SLOAC Committee
Flex Day Working Session
Date:10.30.2012
Time: 12:45 – 2:15
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Step 1: Define General Education
requirements
Step 2: Define Gen Ed Student Learning
Outcomes
Step 3: Assessing General Education Student
Learning Outcomes
Step 4: Report GE outcomes
Step 5: Improvements based on
Recommendations
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Area A: LANGUAGE & RATIONALITY
◦ A.1. English Composition
◦ A.2. Writing & Critical Thinking
◦ A.3. Communications & Analytical Thinking
Area B: NATURAL SCIENCE
Area C: HUMANITIES
Area D: SOCIAL & BEHAVIORAL SCIENCES
Area E: WELLNESS
◦ E.1. Areas of Health
◦ E.2. Physical Education
Area F: American Institutions
American Cultures requirement
Math Proficiency requirement
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http://www.chabotcollege.edu/Counseling/GE_Transfer_flyers/AA12-13rev3_27_12.pdf
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All Degrees have GenEd requirements at an institutional
level, not at a division or discipline level.
Align GE areas SLOs with the institutional College Wide
Learning Goals.
◦ Handout 1 – CWLG SLOs
◦ Handout 2 – Mapping of GE areas to CWLGs
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All GE courses already have CLOs written and are
mapped to the CWLG in eLumen.
Communicate SLOs to students through the Chabot
College website and Chabot College Catalog.
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Communication
Information technology
Language and linguistics
Reading
Respectful and ethical
communication
• Speaking
• Writing
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Critical Thinking
• Analysis of multiple paradigms and
methodologies
• Information literacy
• Logic and rhetoric
• Problem solving
• Quantitative and qualitative
reasoning
Global and Cultural Involvement
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Civic Responsibility
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Aesthetic Responsiveness
Environmental
Familiarity with multiple
paradigms and methodologies
Human context
Informed citizenship in a democracy
Cultural
Economic
Historical
Political
Promoting the development of values,
integrity, and ethical behavior
Development of the Whole Person
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Creativity and innovation
Integration of mind, body, and spirit for
healthy quality of life
Lifelong learning for increasing
employability and continuing education
Personal responsibility in the learning and
planning process
Personal, professional, and self
development
Timeliness and punctuality
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Do the GE areas see themselves represented
in the CWLGs?
Are there gaps in the CWLG SLOs?
Do your existing CLOs for your GE courses
map to the CWLGs?
1. Preparation
3. View
Assessments
2. Select Course
Graduation Surveys
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The college surveys graduating students rating their
perceived gains in the College Wide Learning Goals. F
or each CWLG students report using a likert scale
indicating progress towards the CWLG on a scale of
no gain, slight gain, moderate gain, significant gain,
or unable to judge.
The college surveys graduates as a means of
indirectly assessing Gen Ed SLOs and discuss the
areas of strength and weakness within and among
the disciplines.
Chabot College Student Surveys
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The college administers the Chabot College Student
Surveys (CCSS).
These surveys contain questions in which students
indicated their perceptions of learning across all
courses they have taken at the College.
These are designed to assess students progress
towards the College Wide Learning Goals.
The college has historic data from 2001 and maps
trends within the student population.
Could these surveys also be administered in specific
general education classes?
Student Level
Mapping and Aligning CLOs
 Mapping and aligning the courses that meet the Gen
Ed requirements with the Gen Ed SLOs helps identify
gaps in the curriculum.
 In eLumen all GE courses have CLOs mapped to the
CWLG.
 Reflection on the mapping of CLOs for GE classes may
identify where CLOs may need to be revised to align
better with GE SLOs.
Interdisciplinary Reflections and
Discussions
 Direct assessment of Gen Ed SLOs should include
collecting artifacts from students from a variety of Gen
Ed disciplines and evaluated against a Gen Ed SLO
rubric.
 The Chabot College faculty developed rubrics for the
CWLG through faculty participation in Faculty Inquiry
Groups (FIGs) around the CWLGs.
 FIGs will lead discussion and reflections around the
CWLGs annually during the Spring Flex Days to review
CLO data, shared best practices ( GIFTS Forums), and
reflect on the CWLGs progress.
Faculty Level
 FIGS were created
around each CWLG.
 Developed Rubrics to
promote discussions
around assessments.
 Rubrics exist for 3 of
the 5 CWLG – Critical
Thinking, Global &
Cultural
Responsibility,
Communication.
 Provide Faculty
Rubrics
Example: Rubrics for Critical Thinking/Problem Solving
Reference: Allan Hancock College
http://research.hancockcollege.edu/student_learning_outcomes/ilos.html
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Brainstorm around proposed assessment
ideas.
Recommendations for interdisciplinary
workgroups.