Robust Student Learning Outcomes

1
Robust Student Learning Outcomes

• Robust SLOs
• A Brief Introduction
• Sample SLO Statements
• Course and Lesson-Level SLOs

2
Robust SLOs

• Imagine that a prospective student asks you,
  What will I be able to do when I finish your
  course?
• Take a few minutes to think about it. What would
  you say?

3
Robust SLOs

• If youve answered the students question
  clearly, the student should have a pretty good
  idea not only of what he or she will be learning
  but also of what you will be expecting in terms
  of performance.
• And
• you will be well on your way to having
  identified the robust student learning outcomes
  that you expect in your class.

4
Robust SLOs

• The robust SLO is what you think of when you
  complete this sentence Ultimately, I want the
  student to be able to .

5
Robust SLOs

• Robust SLO statements describe in measurable or
  observable terms the real-life skills that the
  student will have when he/she finishes your
  course or a program of study.
• A robust SLO represents an over-arching
  outcomesimilar to what instructional designers
  call the terminal objective. Think big
  picture or ultimate objective as opposed to the
  smaller pieces or objectives that you address
  each week in your class.

6
Robust SLOs

• Robust SLO statements explicitly or implicitly
  address the conditions under which the
  performance will be assessed (simulation, case
  study, writing task, etc.).
• Robust SLO statements explicitly or implicitly
  address the criteria, performance standards, or
  primary traits to be used in assessing student
  performance.
• Robust SLOs are generally amenable to assessment
  using a scoring rubric.

7
Sample SLOs Course and Lesson-Level

• Course-Level SLO Statements
• Dreamweaver
• English Composition
• Lesson or Unit-Level SLO Statements
• Dreamweaver 1 2 3 4
• English Composition 1 2 3

8
Dreamweaver

• Course-Level SLO
• Based on customer needs and specifications,
  create an accessible, professional-looking
  five-page Website that reflects the nature of the
  business and the intended audience and that
  includes text, graphics, multimedia, and
  interactive elements.

9
Dreamweaver

• Lesson or Unit-Level SLO 1
• Given server access, the student will be able to
  set up a local site, a remote site, and a testing
  server folder and upload and download to the
  remote site

10
Dreamweaver

• Lesson or Unit-Level SLO 2
• Student will be able to create a basic Web page
  by inserting and formatting text and images and
  using layout and data tables.

11
Dreamweaver

• Lesson or Unit-Level SLO 3
• Given style specifications, the student will be
  able to format a Web page using cascading style
  sheets.

12
Dreamweaver

• Lesson or Unit-Level SLO 4
• Given specifications, the student will be able to
  enhance the appearance of a Web page using
  background colors and images, rollover effects,
  and unique scrollbars.

13
Composition

• Course-Level SLO
• Students will be able to write a well-organized,
  well-developed essay of 650 to 1,000 words using
  standard written English.

14
Composition

• Lesson or Unit-Level SLO 1
• Write an effective thesis statement with
  supporting topic sentences

15
Composition

• Lesson or Unit-Level SLO 2
• When writing papers, incorporate correctly
  documented research from a variety of validated
  sources

16
Composition

• Lesson or Unit-Level SLO 3
• Compose compositions that reflect the intended
  purpose and audience

17
Art History Appreciation of Art

• Course-Level SLO 1
• Upon encountering a piece of art (painted,
  sculpted, or other), discern either the name of
  the artist who created the work or determine to
  which historical period or art movement that
  piece pertains.

18
Art History Appreciation of Art

• Course-Level SLO 2
• The student will be able to compare and contrast
  the art and architecture of various periods in
  art history, distinguishing historic influences,
  media and interpretation of the major art epochs
  or European, Asian, Hispanic, African, and
  American art traditions and movements.

19
Art Drawing

• Course-Level SLO 1
• Focusing on a scene, grouping of objects, items
  to draw, or imaginary shapes in space, create
  drawings by applying fundamentals of composition,
  aspects of positive vs. negative space and
  principles of design while integrating texture,
  line quality, and mark-making for personal
  expression.

20
Art Drawing

• Course-Level SLO 2
• Evaluate and select the drawing media and surface
  appropriate for the idea and image for the
  drawing.

21
Art Drawing

• Course-Level SLO 3
• Conceptualize and produce a work of art using
  black and white and/or colored drawing media.

22
Art Portrait Drawing Painting

• Course-Level SLO 1
• Upon direct observation of a head and upper
  torso, analyze bone structure, features, and
  musculature to compose a likeness of that person
  evaluating how light, age, and weight effect the
  portrait.

