Palomar Outcomes Database Faculty User Manual - Palomar College

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Palomar Outcomes Database
Faculty User Manual
Table of Contents
Introduction
Outcomes Database Basics
Log into the Program
Basic navigation of the program
Home page summary
Course SLOs
Add a Course SLO
Assessment plans
Map Course SLOs to Related Program SLOs
Map SLOs to Related GE/Institutional SLOs
Edit a Course SLO
Add Assessment Results Summary
Add an Action Plan
View or Edit Results
Deactivate an SLO
Program SLOs
Add a Program SLO
Edit Program SLO
Add Program SLO Assessment Plans
Curriculum Mapping
Add a Results Summary

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Documents
The Documents Tab
View existing documents
Add/upload documents
Assign Tasks
Assignments from the Database
Reports
Run Course SLOs Reports
Run Discipline SLO Reports
Ad Hoc Reports
Department Chair Guidelines
Discipline mission statement
User Rights
Add Users
Change User Access Level
Resources/ Help
Documents in the database
Online videos
Learning Outcomes Website
Personal assistance
Frequently Asked Questions (FAQs)
At-a-glance program paths
Appendices
Appendix A: GE/Institutional SLOs with Examples
Appendix B: Types of Assessment

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Introduction
The PC Outcomes Database is designed to assist the College with the implementation of the Student
Learning Outcomes and Assessment Cycle (SLOAC.) The database stores and organizes outcomes,
assessment plans, assessment results, and action plans. In addition, a reporting component provides
various summaries of the data that have been entered, including curriculum mapping, an essential
component of SLOAC. This User Manual has been written for the faculty at Palomar College to provide
an introduction to and assistance with this specially designed software.
The various features of the database have been customized for our specific use. Departments and
disciplines can request that certain features be added or hidden. Refer to the Resources/Help section
of the manual for contact information. The section of Frequently Asked Questions will be expanded as
needed, so feel free to contact the SLO Coordinators for suggestions.
The topics listed in the Contents section of this manual are hyperlinked for the user’s convenience.
Click on the text to move directly to that section.
A Review of SLOAC
The SLOAC process essentially has 5 steps. First, the faculty in the discipline discuss, identify, and write
learning outcomes for all courses and programs. Concurrently, an assessment plan is organized; it is
composed of an assessment method and a timeline. The timeline specifies when to conduct the
assessment as well as when to examine results. The assessment plan also includes the mapping of
curricula, meaning that the SLO is aligned both with identified program SLOs and with GE/Institutional
SLOs. The graphics below demonstrate these first two steps:
STEPS 1 & 2
Identify SLO
Write an
Assessment Plan*
*ASSESSMENT PLAN
Assessment
Method(s)
Timeline for
Assessing AND
for Analysis
Map to
Appropriate
Program SLOs
AND
GE/Institutional
SLOs
ASSESSMENT
PLAN

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SLOAC, cont.
STEP 3
ASSESS
The faculty conduct the planned assessment and submit their results to a key person in the department or
discipline.
STEP 4
ANALYZE
The results are examined, followed by discussion of what the results indicate with regards to student learning. A
plan of action is organized and resources are identified to support student learning and improvement.
STEP 5
IMPLEMENT PLANS
The Action Plan is implemented.
Develop and
articulate SLOS
Make changes
based on
assessment
results
Determine the
modes of
assessments
Analyze the
results
Conduct the
assessment
When faculty use the Outcomes Database, they need to make sure to complete all five steps and to enter the
data into the program. Complete plans will allow the faculty to achieve their programs’ goals as well as allow for
accurate reporting, not only for department and College use but also for accreditation reporting and
requirements.
Refer to the Learning Outcomes website for more information on writing SLOs, assessment plans, and
accreditation.

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Log into the Program
You can find convenient links to the Palomar Outcomes Database in these places:
• Quicklinks on the PC home page – Outcomes Database
• The Faculty & Staff web page
• The Learning Outcomes website
• Blackboard >Learning Outcomes>Outcomes Database
The actual URL for the program is https://outcomes.palomar.edu:8081/tracdat. Use your Palomar College
user name and e-services password to access the program.
Note: You need to make sure the resolution on your monitor is set so that you can see all of the parts
of the program. To change, right click on your desktop area, select Properties, and then the Settings
tab. The Screen Resolution tab on the left should be set at minimum 1280 x 1024 pixels.
Basic Navigation of the Program
The main menu items are divided into these areas:
1. Selected Unit: Areas that you have access to within the program. These have already been
configured for you. Click on the arrow to see your discipline(s).
Gray menu
Blue tabs
2. Blue tabs: Home, Program SLO Course SLO, Results, Report, Documents
3. Gray menu: Located below the blue tabs, the menu items change with the blue tab selection.
NOTE: Department chairs also have a “Discipline” blue tab, seen here.

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Home Page Summary
This page summarizes the activities that have been entered into the database.
1. Click on the Home blue tab.
2. You should be on the Summary gray menu selection.
3. The page is organized into summary reports, including Program and Course SLOs and Results. Here you
can easily see which courses have SLOs entered into the database, how many SLOs have been entered, if
there are any SLOs without assessment plans, and what results and action plans have been submitted.
You can explore the Calendar and Profile screens by clicking on the gray menu selections.

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Locate Existing SLOs
Have the SLO ready to copy into the program. You can refer to the master list of SLOs that were
entered into CurricUNET by clicking on the blue Documents tab, then the SLOs – Courses,
Programs, GE/Institutional folder, and your division. Within your division folder, select the Master
April 2010 document and click on the view link to the right.
Select
your
division
Courses are listed alphabetically. After locating the course, you can copy and paste the SLOs into the
database. Be prepared to enter only one SLO at a time.
Add Course SLOs
1. Click on the blue tab, Course SLO. Make sure Course SLOs is highlighted on the gray menu.

