General Education Student Learning Outcomes

SLOAC CommitteeFlex Day Working Session

Date:10.30.2012Time: 12:45 – 2:15

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

PROCESS OF EVALUATION:

Step 1: Define General Education Requirements 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

http://www.chabotcollege.edu/Counseling/GE_Transfer_flyers/AA12-13rev3_27_12.pdf

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

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.

Step 2: Define Gen Ed Student Learning Outcomes

College Wide Learning Goals

Communication• Information technology• Language and linguistics• Reading• Respectful and ethical

communication• Speaking• Writing

 

Critical Thinking• Analysis of multiple paradigms and

methodologies• Information literacy• Logic and rhetoric• Problem solving• Quantitative and qualitative

reasoning

Global and Cultural Involvement • Aesthetic Responsiveness• Environmental• Familiarity with multiple• paradigms and methodologies• Human context

  Civic Responsibility

• Informed citizenship in a democracy• Cultural• Economic• Historical• Political• Promoting the development of values,

integrity, and ethical behavior

Development of the Whole Person• 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

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?

Reflect on CWLG SLOs

eLumen review of CLOs

1. Preparation

2. Select Course3. View Assessments

Step 3. Assessment of GE SLOs

Student Level Faculty Level

Graduation Surveys 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 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?

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.

Chabot College Student SurveysProgram Graduates vs. All Students

Provide Faculty Rubrics for guiding SLO discussions for each CWLG.

Example: Rubrics for Critical Thinking/Problem Solving Reference: Allan Hancock College http://research.hancockcollege.edu/student_learning_outcomes/ilos.html

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

Brainstorm around proposed assessment ideas.

Recommendations for interdisciplinary workgroups.

Other Assessment Ideas