23
Art Portrait Drawing Painting

• Course-Level SLO 2
• Select the drawing media and surface best suited
  to composing and developing a drawn or painted
  portrait.

24
Art Portrait Drawing Painting

• Course-Level SLO 3
• Based on history and traditions of portraiture,
  paint a portrait using the composition,
  brushwork, and palette of a certain artist or art
  movement to create an original drawn or painted
  portrait.

25
Bio - General Biology

• Course-Level SLO 1
• Given a sample of information typically
  encountered by the public (e.g., print, radio, or
  TV news story or documented social discourse)
  about a politically sensitive biological issue
  (e.g., stem cell research, sale of genetically
  engineered seeds, use of cloned tissues), the
  student will be able to identify, appraise, and
  distinguish among issues of biology, politics,
  and societal values.

26
Bio - General Biology

• Course-Level SLO 3
• Given a set of societal issues, students will be
  able to distinguish between issues for which
  science is and is not appropriate. In addition,
  students will be able to correctly articulate the
  reasons for making these distinctions.  

27
Bio - Intro to Human Anatomy

• Course-Level SLO 2
• Given descriptions of patients having various
  medical injuries, diseases, and/or dysfunctions,
  the student will be able to identify the correct
  anatomic source/location. 

28
Bio - Intro to Human Anatomy

• Course-Level SLO 4
• Given access to gym equipment and instruction,
  the student will organize and plan a safe and
  effective physical conditioning program.

29
Computer Basic Skills

• Course-Level SLO 1
• Student will be able to use a computer to
  produce, edit, save, and print simple documents.

30
Computer Basic Skills

• Course-Level SLO 2
• Given URLs the student will be able to access the
  specified websites.

31
Computer Basic Skills

• Course-Level SLO 3
• The student will be able to create, send,
  receive, delete, (filter?), and organize emails.

32
Computer Basic Skills

• Course-Level SLO 4
• The student will demonstrate understanding of
  basic computer vocabulary by performing specified
  tasks and reporting technical problems.

33
Computer Basic Skills

• Course-Level SLO 1
• Given a set of names and addresses, the student
  will be able to use a word processor to
  successfully prepare and use a table as a label
  merging database.

34
Computer Basic Skills

• Course-Level SLO 2
• Given a sample dataset, the student will use
  Excel to create a spreadsheet that incorporates
  simple mathematical formulas.

35
Computer Basic Skills

• Course-Level SLO 3
• The student will be able to scan, resize, and
  enhance photos using image-editing software.

36
Computer Basic Skills

• Course-Level SLO 4
• The student will be able to incorporate scanned
  photos into a PowerPoint presentation.

37
Intro to Computers

• Course-Level SLO
• Given a basic business scenario, the student will
  be able to select and use the appropriate
  software application to construct, edit, and
  format simple documents, appropriate for a home
  or small business environment.

38
Office Organization

• Course-Level SLO 1
• Given a variety of complex office tasks,
  demonstrate the ability to organize and complete
  tasks that require written, oral, and
  interpersonal communication skills paper and
  digital records management teamwork
  problem-solving and skill in producing, editing,
  and proofreading documents.

39
Office Organization

• Course-Level SLO 2
• Given a real-life scenario, demonstrate the
  ability to initiate and complete complex travel
  arrangements that require problem-solving
  expertise, multiple types of documentation, and
  communication with a variety of individuals.

40
Office Organization

• Course-Level SLO 3
• Create a personal job seeker's portfolio that
  includes research on job, salaries, and samples
  of various professional documents (letter of
  application, references list, resume, application
  for employment, etc.).

41
MS Excel 1

• Course-Level SLO
• Based on a business scenario provided by the
  instructor, students will be able to use
  Microsoft Excel to produce a professional
  worksheet and printed report that contains
  appropriate formatting, correct formulas, and
  simple charts.

42
MS Excel 2

• Course-Level SLO
• Based on a business scenario provided by the
  instructor, students will be able to use
  Microsoft Excel to produce a professional
  workbook and printed reports that contain complex
  formulas and databases, customized charts, and
  simple macros.

43
Medical Admin. Asst. 1

• Course-Level SLO
• Using word processing software, students will be
  able to construct, edit, format, and merge
  documents and forms to acceptable medical
  professional standards.

44
MS Office Professional

• Course-Level SLO
• Given a specific business scenario, the student
  will be able to select and use the appropriate
  software application to construct, edit, and
  format complex documents, appropriate for a
  business environment.

45
Intro to Chemistry

• Course-Level SLO
• Given an unknown solid, apply the principles of
  organic and inorganic chemistry and biochemistry
  in conducting a quantitative and qualitative
  analysis to determine specified characteristics.