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Add Course SLOs, cont.
2. Select a course by clicking on the drop down menu. All current courses are listed there.
3. Add an SLO by clicking on the tab at the bottom.

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Add Course SLOs, cont.
4. Enter the information into the fields:
a. Course SLO Name: Use a 1-3 word synopsis of the SLO, e.g. Writing, Graphing, Critical
Thinking, etc.
b. Course SLO: Enter the course SLO. You can copy and paste from another document.
c. Outcome Status: Select “Active” for all new course SLOs.
d. Date Created: Enter today’s date. Click on the calendar icon to select.
e. Date Deactivated: Use this field only if SLO will no longer be assessed; otherwise leave
it blank. You may use this database to archive inactive SLOs.
f. Click on Save Changes at the bottom..
IMPORTANT NOTE about changing or editing the SLO at this point: should you copy all of the SLO into
the database now even if you don’t plan to assess them? Should you edit the SLO because it doesn't
"look" quite right anymore? Faculty are in charge of the SLOs and assessment plans, so changes to
them can be made at any time. Just remember that we will use this database for keeping track of our
SLOs, so any edits made now should reflect discussions from the department and faculty.

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Course Assessment Plans
After you have entered your SLO, move to Means of Assessment on the gray menu selections.
1. Click on the button at the bottom to add an assessment method.
2. Assessment Method Category: Select a category from the areas that best matches the type of
assessment. If no category applies, please contact learninggoutcomeshelp@palomar.edu for
assistance.
3. Assessment Method: Briefly (we recommend 200 words or less) describe how the SLO will be
assessed. Will there be embedded questions? Will the students submit a portfolio? If yes, how
will it be evaluated? Will the faculty use a rubric for evaluation? This type of information will
help the faculty involved in the assessment of the SLO to know exactly how it is to be examined.
You may want to provide more detailed information about the assessment in the documents
area.

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Course Assessment Plans, cont.
4. Criterion: Scroll down to Criterion. Add the criterion that will let you know whether the SLO
has been achieved, e.g. 70 % of students will score at least 70% on this assessment. This must
be included in order to later complete the Results area. SLO criterion is determined by faculty
according to the nature of the SLO and assessment methods.
5. Assessment Timeline: Include when you plan to assess AND when you plan to discuss results in
your timeline.
6. Save changes and click Return.
7. See Assignments for an explanation of how this button works.

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Map Courses to Related Program SLOs
Course SLOs need to be aligned with program SLOs. The next step is to map the course SLOs to the
appropriate programs within your department or discipline.
1. Moving from left to right on the gray menu, click on the Related Discipline Program SLOs.
2. Select the course and the particular SLO from the drop-down menus. You will see the
course SLO grayed out.
3. Next, select the program name(s) that the course SLO relates to by clicking in the box to the
left.
Curriculum Mapping refers to the alignment of
course, program, and GE/Institutional learning
outcomes. As an institution, we need to
demonstrate how the assessment of student
learning is interrelated with the outcomes that
we have identified.

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Map Courses to Related GE/Institutional SLOs
Finally, move to the right on the gray menu to select Related GE/Institutional Outcomes. From the
list, select which areas your SLO is assessing, for example Intellectual and Practical Skills - Inquiry
and Analysis. You can select as many as appropriate. Just remember that it is the SLO (and not the
course content necessarily) that maps to these general areas.

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Map Courses to Related GE/Institutional SLOs, cont.
For examples of how GE/Institutional SLOs can be applied to your course or SLO, refer to Appendix
A in this document. You can also find them within the program by going to the Documents tab and
select SLOs from the drop-down menu. Click View on the right to see the document.
Edit a Course SLO
Log into the program.
1. Click on Course SLO in the blue tab area, followed by Course SLOs on the gray menu.
2. Select the course from the drop-down menu. You should see all SLOs entered for this course.
3. Select the SLO that you want to edit.
4. On the right side, select Edit. Here you can make any changes to the SLO.
5. Save changes and click Return.

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Add Assessment Results
Ready to add assessment results?
1. Move to the blue tab and select Results.
2. Go to "By Course" on the gray menu.
3. Select the course from the drop-down menu.
4. Add a result summary by clicking on the button at the bottom. Notice that you cannot add results until
the SLO and assessment plan have first been added. (Makes sense!)
5. Select the course from the drop down menu, and Add Result Summary at the bottom.

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Add Assessment Results, cont.
6. The currently entered SLOs are listed on this page. Select the SLO that you want to add results to. Click
on Select to the right.
7. Another window will appear. Click Select.
8. This next screen
reviews the course
SLO and assessment
method. This is
where you enter a
brief summary of the
course SLO
assessment results.
Click inside the Result
Summary area to
enter your
information.

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Add Assessment Results, cont.
9. Next, select the Result Type and the Action Plan Status from the drop-down menus.
Action Plan Status
Result Type
Result Type: This refers back to the criterion entered with the assessment plan for the SLO. Select either “Met”
or “Unmet” based on the assessment results.
Action Plan Status: What kind of follow-up has been decided based on assessment results? Choose from the
four areas. If the SLO was successfully achieved, you can select Action Plan Not Necessary. The other options
are available to organize and structure planning.
10. Click Save Changes .
You can add an Action Plan at this time. Continue on the next page to learn about that.

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Add an Action Plan
Faculty can use assessment results for planning and organizing. A summary of an action plan can be easily
entered and recorded in the Outcomes Database. There is more than one way to add an Action Plan.
1. If you have just added a Result Summary, you can click on the add Action link seen below.
2. Enter a brief description of the plan of action.
3. Click on Save Changes and then Return.

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Add an Action Plan, cont.
You can also add an Action Plan by going to the following page.
1. Log onto the program; click on the blue Results tab.
2. Select the gray By Course tab.
3. Choose the course from the drop-down menu.
4. Click on the Show Results link on the left.
5. Select the appropriate SLO. Click on add Action.
6. Add a brief description of the Action Plan.
7. Save changes at the bottom of the screen.

