Academic Senate

GEOs General Education Outcomes

Fred HochstaedterAcademic Senate PresidentSLO CoordinatorMonterey Peninsula College

Website for more information:http://www.mpcfaculty.net/senate/slo.htm

Academic Senate

GEOs General Education Outcomes

What are they?

A statement of what students can do, in terms of skills or abilities, as they exit the general education program.

Similar to course-level SLOs, but they refer to the general education program, rather than a course.

Academic Senate

GEOs General Education OutcomesWhy bother?

Many of us are devoting our professional lives to undergraduate general education.

We should engage in dialog about what the GE courses have in common…about why the college requires GE…

We should be curious whether it is having its intended affect or not.

Academic Senate

GEOs General Education Outcomes

What is a program?

ACCJC doesn’t define a program. They leave it to us to decide.

This is good because….

They aren’t telling us what to do. This is bad because…...

It will take some effort for us to figure it out.

Academic Senate

How are other colleges defining their GEOs?

Via faculty dialog, define what general education students ought to be able to do when they’re done.

GEOs General Education Outcomes

What are some examples?

Academic SenateCabrillo’s Core Four1.Communication2.Critical Thinking and Information Competency3.Global Awareness4.Personal Responsibility and Professional Developmenthttp://pro.cabrillo.edu/slos/4cores_tmp.htm

Mira Costa College GE Outcomes1.Effective Communication2.Critical Thinking3.Global Awareness and Responsible Citizenship4.Information Literacy5.Aesthetic Literacy and Appreciation6.Productive Work Habitshttp://www.miracosta.cc.ca.us/Governance/Outcomes/GEProgramOutcomesAssessment_000.htm

Academic SenateSanta Rosa JC Institutional Outcomes1.Foundational Skills2.Personal Development and Management3.Communication4.Critical Analysis5.Creativity6.Intercultural Literacy and Interaction7.Responsibilityhttp://www2.santarosa.edu/pages/project-learn/institutional-learning-outcomes.php

Grossmont institutional Student Learning Outcomes1.Effective communication2.Scientific Inquiry3.Mathmatical Literacy4.Informational and Technological Literacy5.Productive Citizenry6.Understanding of the Arts and Humanities7.Cultural competencehttp://www.grossmont.edu/student_learning_outcomes/pdfdocs/InstitutionalSLOs.pdf

Communication and Critical Thinking are consistent themes.

At some colleges, GEOs and institutional SLOs are becoming one and the same.

Academic Senate

Many colleges have aligned the GEOs across GE areas or disciplines.

It may provide ownership of outcomes across varying IGETC, CSU, and AA GE patterns

MPC wanted something more straightforward and less complex.

Academic Senate

What MPC wanted:•An approach that is:

•Clear•Simple•Manageable

What MPC did:•Aligned the GEOs with the standard GE areas

Academic Senate

Available at: http://www.mpcfaculty.net/senate/SLOs/HandoutsSummer2011SLOInst.doc

GEO A1

GEO A2

GEO B

Academic Senate

In this model, each GEO is aligned with a GE Area.

Each GEO is embedded as a course SLO into each course that satisfies that particular GE Area.

Each instructor assess the GEOs as part of their normal SLO evaluation process.

This is designed to spur dialog between teachers of GE courses.

Academic Senate

Diverse Courses in a single GE Area

Academic Senate

Same GEO is embedded into all courses in this GE Area.

All courses still have their individual, discipline-based, course-level SLOs.

Academic Senate

Reasons MPC chose this GEO model.

Academic Senate

Reasons MPC chose this GEO model.

We’re committed to KISS (Keep It Simple, Sweetheart).

Academic Senate

Reasons MPC chose this GEO model.

We’re committed to KISS (Keep It Simple, Sweetheart).

We think embedding a single GEO into each GE course will be easier to assess in the long-run.

Academic Senate

Reasons MPC chose this GEO model.

We’re committed to KISS (Keep It Simple, Sweetheart).

We think embedding a single GEO into each GE course will be easier to assess in the long-run.

Although faculty could develop them if that’s what they want.

No additional assessment committees are required.

Academic Senate

Reasons MPC chose this GEO model.

We’re committed to KISS (Keep It Simple, Sweetheart).

We think embedding a single GEO into each GE course will be easier to assess in the long-run.

Although faculty could develop them if that’s what they want.

No additional assessment committees are required.

It provides a single, concise GEO description for each GE Area.

Academic Senate

How does GEO assessment connect with other MPC processes?

Through Program ReflectionAnd

Program Review

Code for “SLO”

Academic Senate

An Example from Earth Sciences.

Emphasis is on dialogmore than quantitative assessment

Program Reflections …

…Two hours during each flex day…

…leads to…

…Annual Report / Action Plans

PRSL = SLO

Academic SenateExample from Earth Science

Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc

Note GEOs

Academic SenateExample from Earth Science

Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc

Discussion Summary

Academic SenateExample from Earth Science

Note GEOs

Discussed assessment results;

quantitative results not required.

Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc

Academic SenateExample from Earth Science

Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc

Leads to Action Plans…

Academic SenateExample from Earth Science

Available at: http://www.mpcfaculty.net/senate/SLOs/MPC-ProgramReviewSLO-Example-EarthScience.doc

Only brief rational needed here.

PRSL = SLO

Academic Senate

Thank You.

Fred HochstaedterAcademic Senate PresidentSLO CoordinatorMonterey Peninsula College

Website for more information:http://www.mpcfaculty.net/senate/slo.htm