ࡱ> '` &bjbjLULU 04.?.?4F F F F Z B#j ( #######$$ha'4# 4# I#   # # !" v ϚhF O R!# _#0#!'( '(,""'(" 4#4# # BBBF BBBF  Teaching, Learning, and SLOs at 17Թ Introduction In the last two years 17Թ has made great progress in our utilization of the student learning outcomes and assessment cycle (SLOAC). Not only does this help our college in terms of compliance with ACCJC standards, but it benefits our students as more and more faculty are using learning outcomes to both enhance student learning and as a framework for wider discussions about teaching and learning with their colleagues. The implementation of the TracDat software has also reduced many of the technical difficulties associated with compliance and makes it even easier for faculty to track their efforts and collaborate with peers. At this point we would like to propose a set of short term and long term goals and implementation plans designed to build on these accomplishments and continue to facilitate the use of SLOAC to strengthen teaching and learning at 17Թ at the same time that we satisfy accreditation requirements. Short term goals We have two top priorities for the remainder of the 2011-2012 academic year: Full implementation of SLOs at the program level Faculty defined Program-Level Student Learning Outcomes and planned assessment strategies for our degree and certificate programs last Spring and Fall (2011), and it is imperative that we now implement these plans. The ACCJC reaccredited 17Թ under the condition that we clearly demonstrate proficiency with SLOAC in this area by the time they make their return visit in October 2012. Accordingly, program faculty must collaborate to ensure that every degree/certificate program: has at least two Program-Level SLOs documented in TracDat no later than March 23, 2012 (the last day of week 11 in Winter quarter); has an assessment plan which explicitly includes the means of assessment and identification of the timing and/or courses where the assessment will occur, documented in TracDat no later than March 23, 2012 (the last day of week 11); has had at least one of its two PL-SLOs assessed no later than the end of the Spring 2012 quarter, with the results and reflections entered into TracDat no later than September 28, 2012. These things must happen if we are to pass muster with the ACCJC next fall. However, implementing these strategies also has tremendous potential to help faculty deepen their understanding of the relationships between their course- and program-level SLOs and ultimately help increase student learning. Closing the loop in the program-level SLO assessment and reflection cycle will also help faculty identify the resources needed and provide the data to support resource requests in the Program Review process. We also wish to acknowledge the need for further dialog about how we define a program for the purposes of both enhancing student learning as well as to support resource requests in Program Review. For example, there isnt a specific degree or certificate in ESLL, but few would argue that ESLL is not a program that could benefit from clearly defined student learning outcomes and a means to gather data to substantiate resource requests. We propose that the academic senate is the most appropriate venue to initiate this discussion among faculty, but encourage deliberation in other shared governance groups as well. Refocus Attention on SLOs for our General Education Courses and Program Not only are General Education Student Learning Outcomes (GELOs) required by the ACCJC, having them in place sets the stage for both faculty and students think about the value of our general education offerings as an interdependent package rather than just a set of unrelated categories. In Spring 2010 the College Curriculum Committee (CCC) had a brief discussion and determined it would be appropriate that our GELOs be the same