The University Learning Outcomes
A Hamline graduate will be able to:
• serve, collaborate, and lead in a community
• solve problems in innovative, integrative, analytical, and ethical ways
• work and create understanding across cultural differences locally, nationally, and internationally
• use information and technology competently and responsibly
• communicate effectively in writing and in speaking
• apply the theories and methods of a field of expertise
• engage independently and reflectively in lifelong learning
• serve, collaborate, and lead in a community
Civic Engagement and Leadership Learning Outcomes from the University of Maryland
http://www.terpimpact.umd.edu/content2.asp?cid=7&sid=42
From the Introduction: These student learning outcomes are clustered around five major themes: civic engagement, leadership, diversity, cognitive development, and personal development. The outcomes can be used in a wide range of initiatives such as academic courses, student organizations, service-learning, research and teaching assistantships, internships, employment settings, and study abroad.
Impacts and Outcomes of Service-Learning: Higher Education Selected Resources
http://www.servicelearning.org/instant_info/bibs/he_bibs/impacts_he/
Community Service Learning Assessment Model from California State University
http://www.calstate.edu/csl/initiatives/servlearn_outcomes.shtml
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• solve problems in innovative, integrative, analytical, and ethical ways
Creative Problem Solving Rubric from Bowling Green State University
http://www.bgsu.edu/offices/assessment/CreativeProblemSolving.htm
Integrative Learning: Opportunities to Connect, a national project sponsored by the Association of American Colleges and Universities (AAC&U) and The Carnegie Foundation for the Advancement of Teaching
http://www.carnegiefoundation.org/files/elibrary/integrativelearning/index.htm
Aimed at promoting integrative learning in undergraduate education, this report makes the project’s work available to other campuses interested in helping students pursue their learning in more intentional, connected ways.
A Seven-part Critical Thinking Rubric from Washington State University
http://wsuctproject.wsu.edu/ctr.htm
Assessment of each part is guided by descriptions of what would represent scant and substantially-developed skill in the area. Web page includes additional links for more information.
Holistic Critical Thinking Scoring Rubric from California Academic Press
http://www.insightassessment.com/pdf_files/rubric.pdf
Assessing ethical behavior: Development of a Behaviorally Anchored Rating Scale. (Robert L Cardy, Arizona State University and T. T. Selvarajan, Northeastern State University) http://www.aacu.org/resources/assessment/ethical_behavior.cfm
From the abstract: “This study developed a six-dimension behavioral scale for assessing ethical judgment using the Behaviorally Anchored Rating Scale (BARS) procedure. One hundred and thirty four business undergraduate students participated in developing the scale. The use of this scale for conducting research on the process of making ethical performance judgments is discussed.”
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• work and create understanding across cultural differences locally, nationally, and internationally
Student Learning Outcomes: Identifying Diversity and Multicultural Competencies, by Patricia Marsh and Connie Manzo, Kansas State University.
http://www.winona.edu/AIR/resourcelinks/diversity%20outcomes.pdf
This report includes a comprehensive list of student learning outcomes that identify the knowledge, skills and personal attributes college graduates need to live and work in a diverse world.
Assessment of Understanding Diversity: University of Michigan Flint
http://assessment.umflint.edu/GeneralEducation/documents/diversity.pdf
The document stored at this site contains a nicely developed program beginning with outcomes and moving through both direct and indirect assessment measures. Several appendices include assessment questions, a scoring rubric, and a survey.
“An Assessment of Multicultural Competence,” by Patricia M. King and Mary Howard-Hamilton. NASPA Journal, Vol. 40, no. 2, Winter 2003.
http://publications.naspa.org/cgi/viewcontent.cgi?article=1226&context=naspajournal
Campus Diversity Initiative Evaluation Project Resource Kit: AAC&U and Claremont Graduate University
http://www.aacu.org/irvinediveval/pdfs/resourcekit.pdf
From the preface: “This document is intended as a resource guide to aid campuses in designing evaluation plans for measuring the outcomes of campus diversity initiatives… Part 3 covers a wide range of readings, websites and reports related to diversity and evaluation.”
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• use information and technology competently and responsibly
Information Literacy Competency Standards for Higher Education, Association of College and Research Libraries
http://www.ala.org/ala/acrl/acrlstandards/standards.pdf
Characteristics of Programs of Information Literacy that Illustrate Best Practices
Best Practices Initiative by the Institute for Information Literacy, Association of College and Research Libraries
http://www.ala.org/ala/acrl/acrlstandards/characteristics.cfm
Project SAILS, a standardized test of information literacy skills, based on ACRL Information Literacy Competency Standards for Higher Education. https://www.projectsails.org/sails/aboutSAILS.php?page=aboutSAILS
“Testing for Technology Literacy,” by Paul D. Thacker. Inside Higher Ed, Jan. 4, 2007.
http://www.insidehighered.com/news/2007/01/04/techtest
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• communicate effectively in writing and in speaking
The Council of Writing Program Administrators’ Outcomes Statement for First Year Composition, with descriptions of how faculty in undergraduate and graduate programs can build on this preparation.
http://www.wpacouncil.org/positions/outcomes.html
Technology Section to be added to the Outcomes Statement (AKA Technoplank)http://www.wpacouncil.org/technoplankDraft
Criteria for Assessment of Oral Communication from The National Communication Association
http://www.natcom.org/Instruction/assessment/Assessment/CriteriaAssessment.htm
Rubrics for assessing Oral Communication
--from the Northwest Regional Educational Laboratory
http://www.nwrel.org/assessment/pdfRubrics/oralassess.PDF
--from Sinclair Community College
http://www.sinclair.edu/about/assessment/pub/OralCom.doc
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• apply the theories and methods of a field of expertise
This university learning outcome will vary by major or program; please see the resource site for each academic school for models of discipline-specific learning outcomes.
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• engage independently and reflectively in lifelong learning
A presentation from AAHE on “Reflection as a Meaning-Making Process,” with descriptions of self-assessment learning techniques and outcomes for intentional learners.
www.aacu.org/meetings/ppts/knefelkamppresentation.ppt
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