46
Intermediate Pilates Mat

• Course-Level SLO
• The student will be able to articulate and
  demonstrate the five Pilates Principles using the
  Pilates Technique. (Breath, Flow, Coordination,
  Concentration, Control)

47
Business Writing

• Course-Level SLO 1
• Given a specific business scenario, select the
  appropriate written medium and prepare a
  professional, concise, and grammatically correct
  letter or memorandum.

48
Business Writing

• Course-Level SLO 2
• Given a specific business scenario, prepare a
  professional, concise, and grammatically correct
  report.

49
Business Writing

• Course-Level SLO 3
• Given a specific business scenario, prepare
  and make an effective presentation that uses
  content, media, and delivery methods
  appropriate to the needs of the intended
  audience.

50
Business Writing

• Course-Level SLO 4
• Plan and produce a persuasive, job-specific
  application, resume, and cover letter and
  demonstrate effective job interview skills.

51
Foreign Languages

• Course-Level SLO
• Demonstrate competency at the beginning level of
  Spanish by asking and answering questions in
  conversations or in writing related to self,
  immediate work environment, courtesy
  requirements, and personal needs.

52
History U.S. History to 1876

• Course-Level SLO 1 (work in progress)
• Analyze primary documents and secondary
  historical essays. or
• Given various primary and secondary pre-1877 U.S.
  historical documents, the student will be able to
  develop and support independent arguments, in
  written or oral presentation, about historical
  issues and events.

53
History U.S. History to 1876

• Course-Level SLO 2 (work in progress)
• Develop creative connections between our
  countrys early history and our present society.
  or
• Given a current event or global situation,
  discuss how past events might be used to
  interpret the current situation and to predict
  what may occur given different options for action.

54
History U.S. History to 1876

• Course-Level SLO 3 (work in progress)
• Construct an overarching analysis of the key
  transformative events and trends in American
  history, up to 1877.  These will include  the
  evolutionary development of capitalism and
  industrialization and the growing divide between
  the Northern and Southern economies the
  emergence of a government based upon
  representative democracy and the debates over the
  function and powers of this government and the
  struggle to create a society based upon ideals of
  egalitarianism and individual rights.

55
Philosophy - Logic and Critical Thinking

• Course-Level SLO 1
• Given a prompt for a written or oral assignment,
  students will be able to defend, recognize,
  analyze, and construct arguments using
  appropriate critical thinking in symbolic form.

56
Philosophy - Logic and Critical Thinking

• Course-Level SLO 2
• Given various stimulus material (i.e., video
  clips, magazines/newspaper Virtual Library
  articles), the student will be able to analyze
  source material from varying perspectives and
  evaluate the material for cogent and fallacious
  reasoning.

57
Philosophy - Ethics

• Course-Level SLO
• Given a current event or scenario, identify the
  ethical issues involved and analyze those issues
  from multiple perspectives based on generally
  accepted ethical and moral standards.

58
Real Estate Principles

• Course-Level SLO (Suggested SLOs)
• 2. Given listing or purchasing scenarios,
  accurately complete commonly used real estate
  forms and contracts.
• 4. Given a scenario specifying the property to be
  purchased and the clients financial situation,
  analyze, evaluate, and explain to the client
  potential financing options.
• 5. The student will be prepared to take the
  California Real estate salesperson sales exam.

59
Mortgage Brokering Lending in CA

• Course-Level SLO 1
• Based on individual career plans or
  instructor-provided business scenario, develop
  and evaluate a Mortgage Brokerage business and
  marketing plan that demonstrates analysis of
  ownership options and capital, equipment,
  contract, and facilities needs.

60
Mortgage Brokering Lending in CA

• Course-Level SLO 2
• Given business scenarios, calculate useable
  income, loan-to-value, and debt-to-income ratios
  evaluate and select from available financing
  options and prepare and submit loan documents
  for investor approval.

61
Mortgage Brokering Lending in CA

• Course-Level SLO 3
• Given simulation, demonstrate the ability to
  interview and communicate with clients and
  prospective lenders to identify and match client
  needs with appropriate lending solution.

62
Mortgage Brokering Lending in CA

• Course-Level SLO 4
• Given case study, apply the six steps to success
  in mortgage brokering.

63
Real Estate Loan Processing

• Course-Level SLO (Work in progress)
• The student will describe and explain technical
  terms used in processing. (1003, GFE, TIL,
  Submission Order, LTV, Liens.)
• The student will identify and demonstrate basic
  understanding of commonly used processing forms.
  (1003, 1008, VOE. VOD, VOM.)
• The student will describe, compare and evaluate
  the different financing methods available to the
  consumer.
• The student will be proficient in identifying
  fraudulent documents.
• The student will be able to operate a variety of
  computer software programs used in the industry.