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View or Edit Results
You can review and edit summary results within the outcomes database. If you at not already on this screen,
follow this path: blue Results tab > By Course gray menu > Select Course (drop-down menu)
1. Only the SLOs with result summaries are listed on the screen. Click on the Show Results link on the left
side.
2. A window appears that shows the results summary. Note the edit and add Action links to the right.
Click edit to make any changes to the results summary.

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Deactivate an SLO
Faculty may decide to discontinue assessing an SLO. The decision to do this might be based on successful
assessment results, or it may be that the SLO needs to be changed so much that it is better not to use it. Either
way, it is best NOT to delete an SLO but rather deactivate it and have it archived for future reference.
To deactivate an SLO, log into the program
1. Click on Course SLO in the blue tab area.
2. Select the course and the SLO. Click on Edit to the right.
• Change the Outcomes Status to Inactive.
• Select a deactivation date in the appropriate box.
• Save changes and return.

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Program SLOs
Any set of courses leading to a certificate or degree defines a “program.” Program Student Learning Outcomes
are identified separately from course SLOs. Program SLOs can be assessed via course SLOs that capture the
essence of the particular program. By assessing the course SLO, the program SLO is also assessed. Program
SLOs can also be assessed separately from the course SLOs, such as a licensing test or portfolio assessment. The
faculty in a department or discipline decide on this together. See Appendix B, Types of Assessment for
information and resources.
Add a Program SLO
1. First, have the Program SLO ready to either enter manually or copy and paste from another document.
You can find a copy of the Program SLOs entered in CurricUNET in the outcomes database.
a. Click on the blue Documents tab, then Document Repository on the gray menu.
b. Select SLO – Course, Program, GE/Institutional from the drop-down menu.
c. Select Program SLOs and View on the right.
d. Open the document, locate the Program SLO, select, and copy.

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Add a Program SLO, cont.
2. Now add the Program SLO. Make sure the proper discipline has been selected, if appropriate. Select
Program SLO on the blue tabs, Program SLOs on the gray menu, and click Add New Program SLO at the
bottom.
3. Summarize the Program SLO name using 1-5 words. Enter that in the Program SLO Name space.
4. Enter the Program SLO.
5. Use the program title list to select the programs assessing this Program SLO. HINT: To add the same
SLO for more than one program, hold the Ctrl key while you select multiple programs.
6. The Outcome Status is Active. The Date Created can be today’s date. Leave the Date Deactivated blank
until the program SLO is no longer going to be assessed.
HINT: To add the same SLO for more than one
program, hold the Ctrl key while you select
multiple programs.

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Edit an Existing Program SLO
To make changes to a Program SLO, select the blue Program tab, identify the SLO you want to edit, and click on
Edit on the right side.
Important: You can make changes to the SLO as needed. Remember to choose “Inactive” if you do not plan to
assess the SLO anymore. You do not want to delete the SLO after you have assessed and have results.
Instead, choose “Inactive” so that it is archived within the program for further reference.
Add Program SLO Assessment Plans
Moving from left to right on the gray tabs, select Means of Assessment.
1. Click on the Add New Assessment Method button at the bottom of the page.

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Add Program SLO Assessment Plans
1. Identify the assessment method category from the drop-down menu.
2. Describe the assessment method. Briefly (in 200 2ords or less) describe how the SLO will be
assessed. Examples of program assessments include standardized tests, licensing exam,
portfolios, student satisfaction surveys, and employer surveys. You may want to provide more
detailed information about the assessment in the documents area. For more details on how to
upload and organize documents, see the Documents tab section of this manual.
3. Enter the assessment criteria. Describe how the faculty will know if students have successfully
demonstrated the SLO.
4. Enter the assessment timeline. Include when the PSLO will be assessed and results evaluated.
5. Save changes. Click Return.

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Curriculum Mapping
In this area, you identify which courses relate to specific Program SLOs. Continuing from left to right on the gray
menu area, map the Program SLO to the courses in the program and to the GE/Institutional SLOs.
1. Select Related Courses on the gray menu. You should see the designated list of courses below.
2. Check the boxes next to the courses that in some way address the SLO.
3. When you select a course, the program will ask you to identify whether the SLO is introduced,
developed, or actually assessed in that course. You need to select at least one of these, but you can
also select more than one.
4. Click Save Changes at the bottom.

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Curriculum Mapping, cont.
5. Continue mapping to GE/Institutional SLOs. From the gray tabs, select GE/Institutional Outcomes.
6. Click on the box next to any of the areas that the Program SLO addresses. You may select as many as
appropriate.
7. Save changes.

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Add Assessment Results for Program Level SLOs
1. Select the blue tab labeled Results.
2. Select By Unit on the gray menu.
3. Choose the Program SLO; click select to the right.
4. A window appears that reviews the Program SLO and an Assessment Method. Click select on the right.
5. Add a brief summary of the results. Typical summaries should include what information was gathered
as a result of the assessment.

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Add Assessment Results for Program Level SLOs, cont.
6. By default, today’s date appears. You can change that by clicking on the calendar.
7. Next, enter Result Type. Based on the criteria originally entered with the assessment plan, does the
summary of the results indicate that the SLO was achieved or not? Select Criterion Met or Criterion Not
Met.
8. Action Plan Status: Here is where you select what action is planned based on the result summary.
Use the following guidelines:
0 – Action Plan Not Necessary: the criterion for the SLOs have been achieved. The SLO may
continue to be assessed with the planned cycle.
1 – Action Plan Needed: Awaiting Action: The assessment criterion was not achieved and a plan
of action has been determined but not completed.
2 – Action Plan in Progress: Awaiting Follow-Up: A plan of action is in place to address the issues
raised in the result summary.
3 – Follow-Up Documented: Action Plan Completed: The action plan has been completed and
has been uploaded to the database.

