University Learning Outcomes
Learning Matters
The following University Learning Outcomes (ULO’s) for all academic courses were initiated in October of 2012. Subsequent review and revisions by faculty in May 2013, March 2015 and April 2018 have occurred. It is recognized that courses are unique to the discipline, assessment methodology and andragogy of the individual instructor, however, at least two or more outcomes can be applied to any curriculum. Detailed benchmarks can be found for each ULO on this PDF. The five ULO’s are as follows:
LEARN AND INTEGRATE
Definition: Through independent learning and collaborative study, attain, use, and develop knowledge in the arts, humanities, sciences and social sciences, with disciplinary specialization and the ability to integrate information across disciplines.
THINK AND CREATE
Definition: Use multiple thinking strategies to examine real-world issues, explore creative avenues of expression, solve problems and make consequential decisions.
COMMUNICATE
Description: Acquire, articulate, create and convey intended meaning using verbal and non-verbal method of communication that demonstrates respect and understanding in a complex society.
CLARIFY PURPOSE AND PERSPECTIVE
Definition: Explore one’s life purpose and meaning through transformational experiences that foster an understanding of self, relationships and diverse global perspectives.
PRACTICE CITIZENSHIP
Definition: Apply principles of ethical leadership, collaborative engagement, socially responsible behavior, respect for diversity in an interdependent world and a service-oriented commitment to advance and sustain local and global communities. NOTE: likely best expressed in advanced students.
Notes:
The Learning Matters rubrics were adopted with modifications from the Association of American Colleges and Universities VALUE Rubrics (Valid Assessment of Learning Undergraduate Education). Developed in the fall of 2009 by the Association of American Colleges and Universities (numbering over 2,800 institutions today; established in 1904), the VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States. It involved a process that examined many existing campus rubrics and related documents for each institution’s learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The utility of the rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared through a common dialog and understanding of student success. The rubrics are a starting point from which each college and unit should amend the rubrics to best reflect their role and mission and the university-wide learning outcomes. The Learning Matters Rubric are found in this PDF.