1. 1 How do we demonstrate that our graduates attain all the program learning outcomes (i.e., General Education Competencies)?

2. 2 How to relate ENG 101 course learning outcomes MTH 112 course learning outcomes CHM 111 course learning outcomes etc., etc. Program learning outcomes

3. 3 Program Learning Outcomes (the Symphony)

4. 4

5. 5 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

6. 6 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.

7. 7 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.

8. 8 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.

9. 9 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.

10. 10 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.

11. 11 Five Key Points in regard to relating course learning outcomes to program learning outcomes

12. 12 1)Each course has its own learning outcomes.

13. 13 2) Within these course learning outcomes are some of the outcomes identified at the program level.

14. 14 3) No one single course is expected to address all the program learning outcomes.

15. 15 4) The course only addresses the learning outcomes that belong naturally to that course.

16. 16 5) Through the program of study coursework collectively, every graduate has opportunity to attain and demonstrate all the program learning outcomes.

17. 17 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.

18. 18 At the course level How do you “SLO – er – ize” a syllabus?

19. 19 Ask: Which program learning outcomes are addressed naturally by this course?

20. 20 Then ask: What assessments are in place that demonstrate student attainment of those learning outcomes?

21. 21 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.”

22. 22 ENG 101 English Composition I ENG 102 English Composition II Communication--Writing Communication--Reading Communication--Speaking Communication--Listening Communication--Electronic Cognition--Creative thinking

23. 23 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.

24. 24 ENG 101

25. 25 Communication ENG 101 Communication—Writing Communication—Reading Communication—Speaking Communication—Listening Communication—Electronic

26. 26 Cognition ENG 101 Cognition—Creative thinking Cognition—Critical thinking Cognition—Quantitative reasoning Cognition—Problem solving Cognition—Synthesis of knowledge and skills

27. 27 Information Literacy and Interpersonal Skills ENG 101 Information Literacy— Research Information Literacy— Application of technology Interpersonal Skills— Individuals Interpersonal Skills— Groups

28. 28 Aesthetic Sensitivity and Personal Responsibility ENG 101 Aesthetic Sensitivity— Production or response Personal Responsibility— Self-regulation Personal Responsibility— Respect for diversity

29. 29 ENG 251

30. 30 Communication ENG 251 Communication—Writing Communication—Reading Communication—Speaking Communication—Listening Communication— Electronic

31. 31 Cognition ENG 251 Cognition—Creative thinking Cognition—Critical thinking Cognition—Quantitative reasoning Cognition—Problem solving Cognition—Synthesis of knowledge and skills

32. 32 Information Literacy and Interpersonal Skills ENG 251 Information Literacy— Research Information Literacy— Application of technology Interpersonal Skills— Individuals Interpersonal Skills— Groups

33. 33 Aesthetic Sensitivity and Personal Responsibility ENG 251 Aesthetic Sensitivity— Production or response Personal Responsibility— Self-regulation Personal Responsibility— Respect for diversity

34. 34 MTH 112

35. 35 Communication MTH 112 Communication—Writing Communication—Reading Communication—Speaking Communication—Listening Communication— Electronic

36. 36 Cognition MTH 112 Cognition—Creative thinking Cognition—Critical thinking Cognition—Quantitative reasoning Cognition—Problem solving Cognition—Synthesis of knowledge and skills

37. 37 Information Literacy and Interpersonal Skills MTH 112 Information Literacy— Research Information Literacy— Application of technology Interpersonal Skills— Individuals Interpersonal Skills— Groups

38. 38 Aesthetic Sensitivity and Personal Responsibility MTH 112 Aesthetic Sensitivity— Production or response Personal Responsibility— Self-regulation Personal Responsibility— Respect for diversity

39. 39 CHM 111

40. 40 Communication CHM 111 Communication—Writing Communication—Reading Communication—Speaking Communication—Listening Communication— Electronic

41. 41 Cognition CHM 111 Cognition—Creative thinking Cognition—Critical thinking Cognition—Quantitative reasoning Cognition—Problem solving Cognition—Synthesis of knowledge and skills

42. 42 Information Literacy and Interpersonal Skills CHM 111 Information Literacy— Research Information Literacy— Application of technology Interpersonal Skills— Individuals Interpersonal Skills— Groups

43. 43 Aesthetic Sensitivity and Personal Responsibility CHM 111 Aesthetic Sensitivity— Production or response Personal Responsibility— Self-regulation Personal Responsibility— Respect for diversity

44. 44 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).

45. 45 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.

46. 46 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.

47. 47 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.

48. 48 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

49. 49 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.

50. 50 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.

51. 51 And what if we finish all the core syllabi, look at the matrix, and find that a program learning outcome is missing? ?

52. 52 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.

53. 53 The matrix helps us to show that the core courses enable students to attain and demonstrate all the Program Learning Outcomes.