Student Learning Outcomes – Pilot 1, 2006/2007
Student Learning Outcomes and Methods of Assessment – T3 Pilots 2007/2008
1. ACCT205, Principles of Financial Accounting – Beth Lasky
|Student Learning Outcome |Assessment of Student Learning |
|Record business transactions using accrual method double-entry |Graded Algorithmic Homework problems via internet |
|“Generally Accepted Accounting Principles” |Observation of discussion, Socratic Method |
| |Take home practice tests gone over in class |
| |Problem oriented tests |
|Prepare and interpret basic financial statements for businesses |Graded Algorithmic Homework problems via internet |
| |Observation of discussion, Socratic Method |
| |Take home practice tests gone over in class |
| |Problem oriented tests |
|Use accounting information to identify organization’s goals, problems,|Graded Algorithmic Homework problems via internet |
|and opportunities, and make rational business decisions |Observation of discussion, Socratic Method |
| |Take home practice tests gone over in class |
| |Problem oriented tests |
|Have an increased awareness of proper ethical business conduct |Discussion of presentation on accounting fraud |
| |Homework and test problems on internal control methods |
| |Extra credit paper on accounting fraud |
2. ACCT218, Payroll Accounting – Kim Gatzke
|Student Learning Outcome |Assessment of Student Learning |
|Understand what is involved in payroll accounting |Review and discuss the various laws governing payroll responsibilities|
| |Assessments, continuation problem, payroll project |
|Compute Gross Pay for Employees |Prepare problems and exercises that demonstrate how to compute regular|
| |pay and overtime pay in accordance with the laws and regulations |
|Compute deductions from gross pay |Prepare problems and exercises that demonstrate mandatory and |
| |voluntary deductions |
|Compute federal and state payroll forms |Complete accurate federal and state payroll tax forms based on |
| |reporting requirements |
3. ADOT101, Keyboarding – Elaine Tolliver
|Student Learning Outcome |Assessment of Student Learning |
|Utilize proficiently the keyboard |Complete daily warm-ups |
|Demonstrate their understanding of proper keyboarding techniques |Develop techniques for counting errors |
|independently | |
|Continue to build speed and accuracy with the use of timed writings |Keep speed charts |
|provided by the textbook | |
|Use Microsoft Word efficiently in creating and formatting most |Format business documents |
|frequently used business documents such as letters, tables, memos and | |
|reports | |
4. ADOT105, Survey of Computer Applications – Krista Lawrence
|Student Learning Outcome |Assessment of Student Learning |
|Use discipline-related terminology appropriately |Creation of a portfolio, review questions, exams, tests |
| |Collaboration in groups to present the definitions and use |
|Develop skills with the applications in specific circumstances |Tutorials, projects, exams, tests |
| |Assignments with guided direction |
|Organize and present information orally and in writing with the use of|Oral presentations, exams, tests |
|visual aids | |
5. ADOT106-1W1, Word Processing – Ruby Holliday
|Student Learning Outcome |Assessment of Student Learning |
|Define word processing terms |Type the exercises from each chapter and be graded on selected ones. |
| |Unit tests composed of exercises from the chapters will be given along|
| |with a final theory exam. |
|Open, format, close, save, print and revise WORD files. |Unit tests composed of exercises from the chapters will be given along|
| |with a final theory exam. |
|Use a templates and wizards to create documents |Unit tests composed of exercises from the chapters will be given along|
| |with a final theory exam. |
6. ADOT178, General Office Procedures – Cheryl D. Green
|Student Learning Outcome |Assessment of Student Learning |
|Explain how an office is managed |Graded course assignments (students are provided with a |
| |requirement/grade sheet by instructor) |
|Prepare business documents |Projects and activities, Application problems, graded w/ rubric |
|Present orally and professionally (proper attire) a research topic |Topics from Textbook, Reports, graded w/ a special rubric to rate |
|individually and in a group |individual and group presentations |
|Increase self-confidence |Rubric to rate oral presentations and give to students before |
| |presentations are delivered |
