Improving Learning at Modesto Junior College

Duration:

3 hours

Attendee Preparation and Materials Required

It is strongly recommended that all attendees have previously attended the "No-Nonsense Look at SLOs." Attendees should come prepared to identify essential knowledge, skills, behaviors or attitudes that the students should demonstrate as evidence of mastery.

If you are a member of the teaching faculty:

All instructors will review the objectives on the approved MJC course outline of record and confirm that the objectives represent the essential competencies for that course. It is essential that faculty who all teach the course agree that the outline reflects the essential competencies it details.
Each instructor should bring a course outline for a course they teach. For courses taught by many instructors, it is beneficial to bring that outline for all instructors.

If you are a member of the non-teaching faculty, or the student services staff:

Come prepared by having a concrete awareness of your area's mission statement. You may want to bring a list of the core services provided by your office/service/department. It is important that you think about what you want students to be able to do as a result of receiving your services.

Training Structure:

Entrance/Exit Survey, Lecture/Discussion/Hands-On Application, Evaluation

Who Can Benefit:

Full and Part Time Instructional and Non-Instructional Faculty
Full and Part Time Classified Staff
Administrators
YCCD Board Members
Students

Attend this SLO training if:

You wish to learn how to write concrete, objective, measurable statements about learning
Are interested in discourse with your colleagues and workmates about the essential learning and services that should occur in your areas
You are ready to take the first step in the instructional design cycle.

Learning Objectives

For Teaching Faculty

After attending the “How to Write…” division training session on SLOs, MJC faculty will be able to:

Describe the role of the MJC Course Outline of Record
Identify where the essential learning is articulated in our curriculum
Explicitly describe a learning scenario in the section of the course being taught,
including activities, teaching methods, and those elements that are employed to facilitate mastery of the learning goals (formerly known as objectives) on the course outline.
Describe your learning context for that scenario
Describe what the student must do to indicate mastery of the learning desired
Describe what tools or indicators are used to determine mastery.
Use one formula for writing a student learning objective.
Select a objective for which you would like to measure outcomes from the course outline
Outline a plan for practicing using an SLO in an upcoming class session

For Non-Teaching Faculty and Student Services Staff

After attending the “How to Write…” division training session on SLOs, non-teaching faculty and staff will be able to:

Describe the essential services they provide to students
Explicitly describe a scenario where a student is able to produce something as a result of your services or actions
Describe your service context for that scenario
Describe what the student must do to indicate that the service is working
Describe what tools or indicators are used to determine mastery.
Use one formula for writing a student learning objective.
Select a service for which you plan to write one or more objectives
Outline a plan for practicing using an SLO in your departments

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