Transcript Student Learning Outcomes

How do we demonstrate that our graduates
attain all the program learning outcomes
(i.e., General Education Competencies)?
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How to relate
ENG 101 course
learning outcomes
MTH 112 course
learning outcomes
Program
learning
outcomes
CHM 111 course
learning outcomes
etc., etc.
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Program Learning Outcomes
(the Symphony)
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General Education Competencies/Program
Learning Outcomes
A. Communication
– Students will communicate effectively through:
• Writing—Show purpose, organization, expression
of ideas, feelings, exhibit creative ability, defend
conclusions
• Reading—Comprehend college-level text,
interpret literature, read critically and analytically
• Speaking—Oral competence in language use in
social situations and before groups
• Listening—Exhibit active listening skills to
comprehend and analyze others’ speech
• Electronic medium—Effectively communicate via
computer
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General Education Competencies/Program
Learning Outcomes
B. Cognition
– Students will think logically and analytically, demonstrating
the use of:
• Creative thinking
• Critical thinking
• Quantitative reasoning
• Problem solving
• Synthesis of knowledge and skills
• Ability to think creatively, think critically, think inductively and
deductively to solve problems, ability to synthesize information
to find solutions, think quantitatively.
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General Education Competencies/Program
Learning Outcomes
C. Information Literacy
– Students will locate, analyze, and evaluate information
through:
• Research
• Application of technology
• Successfully retrieves and manages information through
traditional means, efficient use of technology, and computer
literacy. Demonstrate use of a variety of learning resources to
accomplish goals.
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General Education Competencies/Program
Learning Outcomes
D. Interpersonal Skills
– Students will interact effectively with:
• Individuals
• Groups
• Work with a team, committee, or group to achieve a common
goal. Interact with individuals, showing awareness and respect
for other opinions and values. Demonstrate understanding of
the interdependent nature of societal institutions.
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General Education Competencies/Program
Learning Outcomes
E. Aesthetic Sensitivity
– Students will demonstrate an appreciation of artistic and
creative endeavor through production or response.
• Adequate knowledge of artistic work in literature, music, visual
art, or theatre to produce or critique selected samples.
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General Education Competencies/Program
Learning Outcomes
F. Personal Responsibility
– Students will acquire decision-making skills that lead to:
• Self-regulation
• Respect for diversity
• Set goals and self-monitor behavior toward goals.
Demonstrate understanding and respect for richness in
diversity.
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Five Key Points
in regard to relating
course learning outcomes
to
program learning outcomes
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1) Each course has its own learning
outcomes.
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2) Within these course learning
outcomes are some of the outcomes
identified at the program level.
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3) No one single course is expected to
address all the program learning
outcomes.
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4) The course only addresses the
learning outcomes that belong
naturally to that course.
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5) Through the
program of study
coursework
collectively, every
graduate has
opportunity to attain
and demonstrate all
the program
learning outcomes.
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Definition
• SLO-er-ize: To identify the student learning
outcomes of a course and identify the
assessments through which students will
demonstrate attainment of the course learning
outcomes.
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At the course level
• How do you
“SLO – er – ize”
a syllabus?
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Ask: Which program learning outcomes
are addressed naturally by this course?
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Then ask: What assessments are in place
that demonstrate student attainment of
those learning outcomes?
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At the Course Level
• In addition to its own course learning outcomes
(part IV of the syllabus), the syllabus identifies
“Activities Promoting General Education
Outcomes” (part V of the syllabus).
• The syllabus identifies the assessments through
which students are to demonstrate attainment of
these individual course learning outcomes (part VIII B
of the syllabus).
• That is how the syllabus is “SLO-er-ized.”
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ENG 101 English
Composition I
ENG 102 English
Composition II
Communication--Writing
Communication--Reading
Communication--Speaking
Communication--Listening
Communication--Electronic
Cognition--Creative thinking
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From Course to Program Level
• Why are we starting with core courses?
• Every graduate has to take core courses.
• To whatever extent the program learning
outcomes are shown to be met through the
core courses, to that extent the graduates can
be said to have attained those outcomes.