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Add Assessment Results for Program Level SLOs, cont.
9. To add pertinent documents:
a. Click on the Related Documents tab.
b. Select Relate Document to the right.
c. Follow the on-screen instructions in the text box.
d. Visit the Add Documents section of this manual for more assistance.
10. Save changes and click Return.

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Run Course SLO Reports
The outcomes database will generate reports based on the data that have been entered. Various types of
reports are available depending on what kind of information is desired. The database can summarize course
SLOs, assessment plans, results, and action plans. It can assist with curriculum mapping by showing how course
SLOs align with program and GE/Institutional SLOs. The database has pre-existing sets of reports. It can also run
reports that you can create – ad hoc reports.
1. Begin on the blue Reports tab.
2. Click on the Course link on the gray menu.
3. Select the type of report desired; click on the run link to the right of the report description.
4. Review the parameters of the report. For example, you can select a single course from the list, or you
can leave it and run the report for all courses.

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Run Course SLO Reports, cont.
5. The Preview tab allows formatting changes before running the report.
1. The buttons located at the bottom provide various options. See the Documents section of this manual for
more information on the repository.

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Run Course SLO Reports, cont.
2. Click on Open Report. The report opens in a new window. Closing the report will not result in closing the
database. The report shown below summarizes the course SLO, assessment plan, results, and action.
Run Discipline Reports
The steps for running program level reports by discipline are the same as for course SLO reports. Refer to those
steps. The following path should be followed:

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Run Ad Hoc Reports
The Outcomes Database will customize selected fields for a report. The report can be saved for further use, or it
can be copied and modified to simplify creating another report.
1. Follow the path to the Ad Hoc report window: the blue Reports tab and then on the Ad Hoc link on the
gray menu.
2. In this window, there is already a report entered that can be edited, run, copied, or deleted.
3. Click on the button at the bottom to create a new report.

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Run Ad Hoc Reports, cont.
4. Fill in the text boxes with appropriate information. Select a type of report from the Data View dropdown
menu. Click on the “Units” box to prompt the column selection. Select as appropriate.
5. Click on the “Units” box to highlight and prompt the column selection. Select as appropriate.
6. From there you can save the report parameters, return to the previous page, or run the report.
Note: You must save the report here if you want to run it again in the future.

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The Documents Tab
The database allows you to upload, store, and organize documents in the outcomes database. There are three
document areas, or units, already created for quick access and reference. Within those areas, you can add
pertinent documents and organize those into folders if you wish. This area is referred to as the Document
Repository.
1. To see existing folders and documents, click on the blue Documents tab.
2. Click on the arrow the access the drop-down menu.
In this example, the drop-down menu shows three areas. One has been created for the Training discipline,
which only the users in that area would see. The second area houses the Palomar College SLOs that have been
entered into CurricUNET. Everyone will have access to that. The third is a Training and Help area for SLOs and
using the outcomes database, which all users will have access to.
View Existing Documents
In the graphic below, the SLOs – Courses, Program s, GE/Institutional area has been selected. Three folders
have been created for this area. The highlighted folder has been selected, and the documents in that particular
folder are listed to the right. View documents by clicking on the link to the right.
Area
Folders
Documents
View document link

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Add Documents
You can add folders and documents to the Document Repository within your discipline area by
1. Click on the Documents tab and select your discipline from the drop-down menu.
2. Click on the Add New Folder or Add New Document button at the bottom. Note: You can organize
documents within folders that you create here.
3. Follow the directions in the pop-up windows that appear.
4. View, edit, or delete documents in your discipline by clicking on the links to the right.

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Add Documents, cont.
You can add or reference documents in other areas of the outcomes database. For example, if you are using a
rubric with your assessment, you may want to upload a copy of that for quick reference. Click the Relate
Document button at the bottom of the screen to add a document to this area of the database or to reference a
document that you have placed in your discipline's document repository found within the blue Documents tab.
5. Follow this path: Course SLO > Means of Assessment > Edit Assessment Method
6. Click on the Relate Document button at the bottom.
7. Select from the options in the pop-up window. The Repository refers to any documents already loaded
under the blue Documents tab area.

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Assignments from the Database
The outcomes database will keep track of tasks and assignments, such as recording and entering assessment data
and results. The assignments can be sent via e-mail to anyone on the department’s list. When you assign the
Assessment Method to a person, that person will receive an e-mail notifying them they have been assigned
the Assessment Method, and that person will also receive an e-mail on the due date for the Assessment
Method. The e-mail sent on the due date will allow the person to respond to the Assessment Method
without having to log into the database. They will simply click a link in the e-mail and be able to enter
their results/response. The person's response will automatically be stored in the database in the
appropriate place. Assignments can be generated from the Program SLO and Course SLO tabs.
To view an assign area for a course assessment plan, do the following:
1. Click on the blue Course SLO tab.
2. Select Means of Assessment on the gray menu.
3. Select the course and course SLO from the drop-down menus.
4. Select edit on the right side.

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Assignments from the Database, cont.
5. This screen reviews the assessment plan that has already been entered. Click on the Assign button at the
bottom of the screen.

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Assignments from the Database, cont.
The pop-up window allows you to enter the pertinent assignment request. Note that the Assign To list is the
exact list of faculty currently assigned to your personnel file.
6. Click the save button at the bottom. You can click the Return button to go back to the assessment plan
review screen.
The faculty will receive a message from the program with a link that will connect them directly into the
program. It is not necessary to go through the log on page.
Let’s see what happens when the link opens into the program. Continue on the next page.

