11

Learning Assistance Learning Assistance DepartmentDepartment

Student Learning OutcomesStudent Learning Outcomes

LERN 50LERN 50

College Success CourseCollege Success Course

A three unit course that meets CSU Area E A three unit course that meets CSU Area E

and CCSF Area A requirementsand CCSF Area A requirements

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SLO Results Assessment SLO Results Assessment LERN 50: College SuccessLERN 50: College Success

1.1. SLO ProcessSLO Process

2.2. SLO FlowchartSLO Flowchart

3.3. SLO SurveySLO Survey

1.1. SLO Survey ResultsSLO Survey Results

2.2. Implications for instructionImplications for instruction

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SLO Process SLO Process LERN 50: College SuccessLERN 50: College Success

1. Faculty assess

own course

4.Create SLO

rubric

5.Survey

thecourse

2.Group faculty discuss

ion

3.Compare courses

to outline

6.Assess results

& change course

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LERN 50 LERN 50 Assessment Flow ChartAssessment Flow Chart

Faculty Assess Own CourseFaculty Assess Own Course– Faculty assesses and determines learning outcomes for individual course curriculum.Faculty assesses and determines learning outcomes for individual course curriculum.– Guiding questionsGuiding questions

What are your learning objectives for your course?What are your learning objectives for your course? How do you assess that your students are learning those objectives?How do you assess that your students are learning those objectives? What is your teaching pedagogy?What is your teaching pedagogy? What do you think are the most important learning objectives for your course?What do you think are the most important learning objectives for your course?

Faculty meet and Talk Faculty meet and Talk – Faculty come together to discuss the outcome of their individual assessmentsFaculty come together to discuss the outcome of their individual assessments– Guiding QuestionsGuiding Questions

What are the similarities in our teaching pedagogy and learning objectives?What are the similarities in our teaching pedagogy and learning objectives? What are the differences in our teaching pedagogy and learning objectives?What are the differences in our teaching pedagogy and learning objectives?

Compare Actual Practices to Official Course OutlineCompare Actual Practices to Official Course Outline– Guiding QuestionsGuiding Questions

How do your learning objectives compare to the learning objective of the official How do your learning objectives compare to the learning objective of the official course outline?course outline?

How do you need to modify your individual learning objectives?How do you need to modify your individual learning objectives? Do we need to modify our official course outline?Do we need to modify our official course outline? How does your teaching pedagogy need to change to better accomplish your How does your teaching pedagogy need to change to better accomplish your

learning objectives?learning objectives?

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LERN 50 LERN 50 Assessment Flow ChartAssessment Flow Chart

ContinuedContinued Develop and Use Online Student SurveyDevelop and Use Online Student Survey

– Each Spring semester, students who received an A, B or C in LERN 50 are sent an Each Spring semester, students who received an A, B or C in LERN 50 are sent an email with link to the online survey. The survey asks questions regarding which email with link to the online survey. The survey asks questions regarding which skills learned in LRRN 50 during the Fall semester are being used in courses the skills learned in LRRN 50 during the Fall semester are being used in courses the following spring semester.following spring semester.

Assess Results from Online SurveyAssess Results from Online Survey– Results are tabulated by the Office of Research and PlanningResults are tabulated by the Office of Research and Planning– Results are combined with previous semesters for a larger sampleResults are combined with previous semesters for a larger sample

Impact and Next Steps: Change Course as a result of the SurveyImpact and Next Steps: Change Course as a result of the Survey– Develop assessment rubric to view changes that result from survey.Develop assessment rubric to view changes that result from survey.

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LERN 50 SurveyLERN 50 Survey

1.Use a time management tool such as a planner or calendar.1.Use a time management tool such as a planner or calendar.

2.Apply information about your learning style to study.2.Apply information about your learning style to study.

3.Develop and evaluate short-term and long-term goals.3.Develop and evaluate short-term and long-term goals.

4.Have contact with your instructors outside of class such as email, phone, 4.Have contact with your instructors outside of class such as email, phone, or office hours.or office hours.

5.Participate in study groups.5.Participate in study groups.

6.Apply memory strategies to your learning.6.Apply memory strategies to your learning.

7.Use the lecture note-taking techniques such as Cornell Method or mind 7.Use the lecture note-taking techniques such as Cornell Method or mind mapping.mapping.

8.Use the SQ3R, PQ3R or Muscle reading to reading your textbook.8.Use the SQ3R, PQ3R or Muscle reading to reading your textbook.

9.Create and use study cards.9.Create and use study cards.

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LERN 50 SurveyLERN 50 SurveyContinuedContinued

10.Participate in class discussions.10.Participate in class discussions.

11.Apply subject (math, science, etc.) specific study techniques.11.Apply subject (math, science, etc.) specific study techniques.

12.Use test-taking strategies to perform better on tests.12.Use test-taking strategies to perform better on tests.

