Faculty

Post

Assessment of Student Learning Outcomes is intended to enhance the way faculty teach their courses to ensure student learning and refine how faculty plan for the future of LBCC courses and programs. Assessment of SLOs should provide meaningful data that faculty can analyze and use to determine whether or not students are mastering critical course content. Assessing SLOs also allows faculty to teach a course with clear outcomes while maintaining academic freedom.  

All faculty have access to Course Outlines of Record, which list each course’s SLOs and it is the expectation that faculty include these SLOs on their course syllabi. Faculty can also ask their SLO Facilitators for information about course-to-program SLO mapping and course-to-institution SLO mapping, both of which highlight how student learning at the course-level informs the Student Learning Outcomes that students should obtain by the time they are awarded a certificate or degree and/or complete the general education curriculum.   

Moreover, all full-time faculty have access to Tableau Dashboards, which provide access to the college’s disaggregated Student Learning Outcomes assessment data, as well as summary dashboards that provide access to historical documentation of results of assessment, analysis, and meaningful actions taken. These dashboards give faculty in each department and discipline a shared understanding of the data and show how subpopulations of students are learning. This data can be utilized to inform program planning and review as well as faculty efforts to close equity gaps in student learning and achievement. 

In order to make assessment meaningful, faculty must participate in all aspects of SLO creation, modification, assessment, analysis, and actions. With faculty engaged in each step of the assessment cycle, improvements to student learning can be identified and actions can be agreed upon and taken to improve learning outcomes.