7. ADOT264, Database Applications – Warren Duclos
|Student Learning Outcome |Assessment of Student Learning |
|Use MS Access to construct new relational database components when |Completion of projects related to chapter concepts |
|given a selection of real-world work case situations |Chapter quizzes which assess students’ understanding of concepts |
| |Hands-on MyITLab assessments covering skills and concepts mastery |
|Use MS Access to revise existing relational database components when |Completion of projects related to chapter concepts |
|given a selection of real-world work case situations |Chapter quizzes which assess students’ understanding of concepts |
| |Hands-on MyITLab assessments covering skills and concepts mastery |
|Plan and construct relational database tables so as to enable |Completion of projects related to chapter concepts |
|efficient data collection, storage and maintenance |Chapter quizzes which assess students’ understanding of concepts |
| |Hands-on MyITLab assessments covering skills and concepts mastery |
8. ADOT265, Spreadsheet Applications – Mary Logan
|Student Learning Outcomes |Assessment of Student Learning |
|Create, develop, manipulate, and enhance spreadsheets using basic |Constructing a full set of financial accounting statements, |
|Excel skills |demonstrating financial strategies for improving performance and |
| |growth of existing businesses or starting new ones |
| |Hands-on MyITLab assessments covering skills and concepts mastery |
|Perform common business calculations and analyses using formulas and |Chapter skills exams covering execution and understanding of the |
|functions |content |
| |Hands-on MyITLab assessments covering skills and concepts mastery |
|Construct a full set of financial accounting statements using Excel |Challenge questions presenting business situations requiring students |
|skills |to choose appropriate skills learned in the chapter and use them |
| |creatively to come up with a solution |
| |Hands-on MyITLab assessments covering skills and concepts mastery |
9. ARCH 110, Architectural Design I – Victor Mirzai
|Student Learning Outcomes |Assessment of Student Learning |
|Write with creative thinking (design concept). The strategies in | |
|decision-making for problem solving and learning by doing of real life|Real-life architectural projects, tests, and a portfolio |
|architectural projects. | |
|Estimate numerical data by extracting, analyzing, and interpreting |Real-life architectural projects, tests, and a portfolio |
|data, applying mathematics and terminology in solving design problems.| |
|Demonstrate the use of application scientific and artistic techniques |Real-life architectural projects, tests, and a portfolio |
|(collect observations and evaluate the validity of the conclusion) by | |
|following sequential design steps to analyze and solve the design | |
|problem. | |
|Identify significant theories and philosophies of Architectural styles|Real-life architectural projects, tests, and a portfolio |
|which societies and individuals have adopted. They will be able to | |
|clearly analyze the style by producing data which will support the | |
|basic ingredients of the problem. | |
|Conduct public speaking activities, small group communication skills, |Real-life architectural projects, tests, and a portfolio |
|and interpersonal communication. | |
|Apply basic computer technology when using systematic and article |Real-life architectural projects, tests, and a portfolio |
|processes by using the internet to research data for Architecture. | |
10. BIOL101, Introductory Biology Lecture – Amanda Rosenzweig
|Student Learning Outcome |Assessment of Student Learning |
|Use problem solving, analytical and communication skills that will aid|Group tasks w/ discussion, critical thinking, and application skills |
|in building a foundation for lifelong learning and career development | |
|Evaluate and discuss contemporary social and ethical issues related to|Forums |
|biology | |
|Communicate effectively in both speech and writing |Class discussion |
| |Group presentations |
|Apply basic computer technology and locate educational and biological |BlackBoard assignments |
|resources |Computer assignments (Soft Chalk) |
|Make connections across the content and the concepts presented |Quizzes |
|throughout the course. |Tests |
| |Discussions |
11. BIOL102, Introductory Biology Lecture II – Marceau Ratard
