Dialogue between faculty members is the basic, recurrent theme in the MSJC model. From identifying SLOs all the way to making changes to improve the education of MSJC students, faculty member discussion forms the heart of the process.

The Instructional SLO/DLO Four-step Process:

1. Faculty, FT and Associate, who teach a course collaboratively review the course objectives and select major objectives that are truly indicative of student success in the curriculum for that course.
2. Faculty must determine how students can demonstrate their achievement of an SLO/DLO. The emphasis must be placed upon the integration of perspectives into a supportable set of shared expectations. Faculty determines what constitutes "high" performance, "adequate" performance, and "inadequate" performance.
3. Faculty discuss the results of assessment, provide insights as to whether the expectations are being applied with general consistency, and determine whether the students are achieving learning outcomes at the appropriate level and inappropriate numbers.
4. Faculty develops plans to initiate change based on the findings.