sloac the skyline way1 presented by: skyline college sloac committee …for biology

SLOAC The Skyline Way 1

SLOAC The Skyline Way

Presented by:

Skyline College SLOAC Committee

…for Biology


SLOAC=

Student Learning Outcomes

and Assessment Cycle


Why SLOAC Meet accreditation standards Increase dialogue Improve student learning Take charge of the process Make informed decisions about teaching and

learning Validate how well we are teaching


Section I

College Implementation

Plans Implementers Assessors


The Process

Implementers

Institutional Level


Plans Assessors


COLLEGE IMPLEMENTATION MODEL OF SLOACRelationships

Cycle

Course and Student Support Services Level

Program Level


Who are the

Planners Implementers Assessors


Getting Started Skyline College’s Philosophy Starting Points

Institutional SLOAC Program SLOAC Course/Services SLOAC


Getting Started Skyline College’s Philosophy Starting Points

Institutional SLOAC Program SLOAC Course SLOAC


Section IICreating Student Learning Outcomes


What are student learning outcomes?

An SLO is a clear statement of what a student should learn and be able to demonstrate upon completing a course or program. It describes the assessable and measurable knowledge, skills, abilities or attitudes that students should attain by the end of a learning process.


Writing Student Learning Outcomes Major Assignments or Activities Approach Objectives Approach


Objectives vs. SLOs Input vs. Output Discrete vs. Overarching


BIOL 4151. Describe the history and present state of biotechnology in

the Bay Area.2. Describe types of jobs available in biotechnology

manufacturing and the skills they require.3. Apply basic math calculations, including use of the metric

system, to biotechnology manufacturing.4. Perform basic chemistry skills including

a. work safety with chemicals and solutionsb. taking measurementsc. moving liquidsd. describing densities of liquids and solidse. separation techniques using solubilityf. calculating molarityg. preparing solutionsh. calculating and preparing solutions for dilutioni. measuring and calculating conductivity and pHj. titrating acids and basesk. preparing buffers l. purification of protein using liquid chromatography

5. Perform basic biological skills as they apply to biotechnology including

a. gowning and working in a sterile environmentb. describing complex and defined mediac. preparing sterile mediad. preparing work orderse. making culture mediaf. breakdown, cleaning and sterilizing small culture

vessels6. Describe good manufacturing practices as they apply to

biotechnology7. Perform basic skills of mechanics and metering

a. metrology and calibrationb. validationc. liquid, gas and powder handling techniquesd. cleaning


BIOL 415: DACUM Developing A CurriculumDuty/Task

A. Perform

basicchemistryskills

A1. Take

measurements

A2. Move

liquids

A3. Describe

densities ofliquids and solids


Objectives vs. SLOs

Active verbs?Assessment?Bloom’s taxonomy?

Input vs. Output Discrete vs. Overarching The Checklist (p.20)


Objectives vs. SLOs Input vs. Output Discrete vs. Overarching The Checklist (p.20)

Active verbs?Assessment?Bloom’s taxonomy?Outcomes, not objectives?Appropriate?Will students understand?


Objectives to SLOs

1. Provide non-biology majors with a solid ground of biological principles.

2. Create an awareness in students about dynamic interactions in the ecosystem.

3. Afford an opportunity for students to understand the significance of biological, chemical, and physical principles in our world.

4. Foster the student’s awareness and concern as members of the community, world, and ecosystem.

Current BIOL 101: 5. Specific Instructional Objectives


Objectives to SLOs





Course/instructor will… 5. STUDENT LEARNING OUTCOMES (SLOs):


Objectives to SLOs

1. Demonstrate an understanding of the scientific method and the ability to use appropriate models to solve problems.

2. Apply the knowledge of biological science to distinguish between observations, inferences, relationships, and testimonials under investigation.

3. Demonstrate the ability to use scientific knowledge to assess personal and environmental health.

4. Use the scientific knowledge and skills necessary for active citizenship.

5. STUDENT LEARNING OUTCOMES (SLOs):






Activity: Objectives to SLOs

BIOL 101

BIOL 110

BIOL 111

BIOL 130

BIOL 140

BIOL 145

BIOL 150

BIOL 215

BIOL 230

BIOL 240

BIOL 250

BIOL 260

BIOL 415

BIOL 675

Creating Student Learning Outcomes for (pick a course):


BIOL 110Using natural selection as a unifying theme, the course addresses the basic problems common to all living systems and compares the solutions that various organisms have evolved. Emphasis is placed upon experimental evidence and analysis leading to an understanding of modern knowledge, theory, and methods of scientific investigation. A primary function of the course is to show science in general and biology in particular to be ongoing pursuits of knowledge, alive with intriguing hypotheses and unsolved problems. The course is designed to provide a basic laboratory science experience as a part of a broader general education background for students whose primary interests may lie outside biology and to introduce the logical processes of scientific investigating, analysis, and interpretation in a lucid, unified fashion so as to be stimulating to the student.