|Student Learning Outcome |Assessment of Student Learning |
|Demonstrate ecological and scientific literacy to explain the function|Discussion assignments |
|of natural ecological systems | |
|Apply a learned strategy to address novel ecological issues/problems |Case study – apply concepts covered in class |
|Explain the complexity of the social, economic, and political dynamics|Case study – present point of view of different stakeholders |
|affecting solutions to ecological problems | |
|Demonstrate an awareness of how individual choices affect ecosystems |Calculate ecological footprint – online tool |
12. BUSL250, Legal Environment of Business (Business Law) – Tara Pembo
|Student Learning Outcome |Assessment of Student Learning |
|Demonstrate an understanding of the legal principles of business |Discussion |
| |Legislative Project |
| |Midterm essay exam w/ classroom discussion |
| |2 Objective exams in which they are encouraged to explain their |
| |answers |
|Demonstrate the knowledge of civil, common, and tort law that apply to|Discussion |
|those involved in developing and running a business |Legislative Project |
| |Midterm essay exam w/ classroom discussion |
| |2 Objective exams in which they are encouraged to explain their |
| |answers |
|Identify the Legal Issue of any and all cases and scenarios they |Discussion |
|encounter in their textbooks and the real world |Legislative Project |
| |Midterm essay exam w/ classroom discussion |
| |2 Objective exams in which they are encouraged to explain their |
| |answers |
|Apply these legal issues to come to a conclusion of what would be a |Discussion |
|just outcome |Legislative Project |
| |Midterm essay exam w/ classroom discussion |
| |2 Objective exams in which they are encouraged to explain their |
| |answers |
13. CADD125, Drafting I – Lorraine Zeringue
|Student Learning Outcome |Assessment of Student Learning |
|Create an accurate technical drawing with the ability to expand on |Lab assignments |
|knowledge of engineering and architectural plans |Revisions of lab assignments |
| |Mid-term exam |
|Demonstrate mature drawing habits and techniques to produce organized |Daily class packet – worksheets |
|and neat drawings | |
|Explain drafting principles and use proper drafting terminology |Quizzes |
14. CADD1201, Introduction to Computer Aided Drafting – Ken Krieger
|Student Learning Outcome |Assessment of Student Learning |
|Building on traditional technical drawing methods, create construction|Lab exercises |
|type 2D drawings to industry standards using CAD tools |Lab problems |
| |Questions from the text |
| |Portfolio |
| |Exams |
| |Quizzes |
|Set up and print CAD technical drawings and documents to industry |Lab exercises |
|scales and standards for professional presentation |Lab problems |
| |Questions from the text |
| |Portfolio |
| |Exams |
| |Quizzes |
15. CULA105, Theory of Meat, Poultry, and Seafood – Nancy Burback
|Student Learning Outcome |Assessment of Student Learning |
|Differentiate between all parts of beef, lamb, veal, port, poultry, |Hands-on identification of parts of meat in the lab |
|and game | |
|Accurately order and explain the different cuts of meat |Develop knowledge using flash cards and working with buzzers to answer|
| |identification questions in group discussion |
| |Tests – multiple choice, fill-in-the-blank, matching, and discussion |
| |questions on information from book and lectures |
|Accurately cut and cook meats, poultry, and game |Hands-on demonstrations of learning in lab |
| |Tests – multiple choice, fill-in-the-blank, matching, and discussion |
| |questions on information from book and lectures |
|Accurately identify all weights and measurements required for recipes.|Develop knowledge using flash cards and working with buzzers to answer|
| |identification questions in group discussion |
| |Tests – multiple choice, fill-in-the-blank, matching, and discussion |
| |questions on information from book and lectures |
|Accurately follow a recipe both individually and with a group |Hands-on, collaborative learning with actual recipes in individual and|
| |group demonstrations |
16. ENGL101, English Composition I – Cathy Gorvine
|Student Learning Outcome |Assessment of Student Learning |
|Develop and organize ideas to support an explicit thesis statement |6-8 formal writing assignments |
| |Departmental Exit Exam |
|Accurately quote, summarize and paraphrase |6-8 formal writing assignments |
