STRIVING FOR INSTRUCTIONAL
AND INSTITUTIONAL
EXCELLENCE
What are ILOs?
• Institutional Learning Outcomes
encompass the whole student
experience and include those things
students should know, value, and be
able to do upon completion of a degree,
and perhaps even a certificate.
• Importantly, they are meant to be achieved
by the whole of a student's experience at
College of the Canyons, not merely by
completing coursework.
Adapted from University of Hawaii, Manoa https://manoa.hawaii.edu/ovcaa/ilo/
Proposed Institution Learning
Outcomes
Institutional
Degree,
Certificate,
Program
Course Outcomes
1. Effective
Communication
2. Critical Thinking
3. Collaboration
4. Information Literacy
5. Quantitative Literacy
6. Community
Engagement & Global
Responsibility
7. Creative & Innovative
Thinking
Overview of ILO Development
ILOs Opening Day 14 ILOs
Based on AA/AS + CTE +
Basic Skills
2008
ILO Report & FLEX
Feedback
2014-2015
2011-2012
2010
Development of
Institutional
Learning Outcomes (ILOs)
Based on IGETC/CSUGE
2012-2013
ILO
Assessment
Move towards
Adopting (or
Adapting)
AAC&U’s
LEAP
Outcomes
4
WHY Institution Student
Learning Outcomes?
• Working with a set of institutional
learning objectives is an opportunity for
the campus as a whole to understand
student learning at the institutional
level -- the comprehensive view of what
students learn and what they should
know upon leaving College of the
Canyons.
WHY Institution Student
Learning Outcomes?
• ILOs can provide a space within which the
campus can think collectively about what we
believe ought to be learned while at COC.
• It can help frame the future directions in which
we would like to see education move.
• Faculty can use the ILOs as a guide to inform
student learning activities and make the learning
outcomes for COC students more visible and
clear.
It Takes More than a Major: Employer Priorities for College Learning and
Student Success: Overview and Key Findings
A 2013 National Survey of Business and Non Profit Leaders
Methodology
From January 9 to 13, 2013, Hart Research Associates
conducted an online survey among 318 employers
whose organizations have at least 25 employees and
report that 25% or more of their new hires hold either
an associate degree from a two-year college or a
bachelor’s degree from a four-year college.
Respondents are executives at private sector and
nonprofit organizations, including owners, CEOs,
presidents, C-suite level executives, and vice
presidents.
https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary
“A collaboration
between educators,
students, policymakers,
and business and
community leaders.”
Launched in 2005
Goal:
Raise Quality of Education
• Large-scale
collaboration
• Transformational
change
California State University system
(2011)
• Educational alignment
• 12 LEAP States
https://www.aacu.org/sites/default/files/files/LEAP/Introduction_to_LEAP.pdf
The LEAP Initiative Promotes
• Essential Learning Outcomes
A Guiding Vision and National Benchmarks for College Learning and
Liberal Education in the 21st Century
• High Impact Practices
Helping Students Achieve the Essential Learning Outcomes
• Authentic Assessments of Student Learning
Probing Whether Students Can APPLY Their Learning – to Complex
Problems and Real-World Challenges
• Seven Principles of Excellence, including
Inclusiveness
Diversity, Equity, Quality of Learning for All Groups of Students
Essential Learning Outcomes
 Knowledge of Human Cultures and the Physical and Natural World
Focused on engagement with big questions, enduring and contemporary
 Intellectual and Practical Skills
Practiced extensively across the curriculum, in the context of progressively more
challenging problems, projects, and standards for performance
 Personal and Social Responsibility
Anchored through active involvement with diverse communities and real-world
challenges
 Integrative and Applied Learning
Demonstrated through the application of knowledge, skills, and responsibilities to
new settings and complex problems
COC Mission
As an innovative institution of excellence, College of the
Canyons offers an accessible, enriching education that
provides students with essential academic skills and
prepares students for transfer education, workforce-skills
development, and the attainment of learning outcomes
corresponding to their educational goals. To fulfill its
mission, College of the Canyons embraces diversity,
fosters technical competencies, supports the
development of global responsibility, and engages
students and the community in scholarly inquiry, creative
partnerships, and the application of knowledge.
According to ACCJC (Accreditor):
“The Accreditation Standards expect institutions to
focus on the learning of all students it serves.
Institutions set goals and outcomes, including for
student learning and student achievement, which can
be tracked and evaluated to determine how the
institution is meeting its mission.….”