as our Institution-Level SLOs. Subsequent to their adoption by the CCC, the GELOs were added to C3MS (and now TracDat) and while most faculty teaching GE courses have indicated which GELOs match their course, many forget to regularly and explicitly assess and reflect on student mastery of them. Accordingly, it seems fitting to now engage in a more comprehensive dialog about our GELOs and are asking faculty to: consider whether it might be more useful to adopt LEAPs Essential Learning Outcomes instead of our current GELOs; review (or create) their plan for assessing the GELOs matching their GE courses to make sure the plan is well-developed and regularly and thoughtfully implemented and reflected upon; and collaborate to develop a plan for assessing mastery of the GELOs as students progress through our GE program as a whole. We propose that the CCC is the most appropriate venue for initiation of this discussion among faculty. Other short term goals include: building upon our already robust use of SLOAC at course level. While many are already proficient, there are still faculty who are uncertain of the process or are simply interested in exploring new ways to capitalize on all that SLOs have to offer for teaching and learning as well as in terms of the Program Review process. Additionally, as new faculty are hired they also need support and training; continuing to promote campus wide dialog about assessment: what authentic assessment is, and whats logistically reasonable at the course, program, GE, and institution levels; and broadening our inclusion of student services faculty and staff and their use of service area outcomes, and our inclusion of administrators and their use of administrative unit outcomes. We would especially like to build the relationship between SAOs, AUOs and the academic learning outcomes across the campus. Long term goals Our ultimate goal is promote a culture in which 17Թ faculty feel supported and safe to discuss teaching and learning, and valued and respected for their thoughtful attempts to innovate and experiment in the classroom. We hope to facilitate a variety of ongoing opportunities for faculty to collaborate across disciplines and dialog about experiences with both success and failure as we work towards the common goals of helping students achieve deeper learning and of growing as educators, ourselves. Though they are certainly not the ONLY option, we believe that SLOAC is a great way to reach these goals. Further avenues for achieving these goals: in addition to those steps specifically outlined earlier, we also propose the following opportunities (with voluntary participation!): Brown bag lunches held every couple of weeks. These can be open-ended discussions for faculty to discuss how their classes are going, what tools and techniques they are trying and what is working or not working in their classrooms. Explicit inclusion of how to tie SLOs in is optional and based on faculty request. Colloquia half- or full-day professional development events that focus on specific topics related to teaching or assessment techniques that improve student success, with optional sessions regarding how these relate to SLOAC. One possibility is to increase the teaching- and learning-specific professional development opportunities on Opening Day. Encourage departments, divisions, student service area faculty/staff, and administrators to invite SLO coordinators for brief check-in discussions regarding all aspects of the SLOAC process. We bring the cookies. Facilitate interdisciplinary discussion by organizing opportunities for faculty to go to each others division/department meetings to exchange ideas about whats working SLOAC-wise in their own department or divisions. Other ideas are welcome and encouraged!  