Student Learning Outcomes & Assessment Cycle (SLOAC)

Our SLO History

This timeline will be revised periodically to reflect the progress Chabot College makes towards its Student Learning Outcomes goals. It was last updated 10.23.10.

Year One

Fall 2003

The Institutional Planning and Budget Committee (IPBC) sends 15 faculty to a workshop on implementing Student Learning Outcomes across campus.

Spring 2004

2 Chabot representatives attend a 3-day AAHE/WASC workshop on SLOs and Institutional change.
The IPBC sends 20 faculty to a regional conference on SLOs.
Chabot holds four campus discussions with 16 participants on becoming a Learner-Centered Institution.

Year Two

Fall 2004

The IPBC introduces SLOs at Convocation.
The IPBC sends 5 faculty to a regional conference on SLOs.
Our College-Wide Learning Goals (c lick here to see our CWLG's and about their creation), are written by a cross-discipline committee of faculty, staff, and students, and are approved by the Faculty Senate.

Spring 2005

8 Chabot representatives from Program Review and other campus leaders attend 2 workshops on SLOs, one of which was led by noted expert Norena Badway.

Year Three

Fall 2005

The Convocation theme is SLOs, with a presentation by Norena Badway on Student Learning Outcomes Assessment Cycles (SLOACs).
An introductory session on identifying and Assessing Critical Thinking, an Institutional Outcome, is held.
Chabot develops a Charter (click here to see Charter) for the Coordinating Committee for Student Learning Assessment (CCSLA), comprised of 9 cross-discipline faculty members and 2 administrators. The committee convenes all semester.
Introductory session on identifying and assessing Critical Thinking (the first of our five CWLGs) is held.
Student Services and some Academic units piloted follow-through of the Assessment cycle.

Spring 2006

The CCSLA continues to convene ad hoc all semester, then disbands.

Year Four

Fall 2006

The IPBC gives the Faculty Senate the charge of developing timelines for implementing SLOs at the course, program, and Institutional level. The faculty Senate delegates the charge to the CCSLA committee.
The Basic Skills Grant funds the CCSLA and its work.
A second session on identifying and assessing Critical Thinking is held.
The Chabot-Las Positas CCD purchases the license to use eLumen software for recording and analyzing assessments.

Spring 2007

The Faculty Senate approves a Basic Skills Initiative (BSI) proposal for a Student Learning Outcomes and Assessment Cycle (SLOAC) committee, timeline, and coordinator. The Vice President of Academic Services appoints Norma Ambriz, with no release time, as the chair of the SLOAC committee.
The CCSLA committee reconvenes. Its goals are outlined. The CCSLA changes its name to SLOAC.
2 Outcomes Assessment Experts, Karen Wong from Skyline college and Marcy Allencraig from Cabrillo college, come to Chabot to advise the SLOAC committee on furthering Outcomes Assessment at the college.
The SLOAC decides to focus first on course-level outcomes for faculty, and plans Fall 2007 Flex day activities in support of this.

Year Five

Fall 2007

The new SLO Coordinator, Barbara Ogman, has 40% release time.
The Convocation theme is SLOs. There is a presentation on the SLOA cycle and the SLOAC committee by Karen Wong and Chabot SLOAC Coordinator Norma Ambriz (click here to see powerpoint); and a presentation/workshop on Rubrics and Assessment by Marcy Allencraig (click here to see powerpoint).
2 representatives from Chabot college, Dr. Carolyn Arnold and Barbara Ogman, with 2 representatives from Las Positas college give a presentation on Outcomes and Assessment to the CLPCCD Board of Trustees (click here to see powerpoint).
Flex Day SLOs forum is held.
The Office of Institutional Research (OIR) and the SLOAC study eLumen and plan its implementation.
The first of the Institutional Outcomes, Critical Thinking, is discussed as an pilot for assessment.
College-wide workshops on writing and assessing SLOs are held.

Spring 2008

Flex Day workshop on SLOs and Assessment by Norma Ambriz is held (click here to see powerpoint).
eLumen is introduced to the college in a Flex day workshop.
College-wide workshops on writing and assessing SLOs are held.
The SLOAC website is launched.

