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Student Learning Outcomes (SLOs) Module #3: Program vs Course SLOs Office of Academic Planning & Accountability Institutional Effectiveness Moderator:

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Presentation on theme: "Student Learning Outcomes (SLOs) Module #3: Program vs Course SLOs Office of Academic Planning & Accountability Institutional Effectiveness Moderator:"— Presentation transcript:

1 Student Learning Outcomes (SLOs) Module #3: Program vs Course SLOs Office of Academic Planning & Accountability Institutional Effectiveness Moderator: Dr. Cathy Bays

2 Objectives Upon completion of module #3, session participants will be able to: Describe the difference between program and course ‘SLOs’ For undergraduate academic programs, establish key points of integration within: the academic major at least one general education competency i2a, critical thinking and the culminating undergraduate experience {CUE}

3 What are ‘SLOs’? As you recall from module #1 – Student learning outcomes or SLOs are statements that specify the knowledge (cognitive), skills (psychomotor), and perceptions (affective) students will be able to demonstrate when they have completed their academic program or course.

4 Difference Between Program and Course ‘SLOs’ Program student learning outcomes (SLOs) identify what students should learn as a result of their entire educational experience. For example, upon completion of the XXXX program, students will be able to discuss the processes of urbanization and modernization in the developing world. Course student learning outcomes (SLOs) identify what students should learn as a result of taking a specific course. For example, upon completion of COUR XXX, students will be able to analyze cities as products of modernization, as expressions of various processes, such as investment and employment.

5 Integration of Program and Course ‘SLOs’ with Undergraduate Academic Programs Program and course student learning outcomes (SLOs) are connected via disciplinary and institutional outcomes e.g., content knowledge/major, general education competencies, accreditation standards (e.g. i2a, ABET). For example, undergraduate students have opportunities to enhance their critical thinking skills throughout their educational experience by participating in courses related to general education, their major, and unit-specific Ideas to Action (i2a) initiatives.

6 Why is Integration Important within Undergraduate Academic Programs? Integration of ‘SLOs’ reinforces and builds the necessary competencies needed to demonstrate progression towards program completion and assures multiple and layered opportunities for undergraduate students to develop the desired outcomes. Every course SLO does not need to be reflected within the program SLOs. Likewise, every program SLO does not need to be reflected within every course SLO. However, the entire program must provide sufficient opportunities for students to demonstrate the expected competencies.

7 How is Integration Accomplished within Undergraduate Academic Programs? Establish key points of integration within: the academic major at least one general education competency i2a, critical thinking and the culminating undergraduate experience {CUE}

8 Integration – General Education At least one of the ‘SLOs’ for the major must reinforce the competencies established within the General Education Program either critical thinking, effective communication, or understanding of and appreciation for cultural diversity.

9 Integration – i2a For Ideas to Action (i2a) One ‘SLO’ must be provided relating to the culminating undergraduate experience (CUE). An additional ‘SLO’ must be provided related to critical thinking in the major if critical thinking is not chosen as the General Education competency.

10 References & Resources Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus. Suskie, L. (2009). Assessing student learning: A common sense guide. 2 nd ed. San Francisco, CA: Jossey-Bass.

11 Contact Information Bob Goldstein Associate University Provost Cathy Bays i2a Specialist for Assessment Connie Shumake Assistant University Provost Cheryl Gilchrist Director of Institutional Effectiveness


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