Working Papers: Competency-Based Holistic General Education with SLONovember 1, 2005

Student Learning Outcomes for General Education Core Courses

What are they?

Student Learning Outcomes (SLO)state the practical things students should be able to do or show as a result of learning from course activities;unlikeClassroom Objectives, which state what students are expected to do in the class to achieve learning outcomes.

SLO are stated in measurable terms and complete the sentence, “Students who successfully complete this course should be able to. .”

Classroom Objectives are stated in measurable terms and complete the sentence, “Students in this course are expected to. . .” They set out the performance standards for classroom activities and provide the criterion for evaluation.

Why do they matter?

SLO set out the standards for knowledge, enduring ideas, issues, concepts, skills, and attitudes developed in each course. They:

Explain the purpose and value of the course content to the student’s future success

Provide criteria for assessing learning and evaluating performance

Provide a target for instructional design

Align a course with student, college, and community needs

Who defines them?

The faculty who teach them.

How are they defined?

By reaching consensus on how a course contributes to the bigger picture of student, program, college, and community learning goals.

By applying common standards recognized by SACS, LCTCS, and higher education bodies for stating student learning outcomes.

By comparing past practices and assessment feedback with students’ current learning needs and circumstances.

Through ongoing review of learning assessment feedback and continual implementation of faculty recommendations for student learning.

To reach consensus on a course’s contribution to larger learning goals, the college must be unified by a common mission that serves the interests of students, the business community, and the larger society. Delgado has such a mission, and that mission is echoed in the community values, in the GenEd competencies, and in the GenEd core characteristics. Student learning outcomes are evidence that students have builtthe skills, capabilities, and knowledgepledged by thosestatements.

Mission Statement

DelgadoCommunity Collegeprovides a learning centered environment in which to prepare students from diverse backgrounds to attain their educational, career, and personal goals, to think critically, to demonstrate leadership and to be productive and responsible citizens.

Community Values

  • The worth of each individual;
  • Lifelong learning and the pursuit of knowledge;
  • Excellence in teaching in an accessible student-centered environment;
  • Meeting the needs of a changing workforce;
  • The cultural diversity of our students, faculty, staff, and administration;
  • Public trust;
  • Personal and professional integrity and accountability; and
  • An understanding of and responsibility to community, state, nation, and world.

GenEd Competencies and Evidence of Achievement

  1. Writing and Critical Thinking
    Students will be able to write and read satisfactorily in an organized and critical manner. The following characteristics will be assessed: clarity, can provide support, recognizes assumptions, reflects alternative approaches, sees implications, invents new problems, prioritizes/sees relationships, can be applied, and demonstrates integrity. The student will (course objectives or assessment method?):
  2. Write a well-organized paper using appropriate documentation.
  3. Read a document and demonstrate a comprehensive response.
  4. Identify the theme and setting of a written document.
  5. Computation
    Students will be able to understand numerical data by extracting analyzing and interpreting data, apply mathematics in a career setting and use appropriate technology in solving mathematics problems. The student will (course objectives or assessment method?):
  6. Identify the appropriate information to solve a problem.
  7. Organize numerical information to draw conclusions.
  8. Apply mathematics to a real world setting and use the appropriate technology.
  9. Logic
    Students will be able to demonstrate the use of applicable scientific techniques collect observations and evaluate the validity of the conclusion. The student will (course objectives or assessment method?):
  10. Follow sequential steps to analyze and solve a scientific problem.
  11. Use basic scientific language and processes in drawing a conclusion concerning scientific phenomena.
  12. SocialIssues
    Students will be able to identify significant philosophies and lifestyles which societies and individuals have adopted. In addition, students will reflect on experiences, beliefs and values. The student will (course objectives or assessment method?):
  13. Identify a social issue.
  14. Clearly analyze a question by producing answers that illustrate a synthesis and integration of data.
  15. Oral Communication
    Students will be able to conduct public speaking activities, small group communication skills, and interpersonal communication. The student will (course objectives or assessment method?):
  16. Perform a clear oral presentation employing correct grammar and follow a rubric on oral presentations.
  17. Leadership
    Students will be able to lead and participate in activities and will develop the capability for self-direction. The student will (course objectives or assessment method?):
  18. Demonstrate and lead or participate in a creative activity.
  19. Citizenry
    Students will recognize individuals’ values, understand and respect for the values of others and implementation of values in society. The student will (course objectives or assessment method?):
  20. Identify conflicting viewpoints and alternative solutions to solve any problems.
  21. Cultural Expression
    Students will identify different cultural responses to environment demands, and recognize cultural diversity. The student will (course objectives or assessment method?):
  22. Identify a diverse issues in society and be able to construct an appropriate response related to a societal issue.
  23. Technology
    Students will be able to apply basic computer technology when using systematic and critical processes. The student will (course objectives or assessment method?):
  24. Use the Internet to identify newsworthy events.

