Student Learning Outcomes (SLOs) Module #3: Program vs Course SLOs. Office of Academic Planning & Accountability Institutional Effectiveness Moderator: Dr. Cathy Bays. Objectives. Upon completion of module #3, session participants will be able to:
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Student Learning Outcomes (SLOs)Module #3: Program vs Course SLOs
Office of Academic Planning & Accountability
Moderator: Dr. Cathy Bays
Upon completion of module #3, session participants will be able to:
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.
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.
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.
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.
Establish key points of integration within:
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.
For Ideas to Action (i2a)
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. 2nd ed. San Francisco, CA: Jossey-Bass.