| |Departmental Exit Exam |
|Edit to correct errors in grammar, punctuation, spelling, and usage |6-8 formal writing assignments |
| |Departmental Exit Exam |
17. ENGL102, English Composition II – Missy Diaz
|Student Learning Outcome |Assessment of Student Learning |
|Read with comprehension |Discussion and participation assignments, homework, quizzes |
|Analyze ideas, opinions, patterns, and themes |Writing assignments |
| |Research paper |
| |Written argumentative final exam |
| |5-minute speech |
|Synthesize ideas on a variety of topics |Writing assignments |
| |Research paper |
|Integrate current, accurate, and valid information from various |Writing assignments |
|sources, without incident of plagiarism |Research paper |
|Apply critical thinking skills to real world experiences, including |Writing assignments |
|other disciplines |Research paper |
| |Critical reflection |
18. ENGL205, Introduction to Short Story and Novel – Elizabeth Feltey
|SLO |Assessment of Student Learning |
|Relate literary works to personal experience |2 exams |
| |2 literary response essays |
| |One research project |
| |Research portfolio |
| |Quizzes |
| |Discussion board participation |
|Analyze/interpret literary works |2 exams |
| |2 literary response essays |
| |One research project |
| |Research portfolio |
| |Quizzes |
| |Discussion board participation |
|Analyze others’ literary criticism and apply relevant critical |2 exams |
|opinions to one’s own analysis and interpretation of literature |2 literary response essays |
| |One research project |
| |Research portfolio |
| |Quizzes |
| |Discussion board participation |
|Analyze relationships among selected elements of literary form and |2 exams |
|thematic content (e.g. setting and characterization, or symbol and |2 literary response essays |
|theme) |One research project |
| |Research portfolio |
| |Quizzes |
| |Discussion board participation |
19. ENGL212, American Literature II– Emily Cosper
|Student Learning Outcome |Assessment of Student Learning |
|Analyze and interpret a text in writing |Essay writing/essay exams |
|Evaluate primary and secondary sources and integrate into an original |Essay writing/group presentations |
|response | |
|Articulate the connections between literature and larger world issues |Small group discussion |
| |Class discussion |
| |Response journals |
|Synthesize ideas on a variety of topics |Essay writing |
| |Essay Exams/ |
| |Discussion |
| |Presentations |
| |Response Journals |
20. ENGL221/222, Survey of British Literature I & II – Janet McArthur and Brenda Bryant
|Student Learning Outcome |Assessment of Student Learning |
|Integrate knowledge across a wide range of contexts – thematically, |Essay Exam at mid-term and final |
|historically, and psychologically |Discussion Board responds and Classroom Discussion |
| |Paper |
| |Group Presentation |
|Independently synthesize and analyze |Individual paragraphs |
| |PowerPoint Presentations – organize group presentations |
| |The Power Point presentations were games (Jeopardy and Britwood |
| |Squares) |
|Debate ideas in a meaningful way |Essay Exam at mid-term and final |
| |Discussion Board responds and Classroom Discussion |
| |Paper |
| |Group Presentation |
|Take self-responsibility for learning |One on one conversations with professor 2 times a semester |
| |Assignments feature in BB, giving students 2-week assignments w/ a |
| |deadline, giving group leaders instr. To pass on to students. Group |
| |leaders then assign paragraph topics to each student. The method of |
| |disseminating information required the students to become more |
| |responsible for their own work. |
|Demonstrate respect for others in written and oral responses |Essay Exam at mid-term and final |
| |Discussion Board responds and Classroom Discussion |
| |Paper |
| |Group Presentation |
|Articulate an appreciation for literature as a way of understanding |Essay Exam at mid-term and final |
|human nature |Discussion Board responds and Classroom Discussion |
| |Paper |
| |Group Presentation |
|Take opportunities to learn beyond what is required |Papers |
21. ESLR023/027 – 024/028 Advanced Reading and Composition I & II – Shelley Tyler
|Student Learning Outcome |Assessment of Student Learning |
|Summarize readings on a variety of topics |Journals |
| |Practice Summaries |
| |Reader Response Essays |
| |Practice Essay Exams |
| |Midterm & Final Exams |
|Communicate and support ideas in writing |Journals |
