dqpp + ilos = gelos - learningoutcomeassessment.org · srjc saw this as an opportunity to “jump...

DQPP + ILOs = GELOs

Santa Rosa Junior College DQPP Team

Kris Abrahamson, Dean, Liberal Arts & Sciences KC Greaney, Director, Office of Institutional

Research Rebecca Perlroth, SLO Coordinator

Wanda Burzycki, SLO Coordinator & Presenter

A Fortuitous Equation… In 2012/2013, Santa Rosa Junior College faced several challenges

�  Preparations for a Spring 2015 Accreditation began

�  Review of ACCJC Standards revealed that, unlike the 2009 Accreditation, the college’s Institutional Learning Outcomes (ILOs) would not be accepted as General Education outcomes

�  General Education Learning Outcomes (GELOs) needed to be established—quickly

And there was a feature front page story in the Press Democrat, the local newspaper….

Is College Worth It?

“Annie… is working toward a veterinary technician's certificate at Santa Rosa Junior College, often used as a stepping stone to a four-year college. She also is studying anthropology, which [William] Bennett says is an example of a major that leaves graduates without a clear path to a career. Tuition hikes and budget cuts have led to crowded classes and made it at times impossible to get into classes she needs to graduate. So the 21-year-old has concluded: “College is not worth it.”

There was no response from the Junior College.

Enter the Degree Qualifications Profile Project

SRJC saw this as an opportunity to “jump start” our efforts to raise awareness of the value of a degree

and to meet Accreditation Standards.

The Degree Qualifications Profile allowed SRJC to:

�  Place local SLO assessment efforts within a national context and access resources beyond the college

�  Focus on and articulate for students, faculty, and the public the value of a degree and General Education courses

�  Begin the college-wide dialogue about assessment of GELOs based on a firm foundation of vetted outcomes

�  Streamline the creation of GELOs to meet accreditation standards

�  Review Institutional Learning Outcomes and create alignment with GELOs

The Process April 2013-April 2014

Sept. 2013: Alignment Project LEARN (SLO Committee) determines alignment of DQP outcomes with:

�  existing Institutional Learning Outcomes (ILOs)

�  GE requirements for local degrees and for CSU and UC transfer

�  Newly developed college goals and objectives, based on new mission statement and values

The object was to mesh with existing goals and outcomes, not create another new set.

Example showing relationship of UC, CSU, and SRJC GE requirements to DQP outcomes and ILOs

Santa Rosa Junior College Proposed General Education Student Learning Outcomes

Revised September 8, 2013

SRJC GE Areas Title 5: Section 55063

Board Policy 3.1P

California State University GE Areas

University of California GE Areas

Degree Qualifications Profile (DQP) & SRJC Institutional SLOS

Area A: English Composition: Mandated by V Courses fulfilling the written composition requirement shall be designed to include instruction in and evaluation of both expository and argumentative writing.

Area A2: Written Communication: • Emphasizes the content of

communication as well as the form. • Provides an understanding of the

psychological basis and the social significance of communication.

• Views communication as the process of human symbolic interaction.

• Includes active participation and practice in written communication or oral communication.

Area 1A: English Communication • Emphasizes the content of

communication as well as the form.

• Provides an understanding of the psychological basis and the social significance of communication, including how communication operates in various situations.

• Focuses on the communicative process from the rhetorical perspective.

• Includes active participation and practice in written and/or oral communication.

DQP 1: Communication Fluency Degree Qualifications Profile At the associate level the student presents substantially error-free prose in both argumentative and narrative forms to general and specialized audiences. SRJC Institutional SLO 1: Foundational Skills Read and write at college level.

Area B1: Oral Communications Mandated by Title 5 Courses fulfilling the communication requirement include oral communications.

Area A1: Oral Communication • Emphasizes the content of

communication as well as the form. • Provides an understanding of the

psychological basis and the social significance of communication.

• Views communication as the process of human symbolic interaction.

Includes active participation and practice in written communication or oral communication.

Area A1: Oral Communication Not required for UC

DQP 2: Oral Communication Degree Qualifications Profile None SRJC Institutional SLO 3: Communication ! Listen actively and effectively ! Speak coherently and effectively ! SRJC Institutional SLO 6: Intercultural Literacy and Interaction ! Practice respectful interpersonal and

intercultural communication

Area B2: Analytic Thinking Mandated by Title 5 Courses fulfilling the analytical thinking requirement, including math, logic, statistics, computer languages and programming and related disciplines.

