Student success is the primary measure of institutional effectiveness at Foothill College. The faculty, staff, and administrators measure success by how well students do in achieving their learning outcomes, and by their continued success at transfer universities, in the workplace, and as citizens.
Student learning outcomes (SLOs) in themselves are familiar to us as educators. They are the verb-begun statements, often based on Bloom’s taxonomy, that define the specific knowledge, skills and abilities that we expect our students to master in our classes. SLOs measure student success by course completion, grades, program persistence, degrees and certificates, and transfer rate, as well as by societal, technical, and workforce preparation. Foothill has defined four core competencies (4-Cs) in addition to the competencies defined by specific disciplines as SLOs expected of every graduate leaving Foothill.
What’s different here is that SLOs are just the first step in a recursive process of research, review, and re-thinking. In other words, where once we just defined our outcomes, we now describe our students’ mastery of these outcomes, and also develop methods of re-teaching as needed. This is the cycle of assessment and inquiry that you have been hearing about so much.
Calendars and Planning
Course-Level Student Learning Outcomes
Program-Level Student Learning Outcomes
Institutional Level and General Education Student Learning Outcomes
Service Area Student Learning Outcomes
Administrative Unit Level Student Learning Outcomes