| |Practice Summaries |
| |Reader Response Essays |
| |Practice Essay Exams |
| |Midterm & Final Exams |
|Use knowledge of strengths and weaknesses to self-monitor and |Grammar practice assignments |
|self-correct writing |Rewrites of graded essays |
| |Peer and Self Grammar Editing |
| |Reader Response Essays |
| |Practice Essay Exams |
| |Midterm & Final Exams |
|Provide Meaningful feedback to peers and use feedback from others |Peer observation activities |
|effectively |Peer Grammar Editing |
| |Rewrites of graded essays |
|Demonstrate self-awareness of ability as a writer | Journals |
22. GEOL101, Physical Geology – Jacqueline Wood
|Student Learning Outcome |Assessment of Student Learning |
|Explain how Plate Tectonics is the universal theory of geology |Classroom discussion |
| |Online BlackBoard discussion |
| |Exams |
|Explain how different stresses and strains result in various |In-class group worksheets |
|geological structures |In-class group work w/ maps |
|Describe the major breakdown of the Geological Time Scale |In-class assignment |
| |Online assignment |
| |Geological time scale quiz |
| |Exams |
|Explain the differences between metamorphic, igneous, and sedimentary |Online BlackBoard discussion |
|rock and how they are related to the rock cycle |Textbook homework assignments w/ short essays |
| |Exams |
|Explain the development of costal features |Online BlackBoard discussion |
| |Online assignment |
|Determine the epicenter of an earthquake, and determine the Richter |Online assignment |
|magnitude from seismic lines |In-class assignment w/ reading |
| |Exams |
23. HORT101, General Horticulture – Bettie Abbate
|Student Learning Outcomes |Assessment of Student Learning |
|Identify and discuss the many jobs available within the Horticulture |Online group discussion |
|industry |Lab journal and report |
| |Reflective paper and survey (service learning) |
|Apply knowledge of the elements of climate and microclimate to plant |Online group discussion |
|growth under different conditions |Softchalk lessons |
| |Online written assignments |
| |Written exams: problem-solving questions |
| |Lab journal and report |
| |Reflective paper and survey (service learning) |
| |Group assessment |
|Identify and compare the five physiological processes in plant science|Online group discussion |
|and examine how each affect plant growth and development |Softchalk lessons |
| |Online written assignments |
| |Written exams: problem-solving questions |
| |Lab journal and report |
| |Reflective paper and survey (service learning) |
| |Group assessment |
|Demonstrate the skills needed to successfully initiate plant growth |Online group discussion |
|through sexual and asexual propagation |Softchalk lessons |
| |Online written assignments |
| |Written exams: problem-solving questions |
| |Lab journal and report |
| |Reflective paper and survey (service learning) |
| |Group assessment |
|Demonstrate best management practices for planting and maintenance of |Online group discussion |
|ornamental landscaping and interior plantscaping commonly used in the |Softchalk lessons |
|industry |Online written assignments |
| |Written exams: problem-solving questions |
| |Lab journal and report |
| |Reflective paper and survey (service learning) |
| |Group assessment |
24. MATH095, Introduction to Algebra I – Jennifer Johnson
|Student Learning Outcome |Assessment of Student Learning |
|Tell the difference between mathematical statements |Speed practice |
| |Create quizzes |
|Determine what types of solutions make sense |Flow chart “fill-in” |
| |“Matching” Game |
| |Amp’d True/False |
|Calculate the solution using a logical plan |“Matching Game” |
| |Property proofs |
| |Amp’ed True/False |
25. MATH096, Introduction to Algebra II – Pat Rome
|SLO |Assessment of Student Learning |
|Manipulate mathematical symbols and notation independently to solve |Take exams/quizzes |
|problems logically |Verbal explanation to justify steps |
| |Correct answers on tests |
| |Homework |
|Explain how/when to apply basic algebraic properties |Take exams/quizzes |
| |Verbal explanation to justify steps |
| |Correct answers on tests |
| |Homework |
|Work constructively in groups to solve problems |Internal discussions |
| |Responses |
| |Group work sheets |
| |Projects |
|Apply some of what is learned to everyday life |“3” projects using algebraic properties in real life situations. |
| |Projects using math logic without a math problem |
