The Disabled Students Programs and Services (DSPS) offers both services and instruction, so, therefore, it has both Student Services SLOs and individual course and program SLOs. The department serves students with a vast variation in ability levels as well as a vast variety of needs.
The department began work on SLOs during the 2003-2004 academic year when the department chair attended initial workshops and trainings which explained what SLOs were. DSPS faculty also began attending various SLO trainings and workshops.
Initially DSPS counselors met in Spring 2004 to discuss and draft some proposed DSPS departmental SLOs. During the 2004-2005 academic year, the DSPS counselors worked on developing an assessment scheme to assess DSPS's chosen SLO - students will be able to advocate for themselves within the academic
environment. The assessment was designed to collect information from the DSPS testing accommodations desk on improvements (it was hoped) in students' abilities to self-advocate as they progressed at City College. However, the assessment design had flaws that made it difficult for the testing accommodations desk to track the desired information and the attempt was abandoned.
DSPS counselors were somewhat discouraged by the failure of this initial attempt, but periodically returned to the topic considering possible alternative SLOs, attending trainings and doing research about what other colleges were doing. By fall of 2008, they were ready to try again. They developed a survey of faculty in conjunction with CCSF's Office of Research and Planning and administered it to faculty during November of 2008. In January 2009 the results were analyzed and the results pointed to student success in self-advocacy, but counselors questioned if CCSF faculty were really able to determine success. In other words, the results were subjective opinions of the faculty and there was no standard of measurement by which all faculty could judge. The recommendation was to revise the SLO assessment and to conduct more education of CCSF faculty in department meetings on how DSPS students should interact with them.
In the academic year 2009-2010, the DSPS counselors developed pre- and post-surveys to be administered in DSPS orientations. During the 2011-2012 academic year, the DSPS student pre- and post-surveys measuring the DSPS Student Services SLO #1 as stated in the DSPS Services Outcomes Matrix were administered and analyzed in the fall of 2012. Analysis of the data showed that there was a 40% increase in reported knowledge about self-advocacy and roughly an 8% increase in knowledge of DSPS related forms. Further revisions of the survey instrument are being worked on during 2012-2013 and an analysis of the revised assessment results will be conducted in the fall of 2013 semester. See the DSPS SLO #1 Update Report for more information.
Additionally, the learning disability specialists met from 2010 through 2012 to develop and assess the second DSPS SLO, the DSPS Student Services SLO #2 as stated in the DSPS Services Outcomes Matrix. This SLO was designed to measure improvement in non-PE GPA over a one-year period due to the knowledge gained through learning disability (LD) testing. Analysis showed that 57% of followed students improved their non-PE GPA. Further revisions of the assesssment instrument are being worked on during the 2012-2013 and analysis of the revised assessment will be conducted in the fall 2013 semester. See the DSPS SLO #2 Update Report for more detailed information.
Some DSPS instructors started developing and using SLOs beginning in 2008. Currently there are 14 active classes under DSPS auspices. By spring of 2012, all of these courses had developed SLOs and conducted assessments and 11 of the courses had completed at least one round of SLO assessment. The other three courses will be completing one round of assessment by the end of Fall 2012. The recommendations for revision have fallen roughly into two groups. The first group of recommendations has to do with identifying the following:
1. Which areas already in the curriculum need to be given more emphasis
2. New subjects/technology to cover
3. New or alternative methods such as peer teams, use of volunteers, more visual materials
4. Strengthening of underpinning skills such as keyboarding
The other main category of recommendation from instructors was for continued refinement of the assessment instruments or the institution of multiple measures to yield more actionable information.
Additionally, since some courses were being assessed by section, the instructors have decided to combine the assessment of those sections into one process for the 2012-2013 academic year.