Area A3: Critical Thinking • Emphasizes an understanding of

the relationship of language to logic.

• Develops skills in elementary inductive and deductive processes.

• Develops the ability to distinguish matters of fact from issues of judgment or opinion.

Area 1B: Critical Thinking • Emphasizes the relationship of

language to logic. • Leads to the ability to analyze,

criticize, and advocate ideas, to reason inductively and deductively, and to identify the assumptions upon which particular conclusions depend.

DQP 3: Analytic Inquiry Degree Qualifications Profile At the associate level the student Identifies, categorizes, and distinguishes among elements of ideas, concepts, theories, and/or practical approaches to standard problems.

November 2013: Positive response from Academic Senate, but request for more

succinct language. DEGREE QUALIFICATIONS PROFILE

8: Civic Learning

�  Describe his or her own civic and cultural background, including its origins and development, assumptions, and predispositions.

�  Describe diverse positions, historical and contemporary, on selected democratic values and practices, and presents his or her own position on a specific problem where one or more of those values or practices are involved.

�  Take an active role in a community context (work, service, co-curricular activities, etc) and examine the civic issues encountered and insights gained from the community experience.

SRJC

Mission Statement (excerpt)

�  We foster critical and reflective civic engagement and thoughtful participation in diverse local and global communities.

SRJC ILO

�  Understand and demonstrate personal, civic, social, and environmental responsibility and cooperation in order to become a productive local and global citizen

DRAFT GELO

�  Demonstrate critical and reflective civic engagement and thoughtful participation in diverse local and global communities.

January 2014: GE Learning Outcomes

added to SLO Website

Final Version of GE Learning Outcomes

1. Written Communication (SRJC Area A: English Composition)

�  Present substantially error-free prose in both argumentative and narrative forms to identified audiences.

2. Oral Communication (SRJC Area B1: Communications)

�  Listen actively; speak coherently and effectively; and practice respectful interpersonal and intercultural communication.

3. Quantitative Fluency (SRJC Area B2: Analytical Thinking)

�  Apply accurate calculations and symbolic operations in his/her specific field of study or in interpreting social and economic trends.

(continued)

4. Civic Learning (SRJC Area F, American Institutions)

�  Demonstrate critical and reflective civic engagement and thoughtful participation in diverse local an global communities.

5. Engaging Diverse Perspectives (SRJC Areas G AND H) Area G, American Cultures & Ethnic Studies; Area H: Global Perspectives and Environmental Literacy

�  Reflect critically on his/her own cultural background including its origins and development, assumptions, and predispositions;

�  Use knowledge from different cultural perspectives to analyze and interpret prominent issues, ideas, and problems in politics, society, the arts, and/or global relation.

(continued)

6. Use of Information Resources (SRJC GE Area I, Information Literacy)

�  Locate, categorize, evaluate, and cite multiple information resources necessary to engage in projects, papers, or performance.

(continued)

7. Broad, Integrative Knowledge in the Natural Sciences, Social and Behavioral Sciences, and Humanities(SRJC GE Areas C, Natural Sciences; D, Social and Behavioral Sciences; and E, Humanities)

�  Describe how existing knowledge or practice is advanced, tested, and revised;

�  Analyze a range of perspectives on key debates and their significance both within the field and in society;

�  Illustrate core concepts of the field while executing analytical, practical, or creative tasks;

�  Select and apply recognized methods of the field in interpreting discipline-based problems; and

�  Assemble evidence relevant to characteristic problems in the field, describe the significance of the evidence, and use the evidence in analysis of these problems.

(continued)

8. Analytic Inquiry (applies to all GE courses)

�  Analyze, evaluate and synthesize relevant ideas and information; draw reasonable conclusions in order to make decisions and solve problems.

9. Applied Learning (Applies to all GE courses)

�  Apply academic skills and knowledge to real world situations.

�  Utilize technology appropriate to the discipline or field of study. (Institutional SLO)

April 2014: Senate Approves Accomplished: GELOs approved and officially placed on website

Plans starting Fall 2014:

�  Addition of General Education Learning Outcomes to Course Outline of Records

�  Through Project LEARN and Academic Senate, greater communication to students, staff, faculty, and public about the value of a degree

�  Workshops for faculty on identifying and assessing GELOs in GE courses

�  Add links to GELO website to demonstrate to students courses and real life situations where GE knowledge and skills are applied

Getting started: how GELOs relate to course SLOs

Rebecca Perlroth, Earth & Space Sciences Faculty and SLO Coordinator, will head up the effort to help faculty identify existing course SLOs that relate to GELOs. Workshops, presentations, and one-on-one meetings will focus on:

�  How assessment of course SLOs and GELOs can be achieved simultaneously

�  How to use existing and/or embedded, if possible) tools.