“The ILOs are, in essence, the institution’s promise to
the community of the impact that the institution will
have on individuals who come to the institution.”
http://www.accjc.org/wp-content/uploads/2015/07/Standard_II_Q_and_A_July_2_2015.pdf
• “These are the outcomes which other units of the
institution (Student Services, ASG, TLC, etc.) also
participate in and may report on in program reviews.”
• “These stated ILOs tend to include the outcomes in
Standard II.A.11, which apply to all programs. Institutions
may include one or two additional areas in their ILOs.”
• “The key is that these ILOs are articulated at a
foundational level and then may be articulated at a
higher level of competency as appropriate to completers
of programs (shorter and longer certificates, 2-year
degrees, and so forth).”
http://www.accjc.org/wp-content/uploads/2015/07/Standard_II_Q_and_A_July_2_2015.pdf
1.
Palomar College
Four General Education/Institutional
Learning Outcomes (based directly on
the AAC&U Essential Learning
Outcomes)
Chaffey College
Four Core Competencies
Pasadena College
Five General Education Outcomes
Knowledge of Human Cultures
and the Physical and Natural
World
2.
Intellectual and Practical Skills
3.
Personal and Social
Responsibility
4.
Integrative and Applied
Learning
1.
Communication
2.
Critical Thinking and
Information Competency
3.
Community/Global Awareness
and Responsibility
4.
Personal, Academic, and
Career Development
1.
2.
3.
4.
5.
Communication
Cognition
Information Competency
Social Responsibility
Personal Development
Salt Lake Community College
Institutional Learning Outcomes
1.
2.
3.
Students communicate effectively.
Students develop quantitative literacies necessary
for their chosen field of study.
Students think critically and creatively.
4.
Students develop the knowledge and skills to
community engaged learners and scholars.
5.
Students develop the knowledge and skills to work
with others in a professional and constructive manner.
6.
Students develop computer and information literacy.
7.
Students develop the attitudes and skills for lifelong
wellness.
ACCJC Accreditation Standards (2014)
II.A. 11. The institution includes in all of its
programs, student learning outcomes, appropriate
to the program level, in …
• communication competency,
• information competency,
• quantitative competency,
• analytic inquiry skills,
• ethical reasoning,
• the ability to engage diverse perspectives,
• and other program-specific learning outcomes.
http://www.accjc.org/wp-content/uploads/2014/07/Accreditation_Standards_Adopted_June_2014.pdf
Outcomes
Build Upon Each Other
Proposed ILOs
Institutional
Degree,
Certificate,
Program
Course Outcomes
1.
2.
3.
4.
5.
6.
Effective Communication
Critical Thinking
Collaboration
Information Literacy
Quantitative Literacy
Community Engagement &
Global Responsibility
7. Creative & Innovative
Thinking
8. Lifelong Learning
ILO Development Process
• College-wide Collaboration
–
–
–
–
–
–
–
CASL, SENATE (since 2014)
Faculty, Staff, Student, Administrators
Committee work
Surveys (Spring 15/Fall 16)
Workshops (10+ including Opening Day 2015)
CPT (Twice)
ASG
COC ILO Survey (Fall 15)
Responses to the Fall 2015 ILO Survey
Overall
Adjunct Faculty
Full-Time Faculty
College Planning
Team
Division Deans
Learning
Resources
Student Services
Associated
Student
Government
Responses
Invited to
Participate
Response
Rate
166
74
60
923
661
191
18%
11%
31%
11
9
32
14
34%
64%
5
4
6
6
83%
67%
3
13
23%
Satisfaction with the Proposed ILOs
Satisfied/
Very Satisfied
Overall
Adjunct Faculty
Full-Time Faculty
College Planning Team
Division Deans
Learning Resources
Student Services
Associated Student
Government
Dissatisfied/
Very
Dissatisfied
Neutral
%
66%
77%
53%
n
63
24
24
%
32%
23%
44%
n
31
7
20
%
2%
0%
2%
n
2
0
1
--
6
--
1
--
1
--
4
--
2
--
0
--
2
--
0
--
0
--
2
--
0
--
0
--
1
--
1
--
0
Overall, two-thirds of the respondents are “satisfied”
or “very satisfied” with the proposed ILOs.
Please indicate your level of agreement that the
proposed ILOs reflect College of the Canyons.