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Assignments from the Database, cont.
The faculty member who has been sent an assignment will receive an e-mail request for information. After
clicking on the link, the program opens to a page similar to the one seen below. In this particular example,
the SLO is reviewed at the top of the page along with the assessment method and criterion. The fields with
asterisks are required to be completed. The faculty would insert a result summary, result summary date,
result type (Criterion Met or Criterion Not Met), and a recommended action plan. The page also includes a
help link to assist with completing the form.
Help button
When the form is completed, the faculty should click on the Save Changes button at the bottom of the page.
At that point, a new button appears requesting the faculty member to confirm that the assignment has been
completed.
At this point, the information is entered into the program where it can now be viewed by users with access to
the program in the Results area. See View Results for information on accessing that area.

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Assignments from the Database, cont.
7. Assignments can be made from the blue Program SLO tab, following this path:
Program SLO > Means of Assessment > Edit
8. A window that reviews the SLO and assessment plan opens. Click on the Assign button at the bottom. The
Assign Assessment Method window appears. Follow the on-screen instructions.

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Department Chair Guidelines
Department chairs have administrative rights to the Palomar Outcomes Database. This level of user will have
complete access to the department to which he/she has been given permission. This include: entering high level
goals for the department, assigning faculty to the department, entering plans, recording results, and running
reports for the unit.
There are three additional levels of access to the program:
• User – This level of user can do everything the ‘Admin’ level can do except enter high level goals, assign
personnel to the unit, and share folders. This user will have a login to the program.
• Reports Only – This level of user can run reports for the unit but cannot access any of the data entry
screens for the unit. This user will have a login to the program.
• Email Only - This level of user can be assigned tasks from within the program. The user will receive an e-
mail with a link into the outcomes database where he/she can enter and submit the data. Any user with
‘Admin’ or ‘User’ permission will automatically be an ‘Email’ user. This user will not have to log into the
program.
An administrative user has access to areas that other users do not have. Only administrative users may view and
edit fields within the Discipline tab on the blue row. When selecting this tab, you see four areas on the gray
menu: General, GE/Institutional Outcomes, Personnel, and Courses.

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Add Department Mission Statement
1. Click on Discipline, then General. Type in or copy and paste the mission statement for the department.
2. Save changes by clicking on the button at the bottom.
Add Users
The faculty in each department /discipline can customize user access. Although full-time and part-time faculty
have been entered into the database, their names must be approved by the department in their appropriate
discipline for access to the database. The “Admin” user is authorized to make these approvals. A default access
level has already been configured for each faculty. Full-time faculty have user access; part-time faculty have e-
mail access. However, faculty members cannot access the program until they are moved into their appropriate
discipline. Departments can determine how faculty will use the program; department chairs confirm faculty
access by assigning them to their list.
To add faculty to your department list:
1. Confirm that the Selected Unit is your discipline in the drop-down menu.
2. Click on Discipline on the blue tab area.
3. Click on the gray Personnel tab.
4. Click on the button at the bottom, Assign Personnel to Unit. Your discipline needs to
be showing here.

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Add Users, cont.
A list of faculty and staff are listed in alphabetical order on the left.
5. Select the faculty who are authorized to use the program. To select multiple faculty members in one
move, hold the CTRL button on your keyboard and click to select the individuals.
6. Click on the Move link. The names will now appear on the right-hand list.
7. Click on the Assign Personnel button at the bottom again.

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Add Users, cont.
To view the current users who have access to the program, you would select Discipline on the blue tabs and
Personnel on the gray tabs. Anyone on this list has either administrative, user, or e-mail rights.
To modify the list, click on the Assign Personnel button. Add names from the list on the left, or remove names
from the list on the right side.
Change User Access Level
Departments may want to change the level of access for faculty. For example, you may want to grant user
access to part-time faculty. If you would like to change the type of access that a faculty member has, you must
contact Learningouotcomeshelp@palomar.edu with that request. The name of the faculty and the discipline or
disciplines must be included in the request. Department chairs only can make this request.
Here is a review of the access levels:
• Admin – This access allows entering high level goals for the department, assigning faculty to the
department, entering plans, recording results, and running reports for the unit.
• User – This level of user has a login to the program, can enter and edit plans, record results, and run
reports.
• Reports Only – This level of user can run reports for the unit but cannot access any of the data entry
screens for the unit. This user will have a login to the program.
• Email Only - This level of user can be assigned tasks from within the program. The user will receive an e-
mail with a link into the outcomes database where he/she can enter and submit the data. This user will
not have to log into the program.

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Resources and Help
Documents tab in the POD
There are documents to assist with using the program, including this manual, in the Documents blue tab. Select
the Training & Help area from the drop down menu. Various documents will be added as needed and
requested.
Online videos
Training videos are available that walk the viewer step-by-step through the features of the database. You can
find those posted within the Documents tab of the database in the Training & Help area. You can also find
them posted on the Learning Outcomes Council website and in the Learning Outcomes folder within
Blackboard.
Learning Outcomes Website
Learn more about the SLO cycle. Included are tips for writing effective SLOs and assessment plans, using
results to create action plans, program review, and information about accreditation. Join the blog
conversation and discussion on SLOs there.
Personal assistance
Contact an SLO Coordinator or LOC member for assistance. Email Learningoutcomeshelp@palomar.edu for
immediate help with the outcomes database or to make an appointment.

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FAQs
Should I change my password?
Not necessary. Your Palomar College user name and password are already configured in the program.
Is it OK to edit or omit SLOs that were entered in CurrcUNET?
Faculty should discuss any changes to SLOs and assessment plans, including whether to include them in
the database or not. This program will be the central storehouse for SLOACs. The program will inform
us about SLOACS, including what information is required for accreditation reporting.
How do faculty access the program?
Department chairs have the authority to determine who can access the program and what level of
access they will have. See User Rights in this guide for more details.
When do I enter data?
Any data in the assessment cycle can be added as appropriate. All course SLOs need to be entered by
the end of the spring semester, 2011.
Should I enter more than one SLO?
The faculty identify key areas of student learning that they want to assess. Typically, colleges have been
identifying 3-5 SLOs per course. This is strictly determined by the faculty in the discipline.
Do we need to assess each SLO every semester?
No. The assessment timeline should allow for all SLOs to be assessed. They do not have to be assessed
simultaneously.
Should I still enter SLOs into CurricUNET?
The course review process still includes entering SLOs into CurricUNET. The Curriculum Committee,
Learning Outcomes Council, and the Faculty Senate will hold discussions of this during the year. Until
then, course and program SLOs are still in CurricUNET.
The Learning Outcomes website has more information on writing SLOs and assessment plans.

