, 103, 206, and 219 this
semester and continue working towards student success.