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«DESIGN PROCESS | First Year Seminar  Step # Work Completed Led by Date Location Karen Reilly, Cathy Penfold  West Special Events  1 ...»

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DESIGN PROCESS | First Year Seminar 

Step # Work Completed Led by Date Location

Karen Reilly, Cathy Penfold  West Special Events 

1 Initial draft designed by Common Curricular Experience Task Force, Meeting #1 Navarro 5/28/2013 Center

2 Refinement of SLOs to ensure they are written in SLO format, include all major ideas Cathy Penfold Navarro 6/3/2013 Karen Reilly, Cathy Penfold  West Special Events  3 Review and refinement by Common Curricular Experience Task Force, Meeting #2 Navarro 6/11/2013 Center 4 Refinement of SLOs to ensure they are written in SLO format, alligned with 6 Ps Cathy Penfold Navarro 6/17/2013 Cathy Penfold Navarro, Karen  5 Review of current SLOs, added to PATHWAY Reilly 6/25/2013 6 Refinement of SLOS to ensure they are measurable, specific Laura Blasi 6/25/2013 Lisa Macon, Christy Cheney, Andy  7 Review and refine by Common Curricular Experience Task Force, Meeting #3 Ray 6/26/2013 CJI 8 Reviewed SLOS, alligned with QEP First Year Experience Program outcomes Karen Reilly   7/3/2013 9 Reviewed and refined SLOs based on feedback from CCE Task Force Meeting #3 Cathy Penfold Navarro 7/8/2013



Students will be able to… Refined SLOs 7/8/13 Describe their strengths, values, interests, and goals in terms of learning and performance.  1 Assess career options to identify careers that match their strengths, values, interests, and/or goals.

2 Describe their top career choice(s) with a rationale for their decisions.

3 Articulate a personal purpose statement that reflects their strenghts, values, interests, and goals.

4 CCE Feedback on SLOs  6/26/2013 If students learn these SLOS and nothing more, will we be satisfied?  Add “interests” back into #1.

Add “strengths” back into #4.

Yes because describing strengths values and goals in enough for a student to ponder.   Plus, these are 3 areas that bring a lot to the process of identifying careers that match these attributes.

Include “strengths, interests, values and goals” for each SLO.  Yes, I’m satisfied – kind of.

I am responsible for my education.

Career choice:  (1) general (finance), (2) more specific (accounting) (3) very specific (taxes) Refined SLOs  6/25/2013  Describe their strengths, values and goals in terms of learning and performance.  1 Assess career options to identify careers that match their strengths, interests, values and goals.

2 Describe their top career choice(s) with a rationale for their decisions.

3 Articulate a personal purpose statement that reflects their values, interests, and goals.

4 Refined SLOs  6/15/2013 Describe their strengths, values and goals.

1 Assess career options to identify careers that match their strengths, interests, values and goals.

2 Describe their top career choice(s).

3 Articulate a personal purpose statement that reflects their values, interests, and goals.

4 CCE Feedback on SLOs  6/11/2013 Articulate their personal responsibility in achieving their goals.

Ideas for changing first outcome:  Write a career statement that reflects their values, interests, and goals.

Articulate a (delete write) personal purpose statement.

Create an outcome for students to identify their strengths and connect this to purpose.

Write a personal purpose statement that reflects their educational/career values, interests and goals.

Purpose = Very Good.  Lacks:  Does not get associated with major and course selection.  Lacks:  Describe tool used.  'Who are you' assessments.  Effectively utilize ** Is this measurable?

More mention of self‐assessments (i.e. self‐awareness; identity, etc.) The problem of assessing or creating outcomes for 'identity' Incorporate some of the life experience techniquest (outcomes) in Roadmap Nation SLS courses.

Consider the amount of time required to build 'purpose'.

Last two items ‐ very difficult to assess, as written.

I wasn't part of earlier discussions, but it seems tough to accomplish all of these in one semester.

Discernment of information online beyond Blackboard also important.

DRAFT SLOs  6/4/2013 Write a personal purpose statement that reflects their career values, interests, and goals.

Describe their strengths, interests, personality and values.

Assess career options to identify careers that match their strengths, interests, competencies and/or values.

Describe their top career choice(s).

Articulate a sense of personal responsbility in achieving career goals.

Effectively use college resources to enhance career/purpose planning and devleopment.

INITIAL SLOs SUBMITTED 5/28/13 Describe their top three career choices based on Career Planning research.

Have a discovery of self through reflection, information, career explorations, tenacity, resiliency, self knowledge, values  and EQ.

Recognize a sense of self‐discovery by talking with a counselor.

Decide on a career through an exploration process by using Career Planner; My Plan.

Assess his/her purpose through self‐management by completing Student Success course.

Develop a personal toolkit from existing college resources (assessments & people) to define and refine their purpose.

Complete a process of self‐discovery by utilizing college resources.

Identify possible career options.

Develop personal resources to aid him/her in defining purpose (meaning) for his/her life.

Demonstrate his/her learning about self by making decisions that are in line with goals.

Investigate diverse cultures through study abroad and service learning experiences.

Discover aspects about the career(s) they wish to pursue; revising to meet expectations from research and reflections.

Apply effective communication when articulating their academic plans (MEP).

Apply personal assessments offered in LifeMap to support life long learning.

