Developing and Assessing Cooperative Work Experience Student Learning Outcomes (SLO)

Community College Cooperative Work Experience professionals discussed their progress with defining Student Learning Outcomes at the 2006 California Cooperative Work Experience and Internship Conference. At that conference, Lydia Signorelli-Brown, Mesa College Cooperative Work Experience Coordinator, offered to share her work towards the development of her program’s SLO assessments.

Ms. Signorelli-Brown is a leader in the Work-based Learning field. She implemented VATEA programs at San Diego Unified School District from 1989 - 1995. Then, she worked with Tech. Prep. programs at San Diego Community College District and Palomar College until 2000. Since 2000, she has worked as a Coordinator and faculty member in Cooperative Work Experience Education.

Marge Nielsen interviewed Ms. Signorelli-Brown regarding the process that she used to determine SLO assessments for Mesa College’s Cooperative Work Experience Program.

What process did you use to determine your SLO Assessment?
The CWE staff and I asked the question, “What do we want students to know and be able to do at the end of the Work Experience course?” We wanted to consistently evaluate the students’ learning, skills, and expectations from the course. Through an analytical process, the Work Experience staff and I developed the program and mission statement. We also developed two course assessment tools: the grading policy and the student survey.

During the research process, the staff and I gathered SLO materials from other programs. I often borrow information, which I call, “CASE” (copy and steal everything). Of course, I respect the copyrights and original developers. However, it is useful not to have to reinvent everything. I first used a survey assessment from Donna Davis at MiraCosta College. Then, one of our program’s instructors shared a student survey that was developed for his orientation sessions. This survey was promising, since it included quantitative elements. Using this survey as the base, we developed a new survey tool with quantitative elements that will be tested in the fall 2006.

The mission, objectives and assessment charts that we developed were a “CASE” from Al Foderaro and Denise Schmidt at County College of Morris, Randolph, New Jersey. Their information helped clarify the program’s results. These results included: the opportunity for students to strengthen their learning; reinforce work habits, attitudes and career awareness; and utilize their classroom-based learning in an actual work environment.

What considerations did you take, while determining the SLO assessments?
My favorite assessment tool is the student survey, because it seeks the students’ perspective about what they experienced and learned. The staff records, analyzes and discusses the student’s input. The input focuses us on what students need to be successful. It also has provided some well-deserved kudos to the faculty.

Our grading policy assessment allows us to provide a consistent standard for students to meet, and an efficient tool to assess how the students meet the course objectives.

The mission, objectives and assessment material have been newly formulated. I feel like I just got a jigsaw puzzle with all of the pieces in the box. I plan on completing the frame of the puzzle by fall 2006. My staff and I hope to present our SLO assessments to the Tri-Regional Consortium meeting in spring 2007.

For more information, please call or email
Lydia Signorelli-Brown
Phone: 619.388.2271
Email: lsignore@sdccd.edu
Assessment Attachments: (Grading Rubric)
SLO Assessment Feedback is desired