1. Program Level Outcomes Jessica Carpenter Elgin Community College

2. Program Level Outcomes Gen Ed Outcomes Program Outcomes Course Outcomes Indiv. Instructor Course Outcomes Reading, Writing, Math, Science, (Speaking), Information Lit, Tech Lit, Critical Thinking, Global Awareness All instructors should have individual course outcomes identified (these should minimally include the common course outcomes) Programs/Instructors will need to settle on a common core of outcomes for each course, although instructors can add outcomes as needed. Will vary depending on the program

3. Example: Psychology Gen Ed Outcomes Program Outcomes Course Outcomes Indiv. Instructor Course Outcomes Which Gen Ed outcomes are these program outcomes associated with? 1. Describe and compare various current and historical perspectives in psychology (biological, behavioral, cognitive, etc) 2. Demonstrate understanding of research methods in psychology. Should all Psy 100 courses have this in common? Are these outcomes something we stress in all PSY courses? OR Is this specific information something that a PSY student must have learned?

4. Sample Psychology Program Outcomes (apa) Theory and Content of Psychology Demonstrate familiarity with major concepts, theoretical perspectives, empirical findings, and historical trends. Research Methods in Psychology Understand and apply basic research methods, including research design, data analysis, and interpretation. Critical Thinking Skills in Psychology Respect and use critical and creative thinking, skeptical inquiry, and the scientific approach. Application of Psychology Understand and apply psychological principles to personal, social, and organizational issues. Values in Psychology Weigh evidence, tolerate ambiguity, act ethically, and reflect other values underpinning psychology.

5. Sample Objectives The earth and environmental sciences program at Rocky Mountain College will enable its graduates to 1. demonstrate knowledge of the Earth's systems and the processes that affect environmental change; 2. investigate the causes of and possible solutions to important environmental problems; 3. demonstrate the appropriate skills necessary to work in the environmental and geological fields; and 4. write and speak critically, objectively, logically, and effectively.

6. Sample Objectives Learning Outcomes for BSC's Dance Program a) Students will be able to demonstrate proficiency in a variety of dance styles, including ballet, modern dance, jazz, and tap dance. b) Students will demonstrate a working knowledge of choreography and will be able to create a dance work. c) Students will demonstrate a working knowledge of production techniques, including technical theatre, management, and costuming. d) Students will demonstrate an understanding and appreciation for the principal historical, theoretical, and critical approaches to dance as a performing art. e) Students will demonstrate an understanding and appreciation for dance as a multicultural expression. f) Students will demonstrate an understanding and appreciation for dance education in the private and public sectors.

7. Principles of Writing Program Level Outcomes Uche Ohia, Ph.D Outcome statements should: Be stated in terms of expected student behaviors/achievements Be measurable Be aggregate, focusing on the program as a whole rather than on individual courses Specify the skills, competencies, understandings that students should have acquired as a result of having completed the program of study.

8. Principles of Assessing Outcomes (apa, adapted) A set of outcomes should improve teaching and learning. If possible, students should receive feedback on assessment activities. Assessment planning should encourage improvement, not concentrate on deficiency. Departments may choose to focus only a few goals on an annual basis and rotate assessment over semesters or years.

9. Curriculum revision should be linked to program outcomes and assessment. Embedding assessment within existing coursework reduces the burden for faculty and increases the motivation for students to take assessment activities seriously. Assessment planning and overview is energy, time and sometimes financially intensive. This important work should be supported in some fashion in order to sustain an assessment program over time.

10. Methods of Assessment Peggy Maki, AAHE Student work samples or portfolios Capstone projects or courses Lab experiments Course-embedded assessments (tests, test items, assignments, papers, etc.) Presentations or Performances Discussions or Debates Observations of student behavior Internships Standardized tests or licensure exams Pre/Post tests Survey or Interview Data Student journals or self-critiques

11. Principles of Benchmarks (reporting on outcomes) (http://www.neoam.edu/~assessment/TemplateProgram.htm) How many students are expected to achieve the benchmark and what level is acceptable evidence of success be specific be linked to each learning outcome be realistic indicate the number expected to meet the criteria Benchmarks for success can be based on flat performance or on improvement if you are pre and post testing

12. Suggestions Don’t put the horse before the cart: decide on outcomes first, then how to measure them Don’t forget: you need to assess every program outcome you create Consider assessing a sample of students rather than every student The process you create must be sustainable The feedback from the process should be used to improve student learning

13. Program Level Outcomes: Timeline Fall 2005: decide on program outcomes Fall 2005/Spring 2006: design and administer assessments of program outcomes Fall 2006/Spring 2007: design and administer assessment for at least one course (generally your highest enrolled course) Fall 2007: Program level assessment is DUE by in-service ONE course level assessment is DUE -Not all outcomes need to be assessed the first time, but we will need annual assessment of some outcomes in order to get baseline data -a good source for information on assessment: http://www.apa.org/ed/guide_outline.html

15. Other outcomes addressed in psych courses Information and Technological Literacy Demonstrate information competence and the ability to use computers and other technology for many purposes. Communication Skills Communicate effectively in both oral and written formats. Sociocultural and International Awareness Recognize, understand, and respect the complexity of sociocultural and international diversity. Personal Development Show insight into one’s own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement. Career Planning and Development Emerge from the major with realistic ideas about how to use psychological knowledge, skills, and values in various occupations and in graduate or professional school.