26. MUSC105, Music Appreciation – Steven Edwards
|Student Learning Outcome |Assessment of Student Learning |
|Discuss definitions of Art and Music |7 objective quizzes |
| |Discussion forum |
|Accurately use concepts and vocabulary relating to the elements of |Online Learning Center – Self-check and Practice Quizzes |
|music, specifically when listening to a piece of music |7 objective quizzes |
| |Discussion forum |
| |Assignments |
| |Midterm and Final exams |
| |Live Concert Report Project |
|Identify musical genres, styles, and historical periods |7 objective quizzes |
| |Assignments |
| |Midterm and Final exams |
|Explain relationships between music and text |Discussion forum |
| |Midterm and Final exams |
| |(Live Concert Report Project) |
|Analyze primary and secondary sources about music including |Discussion forum |
|journalism, criticism, and scholarship |Assignments |
|Write a critical reflection to a piece of music |Discussion forum |
| |Live Concert Report Project |
27. PSYC240, Abnormal Psychology – Brett Heintz
|Student Learning Outcome |Assessment of Student Learning |
|Differentiate the symptomology of various mental disorders, such as |Discussion forums |
|anxiety disorders, depression, bipolar disorder, schizophrenia, and |Case Studies |
|personality disorders. |Journal Articles |
| |Papers |
| |Tests |
|Explain 2-3 approaches (Learning theory, Psychodynamic, Cognitive, |Journal Articles |
|Humanistic, and Physiological) in treating mental disorders. |Papers |
| |Discussion forums |
| |Tests |
|Express a tentative personal philosophy regarding the causes and most |Paper |
|effective therapeutic approaches in treating mental disorders |Discussion forum |
|Apply the DSM-IV-TR Criteria for mental disorder to a character in a |Paper |
|major motion picture or work of literature | |
28. MATH 203, Statistics – Laila Bicksler
|Student Learning Outcome |Assessment of Student Learning |
| | |
| | |
| | |
29. MATH 131, Pre-Calculus Trigonometry – Chris Doyle
|Student Learning Outcome |Assessment of Student Learning |
|Determine how concepts of trigonometry are applied to solve real world|Word problems, scenarios, measuring distances on land |
|problems in a mathematical setting | |
|Recognize wave patterns in real-world situations and determine what |Practice looking at graphs and determining the best function which |
|trigonometric functions would be needed to represent them |describes the graph (homework) |
|mathematically | |
|Analyze data to solve triangles and determine areas in real-world |Finding the triangulation and surface areas (homework and tests) |
|situations | |
|Using identities to sharpen your logical and analytical thought |Take home test (one week to do it) |
|processes | |
30. BIOL 141, General Biology I – Rashad Arcement
|Student Learning Outcome |Assessment of Student Learning |
|Explain how scientific methods are used to solve problems and explain |Design an experiment where they define each part of it |
|observations | |
|Create a diagram that would illustrate how plants and animals are |Visual Diagram where they show the interconnections |
|dependent upon each other to carry out metabolism | |
|Determine the significant relationships between genetics, natural |Word problem sets – homework assignments, group discussion of it |
|selection, and evolution | |
|Demonstrate verbally or in writing how our world, from atoms to earth,|Flow charts w/ examples |
|is connected by biological levels of organization |In class, collaborative discussion |
31. BIOL 161, Introduction Anatomy and Physiology – Malene Arnaud-Davis
|Student Learning Outcome |Assessment of Student Learning |
|Explain the concept of homeostasis as it relates to the different body|Series of in-class papers |
|systems |Essay questions on test |
|Make connections between content and concepts presented in class with |Disease papers |
|personal and family health issues and be able to explain in a way that|Group discussions |
|a lay person would understand |Essay questions on test |
| |Case studies |
|Develop strategies specific to studying for science courses that will |Tests |
|help students develop a foundation for future classes and career goals|Discussion |
| |Group Feedback |
32. BIOL 251 & 252, Human Anatomy and Physiology I & II – Jim Hurrell
|Student Learning Outcome |Assessment of Student Learning |
|Demonstrate an understanding of key concepts relating to the chemical |Homework assignments |