GenEd Characteristics

A DELGADO GRADUATE WILL HAVE:

  1. A general understanding of the English language.
  2. The ability to describe, report, order and analyze facts and opinions.
  3. The ability to distinguish between facts and opinions, to synthesize facts and opinions, and to think critically.
  4. The ability to compose and express a series of related thoughts, unified in content and coherent in language.
  5. A general understanding of computational methods.
  6. The ability to manipulate mathematical language above the basic computational level.
  7. The ability to organize information and to recognize patterns among different phenomena.
  8. An understanding of the importance of logic and self-discipline in solving problems.
  9. A general understanding of the physical world.
  10. An understanding of at least one branch of the natural sciences.
  11. The ability to follow the sequential steps necessary to analyze and solve a problem.
  12. The ability to recognize when the absence of data impedes the formation of a sound conclusion.
  13. A general understanding of the social and individual behavior of human beings.
  14. The ability to analyze a social issue.
  15. The ability to formulate analytical questions about behavior.
  16. The ability to locate sources for data.
  17. An understanding of at least one of the basic disciplines in the social sciences and how its principles and theories are applied to an understanding of human behavior.
  18. A general understanding of how selected essential works of the human imagination and intellect improve the ability to comprehend human experience.
  19. Insight into human experience in other places and at other times.
  20. The ability to reflect on experience, beliefs, and values.
  21. An understanding and appreciation of at least one of the areas associated with the fine arts – drama, poetry, music, historical and imaginative literature, philosophy, and rhetoric.

Together these statements seem to say:

“The graduate and/or transfer student from DelgadoCommunity College will. . .”

  • have developed a professional and community identity built upon his or her uniquely diverse background and learning style, prepared to enter a demanding workforce with valuable skills and competencies to succeed;
  • have a sense of ownership over his or her learning and educational achievements that can carry over into career and personal goals;
  • be able to reason critically, deliberate productively with others, and contribute positively to the community at large;
  • be eager to continue professional and personal development through lifelong discovery, aware of the constantly changing world in which we live and the necessity for self-directed adaptation to new opportunities and demands.

Collaborative Faculty Dialogue – process of stating SLO

Student learning outcomes should integrate clearly with established institutional intentions: college mission for student success, program missions, GenEd core competencies, Program outcomes. This clarifies the purpose of the course within the broader framework of the student’s education. It helps relate developing competencies to an academic program requirement and the student’s individual learning plan. In periodic reviews, faculty should consider the value of course learning outcomes based on student needs and current circumstances, making recommendations where necessary in curriculum, syllabi, instruction, and/or assessment.

GenEdCore Competencies to which your course learning outcomes contribute value:

CompetencyLevelBehaviorIndicators

Program Outcomes

(should be found in TracDat)

Clear student learning course outcome statements:

  • Use action verbs that specify definite behaviors (See Bloom’s Taxonomy)
  • Use simple language that describes an observable behavior
  • Have a measurable standard of performance or quality
  • Do not emphasize “how” or “why” in a learning outcome
  • Do not bundle several outcomes in one statement
  • Do not lead to the use of grades as a means of assessment

Words to avoid altogether because they are not behaviors you can see

  • Know
  • Understand
  • Believe
  • Feel
  • Be
  • Subjective qualitative intensifiers such as: demonstrates “excellent” taste in music; writes paragraphs “well”

Examples from Natural Science Course:

No: Students will understand scientific methodology

Yes: Students apply scientific methodology to test hypotheses

No: Students will make a “B” or better on the midterm test for theories and scientific claims

Yes: Students can evaluate the validity and limitations of theories and scientific claims in experimental results

No: Students will be prolific in basic scientific principles and pass the departmental exit exam.

Yes: Students will demonstrate an understanding of basic scientific principles by restating the principle in their own words and giving a real-world example of the principle in action.

Example from Social Science Course:

No: Students feel comfortable with their cultural identity in our society

Yes: Students can identify the role that cultural diversity plays in defining what it means to be a social being

No: Students will complete the chapter questions that identify the origins, workings, and ramifications of social and cultural change in their own identity

Yes: Students can identify the origins, workings, and ramifications of social and cultural change in their own identity

No: Students attend two other social science classes during the semester.