BIOL 1111.Describe the natural communities and ecosystems found in California

and investigate ecosystem function.2.Participate in investigative laboratory and field exercises using the

scientific method.3.Discuss the biotic and abiotic factors affecting an ecosystem.4.Field investigations of ecosystems including but not limited to the

following:Redwood Forest, Coastal Scrub, Riparian Habitat, Salt Marsh, Rocky Intertidal, Sand Dunes

5.Students will use taxonomic keys to identify selected organisms.6.Students will become familiar with the major life forms of the Bay Area,

their groupings, names, basic anatomical and physiological characteristics, and environment.

7.Emphasis will be placed on adaptations of these organisms to their environment and their ecological “niche.”


BIOL 1301.Provide non-biology majors with a solid ground of biological principles.

2.Provide non-biology majors with a working knowledge of human anatomy and physiology.

3.Afford an opportunity for students to understand the significance of biological, chemical, and physical principles in the human body.


BIOL 140The course will cover a broad spectrum of topics concerning evolution, animal behavior, zoo biology, interactions between people and non-human animals and ecology. Evolution and conservation will be core themes throughout the course. The information presented is based on experimental evidence, theory, and the methods of scientific investigation. Through various assignments and evaluation techniques, the student will better understand the relationship of animals and humans in sharing this planet.


BIOL 1451.To illustrate the modes of inquiry through which scientists carry on their

investigations.

2.To introduce students to the importance of plants and people’s dependence on plants.

3.To explore the diversity and ecology of plant communities.

4.To explore the impact of the activity of people on the environment and to help develop sound views on the utilization and conservation of plant resources.


BIOL 150Using natural selection as a unifying theme, the course addresses the basic problems common to members of marine ecosystems and illustrates some of the solutions that have evolved. Methods of investigation that emphasize the scientific method are used to lead to an understanding of modern knowledge. The course should provide a stimulating foundation for the student’s continued assimilation of scientific data and the analytical skills to evaluate data and hypotheses emanating from the scientific community. The relevance of marine biology for students not directly involved with science careers will be amplified.


BIOL 215Using natural selection as a unifying theme, the course addresses the basic problems common to members of marine ecosystems and illustrates some of the solutions that have evolved. Methods of investigation that emphasize the scientific method are used to lead to an understanding of modern knowledge. The course should provide a stimulating foundation for the student’s continued assimilation of scientific data and the analytical skills to evaluate data and hypotheses emanating from the scientific community. The relevance of marine biology for students not directly involved with science careers will be amplified.


BIOL 2301.Create an awareness in students about relationships among organisms.

2.Encourage problem-solving and quantitative reasoning skills.

3.Present an integrated study of biological principles at the cellular level including nutrition, respiration, osmoregulation, locomotion, molecular genetics, and evolution.

4.Laboratory work emphasizes problem-solving through experimentation and data interpretation; students use techniques and tools commonly used in modern molecular biology and biotechnology.


BIOL 2401.Improve problem solving abilities (scientific method) and the planned

approach to problems

2.Familiarize students with the necessity of aseptic techniques

3.Acquaint students with the diversity of microorganisms (especially bacteria) and their physical and chemical environments

4.Emphasis placed on basic and applied microbiology

5.Foster awareness of ecological interactions through a study of microbial ecology.


BIOL 250Human anatomy is the natural adjunct to human physiology. The anatomy course is taught on the fundamental precept that structure determines function. As is true for all living organisms, there are themes underlying the structure of the body that are determined through evolution. The course thus emphasizes a biological approach to anatomy. The basic objective is to develop for the student a method of reason and logic by which to understand the structure of the body. This approach allows the student to put his or her knowledge of the individual parts of the body into a reasoning context as well as a conceptual frame of thinking, instead of simply memorizing a number of isolated facts. The course emphasizes the structural principles that are common throughout the organization of the body.


BIOL 260Human physiology is the natural adjunct to human anatomy. The course teaches basic biological principles applied to the function of the human body. During the course continual reference is made to the concept of homeostasis, which is the cornerstone of physiology and medicine. The course shows how the functions of organs and systems are all integrated towards the common goal of maintaining an optimal internal environment necessary for the survival of the component cells of the body. These functions are interpreted in terms of basic principles from physics and chemistry. These principles are reviewed during the course by demonstrating their importance in understanding the functions of the body. Illustrations are also made with application to some simple disease states.


BIOL 6751. Participate in an in-depth study of a selected area of biology.

2. Gain a deeper understanding or perspective on a selected area of biology.

3. Use techniques learned in “real world” applications.


Section IIIOutcomes Assessment

Assessment is the systematic collection, analysis, interpretation and use of information to understand and improve teaching and learning.


Outcomes Assessment Skyline’s Philosophy

Why assess? What is assessment? What is assessment for?