HYPERLINK "mailto:holcroftcarolyn@foothill.edu" holcroftcarolyn@foothill.edu and/or  HYPERLINK "mailto:schultzgillian@foothill.edu" schultzgillian@foothill.edu Thanks for all you do to support your students and colleagues. 127>?  & Y Z [ Yd !AMU',34PQVefg ߞߞ}h$Sh5>*CJh[kXh$Sh5>* hvih$Sh hp}h$Shhvh$Sh5>* hh$Shhnah$Sh5h6h$Sh5>*hzh$Sh5>*hzh$Sh5hQBh$Sh5>*CJ h$Sh5>*h~h$Sh5>*h$ShhQBh965>*CJ112? Z [ yz  UV $ & Fa$gd$Sh $ & Fa$gd$Sh $^a$gd$Sh$a$gd$Sh&VkUVfg }!"$$%&& $ & Fa$gd$Sh $ & Fa$gd$Sh$a$gd$Sh $ & Fa$gd$Sh $^a$gd$Sh }!%%"&#&$&@&A&I&J&z&{&|&&&&ѽٲѽjh$ShUh1dh$Sh0Jjh$ShUjh$ShUh$Sh hrIh$Sh h$Sh5CJhh$Sh5>*CJh$Sh5>*CJ&&$a$gd$Sh.:p$Sh/ =!"#$%@@ DyK holcroftcarolyn@foothill.eduyK Hmailto:holcroftcarolyn@foothill.eduDyK schultzgillian@foothill.eduyK Fmailto:schultzgillian@foothill.edu666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666<@< 6NormalCJ_HmH sH tH DA@D Default Paragraph FontRiR Table Normal4 l4a (k( No List 6U@6 l0 Hyperlink >*B*ph412?  Z[yz$>.$$ $$$$>.$$$$$$$$$ $N$$12?  Z[yz U V kUVfg}0000000000 0000 0 0 000000 0000 0 0 0000 0 0 0000 000 0 0 0 0 000 &V&&&#@I{XX8@0(  B S  ?   w~ szMZ\_`nABH|MT)33333:o^#"`&y(Lk.Ho@QR\x0 #Xv ut 5r? ~v uh ^`hH.h ^`hH.h p L^p `LhH.h @^@`hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PL^P`LhH.Hx^`xOJQJo(hHH^`OJQJo(hHoHp^p`OJQJo(hHH@ ^@ `OJQJo(hHH^`OJQJo(hHoH^`OJQJo(hHH^`OJQJo(hHH^`OJQJo(hHoHP^P`OJQJo(hHh ^`hH.h ^`hH.h pL^p`LhH.h @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PL^P`LhH.Hx^`xOJQJo(hHHp^p`OJQJo(hHoH@ ^@ `OJQJo(hHH^`OJQJo(hHH^`OJQJo(hHoH^`OJQJo(hHH^`OJQJo(hHHP^P`OJQJo(hHoH ^ `OJQJo(hHh ^`hH.h p^p`hH.h @ L^@ `LhH.h ^`hH.h ^`hH.h L^`LhH.h ^`hH.h P^P`hH.h  L^ `LhH.Hx^`xOJQJo(hHH^`OJQJo(hHoHp^p`OJQJo(hHH@ ^@ `OJQJo(hHH^`OJQJo(hHoH^`OJQJo(hHH^`OJQJo(hHH^`OJQJo(hHoHP^P`OJQJo(hHHx^`xOJQJo(hHH^`OJQJo(hHoHp ^p `OJQJo(hHH@^@`OJQJo(hHH^`OJQJo(hHoH^`OJQJo(hHH^`OJQJo(hHH^`OJQJo(hHoHP^P`OJQJo(hHHx^`xOJQJo(hHH^`OJQJo(hHoHp^p`OJQJo(hHH@ ^@ `OJQJo(hHH^`OJQJo(hHoH^`OJQJo(hHH^`OJQJo(hHH^`OJQJo(hHoHP^P`OJQJo(hH0 #X" ~@QR:o^&y(.t 5r         M                  M                  M         M         0$Sh96@tl`@UnknownGz Times New Roman5Symbol3& z Arial7K@Cambria?5 z Courier New;Wingdings 1h A8A84 2QH ?'yw20Teaching, Learning, and SLOs at Foothill CollegeGillian SchultzDolores Davison,        Oh+'0 0< \ h t4Teaching, Learning, and SLOs at 17ԹGillian Schultz Normal.dotDolores Davison2Microsoft Office Word@@yh@yhAGDVT$m N &" WMFC $N$nlUT#m EMF$n' $I*U"   % Rp@Cambria7K@Cambrih $tt0tLn0tdv%  Rp@CambriaMMMMM'1H@rW005E';EEEEEEEEEttL9 07K@CambriP@cOQHQM<t0tLn0tdv% %  TlXS u/@@X\0LTeaching, Learning, and SLOs at Foothill CollegeK>?6F$G=@=?6F%F=>GF<@P6>+@BC*F%$$BC$$>=>'% LdXbS jXb !??% ( TTT  u/@@T \LP DRp@Cambria7K@CambriX||Q||}|0t0tLn0tdv%  TTXw/@@XLP ;Rp@Cambria7K@Cambritt< tt0tLn0tdv%  Rp@Cambria06 0bJ))-;"34 0P0;;;;ttL9 07K@CambritL9 0t0B3t0tLn0tdv% % TlXB`/@@XKLXIntro#<%.9TxC`/@@CKL\duction<</%9<'% LdXPWXPK!??% ( TT`/@@KLP ;%  TdXa/@@XYLIn the last two years Foothill College has made great progress in our utilization of the 8)"71)1+")"M5)211)+(655"7)85111)71+)S171)1)11")8)51)1++)8(57))7"-1"58)5)"71 TDXJ/@@X5TLstudent learning outcomes and assessment cycle (SLOAC). Not only does this help our +"7718"+11)881+57",5S1++187+1++1++S18"+,2,1+&26A>8&+D5"+582+751++"7++718+57* TXL/@@XLtcollege in terms of ,51118"1)S+5TL/@@FLcompliance with ACCJC standards, but it benefits our students as more ,5T818,1M"7>888+"1871)7+77""7181"+57)+"7718"+1+S6)1 TXX5/@@X WLand more faculty are using learning outcomes to both enhance student learning and as a 187!S5)1!1,7"2!2)1!8+81!11)881!57",5S1+!"5!75"7!18718,1!+"7708"!11)881!187!1+!0 T\X6/@@XXLframework for wider discussions about teaching and learning with their colleagues. The )1S1M5*4"5)"M71*!8+,7++58+!1757"!"11,781!187!11)882!M"7!#71)!,511171+"!;72 TX{/@@X  LdimplementatS81S18"1"T,|/@@| PLion of the TracDat software has also reduced many of the technical difficulties 585"71;)1,B1"+5"M1)171+1+5)177,17S1825"72"1,78,17,7"1* TpX!