|and cellular building blocks of the human body |Exams |
| |Unit Summaries |
| |Research Paper |
| |Final Exam |
|Demonstrate an understanding of key concepts of the body systems |Homework assignments |
|relating to body shape and body support |Exams |
| |Unit Summaries |
| |Research Paper |
| |Final Exam |
|Students will demonstrate an understanding of key concepts of the body|Homework assignments |
|systems relating to body movement and internal/external body |Exams |
|communication |Unit Summaries |
| |Research Paper |
| |Final Exam |
|Relate anatomy and physiology terms in this course to understanding |Homework assignments |
|the fundamentals of proper medical terminology |Exams |
| |Unit Summaries |
| |Research Paper |
| |Final Exam |
33. PHYS 101, Elementary Physics – Raymond Duplessis
|Student Learning Outcome |Assessment of Student Learning |
|Describe many everyday observations and occurrences involving matter, |General Pre-test |
|motion and energy |Group Pre-test |
| |Individual Post-test |
| |Midterm (1/2 semester post-test) w/ ill-defined problem, essay test |
| |Final |
|Identify variables in and solve well-formed physics problems relating |General Pre-test |
|to matter, motion and energy by applying equations derived from |Group Pre-test |
|fundamental laws |Individual Post-test |
| |Midterm (1/2 semester post-test) w/ ill-defined problem, essay test |
| |Final |
|Take real-world ill-formed physics problems and through their |General Pre-test |
|understanding of physics come to a reasonable physical conclusion |Group Pre-test |
|and/or numerical solution on the situation |Individual Post-test |
| |Midterm (1/2 semester post-test) w/ ill-defined problem, essay test |
| |Final |
|Apply problem solving skills acquired through this course to everyday |General Pre-test |
|situations |Group Pre-test |
| |Individual Post-test |
| |Midterm (1/2 semester post-test) w/ ill-defined problem, essay test |
| |Final |
34. ASLS 101, American Sign Language I – Leslie Knowles
|Student Learning Outcome |Assessment of Student Learning |
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| | |
| | |
35. FNAR 126, Art History Survey II– Mae Niolet
|Student Learning Outcome |Assessment of Student Learning |
|Recognize major works and the masters who created them from each |Exams – Identify, define, essay |
|period of art studies this semester | |
|Cite the specific historical events which have a direct affect on the |Portfolio |
|way a work of art looks and its subject matter and theme |Group Project |
| |Paper – museum visit |
|Cite specific style characteristics of a period of work, of an |Portfolio – photographs |
|individual artist or works from a specific geographic area and relate | |
|them to existing works in this city | |
|Describe the various processes involved in making works of art and how|Group Project – in class |
|each medium and process affects the aesthetics and expression of a | |
|work | |
|Define and use the vocabulary of art history |Exam – identify and define |
36. PSYC 127, General Psychology – Sandra Prince-Madison
|Student Learning Outcome |Assessment of Student Learning |
|Apply the basic principles of psychology to yourself and others |Case studies and Tests |
| |Real life Psychological Project |
|Increase self knowledge and social competencies through working |Group Discussion |
|collectively with a diverse student body and instructor |Group Project – Psychological Project |
|Critical analysis of culturally sensitive articles to increase |Articles from Various Sources |
|intellectual analysis, problem solving skills and decision making to |Group Assessment |
|become critical thinkers |Reflective paper |
|Apply psychological concepts to effectively deal with anger, fears, |Journals |
|frustrations and anxieties |Reflective papers survey |
| |Peer review |
|Describe how the major perspectives would explain the various |Tests |
|behaviors |Classroom discussion |
| |Hands on assignments |
37. PSYC 225, Child Psychology – Sadhana Ray
|Student Learning Outcome |Assessment of Student Learning |
|Examine and discuss critically, any of the principles, issues or |Discussion board responses |
|conceptual approaches as presented in the course |Quizzes |
| |Midterm and Final tests |
|Connect concepts with real world situations |Essay |
| |Case study responses |
|Apply the concepts to other applied fields of study |Essay after the Midterm Examination |