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ENG 101
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Communication
ENG 101
Communication—Writing
Communication—Reading
Communication—Speaking
Communication—Listening
Communication—Electronic
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Cognition
ENG 101
Cognition—Creative
thinking
Cognition—Critical thinking
Cognition—Quantitative
reasoning
Cognition—Problem solving
Cognition—Synthesis of
knowledge and skills
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Information Literacy and Interpersonal Skills
ENG 101
Information Literacy—
Research
Information Literacy—
Application of technology
Interpersonal Skills—
Individuals
Interpersonal Skills—
Groups
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Aesthetic Sensitivity and Personal Responsibility
ENG 101
Aesthetic Sensitivity—
Production or response
Personal Responsibility—
Self-regulation
Personal Responsibility—
Respect for diversity
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ENG 251
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Communication
ENG 251
Communication—Writing
Communication—Reading
Communication—Speaking
Communication—Listening
Communication—
Electronic
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Cognition
ENG 251
Cognition—Creative
thinking
Cognition—Critical thinking
Cognition—Quantitative
reasoning
Cognition—Problem
solving
Cognition—Synthesis of
knowledge and skills
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Information Literacy and Interpersonal Skills
ENG 251
Information Literacy—
Research
Information Literacy—
Application of technology
Interpersonal Skills—
Individuals
Interpersonal Skills—
Groups
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Aesthetic Sensitivity and Personal Responsibility
ENG 251
Aesthetic Sensitivity—
Production or response
Personal Responsibility—
Self-regulation
Personal Responsibility—
Respect for diversity
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MTH 112
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Communication
MTH 112
Communication—Writing
Communication—Reading
Communication—Speaking
Communication—Listening
Communication—
Electronic
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Cognition
MTH 112
Cognition—Creative
thinking
Cognition—Critical thinking
Cognition—Quantitative
reasoning
Cognition—Problem
solving
Cognition—Synthesis of
knowledge and skills
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Information Literacy and Interpersonal Skills
MTH 112
Information Literacy—
Research
Information Literacy—
Application of technology
Interpersonal Skills—
Individuals
Interpersonal Skills—
Groups
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Aesthetic Sensitivity and Personal Responsibility
MTH 112
Aesthetic Sensitivity—
Production or response
Personal Responsibility—
Self-regulation
Personal Responsibility—
Respect for diversity
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CHM 111
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Communication
CHM 111
Communication—Writing
Communication—Reading
Communication—Speaking
Communication—Listening
Communication—
Electronic
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Cognition
CHM 111
Cognition—Creative
thinking
Cognition—Critical thinking
Cognition—Quantitative
reasoning
Cognition—Problem
solving
Cognition—Synthesis of
knowledge and skills
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Information Literacy and Interpersonal Skills
CHM 111
Information Literacy—
Research
Information Literacy—
Application of technology
Interpersonal Skills—
Individuals
Interpersonal Skills—
Groups
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Aesthetic Sensitivity and Personal Responsibility
CHM 111
Aesthetic Sensitivity—
Production or response
Personal Responsibility—
Self-regulation
Personal Responsibility—
Respect for diversity
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Different Choices, Same Outcomes
• Because the student has
choices within several
areas as to which core
courses to take, each of
the various choices
within a grouping must
address the same
program learning
outcomes (i.e. General
Education
Competencies).
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Different Choices, Same Outcomes
Fine arts requirement in
Area II: The student
should achieve and
demonstrate the same
program learning
outcomes whether
choosing ART 100, ART
203, ART 204, MUS 101,
THR 120 or THR 126.
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Different Choices, Same Outcomes
Literature requirement
of Area II: The student
should achieve the
same program learning
outcomes whether
choosing ENG 251, 252,
ENG 261, 262, or ENG
271, 272.
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Different Choices, Same Outcomes
Natural Sciences
requirement of Area III:
The student should
achieve and demonstrate
the same program
learning outcomes
regardless of which
science sequence is
chosen.
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Different Choices, Same Outcomes
History requirement of
Area IV: The student
should achieve the
same program learning
outcomes whether
he/she chooses HIS
101, 102 or HIS 201,
202
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Different Choices, Same Outcomes
Social and Behavioral
Sciences requirement
of Area IV: The student
should achieve the
same program learning
outcomes whether
choosing Economics,
Geography, Political
Science, Psychology, or
Sociology.
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Multiple Opportunities to Attain
Program Outcomes
• Each of the program learning outcomes should
be addressed multiple times within the core
program of study.
• The more opportunities provided within the
core courses for the program learning
outcomes to be attained, the better.
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And what if we finish all the core
syllabi, look at the matrix, and find that
a program learning outcome is
missing?
?
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Missing
That probably will not happen, but the matrix
will allow us to check. If any of the desired
Program Learning Outcomes come up short in
the matrix after all the core syllabi are “SLO–
er–ized,” then we will look again at the syllabi
and together find a place to address and
demonstrate that learning outcome.
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The matrix helps us to show that the
core courses enable students to attain
and demonstrate all the Program
Learning Outcomes.
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