Gain an understanding of themselves and their purpose and how this can relate to education and career options by  completing the following self assessments in the LifeMap tab under Career Planner. A) Career personality test  B)  Career interest inventory  C) Career values assessment.

Analyze the differences between intrinsic and extrinsic motivation in the Personal Development course.

Gain self management;  adapt to college skills, communication Gain exploration through service learning, mentoring, internships, role models, networking, broaden perspectives,  resources.



Students will be able to… Refined SLOs 7/8/13 Apply study skill strategies in other classes: note taking, memorization, reading comprehension, study skills, information literacy, etc 1 Apply time managedment skills to assignments, projects, and test preparation.

2 Correctly apply steps for identifying credible online sources (iinformation literacy).

3 4 Demonstrate the ability to access, navigate, and use technology related to college‐level learning (ie Blackboard) 5 Assess their own learning skills.

6 Develop a plan to improve learning skills.  7 Identify college learning support services (including librarians, counselors, advisors).

8 Discuss the steps they will take to meet their learning goals in a specific course.

9 Apply academic behaviors needed to succeed in college.

10 Apply personal behaviors needed to succeed in college (ie self‐motivation, balancing commitments, etc.) CCE Feedback on SLOs  6/26/2013 If students learn these SLOS and nothing more, will we be satisfied?  Students must be able to choose courses in which they have a reasonable chance to succeed.

2) Apply time management skills to assignments, projects and test prep (change).

5) Delete

8) Delete #5 & #8 – Perform skills inventory self-assessment and develop plan to address deficiencies.

6) Identify college learning support services to incude librarians, counselors and advisors.

SLO for identifying or using additional support services such as librarians, counselors, advisors. Yes, I’m satisfied – kind of.

8) Is it just “academic” behaviors we want them to apply? What about wellness/self-management/balance…(financial?) When we “lose” students, it is usually due to factors that would fall outside the realm of “academic” behaviors.

Online research and credibility: (a) how/what/where, (b) citing sources In Preparation #1, how is this measured in “other classes”?

Refined SLOs  6/25/2013 Apply study skill strategies in other classes: note taking, memorization, reading comprehension, study skills, information literacy, etc 1 Assess time requirements for assignments, projects, and test preparation.

2 Correctly apply steps for identifying credible online sources (iinformation literacy).

3 4 Demonstrate the ability to access, navigate, and use technology related to college‐level learning (ie Blackboard) 5 Accurately assess their own learning skills.

6 Identify college learning support services.

7 Discuss the steps they will take to meet their learning goals in a specific course.

8 Apply academic behaviors needed to succeed in college.

Refined SLOs  6/15/2013 Apply study skill strategies in other classes: note taking, memorization, reading comprehension, study skills, information literacy, etc 1 Assess time requirements for assignments, projects, and test preparation.

2 Discern credibility of on‐line sources in research (information literacy).

3 4 Use technology solutions to support their learning in college. (ie Blackboard) 5 Accurately assess their own learning skills.

6 Identify college learning support services.

7 Discuss the steps they will take to meet their learning goals in a specific course.

8 Apply academic behaviors needed to succeed in college.

CCE Feedback on SLOs  6/11/2013 Students will be able to utilize technology solutions to support their learning in college.

Combine #2 & #3 to the following:  Effectively use digital technology in classroom management systems.

Navigate blackboard; be very concise and focused.

Drop 'effectively' from outcomes ‐ not action‐oriented.  Can we assume students will be taught / learn effective methods.

Student will be able to practice effective communication skills with its faculty and staff.

Articulate learning gains.

Make a connection to learning support.

Demonstrate mastery of study skill strategies; note taking, memorization, reading comprehension, study skills, information literacy Effectively communicate with faculty, staff and students (peers) Effectively navigate digital technology including classroom management systems.

Change the third one to:  Manager appropriate behavior in a community setting.

Combine:  'Accurately assess their learning in a course' with 'Accurately assess their own learning skills.

Some of the verbs used are at a higher level than maybe they should be for this educational level.

Missing:  Identify and utilize college resources and learning support services.

Information literacy? / Digital literacy?  These are different.

Difficult to assess 'effectively use resources', 'make connections'.  Some SLO's are not as appropriate for first semester students DRAFT SLOs  6/4/2013 Effectively communicate with faculty and staff.

Effecively navigate educational software including Blackboard.

Assess their own life and communication skills (ie, emotional intelligence, conflict resolution, resilience, etc.) Work effectively with a team to achieve specific goals.

Accurately assess their own learning in a course or unit.

Make connections between learning in different courses and/or disciplines.  Accurately assess their own learning skills.

Effectively use college resources to enhance learning skill devleopment.

Discuss the steps they will take to meet their learning goals in a specific course.

INITIAL SLOs SUBMITTED 5/28/13 Communicate by utilizing effective feedback, faculty/staff relationships and proper etiquette.

Determine appropriate communication methods.

Have self awareness and how they connect with others.

Demonstrate technology navigation skills  (Blackboard, Library Databases etc..) Evaluate their emotional intelligence, coping skills and/or conflict resolution abilities.

Demonstrate working with a team and project management skills through group project work.

Value teamwork.

Implement project management plans and value teamwork.

Build a toolbox of study skills (note taking, memory, critical thinking and time management) to use in college.

Analyze cross‐discipline connections.

Self‐assess their learning.  Implement effective learning strategies across curriculums.

Collaborate by making connections to the college community, utilize resources & network.

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