38. HUMA 150, Structure of Western Thought – Shameem Choudhury
|Student Learning Outcome |Assessment of Student Learning |
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| | |
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39. ENGL 211, American Literature to 1865 – Paul Rosefeldt
|Student Learning Outcome |Assessment of Student Learning |
|Analyze a text for its psychological, sociological or philosophical |Short comparison analysis paper |
|themes |Longer comparison analysis paper |
| |Midtern |
| |Research paper based on comparison of two novels |
| |Final test |
|Synthesize two or more texts to find common patterns |Short comparison analysis paper |
| |Longer comparison analysis paper |
| |Midterm |
| |Research paper based on comparison of two novels |
| |Final test |
|Compare themes from past American texts to contemporary American |Short comparison analysis paper |
|issues |Longer comparison analysis paper |
|Clarify personal values through analyzing literary texts |Short comparison analysis paper |
| |Longer comparison analysis paper |
| |Midterm |
| |Final test |
40. ENGL 062, Developmental Composition II – Joe Howard
|Student Learning Outcome |Assessment of Student Learning |
|Generate and organize their own ideas into an essay written in |Write 5-7 formal writing assignments |
|predominantly error free standard English prose. |Take and pass the exit exam at the end of the semester |
| | |
| | |
41. HIST 101, Early Western Civilization – Sal Anselmo
|Student Learning Outcome |Assessment of Student Learning |
|Identify and understand how the major events, people, and ideas have |Multiple choice and essay tests |
|shaped Western society |Class discussion |
|Apply knowledge by critically writing, reading and discussing the past|Essay tests/quizzes |
|and the present |Research paper |
| |Portfolio project |
| |Class discussion |
|Use academic skills necessary for success in any college level history|Essay tests/quizzes |
|class |Research paper |
| |Portfolio project |
| |Class discussion |
42. READ 101, Analytical Reading – Linda Duerson
|Student Learning Outcome |Assessment of Student Learning |
|Demonstrate the ability to read college-level materials critically and|Guided readings |
|analytically |Student-generated outlines of essays |
| |Journal |
| |Teacher-made test |
| |Collaborative discussions |
| |Quizzes |
| |Graded homework assignments |
|Locate and print electronic reference material |Reading lab – Weaver instructional system |
| |Portfolio – research project |
| |Portfolio – short story project |
|Identify and analyze the organizational parts of both fiction and |Portfolio – research project |
|nonfiction |Portfolio – short story project |
| |Vocabulary flashcards |
| |Collaborative discussions |
| |Teacher led discussions |
| |Quizzes |
| |Graded homework assignments |
43. READ 072, Developmental Reading – Kathy Favret
|Student Learning Outcome |Assessment of Student Learning |
| | |
| | |
| | |
44. SOCI 151 - Introductory Sociology – Kellye Deel
|Student Learning Outcome |Assessment of Student Learning |
|Identify emergence of Sociology |Quizzes/Exams |
|Identify 3 core theories |Quizzes/Exams |
|Recognize how individual personal experiences are interrelated to |Research Paper |
|social issues |One-Minute Reaction Paper |
|Evaluate social issues |Discussion |
| |Research Project – Outside Project |
45. PHIL 175, Social Ethics – Angela Camaille
|Student Learning Outcome |Assessment of Student Learning |
|Identify many controversial issues in today’s world |Tests |
| |Research Paper |
| |Participation – class and virtual discussion |
|Evaluate arguments and identify faulty arguments in reason and logic |Tests |
| |Research Paper |
| |Participation – class and virtual discussion |
|Express an understanding of one’s own viewpoints and the viewpoints of|Tests |
|others |Research Paper |
| |Participation – class and virtual discussion |
46. HIST 260, Louisiana History – Charles (Treg) Fontana
|Student Learning Outcome |Assessment of Student Learning |
|Explain the failures or disappointments in city/state government over |2 papers – opinion paper w/ support |
|time and how they came about |Personal paper |
|Describe the social conditions of LA |Tests – essay portions that allow them to describe |
|Explain the influence of past LA history and how it has come down the |Tests – explanations on test |
|line | |
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