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Easy-Access Paths to the Outcomes Database
These at-a glance paths, unless noted, move from the blue tabs to the gray menu. From there, follow to the
appropriate links or buttons.
Add SLOs
• Course SLOs: Course SLO > Course SLOs > Add New Course SLO
• Program SLOs: Program SLO > Program SLOs > Add New Program SLOs
Add Assessment Method
• Add assessment, Course: Course SLO > Means of Assessment > Add New Assessment Method
• Add assessment, Program: Program SLO > Means of Assessment > Add New Assessment Method
Add a Complete Assessment Plan
• Course: Course SLO (blue tab) followed by:
1. Course SLOs > Add New Course SLO > Save changes
2. Means of Assessment > Add New Assessment Method
3. Related Program SLOs > select discipline program(s) that course SLO aligns with > Save changes
4. Related GE/Institutional SLOs > select GE/Institutional SLOs that course SLO aligns with > Save
changes
• Program: Program SLO (blue tab) followed by:
1. Program SLO > Add New Program SLO > Save changes
2. Means of Assessment > Add New Assessment Method
3. Related Program SLOs > select discipline program(s) that program SLO aligns with > Save
changes
4. Related GE/Institutional SLOs > select GE/Institutional SLOs that program SLO aligns with > Save
changes
Add Assessment Results
NOTE: SLOs and assessment plans have to already be entered to add results.
• Course: Results > Course > Select Course > Add Results Summary
• Program: Results > By Unit > Select the Program SLO > Select (again) > Add Results summary > Save
changes

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Easy-Access Paths to the Outcomes Database, cont.
Add an Action Plan
Two ways:
A. At the same time as adding assessment results:
• Course: Results> Course > Select Course > Add Results Summary > Select SLO > Select (again)> add
Action (link is located in lower right-hand corner)
• Program: Results > By Unit > Select Program > Add Results Summary > Select SLO > Select (again) >
add Action (link is located in lower right-hand corner)
B. After results have already been entered:
• Course: Results > By Course > Select SLO > Show Results link > Add Action link (on the right)
• Program: Results > By Unit > Select SLO > Show Results link > Add Action link (on the right)
Documents
View / Edit / Delete
• Documents > Select an area in the Show Folders drop-down > select a folder in that area if present >
select the appropriate link adjacent to the document
Add/Upload
A. While adding or editing an assessment method:
• Course: Course SLO > Means of Assessment > Add Assessment Method OR edit current SLO >
Relate Document button > select New Document, Document from Repository, or Previously
Related Document > Follow the on-screen instructions
• Program: Program SLO > Means of Assessment > Add Assessment Method or edit current SLO ?
Relate Document button > select New Document, Document from Repository, or Previously
Related Document > Follow the on-screen instructions
Send an E-mail Assignment
• Course: Course SLO > Means of Assessment > select course > Select SLO > edit (next to selected
assessment method) > Assign > follow instructions on dialog box
• Program: Program SLO > Means of Assessment > select program > Select SLO > edit (next to
selected assessment method) > Assign > follow instructions on dialog box

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Easy-Access Paths to the Outcomes Database, cont.
Reports
• Course: Reports > Course > select appropriate report > set parameters > Run report
• Discipline: Reports > Discipline > select appropriate report > set parameters > Run report
• Ad hoc: Reports > Ad hoc > select appropriate report > set parameters > Run report
Department Chair Guidelines
• Discipline mission statement: Discipline > General
• View current faculty with access: Discipline > Personnel
• Add faculty to the access list: Discipline > Personnel > Assign Personnel to the Unit > select names from
the left list > click Move. (For multiple selections, hold the Ctrl key while clicking on the names. Click
Move.)
• Change level of access: Contact learningoutcomeshelp@palomar.edu

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Appendix A
Palomar College General Education/Institutional
Student Learning Outcomes
The General Education Program at Palomar College promotes competence in various fields of knowledge,
provides an academic foundation for lifelong learning, and enriches students’ lives. As a result of the general
education experience, students will demonstrate:
Knowledge of Human Cultures and the Physical and Natural World through
• Study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
Focused by engagement with big questions, both contemporary and enduring
Intellectual and Practical Skills, including
• Inquiry and analysis
• Critical and creative thinking
• Written and oral communication
• Artistic perception
• Quantitative literacy
• Information literacy
• Digital literacy
• Teamwork and problem solving
Practiced extensively, across the curriculum, in the context of progressively more challenging problems,
projects, and standards for performance
Personal and Social Responsibility, including
• Civic knowledge and engagement—local and global
• Intercultural knowledge and competence
• Ethical reasoning and action
• Foundations and skills for lifelong learning
Anchored through active involvement with diverse communities and real-world challenges
Integrative Learning, including
• Synthesis and advanced accomplishment across general and specialized studies
Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex
problems
This list has been adapted from the LEAP Essential Learning Outcomes Framework developed by the Association
of American Colleges and Universities.