/@@X[Lassociated with compliance and makes it even easier for faculty to track their efforts and 1++5,1"17M"7,5S818,1187S141+"221811+1)5*1,7"3"5#)1,4"71*15)",188 TLX /@@XULcollaborate with peers. At this point we would like to propose a set of short term an,5175)1"1M"7811)+>""7+&" WMFC $.$n858"M1M57741"58)585+11+1"5+75)""1)S18Tx /@@L\d long 7582 T@X /@@XjSLterm goals and implementation plans designed to build on these accomplishments and "1)S*151+*187*S81S18"1"58)818+*71+1817*"5*777*58*"71+1)1,,5S8+7S18"+*186 T\X/@@XXLcontinue to facilitate the use of SLOAC to strengthen teaching and learning at Foothill ,58"871,"5,1,"1"0,!71,7+1,5,16A>8,"5,+!)181"718,"11,781,186,11)881,1"+655"7 TX j /@@XU ELCollege at the same time that we satisfy accreditation requirements. 851111""71+1S1"S1"71"M1+1"+21,,)17"1"58)177)1S18"*TT  j /@@ U LP : TTXk  /@@X LP ; TTX T /@@X? LP ; % TpXT  /@@X LXShort <FC5+TT  /@@ L`term goals+=6h<C>$6'% LdX  X v !??% ( TTT  /@@ LP D % TTX R /@@X= LP ; % T|XS  /@@X L\We have \17121% TS  /@@ Lptwo top priorities%P9%9<<.9.%5.% TS /@@ L for the remainder of the 20115)"71)1S1871)5"717787TT S - /@@ LP-!T. S  /@@. Lt2012 academic year: 87771,271S,211)% TTS  /@@ LP < % TT = /@@( LP ;Rp@"Arial,cdt8 0Pt2E0V`7l2dt0t`7lK00t@00ί0t@03&z Ariall05<<Pt0PtLn0htdv%  % TX> ? /@@ LP1.;% TT@@  /@@@ LP D% Tl> J /@@ 0LFull implementation of SLOs at the program level7<Y<5Y5<%6%9<8!37F.6%%<5<.94-6Y555'% Ld J  !??% ( TTK > /@@K LP ; % TTX ' /@@X LP ; T(  /@@ L|Faculty defined Program61,7"2718179)51)2STT(  /@@ LP-!T(  /@@ 7LLevel Student Learning Outcomes and planned assessment 61212"7718"601)881A7",5S1+1878187171++1++S18! T$ a /@@ $Lstrategies for our degree and certif+")1"111+5)57)711)21187,1)"T\ /@@\ 3Licate programs last Spring and Fall (2011), and it ,1"08)51)1S+1+"18)8118761&7787&187! T4/@@rQLis imperative that we now implement these plans. The ACCJC reaccredited Foothill +S81)1"21"71!M175MS81S18""71+1818+;71>888)11,,)17"17655"7 T8/@@RLCollege under the condition that we clearly demonstrate proficiency with SLOAC in 851117971)"71-588"58"71"M1,11)372S58+")1"18)5,18,2M"726A>88 TH q/@@\*Lthis area by the time they make their retu"7+)1)11)72)"71)!S1)!71&" WMFC $$n2)S141)"71)))1"7T8 q/@@ \'Lrn visit in October 2012. Accordingly, )8)2+")8)A,"571))7777)>,,5)7812 T4rA/@@QLprogram faculty must collaborate to ensure that every degree/certificate program:8)51)1S1,7#2S7+"-5175)1"1"518+7)1"71"121)2712)111,1)",1"18)51)1STTBr}/@@BLP < TT\/@@GLP ;Rp@Symbol 0(t0^Wy^W,c0t@000culty must collaborate to ensue5SymbolTt0TtLn0ltdv% Rp@"ArialOOMG&&&&&&1111<#EEE&&&&K00t@00ί0t@03&z Arial0`7l" <Pt0PtLn0htdv%  % TT]/@@LP.% TTg/@@LP % Tb /@@L|has at least two Program71+$1"$11+"$"M5$9)51)1STT b) /@@ LP-!Th* b/@@* /LLevel SLOs documented in TracDat no later than 6121$26A+$75,7S18"17$8$;)1,B1"$85$1!1)$"718 TL/@@7;LMarch 23, 2012 (the last day of week 11 in Winter quarter);R1),7777787&"711,"7125M114778\9"1)771)"1)&TTL/@@7LP < % TTM/@@LP.% TTW/@@LP % TXR/@@LPha71TR/@@GLs an assessment plan which explicitly includes the means of assessment +%18%1++1++S18"$808%M7,7%108,"2%8,771+%"71%S118+%5%1++1++S18" T</@@'JLand identification of the timing and/or courses where the assessment will 187&718",1"58&5&"61&"S81&18715)&,57)+1+&M71)1&"71&1++1++S08"&M T=/@@KLoccur, documented in TracDat no later than March 23, 2012 (the last day of 5,,7)75,7S18"178;)1,B1"851"1)"718R1),7777787&"711+"7125 TW&/@@ L`week 11);M11477'TTX&/@@XLP < % TT'/@@LP.% TT1/@@LP % T,/@@Lhas had at least one of it71+7171"11+"5815"T|,K /@@L\s two PL+"M596TTL ,l /@@L LP-!TPm ,/@@m +LSLOs assessed no later than the end of the 26A+1++1+*17851"1)"718"711775"72 T /@@NLSpring 2012 quarter, with the results and reflections entered into TracDat no 28)817777771)"1)M"7"71)1+7"+187)11,"58+18!1)178"5;)1,B1"84 T /@@vLlater than September 28, 2012. 1"1)"718218!1S71)777777TT ( /@@ vLP < TT/@@LP ; % Tv/@@a LhThese things ;71+11"781+1% Tdv/@@aLTmustY<.