Year Six

Fall 2008

The Title III Grant begins implementation, with one of its major goals being the development and assessment of SLOs.
The new SLO Coordinator, Rebecca Otto, is also the Title III Learning Assessment Coordinator, with 100% release time total.
Convocation presentations/workshops are held on writing and Assessing SLOs, and on entering assessments in eLumen and analyzing the results.
Flex day is completely devoted to writing SLOs.
The Critical Thinking Faculty Inquiry Group (FIG), which addresses the assessment the first of our Institutional Outcomes, moves 14 interdisciplinary Faculty through the complete Assessment cycle.
Program Review and Curriculum become tied to SLOs, which further institutionalize them.
SLOAC presentation by Rebecca Otto (click here to see powerpoint) illuminates our progress.

Spring 2009

Flex Day is devoted to writing rubrics, discussions on the Assessment of SLOs, and Program Review.
The Critical Thinking FIG, which addresses the assessment the first of our Institutional Outcomes, continues.
The Art Adjunct SLO and Assessment FIG develops 20 Course-level SLOs, investigates project-level assessment, and moves 11 Art faculty through the complete Assessment cycle.
College-wide workshops on eLumen are held.

Year Seven

Fall 2009

The College does not initially reappoint an SLO Coordinator, but appoints a new Title III Learning Assessment Coordinator, Carole Splendore, with 50% release time.
The College contributes an additional 20% release time to the position, for one year.
Convocation workshop on eLumen is held.
Flex day workshops on SLO and rubric writing, Assessment, eLumen, and the Cultural and Global Involvement FIG are held.
The Online Business Course-level SLO FIG moves 12 online Business faculty through the complete Assessment Cycle.
The Physical Education Adjunct Course-level SLO FIG moves 8 PE faculty through the writing of SLOs and rubrics. The FIG is extended to another 6 participants.
The English as a Second Language FIG moves 7 ESL faculty through the writing of SLOs and rubrics.
3 Chabot representatives attend the WASC Level 1 Assessment workshop to determine possible approaches to Program-level Outcomes Assessment. They present their findings to the SLOAC committee.
On Flex Day, the LAC presents to the College on the progress so far, the goals for the current year, and the plan for Program-level outcomes (click here to see powerpoint).
The Center for Teaching and Learning and the SLOAC committee host ongoing SLO workshops for Adjuncts, and eLumen trainings and Assessment discussions for all faculty.

Spring 2010

WASC reaffirms Accreditation, with 7 recommendations. These include accelerating the SLOA timeline; and integrating the results of Program Review with Unit Planning, SLOs and Assessment, and Institutional planning and budgeting. A one-year site visit is scheduled for October 2011.
WASC commendations include acknowledgement for the Office of Institutional Research for developing a culture of inquiry, and for the Student Service area for completing a full cycle of Service Area Outcomes Assessment.
The Program Review Steering Committee convenes to expand Program Review to include outcomes assessment.
The College schedules 3 Flex days, devoted to SLO's and Assessment. PLOs and Course-level assessment schedules are drafted, CLOs are aligned to PLOs, and workshops are held on aligning comparable assessment activities and using data to discuss results.
With the development and mapping of Program-level outcomes, the Academic side moves from Awareness to Development on the ACCJC SLO rubric (click here to see the rubric). As a starting point, PLO assessment will be mapped from CLO assessment data.
The Center for Teaching and Learning and the SLOAC committee host ongoing SLO workshops for Adjuncts, and eLumen trainings for all faculty.
The Global and Cultural Awareness faculty Inquiry Group (FIG) addresses the assessment the second of our Institutional Outcomes. 10 interdisciplinary faculty attempt to define and measure this outcome.
The LAC, Carole Splendore, is admitted into the inaugural class of the WASC Assessment Leadership Academy, with the college supporting her participation financially (click here to find out about the WASC ALA).

Year Eight

Fall 2010

Flex Day workshops to promote a Culture of Learning are held, in conjunction with the Center for Teaching and Learning. The goal is to inspire faculty to use pedagogical and curricular revisions to close the loop on course-level outcomes assessment.
A Qualitative Assessment Faculty Inquiry Group is planned, to provide data from student focus groups to augment and triangulate with the until now only quantitative data on student learning. Program goals that are assessed through qualitative measures will be directed into Program Review.
The Communication Faculty Inquiry Group (FIG), which addresses the assessment the third of our Institutional Outcomes, moves 10 interdisciplinary Faculty through the complete Assessment cycle.
The SLOAC committee pilots closing the loop on outcomes within the disciplines, as opposed to in FIGS.

Spring 2011