Yes: Students compare the distinctive methods and perspectives of two or ore social science disciplines.

Example for Comparison: Principles of Math Course, British Columbia

MATH 118 Algebra for College Students, DelgadoCommunity College:

Faculty Template: Student Learning Outcome/Assessment Guide (Sample)

Course Title: Integrated Office Systems

Themes(s): Professionalism; Design and layout; Integration

Competencies Developed in Course / Course Outcomes / Assessment Tasks / GenEd Student Learning Course Objectives
What core skills needed for future success can students develop in this course? / What will students be able to do “out there” for which this course will prepare them? / How will students in this class demonstrate evidence of the learning outcome? / What are students in this class expected to do to achieve learning outcomes for the course?

Faculty Template: Student Learning Outcome/Assessment Guide

Course Title:

Themes(s):

Competencies Developed in Course / Course Outcomes / Assessment Tasks / GenEd Student Learning Course Objectives
What core skills needed for future success can students develop in this course? / What will students be able to do “out there” for which this course will prepare them? / How will students in this class demonstrate evidence of the learning outcome? / What are students in this class expected to do to achieve learning outcomes for the course?

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Working Papers: Competency-Based Holistic General Education with SLONovember 1, 2005

Faculty Scoring Guide for Student Learning Outcome Preparation

Faculty Self-Assessment tool to use for Student Learning Outcomes at the course level

1 – Absent2 – Developing3 – Adequate4 – Well developed

Factor: Outcome Statements / 1 / 2 / 3 / 4 / Suggestions:
I
N
D
I
C
A
T
O
R
s /
  • Begins with action verb......

  • Stated in words student might use......

  • 1 to 3 outcomes per course......

  • Tells what student will be able to do after the course

  • Can be measured for performance and/or quality standards

  • Drives instructional design and content......

Factor: Description of Assessment Methods
I
N
D
I
C
A
T
O
R
S /
  • 1-4 assessment checkpoints per course......

  • Is an objective indicator(s) of the outcome (has clear rubric)

  • Is possible to implement in class situation....

  • Is evidence of concept and skill development (has clear rubric)

  • Is an authentic, real-life task or issue......

  • Is challenging enough to engage students (confirm criteria)

  • Provides some element of student control (confirm criteria)

  • Demonstrates knowledge, values, and skill (confirm criteria)

Factor: Themes, Concepts and/or Issues
I
N
D
I
C /
  • Consists of key words or phrases that describe the knowledge base essential to the SLO

  • Focuses on meaning, values, or broader implications

  • Indicates what needs to be understood to succeed on assessments

Factor: Skills
I
N
D /
  • Begins with action verb......

  • Requires practice......

  • Essential to assessment and SLO......

  • Can be broken into sub-skills......

Factor: Continuity
I
N /
  • Clear relationship between content, assessment methods, and SLOs
  • Clear relationship between course SLOs, program mission, college goals and mission, student learning plan

Course Title: / Date:
Assessed by:

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Working Papers: Competency-Based Holistic General Education with SLONovember 1, 2005

Specifying Learning Outcomes Using Verbs Illustrating Bloom’s Taxonomy

Knowledge / Comprehension / Application / Analysis / Systhesis / Evaluation
Cite / Associate / Apply / Analyze / Arrange / Appraise
Count / Classify / Calculate / Appraise / Assemble / Assess
Define / Compare / Demonstrate / Categorize / Collect / Choose
Draw / Compute / Determine / Compare / Compose / Criticize
Identify / Contrast / Dramatize / Debate / Construct / Critique
List / Differentiate / Employ / Diagram / Create / Determine
Name / Discuss / Examine / Differentiate / Design / Estimate
Point / Distinguish / Illustrate / Distinguish / Formulate / Evaluate
Quote / Estimate / Interpret / Examine / Integrate / Grade
Read / Explain / Locate / Experiment / Manage / Judge
Recite / Express / Operate / Identify / Organize / Measure
Record / Extrapolate / Order / Inspect / Plan / Rank
Repeat / Interpolate / Practice / Inventory / Prepare / Rate
Select / Locate / Restructure / Question / Prescribe / Recommend
State / Predict / Schedule / Structure / Produce / Revise
Tabulate / Report / Sketch / Separate / Propose / Score
Tell / Restate / Translate / Summarize / Specify / Select
Trace / Review / Use / Tabulate / Synthesize / Standardize
Underline / Tell / Write / Test / Write / Validate

Adapted by Eliiot Elfner, Institutional Effectiveness Associates, from a presentation by Susan Hatfield at the Annual Conference of the Higher Learning Commission, April, 2004

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