64
Real Estate Loan Underwriting

• Course-Level SLO (Work in progress)
• The student will describe and explain technical
  terms used in loan underwriting. (DU, DO, 1008,
  Red Flags)
• The student will be proficient in identifying a
  fraudulent loan file.
• The student will be able to identify red flags
  in a loan file.
• The student will have the skill to operate on
  line underwriting of a loan file.

65
Developing Course Outlines

• Robust Outcome
• Faculty will be able to develop a complete course
  outline that includes course title, description,
  and hours identifies robust learning outcomes
  that reflect the overarching real-life skills and
  knowledge that students will be able to
  demonstrate provides an outline of the course
  content and describes instructional and
  assessment methods.

66
Robust SLOs from 2005 Peer-Mentor Group(13
courses)

• CST 217 Cisco CallManager
• DGA 166 Dreamweaver
• Educ 107 Intro to Distance Learning
• Eng 099 Composition Fundamentals
• Eng 100 English Composition
• Eng 108 Library Resources and Research
• ESL 022 Sentence Structure
• Hist 175 Post-Civil War History
• Law 122 Computer-Assisted Legal Research
• Law 176 Culture and Diversity in Conflict
  Resolution
• Math 030 Intermediate Algebra
• Psych 115 Child Development and Growth
• Psych 250 Intro to Physiological Psychology

Note SLOs statements are drafts until course
outlines have been submitted and approved by
Curriculum Committee.
SLOs from 2006 Group
67
Dreamweaver

• Course-Level SLO
• Based on customer needs and specifications,
  create an accessible, professional-looking
  five-page Website that reflects the nature of the
  business and the intended audience and that
  includes text, graphics, multimedia, and
  interactive elements.

68
Dreamweaver

• Lesson or Unit-Level SLO 1
• Given server access, the student will be able to
  set up a local site, a remote site, and a testing
  server folder and upload and download to the
  remote site

69
Dreamweaver

• Lesson or Unit-Level SLO 2
• Student will be able to create a basic Web page
  by inserting and formatting text and images and
  using layout and data tables.

70
Dreamweaver

• Lesson or Unit-Level SLO 3
• Given style specifications, the student will be
  able to format a Web page using cascading style
  sheets.

71
Dreamweaver

• Lesson or Unit-Level SLO 4
• Given specifications, the student will be able to
  enhance the appearance of a Web page using
  background colors and images, rollover effects,
  and unique scrollbars.

72
Intro to Cisco CallManager

• Based on a business scenario provided by the
  instructor, student will be able to set up and
  configure Cisco CallManager on a Voice Over IP
  Network

73
Intro to Cisco CallManager

• Student will be able to demonstrate readiness to
  take and pass the Cisco VoIP certification exam
  by passing the course mid-term and final
  multiple-choice-style exams that test knowledge
  of terminology, techniques, and processes related
  to the setup and installation of Cisco CallManager

74
Dreamweaver

• Based on customer needs and specifications,
  create an accessible, professional-looking
  five-page Website that reflects the nature of the
  business and the intended audience and that
  includes text, graphics, multimedia, and
  interactive elements.

75
Educ - Intro to Distance Learning

• Given an online course Website, the student will
  be able to demonstrate computer competency in
  navigating the site and completing specified
  assignments.

76
Educ - Intro to Distance Learning

• Given a comprehensive self-assessment tool, the
  student will be able to evaluate his/her
  readiness for distance learning and to determine
  areas in which additional preparation may be
  necessary.

77
Educ - Intro to Distance Learning

• Throughout the course, the student will
  communicate with other students and with the
  instructor via e-mail and discussion forums using
  appropriate subject lines and topic threads and
  demonstrating appropriate netiquette and
  English-language usage.

78
Eng - Composition Fundamentals

• Students will be able to write a unified
  paragraph in standard English, and the paragraph
  will include a clear topic sentence, one or more
  specific supporting examples, and a concluding
  sentence.

79
Eng - Composition Fundamentals

• Students will be able to write compound and
  complex sentences using coordination and
  subordination .

80
Eng - Composition Fundamentals

• Students will be able to access Coastline's
  Virtual Library and, using the NetLibrary
  database, locate a title related to a specified
  topic.

81
Eng - English Composition

• Students will be able to write a well-organized,
  well-developed essay of 650 to 1,000 words using
  standard written English.

