INTEGRATED PLANNING MEETING HIGHLIGHTS
DECEMBER 4 ,2003 11:00 a.m. - 12:00 p.m.
FACILITATOR: DR. FAY FREEMAN

In attendance: Dr. Fay Freeman, Pamela Penland, Scott Hicks, Leslie Huiner, Sandy Mistretta, Dr. Leonard Crawford, Mark Clair

1. Purpose of the committee, campus-wide - Fay indicated at the last Faculty Senate Student Learning Outcomes Committee meeting on November 21, 2003, it was recommended that we form two committees to develop and implement Student Learning Outcome's (SLO's). The Faculty Senate formed the Student Learning Outcomes Committee. It was agreed to call the second group the Steering Committee for Student Learning Outcomes. The Steering Committee will assist with campus-wide activities and the integration of student learning outcomes throughout the college. Some of the activities may include the following:

• identify SLO's, define meaningful measures of accomplishment, measure and evaluate the results. Some data on student achievement of SLO's will be available.
• plan in place to extend accomplishments in using SLO's to all courses, programs and degrees.
• evidence of broad institutional dialogue about and engagement with SLO's
• evidence of reorientation of other college processes to support student learning, such as planning processes, resource allocation processes, decision-making processes.
• assist with training, workshops, presentations on SLO's

Mark noted the need for representation from all areas on campus, e.g. Human Resources, Administrative Services, Student Learning, Student Services. Dr. Crawford indicated the need for representatives from Counseling. Dr. Crawford indicated that we may utilize other individuals from different departments as resources on an as-needed basis. We need to develop a purpose statement to present to College Assembly. Dr. Freeman stated that College Assembly is revising the Shared Governance Document, which includes updating the list of campus committees.

2. Dialogue - SLO's Outside of the Classroom - Dr. Crawford distributed and discussed "Questions and Directions for Student Learning Outcomes." Dr. Crawford noted that we are moving toward developing more learning-centered and outcomes- driven approaches to our community college education efforts. The institution must define and certify that student learning takes place. Dr. Crawford indicated that the intent of student support activities core indicators may include:

• access
• matriculation steps
• goal setting and education plan development
• retention and persistence
• degree/certificate or transfer readiness
• student involvement (ASB, clubs/athletics & campus employment

Dr. Crawford noted that some indirect SLO's such as self-confidence and self-esteem are very difficult to document. Dr. Freeman asked Leslie to discuss information competencies. Leslie mentioned the importance of including information competency as one of the core competencies. Leslie gave an example that all English 101 students must complete a forty-five minute instruction given by the Library, then complete a 40 multiple question exam. Some instructors use this exam as part of the student's final grade. This is a direct SLO for English only.

Dr. Crawford indicated that even though VVC has cut back on classes, we have more students being assessed, more students are being placed, and there is less drop-off in persistence and retention. He stated that students in EOPS, DSPS, Athletics programs have to meet certain expectations, such as the requirement to carry 12 units.

Dr. Freeman distributed and discussed the article, "Six Colleges take their First Steps," (O'Banion, Terry). This article describes how six leading community colleges are beginning to experiment with new approaches in placing learning first, and implementing new practices and programs to make their institutions more learning-centered. Mark distributed the handout, "Student Learning Outcomes," listing the ACCJC definition of SLO's - "the knowledge, skills, abilities, and attitudes that a student has attained at the end (or as a result) of his or her engagement in a particular set of collegiate experiences." Mark noted that these experiences do not have to come out of the classroom alone. Mark emphasized that all employees work toward helping students learn. Some departments will identify SLO's and some departments will indentify strategies and/or activities support SLO's.

Sandy gave an example of how the MIS Department supports SLO's, for example, the Department tracks the student phone and web registration system. MIS can track how many students are using the systems correctly, and how many are not. MIS can conduct an analysis showing if incorrect use is due to ethnicity, impatience, etc.

3. College of the Desert Model - Dr. Freeman distributed and discussed excerpts from "A Handbook on Assessment for Two Year Colleges" (Morante, Ed), that defines assessment, details the differences between direct student learning and indirect measures, lists outcome variables, and defines access and equity. Dr. Freeman noted the importance of measuring where a student is in the beginning of a course or process and where are they at the end (pre-assessment and post-assessment). Leslie indicated that the Library did a pre-assessment and post-assessment for the English 101 students a few years ago. Leslie will bring the results to share with the committee at a future meeting. Dr. Freeman noted that College of the Desert has integrated SLO's with program review.

4. Next Meeting - Our next meeting will be January 22, 2004, at 11:00 a.m. in the Administration Bldg. Conference Room.