To start, she has demonstrated how SLOs from courses she teaches relate to GELOs (see next pages).

Geology 1 – The Earth Course SLO's GE SLO's

1. Apply scientific methodologies and principles to answer scientific questions.

Integrative Knowledge: Describe how existing knowledge or practice is advanced, tested, and revised; illustrate concepts of the field; select and apply methods to interpret problems; assemble and use evidence to solve problems

Analytic Inquiry: Analyze information and ideas; draw reasonable conclusions to make decisions and solve problems

2. Describe and identify Earth materials and landforms.

Applied Learning: Utilize technology appropriate to the discipline or field of study

3. Identify and explain processes that formed and continue to shape the landscape.

Applied Learning: Apply skills and knowledge to real world situations

4. Recognize the complex interplay between humans and the environment.

Integrative Knowledge: Select and apply methods to interpret problems; assemble and use evidence to solve problems



Geology 1L – Geology Laboratory Course SLO's GE SLO's

1. Apply scientific techniques to solve geological questions.

Integrative Knowledge: Describe how existing knowledge or practice is advanced, tested, and revised; illustrate concepts of the field; select and apply methods to interpret problems; assemble and use evidence to solve problems


2. Recognize, identify and describe Earth materials.

Integrative Knowledge: select and apply methods to interpret problems; assemble and use evidence to solve problems

Analytic Inquiry: Analyze information; draw reasonable conclusions to make decisions and solve problems

Applied Learning: Utilize technology appropriate to the discipline or field of study; Apply skills and knowledge to real world situations

3. Interpret evidence of tectonic plate interaction.

Quantitative Fluency: Apply accurate calculations and symbolic operations



4. Utilize maps and other data to interpret features on the Earth's surface.

Quantitative Fluency: Apply accurate calculations and symbolic operations

Integrative Knowledge: select and apply methods to interpret problems; assemble and use evidence to solve problems



Geography 3 – World Regional Geography Course SLO's GE SLO's

1. Compare and contrast major world regions with respect to location, natural environments, peoples, cultures, political systems, resources, and economies.

Diverse Perspectives: Use knowledge from different cultural perspectives to analyze and interpret prominent issues, ideas, and problems

Integrative Knowledge: Analyze a range of perspectives on key debates and their significance both within the field and in society

2. Recognize and explain the role globalization plays in shaping the world.

Civic Learning: Reflect critically on his/her own cultural background; Demonstrate critical and reflective civic engagement and thoughtful participation in diverse local and global communities


3. Utilize geographic methods and tools to recognize and interpret the spatial distribution of Earth's physical and cultural features.

Integrative Knowledge: Select and apply recognized methods of the field

Applied Learning: Apply skills and knowledge to real world situations; Utilize technology appropriate to the discipline or field of study

4. Analyze world events and contemporary issues utilizing geographical methods and tools.

Integrative Knowledge: Select and apply recognized methods of the field


Applied Learning: Utilize technology appropriate to the discipline or field of study

5. Recognize the role humans play in altering the physical environment.



Key Learning from the DQP Project �  Based on the Senate’s positive response and approval,

the College seems ready to move forward in assessing GELOs, as long as the process does not feel like an “add-on”

�  An important statement at the Senate meeting was that GE learning outcome statements “belong to everyone.” So, for instance, the English department alone would not be dictating the language for the Written Communication outcome.

�  As we hoped, the DQPP has initiated college dialogue about the value of a degree and of General Education courses. An enhanced GE Learning Outcomes website will provide counselors and faculty a resource for discussing these concepts.

DQPP + GELOs + SRJC = a big start towards our goals

Thank you! Contacts:

Wanda Burzycki, College Skills/Tutorial [email protected]

Rebecca Perlroth, Earth & Space Sciences [email protected]

Santa Rosa Junior College

SLO Website

www.santarosa.edu/slo

dqpp + ilos = gelos - learningoutcomeassessment.org · srjc saw this as an opportunity to “jump...

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