82
Eng - English Composition

• Lesson or Unit-Level SLO 1
• Write an effective thesis statement with
  supporting topic sentences

83
Eng - English Composition

• Lesson or Unit-Level SLO 2
• When writing papers, incorporate correctly
  documented research from a variety of validated
  sources

84
Eng - English Composition

• Lesson or Unit-Level SLO 3
• Compose compositions that reflect the intended
  purpose and audience

85
Eng - Library Resources and Research

• 1. Given a choice of specific subjects to
  research, students will develop an appropriate
  topic sentence, a useful search vocabulary, and
  effective search queries for a variety of
  electronic resources, including databases,
  Internet search engines, and library catalogs.

86
Eng - Library Resources and Research

• Given specific topics to research, students will
  be able to find, use, and cite appropriate source
  material from Internet web sites and from
  electronic newspapers, journals, and books..

87
Eng - Library Resources and Research

• Given specific websites to evaluate, students
  will be able to determine each website's
  authority, currency, bias, URL (Internet
  address), and accuracy.

88
ESL - Sentence Structure

• Given writing prompts, students will write
  sentences incorporating each of the nine basic
  present, past, and future tenses.

89
Hist - History Since 1875

• Given various primary and secondary post-Civil
  War historical documents, the student will be
  able to develop and support independent
  arguments, in written or oral presentation, about
  historical issues and events.

90
Hist - History Since 1875

• Given a current event or global situation,
  discuss how past events might be used to
  interpret the current situation and to predict
  what may occur given different options for
  action.
• ???

91
Law - Computer-Assisted Legal Research

• Upon completion of the course the student will be
  able to demonstrate use of WestLaw computerized
  legal research and other online services with
  public access by finding information, drafting
  queries, and updating information by formulating
  legal reasoning and analysis and application of
  the law to a fact situation using in written
  assignments.

92
Law - Computer-Assisted Legal Research

• OptionGiven a task that requires legal research
  and analysis of case law, the student will be
  able to use WestLaw computerized legal research
  and other online services with public access to
  find required information and to analyze that
  information and use it in preparing written
  reports and arguments.

93
Law - Culture Diversity in Conflict Resolution

• Upon successful completion of this course the
  student will be able to identify and articulate
  cross-culture based negotiation approaches,
  methods and techniques and apply in analysis of
  factual situations.

94
Law - Culture Diversity in Conflict Resolution

• OptionsGiven a role-playing scenario that
  involves participants from different cultures,
  the student will be able to model effective
  cross-cultural negotiation approaches, methods,
  and techniques.

95
Law - Culture Diversity in Conflict Resolution

• OptionsGiven a case study (or video or
  scenario) that involves participants from
  different cultures, the student will be able to
  recognize and analyze culturally-based behaviors
  and evaluate how those behaviors affect the
  dynamics of the negotiation.

96
Law - Culture Diversity in Conflict Resolution

• OptionsGiven a scenario for a mediation that
  involves parties from two different cultures
  (specified in the scenario), the student will be
  able to prepare a research brief that describes
  key cultural characteristics, that predicts how
  those characteristics may impact on the
  mediation, and that recommends strategies for
  achieving a successful mediation.

97
Math - Intermediate Algebra

• Identify the pattern in a collection of data as
  linear, quadratic, polynomial, rational,
  logarithmic, or exponential graph the data
  model it with an appropriate function and make
  predictions.

98
Math - Intermediate Algebra

• Take a real-world application, model it with an
  equation or system of equations, and find
  solutions using paper and pencil or appropriate
  technology such as a graphing calculator or
  computer software.

99
Math - Intermediate Algebra

• Identify an equation as a conic section,
  express it in standard form and sketch the graph
  including intercepts, major and minor axes, foci,
  and asymptotes.
• -

100
Psych - Child Growth Development

• Given case studies of children of various ages
  from birth to adolescence, the student will be
  able to explain and interpret behavior based on
  the main theories of development.

101
Psych - Child Growth Development

• Given a variety of contexts of development (such
  as historical, cultural, etc.), students will
  compare and contrast diverse approaches to child
  development and child rearing and teaching
  practices.

102
Psych - Child Growth Development

• Using photos, anecdotal records, and other
  artifacts, the student will develop and create a
  generic profile of a child, illustrating the
  basic physical, cognitive, and psychological
  characteristics from birth to adolescence.

103
Psych - Child Growth Development

• Given a particular behavior and the context in
  which it occurs, the student will describe the
  major developmental characteristics of children
  from birth to adolescence.

104
Psych - Intro to Physiological Psychology

• Given a set of case studies, the student will be
  able to interpret various maladaptive behaviors
  using psychobiological concepts covered in this
  course.