%% Tv/@@a;L happen if we are to pass muster with the ACCJC next fall. 171881811M111)11"5181*+1S7+"1)1M"71"712>9881810"11 Tw(&FWMFC$$n/@@LpHowever, implemenE5M121)2S81S18Tw/@@<Lting these strategies also has tremendous potential to help "712"71+12+")1"111+21+5271+2")1S18757+285"18"12"52717 T`/@@KLLfaculty deepen their understanding of the relationships between their course1,7"2!711818!"71)!7771)+"18781!5!"71!)11"58+78+!61"M118!"70)!,57)+1TT`/@@KLP-!Tl`/@@KLX and !188 Txb/@@L\program8)51)1STTb/@@LP-!Tb/@@KLlevel SLOs and ultimately help increase student learning. Closing the loop 12126A+1877"S1"127188,)11+1+"7718"11)88185+81"71557% 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  ."System-@Cambria-@Cambria-- S2 ~X0Teaching, Learning, and SLOs at 17Թ              - @ !vX- 2 ~ @Cambria- 2 X @Cambria-@Cambria--2 XIntroa 2 zductionL  - @ !VX- 2  -2 XYIn the last two years 17Թ has made great progress in our utilization of the d   2 XTstudent learning outcomes and assessment cycle (SLOAC). Not only does this help our       )2 Xcollege in terms of  t2 Fcompliance with ACCJC standards, but it benefits our students as more      2 XWand more faculty are using learning outcomes to both enhance student learning and as a      2 XXframework for wider discussions about teaching and learning with their colleagues. The         2 X implementat  2 Pion of the TracDat software has also reduced many of the technical difficulties      2 X[associated with compliance and makes it even easier for faculty to track their efforts and     2 +XUcollaborate with peers. At this point we would like to propose a set of short term anh          2 +kd long L2 <XSterm goals and implementation plans designed to build on these accomplishments and a       2 MXXcontinue to facilitate the use of SLOAC to strengthen teaching and learning at 17Թ      s2 ^XECollege at the same time that we satisfy accreditation requirements.      2 ^  2 oX  2 X -2 XShort 2  term goals  - @ !X- 2  - 2 X -2 XWe have -&2 two top priorities   -82  for the remainder of the 2011   2 -)2 2012 academic year:  - 2 L - 2  @"Arial--2 n1.- 2 z -S2 0Full implementation of SLOs at the program level          - @ !H- 2  - 2 X .2 Faculty defined Program  2 -^2 #7Level Student Learning Outcomes and planned assessment      A2 $strategies for our degree and certif X2 ^3icate programs last Spring and Fall (2011), and it e  2 Qis imperative that we now implement these plans. The ACCJC reaccredited 17Թ        2 /RCollege under the condition that we clearly demonstrate proficiency with SLOAC in      J2 @*this area by the time they make their retu   F2 @'rn visit in October 2012. Accordingly,   2 QQprogram faculty must collaborate to ensure that every degree/certificate program:      2 Q  2 c @Symbol-@"Arial- - 2 u- 2 u -/2 uhas at least two Program   2 uR-R2 uW/Level SLOs documented in TracDat no later than l    d2 ;March 23, 2012 (the last day of week 11 in Winter quarter);   2 # - 2 - 2  -2 ha v2 Gs an assessment plan which explicitly includes the means of assessment      z2 Jand identification of the timing and/or courses where the assessment will      |2 Koccur, documented in TracDat no later than March 23, 2012 (the last day of t     2  week 11);  2  - 2 - 2  -22 has had at least one of it 2 Ks two PL   2 -L2 +SLOs assessed no later than the end of the h 2 NSpring 2012 quarter, with the results and reflections entered into TracDat no    :2 later than September 28, 2012.   2 t  2  -2 " These things -2 "must -d2 "; happen if we are to pass muster with the ACCJC next fall.      %2 3However, implemen    e2 3<ting these strategies also has tremendous potential to help  }2 ELfaculty deepen their understanding of the relationships between their course     2 Eq-2 Ev and 2 VprogramL 2 V-|2 VKlevel SLOs and ultimately help increase student learning. 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