Project LEARN

Goals and Action Plan for 2008/09

October 16, 2008

1. Visible Priority. Make SLOs a highly visible priority for the college in 2008/09.

1.1. Analyze and generate dialogue about institutional assessments with key constituencies, including faculty, Academic Senate, chairs, and student government.

1.2. Program Outcomes: Identify and post on the web SLOs for an additional 80 majors and certificates, with “mapping” of courses to programs.

1.3. Post outcomes for Student Services programs on the web site of each service.

1.4. Course Outcomes: Identify SLOs for an additional 500 courses (one fifth), with an emphasis on key courses, including general education, high enrollment courses, courses with multiple sections, pathways, and foundation courses.

1.5. Consider identifying the method of assessment in the COR (requires Curriculum consideration and Senate approval) and propose a process for doing that.

1.6. Each academic department and student service will launch one new assessment project during 2008/09, either of a course or a program and report progress in the PRPP. (Note: Departments are expected identify, assess, and analyze one SLO and to close the loop in 2009/10 with improvement of instruction and reassessment, as needed).

1.7. Provide regular progress reports to the entire college community about goals and attainment of goals.

2. Communication. Communicate the vision, goals, and results of the SLO initiative to the broader campus community.

2.1. Each member of the Steering Committee will communicate back to his or her constituent groups regularly.

2.2. Project LEARN and SLO Coordinators will use email for regular updates on progress toward goals.

2.3. Continue to use Instructional Notes for articles, reports from SLO Coordinators, and reporting of “success stories.” Keep those short and to the point.

2.4. Report more often on how SLOs have made a difference at other community colleges or 4-year colleges.

2.5. Communicate with student government and contact the Oak Leaf about a feature article.

2.6. Update the website with current information and more examples of assessment projects. Make the website easier to locate.

2.7. Encourage more faculty to use the website by providing the link in communications.

2.8. “Brand” the initiative by using the Project LEARN logo on all official communications.

2.8 Utilize visual communications, such as bookmarks, to remind faculty of Project LEARN.

2.9 Utilize the "assessment loop" as a communication framework.

2.10 Remind all faculty to include course SLOs in their syllabi.

3. Broad-based participation. Increase the number of faculty and staff directly involved with SLO identification and assessment.

3.1. Report results of assessment projects and use brief email “testimonials” with links to the complete report on the Project LEARN website

3.2. Post examples of assessment from many different disciplines on the website to serve as an example and inspiration to others.

3.3. Work with the Academic Senate to encourage broad-based participation by developing faculty liaisons for SLOs in every department.

3.4. Consider ways to actively involve students in understanding and participating in the SLO initiative

4. Trainings. Encourage broad-based participation by assuring that faculty and staff have the necessary skills to identify and assess SLOs.

4.1. Develop a list of SLO competencies as one thread of faculty development.

4.2. Assure that department chairs, departmental administrative assistants, and incoming chairs are trained in how to report SLO in program review.

4.3. Encourage more faculty to make use of the Project Learn Handbook. Distribute copies to incoming chairs. Make frequent references to web link.

4.4. Continue “drop in” workshops with SLO Coordinators.

4.5. Schedule at least two chair trainings for DCC/IM.

4.6. When feasible, use Perkins funding for staff development, conferences, speakers, and contextualized learning.

4.7. Consider ways to address both SLOs and Basic Skills in trainings and workshops (using BSI funds, when appropriate).

4.8. SLO Coordinators will visit Cluster Tech Review Teams to discuss how SLOs relate to Curriculum development.

4.9. Assure that SLO workshops are scheduled for each PDA day.

5. Conferences. Encourage broad-based participation, increase knowledge, and develop new leadership by sending faculty and administrative teams to conferences.

5.1. Send a team of SLO Coordinators, faculty, and administrators to Student Success Conference, the League for Innovation Conference (Reno), and other regional conferences such as WASC/ACCJC or Academic Senate, as budgets allow.

5.2. Encourage SRJC faculty and staff to be presenters at conferences.

5.3. Use Perkins funds to send SRJC faculty and administrators to SCOE conference on occupational outcomes.

6. Institutionalize SLOs in structures and systems at College.

6.1. Work with administration and negotiating team to make SLO identification and assessment a mandatory college service for full-time faculty in the faculty job description.

6.2. Work with administration and negotiating team to identify and set aside compensated time for both full-time and part-time faculty to work on SLOs

6.3. Whenever possible, use “flex credit” as a compensation mechanism to encourage participation in SLOs.

6.4. Revise and update PRPP template to include a better tracking system for SLOs that aligns with the reporting requirements of ACCJC.