Creating a New SLO

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Creating a Course SLO

New SLO strong course proposals should start with the development of learning outcomes and objectives as well as a plan for assessing those outcomes.

When you create a course and its SLOs you will be defining the overarching outcomes that students should master upon completion of the course. Furthermore, these outcomes are built on the course objectives, which are specific and focused. Remember, SLOs should begin with a Bloom’s Taxonomy verb at the appropriate level of critical thinking.

SUBMIT A NEW COURSE SLO METHOD

 

How Long Will it Take? 

When a faculty member submits a new SLO request, members of the ASLO Subcommittee will carry out a Technical Review. This Technical Review takes place outside of ASLO Subcommittee and occurs on a rolling basis as needed. Therefore, you will not have to wait for an ASLO Subcommittee meeting in order for your requests to be processed. An SLO Coordinator will sign off on any New Course Proposals as soon as the review is complete.

Recommended Number of Course SLOs

In keeping with the Principles of Assessment, which encourage a focused and meaningful approach to the assessment of Student Learning Outcomes, the ASLO Subcommittee recommends that faculty create the following number of SLOs per course:

  • Non-Credit Course: 1 SLO
  • 1-2 Unit Course: 1-2 SLOs
  • 2-4 Unit Course: 2 or more SLOs
  • 5+ Unit Course: 2 or more SLOs

Please note that your departmental Facilitator will add the new SLO and Assessment Method in TracDat after the ASLO Subcommittee and Curriculum Committee have approved the creation. Changes will carry onto the Course Outline of Record in the Winter and Summer Intersessions. 

New Course SLO Creation Considerations

How many students are impacted by the course?
  • Which of your courses have large numbers of course sections offered each semester? If a large number of students will be completing a course, this course would be important to assess frequently to ensure that all the students are learning what they should be learning across the sections of the course.
Are there prerequisite courses or courses with prerequisites?
  • Does your department offer pre-requisite courses or courses that students can only enroll in if they have already taken pre-requisites? Do you feel like some of your courses should have pre-requisites? Consider including some of these courses in your assessment plan this semester.
  • Looking at a sequence of courses could reveal more information about the sequence. For instance, students may be passing the course and moving up in a sequence of courses, but were they prepared for the next course or was there an area that should have been covered more in the previous course? For courses where you believe there should be a prerequisite, this could be an opportunity to collect data that could be used as evidence to support your claim.
Courses that have collected data for multiple semesters, but have yet to analyze the data.
  • If the data has been collected for the past few semesters, this would be a good semester to get your department together to examine the data and talk about it.

 

Creating a Program SLO

This streamlined method of program SLO assessment involves course-to-program mapping. You might want to do this if your program does not have a defined sequence of courses, no capstone course, or no final exit exam. In the sample, TracDat language below you will see that this method builds on the efficacy of assessing via the LMS. The benefits include aggregating key course-level SLO Results of Assessment into a program-level result.

SUBMIT A NEW PROGRAM SLO METHOD

 

Program/Certificate SLO Assessment Method

Method of Assessment: Aggregate course-level Results of Assessment from:
  • SLO 1 from the course AGAR1
  • SLO 2 from the course AGAR30
  • SLO 1, 2, 3 from the course AGAR 43B.
Criteria/Expected Level of Achievement
  • The single aggregate program Result of Assessment should meet or exceed an Expected Average Score of 75% .

New Program SLO Resources & Templates

Please use these Examples of Program SLOs from other community colleges and this Program SLO Template for building program SLOs as a reference when creating your SLO.

New Program SLOs 

Remember that the Chancellor’s Office and ACCJC define a ‘program’ as “any certificate or degree that the college awards.” Because of this, each program at LBCC must have an outcome and assessment method. Facilitators will be tasked to help create SLOs and assessment methods in order to close the loop on LBCC’s programs. Your course SLOs will build toward overarching program-level outcomes that students should master upon completion of the program. Remember, SLOs should begin with a Bloom’s Taxonomy verb at the appropriate level of critical thinking.

Reference your program’s mission statement and goals when creating a program SLO. Without a mission statement or goals, faculty might have different ideas of the purpose of an instructional program and therefore, may be unable to reach a consensus on the learning outcomes for that program.

