November 15, 2007
Are we satisfied with the responses from last time?
Do we adequately explain what an SLO for MPC is?
Do we offer enough tips on how to write SLOs?
Could a faculty member reasonably take this document and
figure out how to write one?
Do we adequately define "assessment" as assessing the student
attainment of faculty-defined SLOs?
Do we adequately affirm faculty primacy/rights/authority?
Are we there yet? Have we attained consensus on
For Flex days.....
The Academic Senate wants:
Course and program SLOs to be looked at together
A concentrated time to work on SLOs, otherwise nothing
People from different disciplines to get together.
How to achieve this?
Hour #1: SLO Overview (9:00 -10:15)
Turn in your SLOs
Summary of the SLO Handbook: Robyn Smith
Skit – How do we incorporate SLO in our course work?
Overview of our break out sessions
-Goals are to
-Get people from different disciplines to sit in the same
room and talk about student expectations
-Address course and program issues at the same time
-Give enough time so that something can get done
Hour #2: Break out sessions – Program SLOs (10:30 –
General Education Program
-Transfer existing SLOs for the MPC AA degree to the
"transfer studies" degree
-Honor what's been done already
-This should be fairly straight forward
-Give a chance to look at other colleges "core competencies"
(and reject them if we want)
Business and Computer Science
-Seems like a good idea
Nursing, Biology, Chemistry, Anatomy, Physiology
-Originally suggested in an Academic Senate meeting
Basic Skills, English, Math
-Gets supportive services folks together with traditional
Women’s Studies, Ethnic Studies, History, Psychology,
-Lots of cross-listed courses here
Physics, Math, Engineer
-For the transfer to Engineering program students
Geology, Oceanography, Biology, Marine Biology
Traditional how-to-write your course SLOs