Institutional Divisions Methods of Outcomes GE Category Themes Recommendations Plan for SLO Assessment (credit)/ Program Implementation Noted (SCE) Communication F&PA F&PA:Exam, C.1 Humanities 2 Themes across professional The Professional museum report, development, create Development disciplines HS&T Area 3 Group A Skills: oral presentation, sessions on: modeling Coordinator will See demonstrated : H&SS persuasive essay, techniques for writing create sessions to attachments Kin. Listening vocabulary essays and making support the in Appendix A Difficulty with SCE assessment, oral presentations; recommendations and analytical essays for specific argumentation developing rubrics for The Chair of the TLC SM&HS Speaking and persuasive divisions paper, small assessing writing and will report back to the Counseling writing: thesis Reading and group project oral presentations; Academic Senate to statement, N/A Writing HS&T:Practical discipline-specific elicit support and organization, application application of more ideas documentation , exercise, essay, techniques for reading The members of the and explanation of feedback from and writing; TLC will each select concepts employers and develop scaffolding to one course to use as Distinguishing fact advisory break down a pilot for from opinion both committees, assignments into implementing in writing and presentation smaller pieces modeling and orally Plan A: B. Social & H&SS:Analytical DLAs to scaffolding of Reading Behavioral Sciences - essay, oral support writing and assignments; the comprehension American Institutions, presentation, speaking across Equity Coordinator Application of Social Science paragraph writing, disciplines will help is discipline-specific Elective classroom interdisciplinary establishing a vocabulary from & research, exam dialogue for sharing of baseline of success reading and Cultural Breadth – techniques for rates and conduct a listening Ethnic/Women's creating comparison Comprehending Studies, International writing and The Learning Center directions given Perspective assessment Coordinator will work orally directions expertize of with discipline experts Understanding Plan B: D. Social Communication to create DLAs concepts when Sciences D1-D10 Studies, Reading and presented orally English departments Organization and Plan C: Area 4 – at the classroom level delivery of Social & Behavioral (e.g., brief individual and presentation to Sciences group classes related to presentations reading, writing, and Plan A: F—Lifelong speaking) Understanding and KIN: Recite Self Development terminology,
Institutional SLO Divisions Methods of Assessment Outcomes GE Category (credit)/ Program (SCE) Themes Noted Recommendations Plan for Implementation Communication Skills: Listening and Speaking Reading and Writing F&PA HS&T H&SS Kin. SCE SM&HS Counseling F&PA:Exam, museum report, oral presentation, persuasive essay, vocabulary assessment, argumentation paper, small group project HS&T:Practical application exercise, essay, feedback from employers and advisory committees, presentation H&SS:Analytical essay, oral presentation, paragraph writing, classroom research, exam KIN: Recite terminology, See attachments in Appendix A for specific divisions C.1 Humanities 2 Area 3 Group A N/A Plan A: B. Social & Behavioral Sciences - American Institutions, Social Science Elective & Cultural Breadth – Ethnic/Women's Studies, International Perspective Plan B: D. Social Sciences D1-D10 Plan C: Area 4 – Social & Behavioral Sciences Plan A: F—Lifelong Understanding and Self Development Themes across disciplines demonstrated : Difficulty with analytical essays and persuasive writing: thesis statement, organization, documentation , and explanation of concepts Distinguishing fact from opinion both in writing and orally Reading comprehension Application of discipline-specific vocabulary from reading and listening Comprehending directions given orally directions Understanding concepts when presented orally Organization and delivery of individual and group presentations professional development, create sessions on: modeling techniques for writing essays and making oral presentations; developing rubrics for assessing writing and oral presentations; discipline-specific application of techniques for reading and writing; develop scaffolding to break down assignments into smaller pieces DLAs to support writing and speaking across disciplines interdisciplinary dialogue for sharing of techniques for creating writing and assessment expertize of Communication Studies, Reading and English departments at the classroom level (e.g., brief presentation to classes related to reading, writing, and speaking) The Professional Development Coordinator will create sessions to support the recommendations The Chair of the TLC will report back to the Academic Senate to elicit support and more ideas The members of the TLC will each select one course to use as a pilot for implementing modeling and scaffolding of assignments; the Equity Coordinator will help is establishing a baseline of success rates and conduct a comparison The Learning Center Coordinator will work with discipline experts to create DLAs
TLC%20ILO%20Assessment%20Report.docx