Program SLO statements should describe what students must know, do, and value at the conclusion of a program. In addition, program outcomes tend to emphasize integrating skills into an interrelated set and often put more stress on a real-world application that provides a bridge to the student’s next experience on the job or in upper division study at a four-year university.

How Long Will it Take? 

When a faculty member submits a new SLO request, members of the ASLO Subcommittee will carry out a Technical Review. This Technical Review takes place outside of the ASLO Subcommittee’s monthly meetings and occurs on a rolling basis as needed. Therefore, you will not have to wait for an ASLO Subcommittee meeting in order for your requests to be processed. ASLO Coordinator will sign off on any New Course Proposals as soon as the review is complete.

Recommended Number of Program SLOs

In keeping with the Principles of Assessment, which encourage a focused and meaningful approach to the assessment of Student Learning Outcomes, the ASLO Subcommittee recommends that faculty create the following number of SLOs per program:

  • Certificate of Competency: 1 SLO
  • Certificate of Accomplishment: 1 SLO
  • Certificate of Achievement: 1-2 or more SLOs
  • Associate Degree of Arts/Science: 2 or more SLOs
  • Associate Degree for Transfer: 2 or more SLOs
Please note: Your departmental Facilitator will add the new SLO and Assessment Method in TracDat after the ASLO Subcommittee and Curriculum Committee have approved the creation. Changes will carry onto the Course Outline of Record in the Winter and Summer Intersessions.

New Program SLO Creation Considerations

  • Begin Development with the Major: Focus on the foundational courses within the program. These are identified on the program’s curriculum guide as “required” courses.
  • Begin Development with the Capstone Course or Experience: Focus on the program’s capstone expectations to derive SLOs for the entire program.
  • Begin with the Areas of Concentration in the Program: Areas of concentration of study manifest as certificates or groupings of courses noted on the program’s curriculum guide.
  • Begin with the Courses: One program may contain various tracks of study, which build from the program’s foundational (required) courses. These tend to be distinct lines of study within the program’s curriculum that reflect professionally emphasized categories of learning.
  • Begin with a Curricular Map: This process assumes that the program has recently reviewed its curriculum, articulating for itself the courses within the program, as well as the requisite requirements outside of the program (department, school, institution) into a curricular map.
  • In designing the SLO, have faculty ensured students have enough opportunities to achieve this program learning outcome? Does the SLO represent attitudes, values, dispositions, and/or habits of mind that a student has acquired upon completing the program?

Modifying/Inactivating an SLO

Modifying or inactivating a course and program SLOs is a legitimate action to take if it is based on assessment data and if the modification/inactivation will result in a more meaningful and focused approach to gathering and analyzing assessment data. Departments should avoid employing gratuitous modifications in lieu of taking action based on meaningful assessment data.

 

How Long Will it Take? 

When faculty member submits a modification/inactivation request, members of the ASLO Subcommittee will carry out a Technical Review. This Technical Review takes place outside of ASLO Subcommittees and occurs on a rolling basis as needed. Therefore, you will not have to wait for an ASLO Subcommittee meeting in order for your requests to be processed. ASLO Coordinator will sign off on any modification paperwork as soon as the review is complete.

Please note that your departmental Facilitator will alter the SLO or Assessment Method in TracDat after the ASLO Subcommittee and Curriculum Committee have approved the changes. Changes will carry onto the Course Outline of Record in the Winter and Summer Intersessions.

Recommended Number of Course SLOs 

In keeping with the Principles of Assessment, which encourage a focused and meaningful approach to the assessment of Student Learning Outcomes, the ASLO Subcommittee recommends that faculty create the following number of SLOs per course:

  • Non-Credit Course: 1 SLO
  • 1-2 Unit Course: 1-2 SLOs
  • 2-4 Unit Course: 2 or more SLOs
  • 5+ Unit Course: 2 or more SLOs

Recommended Number of Program SLOs

In keeping with the Principles of Assessment, which encourage a focused and meaningful approach to the assessment of Student Learning Outcomes, the ASLO Subcommittee recommends that faculty create the following number of SLOs per program:

  • Certificate of Competency: 1 SLO
  • Certificate of Accomplishment: 1 SLO
  • Certificate of Achievement: 1-2 or more SLOs
  • Associate Degree of Arts/Science: 2 or more SLOs
  • Associate Degree for Transfer: 2 or more SLOs