Creating Comprehensive Departmental Learning Outcomes with Critical Thinking as a Frame Natasha L. Ramsey, M.Ed. And Pamela N. Curtis, M.Ed. Office of Civic Engagement, Leadership and Service University of Louisville Division of Student Affairs EXAMPLE OF SLOSPROJECT DESCRIPTION The immediate impact begins with the graduate student gathering the information to complete the project and becoming fully exposed to all aspects of the various projects that take place within the office as well as coordination of a comprehensive review process. The long term impact will be on the approximately 1000 students who will participate in the office programs over the course of the year, including challenging their viewpoints which leads to the overall goal of developing fair-minded thinkers. We are recognizing that this process is slower than expected and will evolve over time as we intentionally incorporate the SLOs into training materials and elsewhere. That process has begun this year but not with the level of impact we would like. Plans are being put in place to enhance data collection and measurement of learning. To focus on creating unified departmental learning outcomes for all programs that come from this office. To develop a comprehensive assessment plan to measure learning and critical thinking that occurs within our programs. To better incorporate critical thinking elements and standards into leadership training, development and education as well as community service work. This grant will allow us to reach our goals by utilizing graduate student staff familiar with our office and the field to focus on bigger picture. This staff will attend the i2a Institute as well as receive individualized training on learning outcomes, curriculum development and assessment. -Incorporating SLOs into student leader training -Consistent collection of assessment data and making improvements in our programs based on that information In the summer of 2010, our office received a SUN grant to complete a review of student learning outcomes and assessment strategies. We then incorporated the university’s framework for critical thinking to create connections from each of our programs to the overall learning outcomes developed for our department. This funding resulted in the creation of a template that can be used to evaluate any program or department. REFERENCES IMPACT NEXT STEPS GOALS Elder, L., & Paul, R. (2009). The aspiring thinker's: Guide to critical thinking. Dillon Beach, CA: The Foundation for Critical Thinking. Nosich, G.M. (2009). Learning to think things through: A guide to critical thinking in the curriculum (3rd ed.). Dillon Beach, CA: Prentice Hall. Comprehensive Department Learning Outcomes: Participants should collectively be able to: Clearly articulate their experiences and accomplishments in a CELS program Clearly describe the impact their involvement had on their personal, social and academic growth Logically reason through a decision making process allowing for accurate execution Recognize their ability to be open-minded to other’s viewpoints thus increasing the opportunity for a collaborative learning experience Connect the relevance of CELS programming to their classroom experience Connect the significance of CELS programming to their passion Apply learned experiences to better serve their community both on- and off- campus Community Engagement Connection with the Community Discover student’s passion Promotes active citizenship Type of Student Fundamental & Powerful Concept Sound Student Learning Outcomes Freshmen LEAD: Participant will be able to: Clearly define what one’s leadership philosophy and style is Identify relevance in guest speaker key points to one’s development as a leader Demonstrate ability to respect differing viewpoints of peers in order to effectively execute project initiatives Relate learned skills with other leadership opportunities both on- and off- campus This project was supported by an i2a SUN Grant. Fundamental and Powerful Concept