Glendale Community College Instructional Division

 Program Learning Outcomes Assessment Timeline

 

Please complete a separate timeline form for each program within your division

Division name:

VPA

Program name (degree, certificate, sequence of courses or series of learning activities leading to intellectual mastery): 

Studio Arts

 

Program Relationship to Glendale Community College’s Core Competencies/Institutional Student Learning Outcomes (ISLOs)

How does this program relate to GCC’s College’s Core Competencies/Institutional Student Learning Outcomes (ISLOs)?:

Core Competencies/ISLOs are commonly defined as the knowledge, skills, abilities, and attitudes that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services.  Each program offered at GCC should link to at least some of these Core Competencies/ISLOs.  A list of the Core Competencies/ISLOs can be found here: http://www.glendale.edu/Modules/ShowDocument.aspx?documentid=4362

Include a brief statement outlining how this program aligns with GCC’s Core Competencies/ISLOs

An ideal relationship:

  • Is clear and brief
  • Is connected to GCC’s Core Competencies/ISLOs
  • If applicable, aligns with professional organization(s) learning outcomes

 

Studio Arts provides students foundation fine art and design instruction relevant to:  transfer students interested in liberal education; vocational students, planning to continue with a certificate in a creative profession; and returning students interested in life-long learning by fostering personal expression.  Studio Art’s program level goals – beyond training rigorous technical and conceptual skills – include collaborative learning, research and critical thinking, interpersonal communication, group and individual criticism, strong workshop practice and visual problem solving.  

 

Communication: Reading, Writing, Listening, Speaking/Debating, Interpersonal Interactions – including Visual Literacy

Information:  Research Strategies, Information Location/Retrieval, Evaluation of Information

Critical Thinking:  Evaluation, Analysis and Synthesis, Problem Solving, Construct/Deconstruct Arguments

Global Awareness:  Social and Cultural Diversity, Artistic Expression and Variety

Personal Responsibility: Self Management, Self Awareness, Study Skills

Application of Knowledge:  Technical Skills

 

 

Program Level Outcomes (PLOs) Assessment Timeline

 

What are the Program Learning Outcomes of this program?:

Program Learning Outcomes (PLOs) are commonly defined as the knowledge, skills, and abilities that students have attained as a result of their involvement in a particular set of educational experiences such as within a specific program, degree, certificate or series of learning activities leading to intellectual mastery    

List your PLOs below and explain the timeline by which the PLOs will be assessed

What is the PLO Assessment Planning Timeline for this Program?:

To develop an ongoing and systematic planning timeline, it is recommended that you assess PLOs within a 3 year cycle (e.g. assess 1/3 of PLOs in year 1, 1/3 in year 2, and

1/3 in year 3)

 

 

Ideal examples of Program Learning Outcomes:

  • Are observable and measurable
  • Are program specific
  • Connect to GCC’s Core Competencies/ISLOs
  • Use action verbs
  • Generally a program will have between three and six PLOs
  • If applicable, aligns with professional organization(s) learning outcomes

Ideal examples of Program Assessment Timelines:

  • Are practical, sustainable, and geared to Core Competencies/ISLOs, and college mission
  • Ensure that each PLO is assessed regularly within a 3 year cycle
  • Include teams for assessment data collection and analysis and assessment report writing that include faculty members who are instructors of the courses/programs assessed

 

List PLOs below.  Generally, a program will have between three and six PLOs.  Continue to add PLOs until you have developed an assessment timeline for each PLO associated with this program.

In what semester and year will you

 assess this PLO? 

What data will you use to assess it

(i.e. SLO data from courses within the program, exam  or essay data, portfolios of student work, licensing/exit exams, etc) ? 

Who will collect and analyze the PLO assessment data and write a report of the findings?  (Include report writer’s name and, if possible, other participants)

PLO 1  Demonstrate skill in a broad range of media, materials and processes

 

 

Spring 2013 – Portfolio review of advanced courses, Art 161, Art 171, and Art 181

Attyah/St. Ama

PLO 2 Define and use core concepts in 2D and 3D art

 

 

Spring 2012 – Assess via SLO data from Art 130, Art 150, Art 152, and Art 138

Attyah/St. Ama

PLO 3 Produce original work the demonstrate a high level of craft

 

 

 

Spring 2013 – Portfolio review of advanced courses, Art 161, Art 171, and Art 181

Attyah/St. Ama

 

PLO 4 Describe, analyze and provide criticism of works of art in various media                                  

 

Spring 2014 – SLO Data  and classroom observation collected from core courses:  Art 152, Art 153, Art 160, Art 161, Art 170, Art 180

Attyah/St. Ama

 

PL0 5 Prepare and organize art works for portfolio review or exhibition

 

 

Fall 2014 – Portfolio review from Art 179

Attyah/St. Ama

 

PLO 6 Understand safe and hazard-free use of art materials and equipment

 

 

Fall 2014 – SLO data collected from core courses:  Art 130 and Art 150

Attyah/St. Ama

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course/Program Alignment Matrix

How are courses in the program aligned with the program’s learning outcomes?:

This section should include a matrix of the PLOs for your program and a list of each course which is a part of the program

  • For each course indicate if PLO is addressed within it the level at which it is addressed by either leaving it blank (if not addressed in program)

       or noting I, D, or M

  • Introduce = I PLO is introduced at a basic level
  • D = Develop Students are given opportunities to practice, learn more about, and receive feedback to develop more sophistication
  • M = Mastery  Students demonstrate mastery at a level appropriate for graduation

Ideal alignment:

  • Course/Program matrix indicates that PLOs are embedded in program’s coursework
  • PLOs are introduced, developed, and mastered within the range of courses
  • Each course addresses one or more of the PLOs; however, rarely does a course address all PLOs

 

Course name and number e.g. Magic 101: Elementary Magic

PLO 1

 

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

Art 130

I

I

I

I

I

I

Art 131

I

D

I

M

D

M

Art 133

D, M

M

M

M

D

M

Art 138

I, D

I

D

M

D

M

Art 150

I

I

I

I

I

I

Art 151

D

D

D

M

D

M

Art 152

D

M

D

I

D

M

Art 153

D,M

M

D

I

D

M

Art 154

D, M

M

M

M

D

M

Art 155

M

M

M

M

D

M

Art 160

I, D

I, D

D

M

D

M

Art 161

D, M

D

M

M

D

M

Art 162

D, M

D, M

M

M

D

M

Art 163

 

M

M

M

M

D

M

Art 164

I, D

D

D

M

D

M

Art 165

D, M

M

M

M

D

M

Art 170

D

D

D

M

D

M

Art 171

D, M

M

M

M

D

M

Art 179

M

M

M

M

M

M

Art 180

 

D, M

D

D

M

D

M

Art 181

M

M

M

M

D

M

Art 240

I, D

D

D

M

D

M

Art  241

D, M

M

M

M

D

M

 

As you fill out this alignment matrix, gaps may occur or become visible.  Use the gaps to help your determine which course or program SLOs may need to be revised so that all courses and programs are aligned.  Question 2.2 in your program’s Program Review report provides a means to explain if you noted any gaps in alignment and, if yes, how your division might revise course or program SLOs to ensure that all course and program learning outcomes are aligned.

 

Last updated: 11/9/2011 11:46:37 AM