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SLO Assessment at SRJC

SRJC has always taken pride in teaching and learning. This is reflected in the college mission:

SRJC passionately cultivates learning through the creative, intellectual, physical, social, emotional, aesthetic and ethical development of our diverse community.

We focus on student learning by preparing students for transfer; by providing responsive career and technical education; and by improving students’ foundational skills.
We provide a comprehensive range of student development programs and services that support student success and enrich student lives.
We support the economic vitality, social equity and environmental stewardship of our region.
We promote personal and professional growth and cultivate joy at work and in lifelong learning.
We foster critical and reflective civic engagement and thoughtful participation in diverse local and global communities.
We regularly assess, self-reflect, adapt, and continuously improve.

The Accreditation Commission for Community and Junior Colleges (ACCJC) Standards emphasize both student achievement (such as completion, persistence, award of degrees and certificates, graduation rates, transfer, and job placement) and direct evidence of student learning through the assessment of learning outcomes. All community colleges are required to demonstrate their effectiveness to produce and support student learning by developing and assessing SLOs for course learning outcomes, program (GE/certificates/majors) learning outcomes, student support services learning outcomes, and institutional learning outcomes.

SRJC SLO ASSESSMENT MILESTONES TIMELINE

Accreditation Cycle 3 (2015-2022) - 7 YRS

Accreditation Cycle 2 (2009-2015) - 6 YRS

2011 - 2012

A College Initiative established the goal of 100% identification of course and certificate/major SLOs, as well as assessment of one sixth (16.66%) of all courses and certificates/majors).
The Academic Senate approved a resolution endorsing a plan requiring course, certificate, and major SLOs to be identified by March 1, 2012. If not, courses might be inactivated.
A paperless SLO assessment tracking system was developed in SharePoint and launched in Spring 2012.
A totally revised and updated SLO website launched in Fall 2011

2010 - 2011

SLOs were identified for 79% of courses and 56% of certificates/majors.
100% of Student Services program were assessed per the established cycle.
Course assessment jumped from 60 assessments completed over the previous five years to 260 assessments completed by 2010-11, about 13% of the total.
An assessment of institutional SLOs was included for the second time in the Fall 2010 Student Survey.
The Steering Committee simplified its structure by eliminating two subcommittees (program and course committees).
The process for submitting course and certificate/major SLOs was simplified and aligned with the curriculum review process.
In November 2010 the Academic Senate approved a new, departmentally-driven, assessment process that required involvement of all full-time faculty according to the departmental plan. Adjunct faculty members would be invited to participate in assessment as well.
For the first time, “flex” credit was awarded for assessment of SLOs, recognizing assessment as a form of professional development leading to improvement of instruction.
The Senate established a six-year cycle of assessment, during which all courses and all certificates/majors must be assessed.

Accreditation Cycle 1 (2003-2009) - 6 YRS

2008 - 2009

SLOs identified for 30% of courses and 30% of certificates/majors
A College Initiative established the goal of 60% identification of course and certificate/major SLOs.
The Project LEARN oversight committee became an official standing committee entitled the Project LEARN Steering Committee, with equal representation of faculty and administrators, plus two students.
100% of Student Services program were assessed, and a systematic, ongoing cycle of assessment was established.
In the Spring 2009 Accreditation visit, SRJC met all standards, but was directed to reach a level of "proficiency" in terms of achieving an outcomes-based institution by the midterm report in Fall 2012. Project LEARN Steering Committee comprises the college's efforts to meet that standard, as described in Part III of the ACCJC Rubric for Evaluating Institutional Effectiveness.

2007 - 2008

SLOs identified for 16% of courses and 21% of majors
Reassigned time for Faculty SLO Coordinators was increased to 60%, supporting two coordinators.
Departmental SLO Workshops were approved for “flex” credit.
The second edition of the Project LEARN Handbook was published.
Writing, computation, and technology Institutional Learning Outcomes were assessed.
The Program and Resource Planning Process (PRPP) was launched, including a section for reporting and reflecting on SLO assessment as well an inventory for programs/units to indicate key courses or services that supported ILOs.
An assessment of institutional SLOs was included for the first time in the Fall 2007 Student Survey.

2004 - 2005

Project LEARN established three committees (course, program, and institutional).
Two Professional Development Activities (PDA) days devoted to professional development for identification and assessment of SLOs.
The SLO website was launched.
The first Faculty SLO Coordinator was appointed with 40% reassigned time.
A year-long dialogue took place to identify institutional learning outcomes (ILOs), and ultimately seven outcomes were approved that would apply to all students.