CLARIFYING THE PATH West Hills College Coalinga Degree Qualifications Profile Project
Our Objective “To create a coherent plan of courses for students pursuing CTE degrees” • Ensure the degree-level SLOs were valuable and representative of intentional learning • Develop a cross-functional team for a robust and dynamic project
Our Focus 1. AS-T in Administration of Justice 2. AS in Agriculture Science Technology Now What?
Our Team √ SLO Coordinator √ Curriculum Chair √ Institutional SLO Representative √ CTE Faculty √ GE Faculty √ Counseling √ Librarian √ Administration
Our Process • The Ah-ha Moments – Secure professional development space – Focus on the BIG picture • SKILSS and ABILITIES – Define the relationship between degree-level SLOs and course-level SLOs • RESULT: “The Pre - DQP” – Distinguish between “ Introduced ”, “ Practiced ”, and “ Demonstrated ” SLOs
A Pre-DQP Snapshot Program AOJ 1 AOJ 20 AOJ 3 AOJ 10 AOJ 16 AOJ 32 AOJ 24 AOJ 22 Learning Outcomes 1. Students will Intro Practice Intro Practice/ Practice/ Practice be able to explain Demonstrate Demonstrate the legal processes of the criminal justice system. 2. Students will Intro Practice Intro Practice/ be able to explain Demonstrate the components of the criminal justice system.
AS-T in Administration of Justice AOJ DQP Mapping OUTCOMES: Civic Learning 7% 1. Rewrite course- Applied Specialized Learning level SLOs Knowledge 7% 23% 2. Course must be sequenced for Intellectual Skills 21% student success Broad, Integrative Knowledge 42%
AS in Agriculture Science Technology Precision AG DQP MAPPING OUTCOMES: Civic Learning Applied 4% 1. Rewrite Learning 7% program-level Intellectual SLOs Skills 13% 2. PSLOs must be Specialized Knowledge tied to industry 46% standards Broad, Integrative Knowledge 30%
What We Learned • Degree course sequencing is key – Students must engage with material at the right time • Faculty are ready for quality SLOs – Faculty must see the interconnectedness and functionality of SLOs • Outcomes are more important than courses – Technology must support student achievement, not just course completion • Assessments define SLOs – Assessments must contextualize SLOs
The Work Continues… • Map General Education Areas to DQP • Replace current ISLOs with DQP • Better data collection and utilization • Succession planning for DQP leadership • Permanent development space • Leverage our learning to other initiatives
For Additional Information… • PROJECT COORDINATORS • Arkady Hanjiev ArkadyHanjiev@whccd.edu (559) 934 – 2627 • Sarah Shepard SarahShepard@whccd.edu (559) 934 – 2607 • Stephanie Droker StephanieDroker@whccd.edu (559) 934 - 2307
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