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Palomar College General Education/Institutional Student Learning Outcomes
Example Outcomes
The College’s GE/Institutional Student Learning Outcomes are modeled after the LEAP Essential Learning
Outcomes Framework developed by the Association of American Colleges and Universities (AACU). The Learning
Outcomes Council compiled these examples of outcomes for each area of the GE/Institutional Student Learning
Outcomes framework. The examples provide clarity and context for the each of the College’s essential student
learning outcomes. For further elaboration of outcomes and guidance on assessment, visit the AACU VALUE
(Valid Assessment of Learning in Undergraduate Education) website.
The General Education Program at Palomar College promotes competence in various fields of knowledge,
provides an academic foundation for lifelong learning, and enriches students’ lives. As a result of the general
education experience, students will demonstrate:
Knowledge of Human Cultures and the Physical and Natural World through
Study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts,
for example:
• Connect and apply the knowledge, skills, and abilities developed through general education
studies to activities in personal life, career, and citizenship
• Demonstrate ability to thrive in a complex global world and an understanding of its historical,
social, economic, moral, and cultural challenges
• Recognize and respect likenesses and differences among human cultures and their contributions
to society
• Exhibit the ability to effectively engage with individuals with diverse backgrounds and
perspectives
• Understand scientific and technological developments and their impact on global economics
• Identify and commit to lifelong learning and personal development opportunities
• Promote and participate in the arts and their contributions to human development, expression,
creativity, and curiosity
• Demonstrate knowledge of various forms of government, their principles, and relevance to
global existence
Focused by engagement with big questions, both contemporary and enduring

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Intellectual and Practical Skills, including
Inquiry and analysis, for example:
• Assess new information skeptically
• Construct structured and rigorous experiments, gathering data, and conducting research
• Consider possible options with an open mind and an awareness of one's own biases
• Understand that uncertainty is part of the process
• Demonstrate awareness of potential sources of error
• Frame questions clearly, and in a way which makes inquiry possible
• Present evidence in support of an argument or hypothesis
Critical and creative thinking, for example:
• Explore issues, ideas, artifacts and events before accepting or formulating an opinion or
conclusion
• Reason through logic without discounting intuition and imagination
• Develop intellectual curiosity
• Recognize and scrutinize assumptions, including one's own
• See the value of learning established procedures yet be open to innovation
Written and oral communication, for example:
• Communicate effectively both in writing and in speech and in a variety of contexts
• Communicate in an understandable and organized manner to explain ideas, express feelings, or
support conclusions
• Communicate with clarity of expression
• Communicate with a correct use of grammar, syntax, punctuation
• Communicate accurately when reporting or evaluating information
• Read effectively and analytically
• Use credible, relevant sources to support ideas
Artistic Perception, for example:
• Analyze and interpret artistic compositions in the visual and performance media
• Demonstrate understanding of the role of art as a reflection and critique of society
• Exhibit comprehension of how formal elements contribute to the meaning and communication of
artistic works in visual and performance media
• Show an understanding of the artistic processes
• Analyze and interpret commercial media in the context of artistic history and process

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Intellectual and Practical Skills, cont.
Quantitative literacy, for example:
• Develop competence in arithmetic operations: addition, subtraction, multiplication, division
• Develop competence in algebraic operations: modeling a situation (translate a problem into an
algebraic equation using variables for unknown quantities), solve algebraic equations
• Read and understand graphs, use mathematical and analytical skills to other disciplines and realworld
situations
• Develop competence in applied analytical skills: structure arguments, use inductive and deductive
reasoning skills, draw inferences.
• Structure arguments, demonstrate inductive and deductive reasoning skills, weigh evidence, draw
inferences, perform basic statistical operations, read and understand simple graphs, perform
simple data analysis, handle basic financial operations (like balancing a checkbook, calculating
interest), and transfer mathematical and analytical skills to other disciplines and real-world
situations
Information literacy, for example:
• Determine the nature and extent of information needed
• Access the needed information
• Evaluate information and its sources critically
• Incorporate information into knowledge base and value system
• Use information to accomplish a specific purpose
• Access and use information ethically and legally
Digital literacy, for example:
• Use digital and emerging technologies to:
o Choose the appropriate technology to accomplish a task
o Model routine, intentional, and effective use of technology
o Employ current standard technologies as well as emerging
technologies for communication and collaboration in workplace, education, personal
life, and the larger community
o Use technology for improved productivity
o Maintain awareness of and proficiency in emerging technologies to access, evaluate,
create and synthesize information
Teamwork and problem solving, for example:
• Work collaboratively and constructively with others; share tasks; complete tasks on time
• Work effectively within culturally diverse settings; treat others with respect and consideration
• Teach others; learn from others; negotiate decisions and problem solving
• Demonstrate leadership
• Function as an active participant in a group or team setting
• Listen to others’ ideas; consider the desires and rights of others equally with one's own desires
and rights; show commitment to the team
• Communicate effectively with team members to address conflicts and solve problems
Practiced extensively, across the curriculum, in the context of progressively more challenging problems,
projects, and standards for performance

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Personal and Social Responsibility, including
Civic knowledge and engagement—local and global, for example:
• Analyze and solve problems in the community
• Apply knowledge and skills from the classroom to community settings and public questions
• Cultivate personal and academic integrity
• Contribute to a larger community, recognizing and acting on one's responsibility to the
educational community and the wider society, locally, nationally, and globally
• Recognize, appreciate, and consider the perspectives of others to inform one's own judgment
• Develop competence in ethical and moral reasoning
• Work through controversy with civility
• Participate in public life, public problem solving, and community service
Intercultural knowledge and competence, for example:
• Demonstrate critical self-reflection of one's own assumptions and stereotypes
• Comprehend one's own social and cultural group identities and the relative privilege or
marginalization of each
• Demonstrate intercultural communication skills
• Demonstrate knowledge of the demographics, socio-cultural dynamics and assets of a specific
local community
• Examine and analyze a community issue in the context of systemic inequities
• Enter, participate in and exit a community in ways that do not reinforce systemic injustice
• Demonstrate reciprocity and responsiveness in service work with community
Ethical reasoning and action, for example:
• Demonstrate critical self-reflection of one's own ethical values
• Exhibit knowledge of cultural assumptions and norms
• Show the capacity to perceive events from others’ perspectives
• Use self-awareness and self-assessment to solve problems
• Demonstrate courage in acting ethically
• Utilize independence of judgment combined with awareness of the opinions of others
• Cultivate personal and academic integrity
Foundations and skills for lifelong learning, for example:
• Understand that learning is a lifelong process
• Learn from the suggestions of others
• Explore new ideas and processes; apply prior learning to new situations
• Exhibit intellectual curiosity
• Independently present meaningful insights and take the initiative to develop them into new,
unique, or novel ideas
• Understand how college skills will affect their lives in later years
Anchored through active involvement with diverse communities and real-world challenges