13.Apply techniques to reduce test-anxiety.13.Apply techniques to reduce test-anxiety.

14.Use library to assist in research.14.Use library to assist in research.

15.Access student services such as academic/career counseling and health center.15.Access student services such as academic/career counseling and health center.

16.Use tutoring in the Learning Assistance Center.16.Use tutoring in the Learning Assistance Center.

17.Apply critical thinking skills in problems solving and decision making.17.Apply critical thinking skills in problems solving and decision making.

18.Apply creative and visual thinking skills.18.Apply creative and visual thinking skills.

19.I apply college success strategies to one or more of my current classes.19.I apply college success strategies to one or more of my current classes.

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LERN 50 Survey ResultsLERN 50 Survey Results

Students Who Would Recommend College Success Course to a FriendStudents Who Would Recommend College Success Course to a FriendOverall:Overall: 95%95%A Students: A Students: 98%98%B Students:B Students: 90%90%C Students:C Students: 89%89%

Most Used college success strategies overallMost Used college success strategies overall Q1 Time Management Tool 60%Q1 Time Management Tool 60% Q3 Goal Setting 56%Q3 Goal Setting 56% Q19 Generally Apply College Success Strategies to Other Classes 53%Q19 Generally Apply College Success Strategies to Other Classes 53% Q17 Critical Thinking 51%Q17 Critical Thinking 51% Q18 Creative and Visual Thinking Skills 50%Q18 Creative and Visual Thinking Skills 50%

Most Used college success strategies for “A” studentsMost Used college success strategies for “A” students Q1 Time Management Tool 68%Q1 Time Management Tool 68% Q19 Generally Apply College Success Strategies to Other Classes 59%Q19 Generally Apply College Success Strategies to Other Classes 59% Q17 Critical Thinking 55%Q17 Critical Thinking 55% Q18 Creative and Visual Thinking Skills 54%Q18 Creative and Visual Thinking Skills 54% Q10 Participation Strategies 54%Q10 Participation Strategies 54% Q2 Learning Styles 53%Q2 Learning Styles 53%

Most Used college Generally success strategies for “B” studentsMost Used college Generally success strategies for “B” students Q19 Generally Apply College Success Strategies to other Classes 53%Q19 Generally Apply College Success Strategies to other Classes 53% Q17 Critical Thinking 51%Q17 Critical Thinking 51%

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LERN 50 Survey ResultsLERN 50 Survey ResultsContinuedContinued

Most Used college success strategies for “C” studentsMost Used college success strategies for “C” students Q12 Test Taking Strategies 56%Q12 Test Taking Strategies 56% Q3 Goal Setting 50%Q3 Goal Setting 50%

Never Used college success strategies overallNever Used college success strategies overall Q16 Tutoring 31%Q16 Tutoring 31% Q5 Study groups 24%Q5 Study groups 24% Q8 Effective Reading Techniques 22%Q8 Effective Reading Techniques 22%

Largest Discrepancies between “A” and “C” StudentsLargest Discrepancies between “A” and “C” Students Q19 Generally Apply C.S. Strategies: Q19 Generally Apply C.S. Strategies: 59% “A” students to 25% “C” students = 34% difference59% “A” students to 25% “C” students = 34% difference

Q5 Study groups:Q5 Study groups: 31% “A” students to 4% “C” students = 27% difference31% “A” students to 4% “C” students = 27% difference

Q6 Memory Techniques:Q6 Memory Techniques: 48% “A” students to 25% “C” students = 23% difference48% “A” students to 25% “C” students = 23% difference

Q10 Participate in Class: Q10 Participate in Class: 54% “A” students to 32% “C” students = 22% difference54% “A” students to 32% “C” students = 22% difference

1010

Implications for InstructionImplications for Instruction

Emphasize and expand instruction in Most Used strategies: Time Emphasize and expand instruction in Most Used strategies: Time Management Tools, Goal Setting, Critical Thinking, and Creative Management Tools, Goal Setting, Critical Thinking, and Creative and Visual Thinking.and Visual Thinking.

The higher the student’s grade the more likely they will The higher the student’s grade the more likely they will generally apply college success strategies to other classes. generally apply college success strategies to other classes. Inform students of these results in a leaflet.Inform students of these results in a leaflet.

Time Management Skills are the most used strategies by Time Management Skills are the most used strategies by students. It is important to develop comprehensive curriculum students. It is important to develop comprehensive curriculum for all instructors teaching college success. for all instructors teaching college success.

Need to develop better instructional practices for the least used Need to develop better instructional practices for the least used strategies such as Effective Reading Techniques, Accessing strategies such as Effective Reading Techniques, Accessing Tutoring, & Study Groups. Develop activities that encourage Tutoring, & Study Groups. Develop activities that encourage students to apply strategies to other courses.students to apply strategies to other courses.