General Education Learning Outcomes: Campus Discussion on Development & Process Sacramento City...
-
Upload
tracy-robbins -
Category
Documents
-
view
212 -
download
0
Transcript of General Education Learning Outcomes: Campus Discussion on Development & Process Sacramento City...
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