1 how do we demonstrate that our graduates attain all the program learning outcomes (i.e., general...

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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

CHM 111 course learning outcomes

etc., etc.

Program learning outcomes

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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 relatingcourse learning outcomes

toprogram 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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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

Different Choices, Same Outcomes

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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.