2015 Update
Institutional Learning Outcomes Revisited 2015 The Institutional Learning Outcomes are the umbrella that all degree, program, and course-level outcomes are housed under. There are proposed Institutional Learning Outcomes:
1. Effective Communication
2. Critical Thinking
3. Collaboration
4. Information Literacy
5. Quantitative Literacy
6. Community Engagement & Global Responsibility
7. Creative & Innovation Thinking
8. Lifelong Learning
Institutional SLO's & Assessment Plans - What are Institutional Learning Outcomes?
Students acquire knowledge and skills through their coursework and in co-curricular activities. When students graduate with a degree/certificate, transfer to university, or enter the workforce, they should have evidence that demonstrate the Institutional Learning Outcomes. The Institutional Learning Outcomes are the umbrella that all degree, program, and course-level outcomes are housed under.
Why have Institutional Learning Outcomes?
Institutional Learning Outcomes can be used to improve student learning and instructional approaches through an examination and discussion of assessments of broad learning outcomes shared by multiple departments and divisions. They are also required for accreditation purposes. (ACCJC Standard I.B.1[i], I.B.2[ii] and II.A.11[iii])
How have we arrived at ours?
Beginning in 2008, faculty and administrators collaborated to develop Institutional Learning Outcomes based on GE, Basic Skills, and CTE requirements culminating in the 2010 Opening Day activity where the current 14 ISLOs were created.
Where are we now?
From 2010-2012, the college assessed its ISLOs and discussed the results at department retreats, division meetings, and other meetings.
Although this process helped focus our campus-wide efforts to evaluate student learning, the process was not uniform and many faculty did not see a connection between student learning and the assessment results. In addition, some faculty felt this process was burdensome.
Where should we go?
In fall 2012, during FLEX workshops on ISLOs, faculty began expressing interest in adopting the AAC&Us Essential Learning Outcomes, which are part of their Liberal Education and Americas Promise Campaign to improve higher education practices.
Liberal Education and Americas Promise, Essential Learning Outcomes Framework Knowledge of Human Cultures, and the Physical and Natural World Intellectual and Practical Skills Personal and Social Responsibility Integrative Learning.
In 2011, the Chancellors office issued Executive Order 1065[i], which states, "Each CSU campus shall define its GE student learning outcomes to fit within the framework of the four Essential Learning Outcomes." The rationale is that by using the Liberal Education and Americas Promise framework, colleges can still identify more specific outcomes that reflect their institutional values and mission while achieving a more coherent assessment of student learning.
How could we use the Liberal Education & Americas Promise framework?
On the following pages is a proposal for integrating our current ISLOs into the Liberal Education and Americas Promise framework in an effort to move towards a more meaningful, simplified institutional assessment process that is more inclusive, coherent, and manageable.
Under the Liberal Education and Americas Promise framework, program and course level assessments would be directly connected to the Institutional Learning Outcomes, defined on the next pages, and would still be relevant to the 14 ISLOs that were assessed before.
Using the Liberal Education and Americas Promise model, the 14 ISLOs can be focused into 6-8 Institutional Learning Outcomes that allow for broader and more effective institutional assessment of student learning.
What will the proposed ILO assessment process look like?
Faculty would implement a Signature Assignment that demonstrates at least two of the proposed Institutional Learning Outcomes and make available three examples of student work (high, mid, low) for an assessment work group.
The assessment workgroup would evaluate a sample of 100-150 Signature Assignments in paid teams of two faculty per rubric (12-15 faculty) using VALUE rubrics and other rubrics as needed. They would evaluate after spring semester ends over a 2-3 day period. An assessment summary would be created and shared with the campus-wide community. Signature Assignments could also be used to showcase student work giving students more ownership and sense of pride in their work and make learning visible.
What would using the Liberal Education & Americas Promise framework mean for faculty?
Realigning our current ISLOs using the Liberal Education and Americas Promise framework would not need to result in any new work for faculty or require any changes in current assessment practices at the course and program levels. However, developing Signature Assignments (or designating existing assignments as such) within each program would be beneficial to students and make student learning more visible at every level of assessment: course, program, and institutional.
Where can I find out more?
More information on Liberal Education and Americas Promise including the Essential Learning Outcomes can be found at http://www.aacu.org/leap/essential-learning-outcomes.
There are a number of community colleges around the country who have adopted the Liberal Education and Americas Promise framework.Salt Lake Community College is the example this proposal is modeled from. T
To see examples related to their outcomes, go to http://facultyeportfolioresource.weebly.com/learning-outcomes.html.
For examples of community college in California, check out:
Palomar College at https://www2.palomar.edu/pages/slo/ge-slos/ or
Chaffey College at http://www.chaffey.edu/general_info/competencies.shtml or
Pasadena City College at https://pasadena.edu/integrated-planning/slo-assessment/general-education-outcomes/index.php
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Salt Lake Community College Seven General Education Learning Outcomes 1. Students communicate effectively. 2. Students develop quantitative literacies necessary for their chosen field of study. 3. 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. |
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1. 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 |
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Chaffey College Four Core Competencies 1. Communication 2. Critical Thinking and Information Competency 3. Community/Global Awareness and Responsibility 4. Personal, Academic, and Career Development |
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Pasadena College Five General Education Outcomes 1. Communication 2. Cognition 3. Information Competency 4. Social Responsibility 5. Personal Development |
[i] The California State University Office of the Chancellor, Executive Order No. 1065: http://www.calstate.edu/eo/EO-1065.pdf
[i] Accrediting Commission for Community and Junior Colleges (ACCJC) Accreditation Standards, Adopted Jun 2014, Standard I.B.1. The institution demonstrates a sustained, substantive and collegial dialog about student outcomes, student equity, academic quality, institutional effectiveness, and continuous improvement of student learning and achievement.[ii] Accrediting Commission for Community and Junior Colleges (ACCJC) Accreditation Standards, Adopted Jun 2014, Standard
I.B.2. The institution defines and assesses student learning outcomes for all institutional programs and student and learning support services.[iii] Accrediting Commission for Community and Junior Colleges (ACCJC) Accreditation Standards, Adopted Jun 2014, Standard 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 in diverse perspectives, and other program-specific learning outcomes.