Level of Agreement that the Proposed ILOs reflect College of the Canyons
Disagree/
Agree/
Neutral
Strongly
Strongly Agree
Disagree
%
n
%
n
%
n
75%
110
16%
23
9%
13
Adjunct Faculty
77%
49
16%
10
8%
5
Full-Time Faculty
College Planning
Team
Division Deans
74%
40
19%
10
7%
4
--
8
--
0
--
1
--
5
--
1
--
2
Learning Resources
--
4
--
1
--
0
Student Services
Associated Student
Government
--
3
--
0
--
0
--
1
--
1
--
1
Overall
Summary
• Overall, the majority of respondents
“agree” or “strongly agree” that the
proposed ILOs reflect College of the
Canyons.
• Less than 10 percent of respondents
indicated that they “disagree” or “strongly
disagree” that the proposed ILOs reflect
College of the Canyons.
Ranking (Fall 16 Survey)
ILO #1
Critical Thinking - Students demonstrate the ability to think critically and
analytically.
Effective Communication- Students communicate effectively.
ILO#3
Collaboration - Students develop the knowledge and skills to work with
others in a professional and constructive manner.
ILO#2
ILO#4
Creative & Innovative Thinking - Students think creatively and innovatively.
Information Literacy - Students develop information literacy.
ILO#5
Quantitative Literacy - Students develop quantitative literacies necessary
for their chosen field of study.
ILO#6
Community Engagement & Global Responsibility - Students develop the
knowledge and skills to actively engage in the local, national and global
community.
ILO#8
Lifelong Learning - Students develop the knowledge and skills to be
lifelong learners.
ILO#7
What’s Next?
• Senate Adoption/CPT
Endorsement
• More workshops/Days of
Assessment
–
–
–
–
Refining of ILOs
Identifying Competencies for each area
Rubric development for each ILO
Collection and scoring of Signature
Assignments mapped to each ILO
– Expansion of use of ePortfolio
• ISLO Workplan/”Business
Plan”
– Promotion
– Implementation using courselevel assignments (Signature)
https://manoa.hawaii.edu/ovcaa/ilo/
Signature Assignments
What Are Signature
Assignments?
• An assignment that best displays the knowledge or
skills essential to the learning outcomes of a course.
Other coursework should build toward the
completion of the course 'signature' assignment.
• Signature assignments have the potential to help us
know whether student learning reflects “the ways of
thinking and doing of disciplinary experts.”
• A generic task, problem, case, or project that can be
tailored or contextualized in different disciplines or
course contexts (can be collaboratively designed).
Examples of Signature
Assignments
Salt Lake Community College (SLCC)
• Political science class: students analyze
campaign finance data and write papers about
recent elections in Utah.
• Quantitative reasoning class: students analyze
arguments they’ve found on TV or the
Internet for logical fallacies, making diagrams
to help map the process.
Characteristics of Signature
Assignments
• Course-embedded assessment
• Well aligned with Learning Outcomes
• Authentic in terms of process/content, “real world”
application
• Include student reflection component
• Designed individually or collaboratively by faculty
– Can follow a theme across curricular and cocurricular experiences
Why Signature Assignments
Rock!
• They make learning more visible, both for
students and instructors.
• They encourage student ownership of course
and program work.
• They enhance student learning and foster an
attitude of life-long learning.
Why Signature Assignments
Rock!
• They chronicle the learning process and offer
artifacts of rich qualitative data that help
instructors measure their own effectiveness
through more authentic assessment.
• They can be easily developed from existing
assignments, especially ones that already
possess some characteristics of Signature
Assignments.
ePortfolios
• An electronic platform where students can
complete assignments using multi-media
• An account on a platform (Digication or
Pathbrite)
• A tool to highlight student success
• An excellent way for students to track their
own progress
Why ePortfolios?
Student Centered (Batson)
– Students are stewards of their own learning
– They own the space, it is their information,
and they control who can view it
– “As the transcript and the diploma lose
credibility with employers, the eportfolio gains
credibility. It is a fuller and more palpable
picture of what learners can do.”
Why ePortfolios?
Faculty Benefit
– Diversity
– Students becoming more creative
– Deeper critical thinking
– Creates a stronger connection
between the students and the world
around them
How can you implement
ePortfolios in your courses?
• ePortfolios are a tool, but they must be
used appropriately in order to be effective
• Application in the classroom:
– Class discussions
– Grading
– Class participation
– Artifacts
– Assignments
Is a course redesign
required?
• This is up to you, it can happen on a large
scale or a small scale
• You can redesign your entire course or
you can require students use the
ePortfolio platform for a single assignment
or project
• Assign credit: 5% of grade? 30% of
grade?
The Future
The Institutional Aspect of ePortfolios
– We are excited about the implications this has
for our student’s growth within our classes
and throughout their experience at our college
– This is an excellent tool for assessment
– Signature Assignments:
• The importance for each course and the
importance on an institutional level