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Integrative Learning, including
Synthesis and advanced accomplishment across general and specialized studies, for example:
• Connect outside experience to academic study; see connections across disciplines; adapt and
apply skills, abilities, theories, or methodologies gained in one situation to new situations;
demonstrate a developing sense of self as a learner
• Demonstrate the ability to apply communication, computational, technology and life skills across
the curriculum
• Demonstrate integrative learning through completion of capstone courses in the major
• Participate in learning communities and other cross-disciplinary activities
• Participate in work-based learning activities, internships and other experiential learning
opportunities
• Participate in service learning
• Attend campus cultural events such as films, theatre, dance, music and art that engage attendees
in inter-disciplinary dialogues
Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex
problems
Resources Consulted
Association of American Colleges and Universities
• LEAP Framework - http://www.aacu.org/leap/vision.cfm
• Value Rubrics - http://www.aacu.org/value/ (Rubrics are also available in the Learning Outcomes
Blackboard shell)
Lifelong Learning
• Examples above were taken from Long Beach State GE Outcomes -
http://www.csulb.edu/divisions/aa/ge/students/fsll/
• AACU “Foundations and Skills for Lifelong Learning Value Rubric
http://assessment.aas.duke.edu/documents/LifelongLearning.pdf
• Manchester Metro U http://www.celt.mmu.ac.uk/ltia/issue5/willmot.shtml
Information Literacy
• Association of College & Research Libraries Information Literacy Competency Standards for Higher
Education http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Digital Literacy
• California ICT Digital Literacy Assessments and Curriculum Framework, November
2008. http://www.ictliteracy.info/rf.pdf/California%20ICT%20Assessments%20and%20Curriculum%20Fr
amework.pdf

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• Related assessment initiatives include:
ACT WorkKeys Assessments, Certiport IC3, ETS iskills/ICT Certification Exam, ICDLU Digital Literacy Asses
sment, ACRL and the National ICT Literacy Policy Council
Standards, ISTE NETS.
Intercultural knowledge and competence
• Examples above were taken from CSU, Monterey Bay. This university has a service-learning component
in their graduation requirements. Service-learning can facilitate meeting most of these outcomes.
http://service.csumb.edu/programs/cpulr.html#outcomes
Civic Knowledge and engagement
• http://www.aacu.org/resources/civicengagement/index.cfm
• http://www.nl.edu/cec/upload/Working-Definition-of-Civic-Engagement.pdf

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Appendix B
Types of Assessment Data and Assessments
These definitions are paired for emphasis and contrast.
Evidence of program and institutional outcomes performance. Quantitative or qualitative, direct or
indirect data that provides information concerning the extent to which an institution meets the goals
and outcomes it has established and publicized to its stakeholders.
Direct data. Direct data measures the exact value. For instance, a math test directly measures a
student's learning in math by defining a criteria and standard, then having the student analyze a
problem.
Indirect data. Data that measures a variable related to the intended value. For instance a person’s
math skills may be indirectly measured through an employer’s questionnaire asking about the
computational skills of graduating students.
Qualitative data. Data collected as descriptive information, such as a narrative or portfolio. These
types of data, often collected in open-ended questions, feedback surveys, or summary reports, are
more difficult to compare, reproduce, and generalize. It is bulky to store and to report; however, it is
often the most valuable and insightful data generated, often providing potential solutions or
modifications in the form of feedback.
Quantitative data. Data collected as numerical or statistical values. These data use actual numbers
(scores, rates, etc) to express quantities of a variable. Qualitative data, such as opinions, can be
displayed as numerical data by using Likert scaled responses which assigns a numerical value to each
response (e.g. 5 = strongly agree to 1 = strongly disagree). This data is easy to store and manage; it can
be generalized and reproduced, but has limited value due to the rigidity of the responses and must be
carefully constructed to be valid.
Formative assessment. Formative evaluation involves assessment and analysis that generates useful
feedback for development and improvement. The purpose is to provide an opportunity to perform and
receive guidance (such as in class assignments, quizzes, discussion, lab activities, etc.) that will improve
or shape performance on a final or summative evaluation.
Summative assessment. Summative evaluation is a final determination of particular knowledge, skills,
and abilities. This could be exemplified by exit or licensing exams, senior recitals, or any final
assessment that is not created to provide feedback for improvement, but is used for final judgments.

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Criterion-based assessments. Assessment evaluated or scored using a set of criteria to appraise or
evaluate work. Criterion-referenced evaluation is based on proficiency not subjective measures such as
improvement.
Norm-referenced assessment. Assessment of an individual is compared to that of another individual
or to the same individual’s improvement over time. Individuals are commonly ranked to determine a
median or average. This technique addresses overall mastery, but provides little detail about specific
skills.
Embedded assessment. Embedded assessment occurs within the regular class or curricular activity.
Class assignments linked to student learning outcomes through primary trait analysis, serve as grading
and assessment instruments. Individual questions on exams can be embedded in numerous classes to
provide departmental, program, or institutional assessment information. An additional benefit to
embedded assessment is immediate feedback on the pedagogy and student needs.
Standardized assessment. Assessments created, tested, and usually sold by an educational testing
company e.g. GRE’s, SAT, ACT for broad public usage and data comparison, usually scored normatively.
Homegrown or Local assessment. This type of assessment is developed and validated for a specific
purpose, course, or function and is usually criterion-referenced to promote validity.