General Education Learning Outcomes: Campus Discussion on Development & Process

Sacramento City CollegeLR 105 – 2:00-3:30

April 4th, 2006

Facilitators: Alan Keys, Faculty Research Coordinator &

Members of the SCC SLO advisory group of the Curriculum GE subcommittee

Student learning outcomes (SLOs) can be categorized in terms of…

What students should know, and/or be able to do…

…when they have completed a course, program, student service intervention, certificate, or degree.

What is a Student Learning Outcome?

Status of SLO development at SCC

Course SLO development (facilitated via curriculum & Prof. development)

Program Learning Outcome development progressing rapidly

Faculty engagement across college SLO advisory group efforts

SLO Statement of Philosophy, ProLO workshops, SLO website resources

Individual faculty projects

Student Service connections (Counseling; DSPS)

GELO development: Why now?

Curriculum, Articulation and Accreditation

Clarification of Title 5 GE requirements

Articulation of graduation requirements with transfer institution SLO expectations

New Accreditation standards focus on SLOs

GELO Development Breakout

“Upon graduation, our students

will be able to…”

GELO Development Breakout –Considerations

Focus on degree-earners

Encompass variety of degrees(General AA & AS, specific instructional & vocational-

specific degrees, transfer & terminal)

Expect varying levels of GELO achievement (Effect of various personal and academic factors)

GELO Examples from other CCs

ARC – Title V Riverside Community College – Title V +

accreditation recommendations Cabrillo College – Some Title V + core

competencies LACC – Title V +++++++

Accreditation Standard 2 (A3)

General education has comprehensive learning outcomes for the students who complete it, including the following:

a. An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the natural sciences, and the social sciences.

More on Standard 2 (A3)

b. A capability to be a productive individual and life long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means.

More on Standard 2 (A3)

c. A recognition of what it means to be an ethical human being and effective citizen: qualities include an appreciation of ethical principles; civility and interpersonal skills; respect for cultural diversity; historical and aesthetic sensitivity; and the willingness to assume civic, political, and social responsibilities locally, nationally, and globally.

Possible Next Steps for GELO Development

Create an open and transparent process

Form task groups for proposed GE areas

Include discipline faculty, GE subcommittee, and SLO advisory group members

Consider implementation issues

Proposed timeline Spring ’06

Identify areas, submit campus issue on process, & form groups

Fall ’06 Present plan at Flex Develop drafts, obtain feedback and finalize

GELOs Spring ’07

Discuss implementation issues Obtain feedback Submit campus issue on final product and

implementation

Close the Loop

Use GELO development to inform curriculum and program design

Make GELO assessment both formative and summative with the focus on students

Share insights and collaborate

Bloom’s Taxonomy: Cognitive domain

Cognitive Domain Learning Outcomes Related To Knowledge

Knowledge Comprehension Application Analysis Synthesis Evaluation Student remembers or recognizes information or specifics as communicated with little personal assimilation.

Student grasps the meaning behind the information and interprets, translates, or comprehends the information.

Student uses information to relate and apply it to a new situation with minimal instructor input.

Student discriminates, organizes, and scrutinizes assumptions in an attempt to identify evidence for a conclusion.

Student creatively applies knowledge and analysis to integrate concepts or construct an overall theory.

Student judges or evaluates information based upon standards and criteria, values and opinions.

Cite Label List Enumerate Identify Imitate Match Name Quote Recall Reproduce State Write

Convert Define Describe Discuss Estimate Explain Generalize Identify Illustrate Locate Paraphrase Restate Summarize

Apply Chart Compute Demonstrate Determine Dramatize Establish Make Manipulate Prepare Project Solve Use

Analyze Compare Contrast Correlate Diagram Dissect Differentiate Distinguish Infer Investigate Limit Outline Separate

Assemble Create Construct Design Develop Formulate Generate Hypothesize Initiate Invent Modify Reframe Synthesize

Access Appraise Conclude Critique Decide Defend Diagnose Evaluate Judge Justify Rank Recommend Support

Basic More Sophisticated Knowledge Higher Level Thinking Level Critical Thinking

Bloom’s Taxonomy: Affective domain

Affective Domain Learning Outcomes Related To Attitudes, Behaviors, and Values

Receiving Responding Valuing Organization Characterization Students become aware of an attitude, behavior, or value.

Students exhibit a reaction or change as a result of exposure to an attitude, behavior, or value.

Students recognize value and display this through involvement or commitment.

Students determine a new value or behavior as important or a priority.

Students integrate consistent behavior as a naturalized value in spite of discomfort or cost.

Accept Attend Describe Explain Locate Observe Realize Receive Recognize

Behave Comply Cooperate Discuss Examine Follow Model Present Respond Show Studies

Accept Adapt Balance Choose Differentiate Defend Influence Prefer Recognize Seek Value

Adapt Adjust Alter Change Customize Develop Improve Manipulate Modify Practice Revise

Authenticate Characterize Defend Display Embody Habituate Internalize Produce Represent Validate Verify

Basic More Sophisticated Knowledge Higher Level Thinking Level Critical Thinking

Bloom’s Taxonomy: Psychomotor domain

Psychomotor Domain Learning Outcomes Related To Skills

Observe Model Recognize Standards

Correct Apply Coach

Students translate sensory input into physical tasks or activities.

Students are able to replicate a fundamental skill or task.

Students recognize standards or criteria important to perform a skill or task correctly.

Students use standards to evaluate their own performances and make corrections.

Students apply this skill to real life situations.

Students are able to instruct or train others to perform this skill in other situations.

Hear Identify Observe See Smell Taste Touch Watch *Usually no outcomes or objectives written at this level.

Attempt Copy Follow Imitate Mimic Model Reenact Repeat Reproduce Show Try

Check Detect Discriminate Differentiate Distinguish Notice Perceive Recognize Select

Adapt Adjust Alter Change Correct Customize Develop Improve Manipulate Modify Practice Revise

Build Compose Construct Create Design Originate Produce

Demonstrate Exhibit Illustrate Instruct Teach Train

Basic More Sophisticated Knowledge Higher Level Thinking Level Critical Thinking