MJC, SLOs and WASC
Our accrediting agency has told us we must use SLOs to improve learning.

In October 2005, as a requirement for maintaining our accredited status, a WASC site visitation team visited Modesto Junior College after reviewing our self-study, a document we diligently prepare that is our self-assessment of our own institutional effectiveness.  In January of 2006, the team made a series of recommendations in areas of weakness that MJC must respond to by October, 2007, in order to maintain our accredited status.

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Student Learning Outcomes*-Related Recommendations
made by the WASC Accreditation Site Visitation Team
January, 2006

The team found that the college meets most of the requirements of Standard II. However, the college has not yet developed student learning outcomes or plans for assessing them at the degree, certificate, program, or course level. The college has engaged in widespread discussion and training but needs to move ahead to actually put SLOs in place.

The team recommends that the college develop, implement, and assess student learning outcomes to ensure student success in courses, programs, certificates, degrees, and services and use the assessment and analysis for the purpose of improvement. (IB.1,5,6,7;IIA.1,2,3,7;IIB,.4 and Eligibility Requirements 8 and 10)

Recommendation 2

Develop a comprehensive approach to outcomes assessment that includes classroom, units, and institutional levels. (New Standards IIA; IIA. 1a,c; IIA.2b,f; IIB.4; IIC)

The college has a Student Learning Outcomes (SLO) Committee and, since writing the self study, has filled a 40 percent SLO facilitator position. Considerable dialogue has occurred about SLOs, and the college continues to struggle with concerns about some implications of SLO development. Since completion of the self study, the Academic Senate and administration have signed a memo of understanding to alleviate certain faculty communities’ faculty are conducting research and developing pilot SLO activities for spring 2006. Some areas of the college are using institutional data to assist in planning and development, but this is an inconsistent practice institution-wide.

The team concluded that the college has partially addressed this recommendation.

10. Student Learning and Achievement

The team verified that Modesto Junior College is currently engaging in campus wide dialogue to understand student learning objectives, assessment, and evaluation of learning and using outcomes to improve learning and inform decision making. At present, no plan is in place for developing learning outcomes for course and programs.

IIA: Instructional programs

 General Observations

Faculty concern about SLO that has impeded progress in SLO development is waning, but it is by no means completely gone. The new Memo of Understanding about SLO and new faculty interest in the topic bodes well for progress in the future. Budgetary concerns have impacted staffing in the research office, and the college has changed its data systems. This has impeded the use of data in assessment and planning. Information is now available through the intranet that allows access to Datatel reports. How extensively this information is applied to planning or SLO development is not clear. 

Findings and Evidence

Research and analysis is not used systematically across the college to identify student needs and assess progress. The college is engaged in discussion about student learning outcomes, but currently no course, program, or institutional SLOs are in place.

Some pilot activities are planned for spring 2006 in English, psychology, science, library, learning labs, and learning communities. The English pilot will use a grading rubric for two courses.

The Centers for Learning Assistance (CLA) have been analyzing student success data in the learning labs. Workshops and institutes have focused on the development of SLOs, and about 70 full-and part-time faculties have participated, representing approximately 75 percent of the college’s disciplines. Modesto Junior College has published workshop activities and resource materials from the Student Learning Outcomes Institute in the comprehensive document, “Student Learning Outcomes- A Focus on Result.” The publication provides support for writing SLOs at the lesson, course, and program levels. The 13 appendices include exemplary examples and resources for developing and implementing SLOs.

A research and planning director has been rehired as well as a 40 percent SLO facilitator. Institutional data is not being consistently accessed or utilized. This particularly true in the assessment of student success. The CC, program review process, and EMP support the development and improvement of quality courses programs, but links are weak between program review and EMP. Data is not used well by all units for programs review. Program review does not produce measurable outcomes. There are many participatory committees with various plans; however, no connections are set and funding decisions are made (including those concerning faculty’s construction/renovation projects). (IIA; IIA.1a,b.c; IIA.2b,g)

 Faculty members are aware of the criteria for general education courses and currently address course objectives for student learning, but no formal methodology is in place linking course outlines to SLOs.

Because SLOs are yet to be developed, course outlines address course objectives but not SLOs. The CC is considered changes to its course outline form and other materials to facilitate the connection between course objectives and the development of SLOs. (IIA.6) 

*The MJC Student Learning Outcomes Committee has determined that the term objective (as opposed to "outcome") most appropriately addresses the assessment needs as objectives incorporate elements that identify the conditions, learning, and benchmarks of satisfactory performance to indicate that learning is/has taken place.

The content of this page is provided by the MJC Student Learning Outcomes Committee
For questions regarding the content of this page contact Letitia Senechal, MJC SLO Facilitator.