What is assessment not for?

Who will assess? How will we use assessment?


Direct And Indirect Measures Direct: Methods of collecting information

about student learning that require students to display their knowledge, skills and/or abilities.

Indirect: Methods of collecting information about student learning that ask students to reflect on their learning rather than demonstrate it.


BIOL 101SLO Assessment Method & Criteria

1. Demonstrate an understanding of thescientific method and the ability to useappropriate models to solve problems.

Weekly lab reports.

Assessment: 15-point lab post test.

Criterion: 80% of students will score ≥13

2. Apply the knowledge of biologicalscience to distinguish betweenobservations, inferences, relationships,and testimonials under investigation.

Term paper, including personal observations, of an animal ata zoo or aquarium.

Assessment: Scoring rubric (50 points)

Criterion: 70% will achieve ≥40

3. Demonstrate the ability to usescientific knowledge to assess personaland environmental health.

In-class written examinations requiring problem-solving andanalysis.

Criterion: 70% of students will score

4. Use the scientific knowledge and skillsnecessary for active citizenship.

Science Attitude Survey.

Assessment: Students will complete a pre- and post-coursesurveys.

Criterion: 70% will show a positive change in attitudeabout science after completion of the course.


Assessment Planning Components

Intended SLO Approach, Major Assignment, Method & Criteria Outcome Results Analysis & Action


Sample Assessment PlanSLO Assessment Methods

& CriteriaOutcome Results Year Analysis & Action

BIOL 230: Student willdesign, perform &analyze experiments incell and molecularbiology.

Capstone project; writtenreport & lab notebook

1. Follow-upquestionnaire tostudents who havetransferred.2. Studentpublication

2004-05 Projects modifiedso all students usingthe same materials.

BIOL 675: Studentswill use retrospectiveepidemiology to trackthe source of a diseaseoutbreak.

Case study 90% of students willdetermine sourceand scope of theoutbreak.

2003-04 Students mustsubmit casedefinition frominitial data.

BIOL 240: Studentswill identify unknownbacteria using standardmethods

Lab. unknownidentification; writtenreport include flowcharts, discussed ofresults

70% will identifyunknown90% will masterskills

2005-06 Instructionsmodified to listreportingrequirements

BIOL 101: Studentswill use scientificknowledge and skillsnecessary for activecitizenship

Science AttitudeQuestionnaire (pre/post)

70% will showimprovedunderstanding

2004-05 Use consumerscience problems inclass


BIOL 101SLO Assessment Method & Criteria Term1. Demonstrate an understanding

of the scientific method and theability to use appropriate modelsto solve problems.

Weekly lab reports.

Assessment: 15-point lab post test.

Criterion: 80% of students will score ≥13

Spring 2006

2. Apply the knowledge ofbiological science to distinguishbetween observations,inferences, relationships, andtestimonials under investigation.

Term paper, including personalobservations, of an animal at a zoo oraquarium.

Assessment: Scoring rubric (50 points)

Criterion: 70% will achieve ≥40

Spring 2007

3. Demonstrate the ability to usescientific knowledge to assesspersonal and environmentalhealth.

In-class written examinations requiringproblem-solving and analysis.

Criterion: 70% of students will score

Fall 2007


To Do List BIOL 101, 230, 240, 675: Chris BIOL 130, 415: Nick BIOL 111, 140, 150, 215, 675: Shari BIOL 110, 145: Ed BIOL 250, 260: Sandra


Program to do list General Education Majors Allied Health Honors


Program: General Education

ProgramCourse

SLO

General EducationBIOL 101BIOL 110BIOL 111BIOL 130BIOL 140BIOL 145BIOL 150

1. Demonstrate an understanding of the scientific method andthe ability to use appropriate models to solve problems.

2. Apply the knowledge of biological science to distinguishbetween observations, inferences, relationships, andtestimonials under investigation.

3. Demonstrate the ability to use scientific knowledge toassess personal and environmental health.

4. Use the scientific knowledge and skills necessary foractive citizenship.


ProgramsProgram

CourseSLO

HonorsBIOL 675 1. Discuss and understand one area of biological science (e.g.,

marine mammals; emerging infectious disease)2. Apply the knowledge of biological science to distinguish

between observations, inferences, relationships, andtestimonials under investigation.

Allied HealthBIOL 240BIOL 250BIOL 260

MajorsBIOL 215BIOL 230


Program Allied Health (240, 250, 260) Sandra, Nick, Chris General Education (100s) Ed, Chris, Shari, Nick Majors (215, 230) Shari, Chris Honors (675) Shari, Chris Biotech (415) Nick


Our Schedule Course SLOs: Course outlines: Program SLOs:

sloac the skyline way1 presented by: skyline college sloac committee …for biology

Documents

skyline way sloac

skyline way objectives

skyline way section

skyline way biol

skyline way1

process slide

cleaning slide

overarching slide